Fountas-Pinnell Level I Realistic Fiction

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1 LESSON 7 TEACHER S GUIDE by Ann M. Rossi Fountas-Pinnell Level I Realistic Fiction Selection Summary Abuela tells her young grandson to come to her house with a cabbage from his garden. When he arrives, his cousins are there, too, each with a vegetable. Abuela chops all the vegetables and makes soup for everyone. por Ann M. Rossi ilustrado por Mindy Pierce HOUGHTON MIFFLIN Number of Words: 179 Characteristics of the Text Genre Realistic fi ction Text Structure First-person narrative Organized chronologically Content Vegetables Family Themes and Ideas Something simple can be a good surprise. Everyone in a family has something to share. Language and Simple dialogue, all speakers assigned; none split Literary Features Predictable pattern of events Sequence cues: primero, después, por último Sentence Complexity Mostly short, simple sentences, some with phrases Dialogue with assigned speakers Vocabulary Vegetables: repollo, pimientos dulces, chiles picantes, calabaza, papas Words Mostly one- and two-syllable words Some longer words: vegetales, repollo, fl oreciendo Words with endings ía and aba: traía, estaban Illustrations Illustrations support text. Book and Print Features Illustration below text on each of nine pages Each sentence begins on a new line. One- and two-line sentences, 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 <printer code here> 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 Ann M. Rossi Build Background Have children name vegetables they like to eat. Build interest by asking questions such as the following: Dónde crecen los vegetales? Cómo se pueden comer? Read the title and author, and have children identify the vegetables they see. Tell them that this story is realistic fiction. It is a made-up story, but the events could happen in real life. Introduce the Text Guide children through the text, noting important ideas and helping with unfamiliar language and vocabulary so that they can read the text successfully. Here are some suggestions: Page 2: Explain that this story is about a family get-together. The boy telling the story is part of the family. Suggested language: Vayan a la página 2. El niño está hablando por teléfono con Abuela. Le pide que la visite y le lleve un repollo de su huerta. Por qué creen que este libro se llama? Page 4: Vayan a la página 4. Qué ven en la ilustración? Todos los primos también llegaron a la casa de Abuela. Qué lleva cada uno? Page 7: Have children fi nd the words repollo, pimientos and calabaza on the preceding pages. Point out that the cousins on page 7 are carrying potatoes in baskets. Los primos usaron palas para desenterrar las papas. Por qué necesitaban usar palas? Pages 8 9: Qué está haciendo Abuela en estas páginas? El libro dice: Un exquisito aroma impregnó el aire. De dónde venía ese aroma tan agradable? Ahora, vuelvan al comienzo del cuento para descubrir más cosas sobre la sorpresa de Abuela. Target Vocabulary aroma olor agradable, p. 9 arrugado con arrugas, p. 6 asentir admitir, p. 10 duro difícil de cortar, masticar o romper, p. 8 florecer cuando crecen flores, p. 3 músculo partes del cuerpo, p. 8 pala herramienta que se usa para cavar, p. 7 simplemente sencillo, fácil, p. 7 2 Lesson 7:

3 Read As children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability. Remind children to use the Analyze/Evaluate Strategy feel about the story. to tell how they Discuss and Revisit the Text Personal Response Invite children to share their personal responses to the story. Suggested language: Cómo creen que se sienten los primos con la sopa de Abuela? 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 The narrator and his cousins all bring vegetables from their gardens to Abuela house. Abuela chops the vegetables and puts them into soup for everyone to enjoy. Grandparents enjoy making things for their grandchildren. Something that everyone shares can be a good surprise. People can eat food they grow themselves in gardens Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The story could be true. The author gives clues about what the surprise will be. One illustration has a split frame to show two people in different places talking on the phone. Choices for Further Support Fluency Invite children to choose a part of the text that has dialogue to read aloud. Remind them to pay attention to quotation marks and to sound like the character who is speaking. 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. Tell children that they can fi gure out words by looking for endings, like ía. List these words from : traían, dolían, tenía. Use the words to clap and count syllables: tra-í-an, do-lí-an, ten-ní-a. 3 Lesson 7:

4 Writing about Reading Critical Thinking Have children complete the questions on Hoja reproducible 7.6. 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 Conclusions Explain that readers can put together story details to figure out something that the author did not tell them. Model the skill, using a Think Aloud like the one below: Think Aloud El niño del cuento recibe una llamada telefónica de Abuela. Le pide que la visite y lleve un repollo. Cuando llega a la casa, todos sus primos tienen diferentes vegetales. Estos detalles me ayudan a darme cuenta de algo que no estaba en el cuento: Abuela debe haber llamado a los otros primos y les debe haber dicho qué debía llevarle cada uno. Practice the Skill Have children find details in the story that support this conclusion: Families can grow their own food. 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 How can you fi gure out the meaning of fl oreciendo on page 3? How does everyone feel at the end of the story? 4 Lesson 7:

5 Responder DESTREZA CLAVE Conclusiones Para qué necesitaba Abuela los vegetales? Copia y completa el diagrama de abajo. Detalles Abuela invitó a sus nietos. Detalles Abuela les pidió que trajeran vegetales. Detalles Abuela? Conclusión Abuela quería preparar? Conclusión Abuela quería? A escribir! El texto y tú Escribe un párrafo sobre el momento en que ayudaste a alguien a preparar una comida. Incluye detalles contando qué preparaste, a quién ayudaste y cómo quedó la comida. Nombre Fecha Lección 7 HOJA REPRODUCIBLE Lee y contesta las preguntas. 2_048413_LR2_2BL_SORPRE_L07.indd /20/09 12:14:57 AM 1. Cuál de los primos llevó una calabaza a la casa de Abuela? Juanito llevó una calabaza. 2. Qué tiene de especial la sopa? Respuesta posible: La sopa tiene vegetales de las huertas de todos los primos. 3. Crees que los primos viven cerca unos de otros? Explica tu respuesta. Respuesta posible: Sí, viven cerca porque todos llegan a la casa de Abuela. Hacer conexiones Abuela prepara una sopa con todos los vegetales. Qué más podría haber cocinado con los vegetales? Qué tipos de vegetales te gusta comer a ti? Escribe tu respuesta en tu Cuaderno de lectura. Lea las instrucciones a los niños.. All rights reserved. 8 Grado 2, Unidad 2: Observar la naturaleza 5 Lesson 7:

6 Nombre Fecha Pensar más allá del texto Piensa en las siguientes preguntas. Después, escribe tu respuesta en un párrafo. Te parece que la sopa de Abuela es una gran sorpresa al final del cuento? Por qué si? Por qué no? Da detalles del libro en tu respuesta. 6 Lesson 7:

7 Nombre Lee y contesta las preguntas. Fecha Lección 7 HOJA REPRODUCIBLE Cuál de los primos llevó una calabaza a la casa de Abuela? 2. Qué tiene de especial la sopa? 3. Crees que los primos viven cerca unos de otros? Explica tu respuesta. Hacer conexiones Abuela prepara una sopa con todos los vegetales. Qué más podría haber cocinado con los vegetales? Qué tipos de vegetales te gusta comer a ti? Escribe tu respuesta en tu Cuaderno de lectura. 7 Lesson 7:

8 Estudiante NIVEL I Fecha Lección 7 HOJA REPRODUCIBLE 7.9 Registro de lectura page Selection Text Errors Self-Corrections 2 Mi abuela me llamó por teléfono. Por favor, ven a visitarme, y trae un repollo! me dijo Abuela. Para qué quieres que lleve un repollo? le pregunté. Ya lo verás dijo Abuela. 3 La huerta estaba floreciendo. Pero yo no recogí flores. Yo recogí un repollo. 4 Luego, fui a la casa de Abuela. Mis primos estaban allí. Comments: Accuracy Rate (# words read correctly/56 100) % 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 7: