Characteristics of the Text Genre Nonfi ction Text Structure

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1 LESSON 23 TEACHER S GUIDE by Ashlyn Adams Tantos sonidos por Ashlyn Adams Fountas-Pinnell Level G Nonfiction Selection Summary We use different sounds to say what we feel. There are many ways to tell people something, from crying to ringing a doorbell, from blowing a whistle to beating a drum. HOUGHTON MIFFLIN Number of Words: 164 Characteristics of the Text Genre Nonfi ction Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Third-person narrative focuses on one topic. Each page focuses on a different sound to communicate feeling. Different kinds of sounds Verbal and nonverbal communication Different cultures We communicate with each other in different ways. Different cultures communicate differently. People use music to communicate feelings. Repetition of sentence patterns Last line of each page is dialogue Exclamations for emphasis Mix of short and longer sentences Sentences with prepositional phrases and adjectives Content words related to sounds probably familiar to children and used in oral language: sonido, risa, aplaude, timbre, susurra, silbato, toca, tambor, fl auta Highlighted high-frequency words: a lo largo, casa, comenzar, junto, nada, niño, otra vez, papá Mostly two- and three-syllable words, most decodable Contraction: del Color photos reinforce and extend content. Nine pages of text with a photo on every page All sentences begin fl ush left; some sentences turn a line 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 Ashlyn Adams Build Background Read the title to the children and talk with them about what they see in the cover photo. Ask them what they think they will learn about sounds by reading this book. Encourage children to use their knowledge of different sounds. Ask questions such as the following: Qué sonidos oyeron en la escuela hoy? Qué sonidos son fuertes? Cuáles son suaves? Y cuáles son musicales? Introduce the Text Guide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary. Explain important text features, such as the repetition of the sentence pattern. Here are some suggestions: Page 2: Explain that this book talks about the different sounds that people make. These sounds can say different things. Suggested language: Vayan a la página 2. Hay muchas formas de decirle algo a alguien. Una forma es hablar. Qué están haciendo las personas de esta foto? De qué creen que está hablando la niña con su mamá? La niña dice: Tengo hambre! Page 3: Vayan a la página 3. El niño usa ruidos para decir: Papá, mamá, ayúdenme! Qué clase de sonido hace? Qué le dirían a este niño? Busquen la palabra papá y señálenla con el dedo. Page 4: Qué tipo de sonido está haciendo la niña? La niña se ríe. Qué creen que la hace reír? Page 5: Vayan a la página 5. Qué están haciendo las personas en esta foto? Muéstrenme el sonido que están haciendo. La primera oración dice: Todo el público aplaude junto. Repitan conmigo la palabra junto: jun-to. Ahora digan la palabra entera. Cuando aplauden, qué están diciendo con ese sonido? Dicen: Buen trabajo! Ahora, vuelvan al comienzo para descubrir más sobre los sonidos. Words to Know Have children turn to the Palabras que quiero saber at the back of the book. Read each word aloud and then together. Explain any unknown words. Tell children to look for these words as they read. Words to Know a lo largo comenzar nada otra vez casa junto niño papá 2 Lesson 23:

3 Read As children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability. Respond to the Text Personal Response Invite children to share their personal responses to the book. Begin by asking what they liked best about the book or what they found interesting. Suggested language: Cuáles de los sonidos sobre los que leyeron les gustaron más? Le dirían a un amigo o amiga que lean este libro? Por qué? 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 We tell people things in many different ways. Sometimes we use words; sometimes we use other kinds of sounds. Different sounds say different things to people. People all over the world use sounds to tell each other things. The photos help readers to better understand the words. The dialogue helps readers know what the sounds are saying. The author wants to tell readers about different kinds of sounds Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Concepts of Print Practice early reading behaviors such as pointing under each word, and reading from left to right. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Clapping Syllables Say words from that have two or three syllables. Have children repeat each word and clap with each syllable to count how many syllables are there in each word. Words to use: pa-la-bras, llo-rar, lá-gri-mas, son-risa, fe-liz, a-plau-de, tim-bre, si-len-cio. Change Letters Build the following words with magnet letters: niña, usa, para, risa, toca, dedo. Help children change the beginning, middle and ending letters with vowels, consonants, blends and digraphs to make new words: niña (piña); usa (uña, una, osa); para (cara, pasa); risa (rima, rosa); toca (boca, foca, poca); dedo (dado, debo) 3 Lesson 23:

4 Writing About Reading Vocabulary Practice Read the directions and have children complete the Vocabulario questions on Hoja reproducible Responding Have children complete the vocabulary activities on page 11. Building Vocabulary Sound Words Build on the sound words in Suggested language: Hablemos de los distintos sonidos que hacemos en la escuela. Qué sonidos hacemos en el salón de clases? Qué sonidos hacemos cuando miramos un juego o jugamos juntos? As children suggest different sound words, write their words on the board or on a large strip of paper. Begin the list with the words: Me gusta. (Possible suggestions: Me gusta hablar con mis amigos; pisar fuerte; aplaudir; tocar el timbre; cantar una canción.) After children have suggested the sound words, read the list together, pointing to each word as you read. Miren todos los sonidos que nos gusta hacer! Writing Prompt Read aloud the following prompt. Have children draw and write their responses, using the writing prompt on page 6. Draw a picture that shows someone making a certain sound. Write a sentence telling what people use this kind of sound to say. 4 Lesson 23:

5 Responder PALABRAS QUE QUIERO SABER Formar palabras Qué sonidos suelen escucharse en una casa? Completa esta red de palabras. sonidos A escribir! De texto a texto Piensa en otros cuentos sobre sonidos. Qué sonidos hicieron las personas? Qué querían decir esos sonidos? 1_039244_VR5_3BL_SMANY_L23.indd /18/09 1:15:27 AM Nombre Palabras que quiero saber Escucha las preguntas. Responde con palabras del banco de palabras. 1. Qué palabra usarías para nombrar un lugar para vivir? casa 2. Qué palabra usarías para hablar de una persona joven? niño 3. Qué palabra va con mamá? papá Lección 23 HOJA REPRODUCIBLE 23.1 Palabras que quiero saber Banco de palabras niño comenzar otra vez nada casa papá a lo largo junto 4. Qué palabra es lo opuesto de todo? nada 5. Qué palabra usarías para decir que estás con otras personas? j unto Lea las instrucciones a los niños. Palabras que quiero saber. All rights reserved. 3 Grado 1, Unidad 5: Mira cómo crecemos 5 Lesson 23:

6 Nombre Haz un dibujo de alguien que esté haciendo un sonido. Fecha Escribe una oración que cuente qué dicen las personas con ese sonido. 6 Lesson 23:

7 Nombre Lección 23 HOJA REPRODUCIBLE 23.1 Palabras que quiero saber Escucha las preguntas. Responde con palabras del banco de palabras. 1. Qué palabra usarías para nombrar un lugar para vivir? 2. Qué palabra usarías para hablar de una persona joven? 3. Qué palabra va con mamá? Palabras que quiero saber Banco de palabras niño comenzar otra vez nada casa papá a lo largo junto 4. Qué palabra es lo opuesto de todo? 5. Qué palabra usarías para decir que estás con otras personas? 7 Lesson 23:

8 Estudiante nivel g Fecha Lección 23 Hoja reproducible Registro de lectura page Selection Text Errors Self-Corrections 2 Hay muchas maneras de decir las cosas. Esta niña habla. Ella usa palabras para decir: Tengo hambre!. 3 Este niño va a comenzar a llorar. Usa ruidos fuertes y lágrimas para decir: Papá, mamá, ayúdenme!. 4 Esta niña se ríe. Ella usa la risa y una sonrisa para decir: Me siento feliz!. 5 Todo el público aplaude junto. Ellos usan el sonido de sus palmas para decir: Buen trabajo!. 6 Esta mujer toca el timbre. Comments: Accuracy Rate (# words read correctly/71 100) % 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 23: