Fountas-Pinnell Level L Nonfiction

Transcripción

1 LESSON 18 TEACHER S GUIDE by Monica Brown Fountas-Pinnell Level L Nonfiction Selection Summary This simply written text introduces readers to the land and people of Chile. The conversational narrative includes information about the country s geography, economy, and schools. Color photos on each page reinforce content. por Monica Brown HOUGHTON MIFFLIN Number of Words: 272 Characteristics of the Text Genre Nonfi ction Text Structure Five to seven lines of text in the same position on each page; no paragraphs Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Text organized by topic Geography of Chile; rain forest animals Culture: Urban and rural life Schools Learning about other cultures fosters understanding of a world community. Schools in other countries often teach many similar subjects. People can expand their knowledge of the world through travel. Easy-to-read text with simple sentence patterns Description, but no fi gurative language Dash and exclamation for emphasis: Quizás algún día lo visites de verdad y no sólo con la imaginación! A mix of short, simple and compound sentences Some complex sentences with embedded clauses: Los niños que viven en Chile van a la escuela, igual que tú. Words in a series: montañas, desiertos y bosques Most vocabulary words known to readers Descriptive language: aves que revolotean; magnífi cas montañas Some unfamiliar proper names: desierto de Atacama; Chile, Andes; Santiago Many one and two syllable words Some multisyllabic words: vegetales, capital, hermosos Color photos and one map of Chile with labels Nine pages of text with photo or map on each page 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 Monica Brown Build Background Help children use their knowledge of other countries to visualize the book. Build interest by asking questions such as the following: Alguna vez han leído un libro sobre otro país? Sobre qué país han leído? Qué aprendieron? Read the title and author and talk about the cover photo. Introduce the Text Guide children through the text, noting important ideas and nonfiction features. Help with unfamiliar language and vocabulary so they can read the text successfully. Give special attention to target vocabulary. Here are some examples. Pages 2-3: Explain that Chile is a country in South America. Point to Chile on a classroom map or globe. Suggested language: Pretendamos que vamos de viaje a Chile. Es un país con montañas, bosques, ríos y un desierto. Observen el mapa. Cuál es el nombre del océano que está junto a Chile? Qué tipo de tierra ven en la foto de la página 3? Page 4: Draw attention to the photo and have children fi nd the word magníficas. Las montañas de los Andes se extienden a lo largo de un lado de Chile. Cuánto frío creen que puede hacer cerca de la cima de estas magnífi cas montañas? Cómo pueden saberlo? Page 6: Draw attention to the photo and have children fi nd the word pudú. Los lluviosos bosques en Chile están llenos de animales, entre ellos el ciervo más pequeño del mundo, llamado el pudú, y muchos tipos de aves que revolotean. En qué se parece el pudú a otros ciervos? En qué se diferencia? Page 8: Have children describe the picture. En Chile, los niños aprenden en español. Qué materias escolares creen que estos niños estudian, al igual que ustedes? Ahora, vuelvan al comienzo del libro y lean para descubrir más sobre la vida en Chile. Target Vocabulary aceptar aprobar, p. 9 aprender obtener conocimientos, p. 8 expresar demostrar lo que se piensa o siente, p. 9 magnífico grande, importante, p. 4 preguntarse interrogarse, p. 3 premio recompensa, p. 10 pretender imaginar o creer que algo es real, p. 3 revolotear volar haciendo giros rápidos, p. 6 2 Lesson 18:

3 Read Have children read silently while you listen to individual children read. Support their problem solving and fluency as needed. Remind children to use the Analyze/Evaluate Strategy feel about the text as they read and why. and tell how they Discuss and Revisit the Text Personal Response Invite children to share their personal responses to the text. Suggested language: Qué les gustaría hacer y ver en una visita a Chile? 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 Chile is a country in South America between the Andes and the Pacific Ocean; the primary language is Spanish. There are many rain forests in Chile. Some people are farmers; some work in big cities. It s important to learn about other cultures and ways of life. Schools in other countries are like schools in the United States Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Photos give readers important visual information. A map provides important information about a country. The author s purpose in writing the book is to inform readers about the country of Chile. Choices for Further Support Fluency Invite children to choose a passage from the text to read aloud to the class. Encourage them to use expression when reading sentences ending in an exclamation mark and to pause slightly at a period. 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. Work with children to write the singular forms of the following plural words from the book: árboles (p. 6), melocotones, ciudades, granjas (p. 7). 3 Lesson 18:

4 Writing about Reading Vocabulary Practice Have children complete the Vocabulario questions on Hoja reproducible Responding Have children complete the vocabulary activities on page 11. Remind them to answer the Word Teaser on p. 12. (Answer: preguntarse) Reading Nonfiction Nonfiction Features: Maps Remind children that nonfiction has many features to help readers find and understand important information. Maps are one of these nonfiction features. Explain that maps are an important source of information about a country. Maps help readers understand facts including where the country is located; what are the major geographical features, such as oceans, rivers, and mountains; and what countries are in the same continent or area of the world. The labels or special words on a map help readers find this information more quickly. Direct children s attention to the map on page 2. Ask them to find Chile and read the label. Have them trace with their fingers the outline of Chile. Encourage them to describe the shape of the country as they trace it. Ask children to find the name of the large area of land where Chile is located. Explain that South America is a continent. Help children identify the continent of North America on a classroom map. Then invite pairs of children to identify the following bodies of water on the map in the book: Océano Pacífico, Océano Atlántico, Mar del Caribe Writing Prompt: Thinking Beyond the Text Have children write a response to the prompt on page 6. Assessment Prompts Look at the fi rst sentence on page 3. What does the word pretende mean in the sentence? What words on page 8 help the reader understand the meaning of the word aprenden? 4 Lesson 18:

5 Responder VOCABULARIO CLAVE Formar palabras Haz una red de palabras con la palabra premio. Qué cosas pueden ser un premio? Copia esta red de palabras y agrega más palabras. trofeo premio dinero A escribir! El texto y el mundo Elige un premio de Formar palabras. Escribe algunas oraciones acerca del premio y di por qué es especial. Nombre Fecha Lección 18 HOJA REPRODUCIBLE Completa los espacios en blanco con la palabra de que va mejor en cada oración. 1. Me preguntaba cómo sería ir a Chile. 2. El verano pasado, aprendí español. Mi papá me enseñó algunas palabras. 3. Chile parece un lugar magnífico para ir a visitar. 4. Durante el verano, pretendía estar en Chile y jugaba a hablar como un chileno. 5. Mi abuelo vive en Chile, y acepté su invitación para ir a visitarlo. 6. Tengo que acordarme de expresar mi agradecimiento a mi abuelo. 7. Quería ver cómo revoloteaba cada uno de los pájaros en el bosque. 8. Tener la oportunidad de ir a Chile a visitar a mi abuelo es como ganar un premio! Vocabulario acepté aprendí expresar magnífi co me preguntaba premio pretendía revoloteaba Lea las instrucciones a los niños.. All rights reserved. 3 Grado 2, Unidad 4: Héroes y ayudantes 5 Lesson 18:

6 Nombre Fecha Pensar más allá del texto Lee el párrafo. Después, escribe tu postal. Imagina que tú y tu familia están de viaje en Chile. Escribe una postal a un amigo que quedó en casa. Describe tu viaje y cuéntale qué han visto en Chile. Usa detalles del libro en tu postal. 6 Lesson 18:

7 Nombre Fecha Lección 18 HOJA REPRODUCIBLE 18.1 Completa los espacios en blanco con la palabra de que va mejor en cada oración. 1. cómo sería ir a Chile. 2. El verano pasado, español. Mi papá me enseñó algunas palabras. 3. Chile parece un lugar para ir a visitar. Vocabulario acepté aprendí expresar magnífi co me preguntaba premio pretendía revoloteaba 4. Durante el verano, estar en Chile y jugaba a hablar como un chileno. 5. Mi abuelo vive en Chile, y su invitación para ir a visitarlo. 6. Tengo que acordarme de mi agradecimiento a mi abuelo. 7. Quería ver cómo cada uno de los pájaros en el bosque. 8. Tener la oportunidad de ir a Chile a visitar a mi abuelo es como ganar un! 7 Lesson 18:

8 Estudiante nivel l Fecha Lección 18 Hoja reproducible Registro de lectura page Selection Text Errors Self-Corrections 2 Chile es un país que está en Suramérica. En Chile hay montañas, desiertos y bosques. Hay lagos, ríos y playas. Incluso hay volcanes! 3 Hoy vas a ir en un viaje imaginario que pretende mostrarte algo de Chile. Me pregunto qué visitarás primero. Podrías ir al desierto de Atacama. Ahí el suelo está cubierto con arena y casi nunca llueve. 4 Después podrías ir a las montañas. Chile tiene unas magníficas montañas llamadas los Andes. Comments: Accuracy Rate (# words read correctly/73 100) % 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 1 ISBN-13: ISBN-10: Lesson 18: