Fountas-Pinnell Level L Fantasy
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1 LESSON 20 TEACHER S GUIDE by Hannah Cone Fountas-Pinnell Level L Fantasy Selection Summary When Mica, Rafa, and Diana wake up one morning, they find they each have a super power. The three friends spend the day being superheroes and helping people. Though their superpowers disappear at the end of the day, they realize that with or without super powers, they can still help people. por Hannah Cone ilustrado por Valeria Cis HOUGHTON MIFFLIN Number of Words: 733 Characteristics of the Text Genre Fantasy Text Structure Easy-to-follow episodic plot Third person narrative Content Super powers and superheroes Rescues Themes and Ideas Helping people, with or without super powers Working together to solve problems Language and Fantasy: Characters have impossible super powers Literary Features Conversational language Story told from several points of view Sentence Complexity Some parenthetical expressions for emphasis: O no?; Qué fuerza! Some longer, complex sentences: Pero en secreto, se preguntaron qué podría suceder cuando despertaran por la mañana. Vocabulary Some words relating to super powers: visión de rayos X, fuerza, superhéroes Words Some multisyllable words: kindergarten, sucedido, descubrirán, ejercicio Compound words: superhéroe, superpoder Illustrations Illustrations support the text. Book and Print Features Thirteen pages of text; illustrations on every page Some sentences starting in middle of line, carrying over two lines 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 Hannah Cone Build Background Build interest in this story by asking questions such as the following: Qué es un superpoder? Qué superpoder te gustaría tener? Read the title and author and talk about the cover illustration. Point out that the story is fantasy, so things that happen couldn t happen in real life. 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 is a story about three friends, Mica, Rafa, and Diana, who have known each other since kindergarten. Draw attention to the last two sentences on the page. Suggested language: Vayan a la página 2. Escuchen las dos últimas oraciones: Ellos sabían todo sobre cada uno de los otros. O no? Por qué creen que la autora agregó esa última oración? Pages 4 and 5: Draw attention to the illustrations on these pages. Cada uno de los amigos se despierta y descubre que tiene un superpoder. Con las ilustraciones de las páginas 4 y 5, hagan una predicción de los superpoderes que podrían tener los amigos. Page 7: Vayan a la página 7. Por qué creen que el niño de la ilustración contempla con tristeza su cometa? Page 8: Draw attention to the illustration. Por qué creen que el niño dijo que Mica era una heroína? Ahora vuelvan al comienzo del cuento para descubrir qué pasa con los tres superhéroes. Target Vocabulary adolorido que duele, p. 4 contemplar mirar algo por mucho tiempo, p. 7 depender necesitar ayuda, p. 9 ejercicio actividad física que te permite estar fuerte y saludable estudiar ver con atención; pasar tiempo aprendiendo, p. 8 haber pasado por alto no darse cuenta de algo, p. 7 héroe alguien admirado por ser valiente o bueno, p. 10 ponerse empezar a hacer algo 2 Lesson 20:
3 Read As the children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability. Remind children to use the Monitor/Clarify Strategy figure out what doesn t make sense. to find ways to Discuss and Revisit the Text Personal Response Invite children to share their personal responses to the story. Suggested language: Cómo creen que se sintieron los amigos cuando se despertaron y tenían superpoderes? Cómo creen que se sintieron cuando los perdieron? Ways of Thinking As you discuss the text, help children understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text Mica, Rafa, and Diana each wake up one morning with a super power. They use their super powers all day to help people At the end of the day, they lose their super powers, at least temporarily. You can help people, with or without super powers. By working together, you can solve problems Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The language sounds realistic, even though the characters have super powers. Uncertainty is shown with ellipses. Choices for Further Support Fluency Invite children to choose a passage from the text to read aloud. Remind them to pay attention to phrasing so that the meaning is clear and the characters sound natural. Comprehension Based on your observations of the children s reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind children 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 children that the suffi x -mente means manner. For example, precisamente on page 8 means in a precise manner. Have children fi gure out the meaning of simplemente on page Lesson 20:
4 Writing about Reading Critical Thinking Have children complete the questions on Hoja reproducible Responding Have children complete the activities at the back of the book. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill. Target Comprehension Skill Compare and Contrast Remind children that when they compare and contrast they tell how two things are alike or not. Model the skill, using this Think Aloud : Think Aloud Rafa y Diana son parecidos en algunas cosas. Ambos descubren que tienen superpoderes. Ambos usan sus superpoderes para ayudar a otras personas. Pero también son diferentes. El superpoder de Rafa es mucha fuerza, mientras que el superpoder de Diana es la visión de rayos X. Practice the Skill Have children compare and contrast two characters from another story to understand how they are alike and how they are different. Writing Prompt: Thinking Beyond the Text Have children write a response to the prompt on page 6. Remind them that when they think beyond the text, they use what they know and their own experience to think about what happens in the story. Assessment Prompts What did the three friends learn about super powers? On page 13, what does the word dependieron mean? 4 Lesson 20:
5 Responder DESTREZA CLAVE Comparar y contrastar Copia el diagrama que está abajo. Usa el diagrama para comparar dos personajes del cuento. Di en qué se parecen y se diferencian. Mica Ambos Diana??? A escribir! El texto y tú Escribe algunas oraciones sobre otro libro que hayas leído donde los personajes ayuden a otras personas. Incluye una oración inicial para llamar la atención del lector. Nombre Fecha Lección 20 HOJA REPRODUCIBLE Lee y contesta las preguntas. 2_044040_LR4_5OL_SUPERH_L20.indd /20/09 10:18:21 AM 1. Qué superpoder tiene cada niño? Una niña puede estirar mucho su brazo. Un niño es muy fuerte. La otra niña tiene visión de rayos X. 2. Crees que los niños recobrarán sus superpoderes cuando despierten por la mañana? Por qué? Respuesta posible: Creo que es posible porque el último renglón del cuento dice: O quizás no Por qué crees que al principio los tres amigos no se contaron que tenían superpoderes? Respuesta posible: Tal vez pensaron que sus amigos no les iban a creer. Hacer conexiones Piensa en lo que sería tener un superpoder. Qué superpoder te gustaría tener? Cómo lo usarías para ayudar a la gente? Escribe tu respuesta en tu Cuaderno de lectura. Lea las instrucciones a los niños.. All rights reserved. 9 Grado 2, Unidad 4: Héroes y ayudantes 5 Lesson 20:
6 Nombre Fecha Pensar más allá del texto Escribe un párrafo para responder a la siguiente pregunta: Cómo crees que se sintieron los tres amigos cuando perdieron sus superpoderes al final del día? Fundamenta tu respuesta con detalles del cuento. 6 Lesson 20:
7 Nombre Lee y contesta las preguntas. 1. Qué superpoder tiene cada niño? Fecha Lección 20 HOJA REPRODUCIBLE Crees que los niños recobrarán sus superpoderes cuando despierten por la mañana? Por qué? 3. Por qué crees que al principio los tres amigos no se contaron que tenían superpoderes? Hacer conexiones Piensa en lo que sería tener un superpoder. Qué superpoder te gustaría tener? Cómo lo usarías para ayudar a la gente? Escribe tu respuesta en tu Cuaderno de lectura. 7 Lesson 20:
8 Estudiante NIVEL L Fecha Lección 20 HOJA REPRODUCIBLE Registro de lectura page Selection Text Errors Self-Corrections 2 Eran las vacaciones de verano. Mica, Rafa y Diana se divertían. Todos ellos vivían en la misma calle. Todos se conocían desde el kindergarten. Ellos sabían todo sobre cada uno de los otros. O no? 3 El lunes por la mañana, sonó el despertador de Mica. Ella estiró su brazo para apagarlo y se estiró y se estiró! Su reloj estaba del otro lado de la habitación, pero ella fue capaz de estirar su brazo para alcanzarlo. Tengo un superpoder, pensó Mica. 4 El lunes por la mañana, Rafa se despertó. Se puso a buscar sus tenis. Comments: Accuracy Rate (# words read correctly/95 100) % Total Self- Corrections 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 0 Insertion el ˆlobo 1 Word told T 1 lobo ISBN-13: ISBN-10: Lesson 20:
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