Fountas-Pinnell Level N Informational Text
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1 LESSON 2 TEACHER S GUIDE Así hacemos un árbol genealógico by Gail Mack por Gail Mack Fountas-Pinnell Level N Informational Text Selection Summary In this book, sample family trees accompany text that tells the purpose of family trees. The book also explains how to collect the information and provides directions for creating a family tree on a piece of poster board. The selection ends by inviting readers to share their trees with their families. HOUGHTON MIFFLIN HARCOURT Number of Words: 458 Characteristics of the Text Genre Informational Text Text Structure Topic (family trees) is organized under heads (e.g., Qué es un árbol genealógico?). Third-person exposition has the author directly addressing the reader. Pages 9 13 are directions with a materials list, subheads (steps), and a caption (p. 11). Content What a family tree shows How to collect information for a family tree Setting up your own family tree Themes and Ideas Making a family tree is a great way to learn about your family. A person can learn a lot from talking about the past with his/her relatives. Sharing a family tree gives a family a sense of belonging and tradition. Language and Explanatory text uses direct address to engage the reader. Literary Features One simile is used: Los nombres cuelgan como las hojas de un árbol. Sentence Complexity A mix of short, simple sentences and longer, more complex sentences All four sentence types included Vocabulary Many family-related words: familiares, abuelos, madre, primos, tíos Possibly unfamiliar words: maternos, familiar, abuelos, paternos, materiales Words Many multisyllabic words; 4-syllable words are: información, familiares, materiales Singular and plural possessives Illustrations Photographs complement text; sample family-tree graphics support text explanations. Book and Print Features 13 text pages include 7 pages that are half-text and half-art, and 6 pages (step-by-step instructions) that use subheads to break up steps 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 Así hacemos un árbol genealógico by Gail Mack Build Background Help children use their knowledge of families to build interest, asking a question like: Quiénes forman su familia? Read the title and author. Discuss the cover. Tell children that this book is informational text so the words and photos give facts about how to make a family tree. 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: Identify and read the headings. Explain that a family tree is a way of showing the people in your family. Then draw attention to the graphic. Suggested language: Este es el comienzo de un árbol genealógico. Muestra a los familiares de ambos lados de la familia. Muestra a los padres de su mamá y a los hermanos o hermanas que ella tiene. Muestra lo mismo para su papá. Los padres de sus padres son sus abuelos. Pages 4 5: Explain that one way to gather information to put in your family tree is to look through old photo albums. Qué otra manera hay de reunir información sobre su familia? Pages 8 13: Read the heading and fl ip through these pages, pointing out text features. Estas páginas dan instrucciones paso a paso para hacer su propio árbol genealógico. En el Paso 1 están los materiales que necesitarán. Después hay más pasos para seguir, además de dibujos que muestran cómo podría ser su árbol. Ahora, vuelvan al comienzo del libro para descubrir cómo hacer un árbol genealógico. Expand Your Vocabulary abuelos los padres de tu papá o tu mamá, p. 3 familia padres, hermanos, abuelos, tíos, primos, etc., p. 2 niñez período de la vida en que somos pequeños, p. 6 reunir juntar, p. 4 2
3 Read Have children read Así hacemos un árbol genealógico silently while you listen to individual children read. Support their problem solving and fluency as needed. Remind children to use the Question Strategy questions about what they are reading., and ask themselves Discuss and Revisit the Text Personal Response Invite children to share their personal responses to the book. Suggested language: Ahora que saben cómo, les gustaría hacer el árbol genealógico de su familia? Por qué sí? Por qué no? 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 A family tree lists the names of people in a family in a way that shows how they are related. To make a family tree, collect information talk with relatives and look at photo albums. The steps and graphics on pp show readers how to draw a tree. Making a family tree is a great way to learn interesting facts about one s family. Older relatives can tell interesting things about the past. Being together in a family tree can make relatives feel connected Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The author s purpose is to show readers how to make a family tree. The author speaks directly to the reader, as if the selection is written especially for this person. The author has included lots of family words to help readers think about how people in families are related. Choices for Further Support Fluency Have children practice pacing by choosing a paragraph to read from the steps on pp Remind them that these are directions. Point out that they should read the steps clearly and slowly enough for the listener to understand. 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 in Spanish, syllables are made up of at least one vowel sound. Some syllables are open, when they end with a vowel. For example, the syllable de in derecha (p. 9). Have them recognize open syllables with n and t in words such as necesites (p. 7) and tenías (p. 6). 3
4 Writing about Reading Critical Thinking Have children complete the questions on Hoja reproducible 2.8. 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 one way to think about information in a book is to think about how two things in the book are alike and how they are different. Model the skill, using a Think Aloud like the one below: Think Aloud Si comparo los árboles genealógicos de las páginas 2 y 3, creo que los entenderé mejor. Veo que el árbol de la página 2 tiene tipos de familiares: mamá, papá, abuelo, abuela, hijo(a). El árbol de la página 3 muestra lo mismo pero tiene los nombres de esos familiares. Entonces, la abuela y el abuelo son Angélica y Carlos. Sus hijos son Carmen, Héctor y Víctor. También, el árbol de la página 3 muestra con quién se casaron los hijos cuando crecieron y los nombres de los hijos que tuvieron. Practice the Skill Ask children to compare the photographs on page 14. Have them write one sentence that tells one way they are alike. Have them write another that tells one way 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 the information in the book. Assessment Prompts What is this selection mainly about? What words on page 2 help the reader understand the meaning of the word familia? 4
5 Responder ESTRATEGIA CLAVE Comparar y contrastar Piensa en tu árbol genealógico. Utiliza un diagrama de Venn como éste para comparar y contrastar los detalles del mismo. Lado de mi madre Ambos Lado de mi padre?? A escribir! De texto a texto Has leído otros libros sobre familias? Escribe una carta a un amigo o amiga que describa uno de ellos. Incluye detalles. Nombre Fecha Lección 2 HOJA REPRODUCIBLE Lee y contesta las preguntas. 1. Cuál es el primer paso para hacer un árbol genealógico? Así hacemos un árbol genealógico El primer paso es reunir información sobre tu familia. 2. Cómo crees que un árbol genealógico te ayudaría a aprender sobre tu familia? Respuesta posible: Me podría ayudar a aprender sobre parientes que viven lejos. 3. Qué historia de tu familia te gustaría compartir con otros? Las respuestas variarán. Hacer conexiones Los autores te piden que hables con un familiar mayor sobre su niñez. En qué crees que es diferente la niñez de tus padres o abuelos a la de los niños de hoy? En qué se parecen? Escribe tu respuesta en tu Cuaderno de lectura. Lea las instrucciones a los niños.. All rights reserved. 10 Grado 2, Unidad 1: Una visita por el vecindario 2_352893RTXSAN_U01_LR_CT.indd 10 8/12/09 9:54 5
6 Nombre Fecha Así hacemos un árbol genealógico Pensar más allá del texto Piensa en las siguientes preguntas. Después, escribe tu respuesta en uno o dos párrafos. Por qué piensas que a las familias les gusta tener árboles genealógicos? Fundamenta tu respuesta con detalles del libro. 6
7 Nombre Lee y contesta las preguntas. Fecha Lección 2 HOJA REPRODUCIBLE 2.8 Así hacemos un árbol genealógico 1. Cuál es el primer paso para hacer un árbol genealógico? 2. Cómo crees que un árbol genealógico te ayudaría a aprender sobre tu familia? 3. Qué historia de tu familia te gustaría compartir con otros? Hacer conexiones Los autores te piden que hables con un familiar mayor sobre su niñez. En qué crees que es diferente la niñez de tus padres o abuelos a la de los niños de hoy? En qué se parecen? Escribe tu respuesta en tu Cuaderno de lectura. 7
8 Estudiante Fecha Lección 2 HOJA REPRODUCIBLE 2.11 Así hacemos un árbol genealógico NIVEL N Así hacemos un árbol genealógico Registro de lectura page Selection Text Errors Self-Corrections 2 Todas las personas en tu árbol genealógico son de tu familia. Ellas son tus familiares. Algunos de tus familiares vivieron hace mucho tiempo. Un árbol genealógico es un mapa que muestra las personas en tu familia. Sus nombres están en el árbol. Los nombres cuelgan como las hojas de un árbol. A veces los árboles genealógicos son muy grandes y muestran los nombres de todos tus familiares. A veces, solo muestran unos cuantos. Si quieres hacer un árbol genealógico, empieza con los nombres de los padres de tu mamá. Tu mamá y sus familiares forman una rama del árbol. Comments: Accuracy Rate (# words read correctly/99 100) % 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:
Simple language with repetition: Yo veo.
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