Una comida para i. Fountas-Pinnell Level I Informational Text

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1 LESSON 18 TEACHER S GUIDE by Erin Duffy Una comida para i Fountas-Pinnell Level I Informational Text Selection Summary Food comes to your table in many ways. Some food is grown in home gardens. Some people grow food on small farms and sell their produce at farmers markets. Big farms truck their crops to stores in distant cities and towns. por Erin Duffy HOUGHTON MIFFLIN Number of Words: 246 Characteristics of the Text Genre Informational Text Text Structure Descriptive, with some comparisons and some chronological sequencing Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Where food comes from Farming and gardening Food is grown in many ways. Whether in a home garden or at a small or large farm, it takes a lot of work to grow food. Simple, clear language Writer talks directly to reader (second person) Many simple sentences: Los granjeros recogen los cultivos. Some longer sentences: Algunas personas siembran frutas y vegetales en una huerta en sus casas. Words relating to farming: cosechan, vegetales, semillas, agua, sol, granjas, animales Many high frequency words: a veces, comida, debajo, directamente, esa, primero, tierra, tu Many multi-syllable words: vegetales, animales, alimentos, granjeros Photographs support each page of text. Nine pages of text, photographs on every page Four to eight lines of text on a page All sentences begin on left; some three-line sentences 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 by Erin Duffy Build Background Read the title to children and talk with them about the cover photo. Encourage children to use what they know about the food they eat to think about the book. Anticipate the text with questions such as these: De dónde proviene la comida que ustedes comen? Su familia siembra alimentos en una huerta? Compran la comida en un supermercado? Introduce the Text Guide children through the text, noting important ideas and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions: Page 2: Explain that this book tells about the food we eat. Suggested language: Vayan a la página 2 y miren la foto. Qué clases de comida ven? Cuáles de estas comidas les gusta comer? Digan la palabra comida. Qué letra esperan ver al comienzo de comida? Encuentren la palabra comida y pongan el dedo debajo de ella. Page 3: Remind children that information in the pictures can help them read. Vayan a la página 3. Qué creen que están haciendo estas personas? Podrían estar sembrando semillas debajo de la tierra. Qué podría pasar si no ponen las semillas lo bastante profundas en el suelo? Page 4: Vayan a la página 4. Qué pueden ver en la foto? Cuando estas frutas y vegetales estén maduros, pueden ir directamente de la huerta a la mesa. Digan la palabra directamente. Qué letra esperan ver al comienzo de directamente? Encuentren la palabra directamente y pongan el dedo debajo de ella. Page 7: Vayan a la página 7. A veces los granjeros venden su comida en el mercado. Qué están vendiendo aquí? En qué se diferenciará esta comida de la que se compra en un supermercado? Ahora, vuelvan al comienzo para descubrir todo acerca de la comida. Words to Know a veces debajo estas tierra comida directamente primero tu 2 Lesson 18:

3 Read As the children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability. Respond to the Text Personal Response Ask children to share their personal responses to the book. Begin by asking what they liked best about the book, or what they found most interesting. Suggested language: Qué aprendieron acerca de los lugares de donde viene la comida? Ways of Thinking As you discuss the text, make sure children understand these teaching points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text Many people grow food in home gardens. People grow fruit, wheat, vegetables, and animals on small or big farms. Some farmers sell their food at markets; others use trucks or trains to take food to cities where it is sold at stores. Food is grown in many places, from small gardens to large farms. It takes a lot of work to get food from the farm or garden to people s tables. The writer includes a lot of information about how people plant gardens and what seeds need to grow. The writer s purpose is to show how much work it takes to grow food Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Fluency Ask children to choose a page of the book to read aloud. Remind them to pay attention to phrasing. By breaking each sentence into natural phrases, readers reflect the meaning of the sentence. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Build Sentences Materials: index cards. Write the high frequency words from the book on index cards: primero, comida, a veces, tu, la, debajo. Then write the content words on index cards: siembran, frutas, semillas, agua, sol, huerta, animales. Have children build sentences using the word cards, plus additional words as needed. Have them read the sentences and illustrate them if they wish. Consonant Clusters Have children list words with consonant clusters at the beginning or in the middle. Start with words in the book, such as sobre, siembran, frutas, primero, plantan, crecer, granjas, comprar, and fresca. Help them read each word and then add more words. 3 Lesson 18:

4 Writing About Reading Critical Thinking Read the directions for children on Hoja reproducible 18.7 and guide them in answering the questions. Responding Read aloud the questions at the back of the book and help children complete the activities. Target Comprehension Skill Author s Purpose Explain to children that they can think about the author s purpose by finding details in a book that show why the author writes a book. Model how to think about the author s purpose. Think Aloud Cuál fue el propósito de la autora al escribir este libro? Algunos detalles cuentan cómo las personas siembran comida en huertas que tienen en sus casas. Otros detalles explican que los granjeros plantan frutas y vegetales en granjas pequeñas y venden su comida al mercado. En la página 9, la autora explica que los camiones y los trenes llevan la comida de las granjas grandes a los pueblos y las ciudades. Creo que la autora escribió este libro para que los lectores pudieran aprender acerca de las formas de cultivar la comida y de hacer que llegue a sus mesas. Practice the Skill Have children choose another book and tell the author s purpose for writing it. Writing Prompt Read aloud the following prompt. Have children write their response, using the writing prompt on page 6. This book is full of facts about food. Pick one food you read about. Write a paragraph telling where that food comes from and how it gets to your kitchen. Use details from the book in your answer. 4 Lesson 18:

5 Responder DESTREZA CLAVE Propósito de la autora Por qué la autora escribió este libro? Cuáles tres detalles te explican esto? Haz un diagrama. A platicar! El texto y el mundo Piensa en tu fruta o vegetal favorito. De dónde viene? Nombre Fecha Lección 18 HOJA REPRODUCIBLE Escucha la pregunta. Escribe una respuesta. Las respuestas pueden variar. 1. En qué son diferentes el mercado y el supermercado? En qué son iguales? El mercado es abierto. El supermercado es cerrado. En los dos puedes conseguir frutas y vegetales. Hacer conexiones Piensa en ir a una granja. Escribe varias oraciones acerca de lo que te gustaría ver ahí. Lea las instrucciones a los niños.. All rights reserved. 9 Grado 1, Unidad 4: Vamos a explorar 879RTXSAN_U4_LR_TAI.indd 9 8/11/09 2:18:33 PM 5 Lesson 18:

6 Nombre Fecha Este libro está lleno de datos acerca de la comida. Elige una comida sobre la que hayas leído. Escribe un párrafo en el que cuentes de dónde proviene esa comida y cómo llega a tu cocina. Usa detalles del libro en tu respuesta. 6 Lesson 18:

7 Nombre Fecha Lección 18 HOJA REPRODUCIBLE 18.7 Escucha la pregunta. Escribe una respuesta. 1. En qué son diferentes el mercado y el supermercado? En qué son iguales? Hacer conexiones Piensa en ir a una granja. Escribe varias oraciones acerca de lo que te gustaría ver ahí. 7 Lesson 18:

8 Estudiante NIVEL I Fecha Lección 18 HOJA REPRODUCIBLE Registro de lectura page Selection Text Errors Self-Corrections 2 Mira toda la comida sobre la mesa. Cómo llega la comida a tu mesa? 3 Algunas personas siembran frutas y vegetales en una huerta en sus casas. Primero plantan semillas debajo de la tierra. Luego riegan estas semillas. Las semillas necesitan agua y sol para crecer. Comments: Accuracy Rate (# words read correctly/45 100) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Corrections) 1: Behavior Code Error Read word correctly lobo 0 Repeated word, sentence, or phrase lobo Omission lobo 1 0 Behavior Code Error Substitution lodo lobo 1 Self-corrects lodo sc lobo Insertion el ˆlobo 1 Word told T 1 lobo 0 ISBN-13: ISBN-10: Lesson 18: