Characteristics of the Text Genre Informational Text Text Structure
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1 LESSON 11 TEACHER S GUIDE by Rachel Fogelberg Fountas-Pinnell Level D Informational Text Selection Summary When school ends, children can go to different places and do different things during vacation. They can play ball in the park, have a picnic on the grass, walk in the woods, read on the porch, paint a picture, catch a fish, swim in the pool, and swing from a tree. Number of Words: 73 Characteristics of the Text Genre Informational Text Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features First-person statements by different speakers Speaker addresses reader on fi nal page. Outdoor activities likely to be familiar to children Summer vacation activities with family and friends School ends and summer vacation begins. Children and their families do things together during the summer. Summer is a time to be outdoors. Repetition of words and phrases First-person pronoun yo/me used by different speakers Repeated sentence patterns: Yo puedo. Me gusta. Simple sentences with phrases Sentences of eight words or fewer Action verbs and phrases: jugar con la pelota, caminar, leer, hacer un dibujo, pescar, agarrar un pez, nadar, columpiar Named settings: escuela, parque, bosque, porche, piscina High-frequency words, many repeated: yo, fuera, ahora, ir, a, la, gustar, jugar, hacer, un Mostly two- and three-syllable words. Color photos support text Photo above text on each of nine pages Each sentence begins on a new line, broken before a phrase One- and two-line sentences, extra space between words 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 Rachel Fogelberg Build Background Read the title to children, and talk about what a vacation is. Explain that when school is over at the end of June, children have a summer vacation for the months of July and August. Point out that the cover photograph shows a family together during summer vacation. Ask: Qué está haciendo esta familia? Qué otra cosa hacen los padres y los hijos durante las vacaciones de verano? Introduce the Text Guide children through the text, noting important ideas and helping with unfamiliar language and vocabulary. Point out the repeated sentence patterns Me gusta and Puedo. Here are some suggestions: Page 2: Tell children that each page of this book shows an activity that children do during summer vacation. A child in each photo is saying the words on the page. Suggested language: Vayan a la página 2. Recuerden que pueden utilizar la información que les dan las fotos para leer. Qué está haciendo el niño? Dice: Yo estoy fuera de la escuela ahora. Cómo creen que se siente al comenzar sus vacaciones de verano? Page 4: Vayan a la página 4. Qué están haciendo la niña y su familia? Dice: Yo puedo ir de picnic. Señalen la palabra picnic en la primera oración. Adónde les gusta hacer un picnic en verano a las familias? Claro. En la hierba. La niña dice: Me gusta sentarme en la hierba. Page 6: Qué le gusta hacer al niño de la página 6? Dice: Me gusta leer. Dónde le gusta leer? El niño puede leer en el porche. Digan porche. Qué sonido escuchan al comienzo de la palabra porche? Señalen la palabra porche en la segunda oración. Por qué el porche es un buen lugar para leer en verano? Ahora, vuelvan al comienzo para descubrir qué hacen los niños durante las vacaciones de verano. Learn More Words picnic porche 2 Lesson 11:
3 Read As the children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability. Respond to the Text Personal Response Ask 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: Cuál de todas las actividades que se ven en el libro te gustaría más hacer? 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 Children have fun doing outdoor activities during summer vacation. Summer activities include playing ball, having a picnic, walking in the woods, reading, painting, fishing, swimming, and swinging. Summer vacation is a time to play and learn. Children do summer activities by themselves, with friends, and with family. It is warm and sunny during summer, so people like to do things outdoors. The author wants to show how to have fun outdoors in summer. The author uses some of the same words on each page. The photos make us feel as if we are outside in summer. On the last page, we are invited to join in the fun of swinging Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Concepts of Print Direct children to the marks at the end of the sentences on page 10. Model reading both sentences, showing children how an exclamation point signals strong feeling. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Blend Sounds Say words from sound by sound, and have children say the whole word. Words to use: p-e-z (pez), l-e-e-r (leer), p-i-n-t-a-r (pintar), etc. Listen for Syllables Tell children that you are going to say words that have two syllables, or beats. Then you will say the fi rst syllable, and they will say the missing second part. Say each word precisely, and then pronounce the fi rst syllable. Words to use: pic-nic, ju-gar, hier-ba, pin-tar, bos-que. 3 Lesson 11:
4 Writing About Reading Critical Thinking Read the directions for children on Hoja reproducible 11.4 and guide them in answering the questions. Responding Read aloud the questions at the back of the book and help children complete the activities. Target Comprehension Skill Compare and Contrast Tell children that they can think about how two things are the same or different. Model comparing and contrasting: Think Aloud Puedo pensar en dos actividades del libro: jugar con la pelota y pescar. Ambas son actividades que se hacen en verano. Las dos se hacen al aire libre. Las dos son divertidas. Pero jugar con la pelota y pescar son actividades distintas. Con la pelota, se juega en equipo, pero se puede pescar solo. Cuando juegas con la pelota, corres y gritas. Pero, cuando pescas, te quedas callado. Practice the Skill Ask children to choose two activities from. What is one way the two activities are alike? What is one way they are not alike? Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6. Draw a picture of something you like to eat at a summer picnic. Write about why you like it. 4 Lesson 11:
5 Responder DESTREZA CLAVE Comparar y contrastar En qué se diferencian las vacaciones de verano de los diferentes niños? En qué se parecen? A escribir! El texto y el mundo Dibuja unos niños jugando durante sus vacaciones de verano. Escribe una oración sobre el dibujo. Nombre Fecha Lección 11 HOJA REPRODUCIBLE Los niños miran las ilustraciones y encierran en un círculo la que responde a la pregunta. K_036113_LR3_1AL_VACACI_L11.indd /9/09 12:25:35 PM 1. Qué hacen los niños del cuento cuando no están en la escuela? Los niños hacen un dibujo de algo que les gusta hacer en vacaciones y lo rotulan. 2. Lea las instrucciones a los niños.. All rights reserved. 6, Unidad 3: Afuera de mi casa 06_K_352862RTXSAN_BLM11-4_L11.indd 6 8/21/09 2:1 5 Lesson 11:
6 Nombre Fecha Dibuja algo que te gusta comer en un picnic en verano. Escribe por qué te gusta comer eso. 6 Lesson 11:
7 Nombre Fecha Lección 11 HOJA REPRODUCIBLE 11.4 Los niños miran las ilustraciones y encierran en un círculo la que responde a la pregunta. 1. Qué hacen los niños del cuento cuando no están en la escuela? Los niños hacen un dibujo de algo que les gusta hacer en vacaciones y lo rotulan Lesson 11:
8 Estudiante NIVEL D Fecha Lección 11 HOJA REPRODUCIBLE 11.7 Registro de lectura page Selection Text Errors Self-Corrections 2 Yo estoy fuera de la escuela ahora. 3 Yo puedo ir al parque. Me gusta jugar con la pelota. 4 Yo puedo ir de picnic. Me gusta sentarme en la hierba. 5 Me gusta caminar por el bosque. 6 Me gusta leer. Yo puedo leer en el porche. Comments: Accuracy Rate (# words read correctly/44 x 100) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Corrections) 1: Behavior Code Error Read word correctly Repeated word, sentence, or phrase Omission lobo lobo 0 0 lobo 1 Behavior Code Error lodo Substitution lobo 1 Self-corrects lodo sc lobo 0 Insertion el 1 Word told T lobo 1 ISBN-13: ISBN-10: Lesson 11:
Simple language with repetition: Yo veo.
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