Fountas-Pinnell Level M Nonfiction

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1 LESSON 7 TEACHER S GUIDE La pintura, desde las cavernas hasta las by Helen Byers Fountas-Pinnell Level M Nonfiction Selection Summary Throughout history, people have painted. Early people painted on cave walls, Egyptians made murals in tombs, and Chinese painted on scrolls. Techniques and tools have changed over time, but one reason for painting is clear: It is fun. HOUGHTON MIFFLIN Number of Words: 496 Characteristics of the Text Genre Nonfi ction Text Structure Introduction, four sections with headings, and conclusion Organized into four categories of art Content Painting as a historical activity Painting in caves, on walls, with ink and oils, and with computers Themes and Ideas Humans have painted since ancient times. Tools and methods of painting have changed over time. Painting is an enjoyable activity. Language and Meaning provided through integration of pictures with text Literary Features Writer talks directly to the reader (second person): Cuál fue tu primera obra de arte? Sentence Complexity A mix of short and complex sentences Sentences with nouns and verbs in series, divided by commas Vocabulary Content-specifi c words, most defi ned in text: témpera, pergamino, lienzo Words Some three- and four-syllable words, some of them challenging, such as introducción, inventada, pergamino, experimentan, Proper nouns that may be diffi cult to decode: Egipto, egipcios, Europa Illustrations Photos of cave paintings, Egyptian wall paintings, and other types of painting Book and Print Features Nine pages of text, with photos on all pages Captions that extend the text Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Copyright by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida Printed in the U.S.A If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

2 La pintura, desde las cavernas hasta las by Helen Byers Build Background Help students use their knowledge of art to visualize the book. Build interest by asking questions such as the following: Cuál fue su primera obra de arte? Qué usaron para crearla? Read the title and author and talk about the cover illustration. Explain that painting is something that people have done throughout history. Introduce the Text Guide students through the text, noting important ideas and nonfiction features. Help with unfamiliar language so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions: Page 2: Read the heading and remind children that an introduction tells what a book will be about. Have students fi nd the highlighted words bosquejos and ilustrador. Suggested language: Suelen tomar un lápiz y hacer bosquejos en el papel? Los ilustradores que hacen dibujos probablemente empiezan con dibujos rápidos o bosquejos. Pages 4 5: Point out that captions can give clues about information in the text. Qué les dicen los rótulos en estas páginas? Alguna vez dibujaron una lína alrededor de su mano para hacer un contorno? La foto de la página 4 muestra las pinturas que dejaron los primeros artistas en las cuevas. Page 9: Direct attention to the painting and read the caption. El rótulo dice que piensen sobre el sentimiento que expresa la pintura. La pintura muestra la textura de los árboles y las plantas. El cactus se ve como si tuviera una textura espinosa al tocarlo. Ahora, vuelvan al comienzo del libro para descubrir cómo han pintado las personas a lo largo de la historia. Target Vocabulary boceto dibujo simple y rápido, p. 9 bosquejo dibujo o garabato hecho de manera rápida o descuidada, p. 2 ilustrar hacer dibujos de algo, p. 2 imaginar ver una imagen en tu mente, p. 4 instrumento cosa que usan las personas para hacer un trabajo, p. 3 investigar buscar y estudiar información sobre un tema, p. 2 papel de calco papel para copiar el contorno o la forma de algo, p. 4 textura manera en la que se ve y se siente al tacto una superficie, p. 9 2

3 Read Have students silently read La pintura, desde las cavernas hasta las while you listen to individual students read. Support their problem solving and fluency as needed. Remind students to use the Analyze/Evaluate Strategy about what they read and then form an opinion about it., and to think Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the book. Suggested language: De los tipos de arte que muestra el libro, cuál les gusta más? Por qué les gusta ese estilo? Ways of Thinking As you discuss the text, help students understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text Making works of art is something that people have always done. Early people made paintings on cave walls. Egyptian artists painted on tomb walls. Ink, tempera, and oil paint are some of the materials artists have used. Throughout history, people have expressed themselves by making works of art. People in different times and places have used different tools and ways of making works of art Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Captions help to explain the photos and other illustrations. The photos show works of art made by different people in different places and times. The author succeeded in her purpose to present many kinds of painting. Choices for Further Support Fluency Invite students to choose a passage from the text to read aloud. Suggest that they try reading a couple of pages as if they were teaching a group of younger students about the history of art. Comprehension Based on your observations of the students reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas. Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind students that many words contain the silent letter h, a letter that does not stand for a sound. Have students identify these words from the story that contain the silent letter h: historia, hoy, hacer, ahora. Invite them to think about other words that have the silent letter h. 3

4 Writing about Reading Vocabulary Practice Have students complete the Vocabulario questions on Hoja reproducible 7.1. Responding Have students complete the vocabulary activities on page 11. Remind them to answer the Word Teaser on page 12. (Answer: bosquejo) Reading Nonfiction Nonfiction Features: Captions and Photos Remind students that nonfiction has many features to help readers find and understand important information. Captions and photos are two of these features. Explain that captions can be short phrases or longer sentences, as in this book. Captions tell what a photo, illustration, map, or diagram is about. Reading the captions in a nonfiction book is a good way to preview the book before reading the main text. Photos are another important source of information. They often add information that is not in the text. Have students look again at the photo on page 3. Ask what information they can learn from the photo (las herramientas que usan los artistas, el delantal que usan para proteger su ropa). Then have students choose a photo from the book and write a different caption for it, based on what they see in the photo. Writing Prompt: Thinking Beyond the Text Have students write a response to the prompt on page 6. Assessment Prompts What does the word instrumentos mean in the caption on page 3? How does the photo of a cave painting on page 4 help you understand the meaning of the word papel de calco? Complete this sentence in your own words: From this book, the reader can tell that. 4

5 Responder de ra VOCABULARIO CLAVE Formar palabras Haz una tabla y escribe los instrumentos de los artistas. Escribe cómo los usa el artista. Luego, escribe qué pueden hacer con ellas. Instrumento pincel Cómo se usa pintar al óleo Qué hace pintura al óleo El texto y tú Escribe un párrafo en el que describas cómo usarías una herramienta de artista y que harías con la herramienta. Usa palabras de Formar palabras. 3_041087_VR2_2BL_paintings_L07.i11 11 A escribir! 11 11/2/09 3:25:40 PM Nombre Escribe palabras e ideas que van con la palabra imagina de la red semántica. Luego, haz una red semántica con cada una de las demás palabras de. Vocabulario Fecha Lección 7 HOJA REPRODUCIBLE 7.1 La pintura, desde las cavernas hasta las imaginar instrumento ilustrar bosquejo boceto papel de calco investigar textura Se muestran las respuestas de ejemplo. sueña crea imagina haz un dibujo cierra los ojos Lea las instrucciones a los estudiantes.. All rights reserved. Grado 3, Unidad 2: Exprésate! 5

6 Nombre Fecha La pintura, desde las cavernas hasta las Pensar más allá del texto Piensa en las siguientes preguntas. Después, escribe tu respuesta en uno o dos párrafos. En la página 10, el libro dice: Ahora los artistas pintan lo que quieren. Has leído sobre muchas fomas de pintar. Imagina que eres un artista. Describe el tipo de arte que harás. Qué instrumentos y materiales usarás para crear tus obras de arte? Cuál será tu tema? 6

7 Nombre Escribe palabras e ideas que van con la palabra imagina de la red semántica. Luego, haz una red semántica con cada una de las demás palabras de. Vocabulario Fecha Lección 7 HOJA REPRODUCIBLE 7.1 La pintura, desde las cavernas hasta las imaginar instrumento ilustrar bosquejo boceto papel de calco investigar textura imagina 7

8 Estudiante Fecha La pintura, desde las cavernas hasta las n i v e l m Lección 7 Hoja reproducible La pintura, desde las cavernas hasta las Registro de lectura page Selection Text Errors Self-Corrections 2 Cuál fue tu primera obra de arte? Usaste los dedos para pintarla? Hiciste bosquejos con crayones? Desde entonces, probablemente has estudiado dibujos de algún ilustrador de libros. Quizás has investigado para saber cómo trabajaron. 3 La gente siempre ha pintado. Los momentos y los lugares para pintar han sido diferentes. Tal vez sus instrumentos también. Sin embargo, sus razones para pintar son frecuentemente las mismas. Una razón simple. Pintar es divertido! 4 Imagina que vives en una caverna. Cómo conseguirías los materiales de arte? Los habitantes de las cavernas encontraron rocas de colores. Las molieron para hacer polvo, agregaron agua y las hicieron pinturas. Comments: Accuracy Rate (# words read correctly/ ) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Corrections) 1: Behavior Code Error Read word correctly Repeated word, sentence, or phrase Omission Behavior Code Error Substitution lodo 1 Self-corrects Insertion Word told lodo sc el 0 ˆ 1 T