Cosecha de otoño by Eugene Schneeberg
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1 LESSON 3 TEACHER S GUIDE by Eugene Schneeberg Cosecha de otoño por Eugene Schneeberg Fountas-Pinnell Level I Nonfiction Selection Summary During the fall season, many things happen on a farm. Crops are harvested and animals prepare for winter. HOUGHTON MIFFLIN HARCOURT Number of Words: 150 Characteristics of the Text Genre Nonfi ction Text Structure Focused on a single topic Content Fall season Farm setting Themes and Ideas Fall is harvest time. Animals prepare for winter. Language and Clear language with conversational tone Literary Features Writer talks directly to the reader. Entonces tú lo compras y lo comes. Except for fi rst page, same patterned sentence begins each page. (Mira...) Exclamations to warn the reader: Pero, ten cuidado! No te vayas a caer! Sentence Complexity Primarily simple sentences Repetition for emphasis: Creció y creció y creció! Vocabulary Cosecha is a key vocabulary word. Multiple meaning words: rico, copas Some farm-related terms, such as agricultores, hortalizas and granja Words Mostly one- to two-syllable words Plurals hortalizas, frutas, campos, manzanas Illustrations Color photos Inset photos provide close-up details Book and Print Features Nine pages of text, photos on every page Three to fi ve lines of print per 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 Eugene Schneeberg Build Background Help children think about things that happen in the fall. Build interest by asking a question such as the following: Qué piensan que ocurre en una granja en otoño? Read the title and author and talk about the cover photo. 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. Give special attention to target vocabulary. Here are some suggestions: Page 2: Explain that this book tells what happens on a farm at harvest time in the fall. Suggested language: Vayan a la página 2. Esta página presenta el tema del libro: la cosecha de otoño. La cosecha es el momento de recoger las hortalizas y frutas. Demuestren cómo se podrían recoger las manzanas de un árbol. De qué manera una granja en otoño mantiene a los granjeros atareados? Page 3: Call attention to the photo and the inset photo. La foto grande muestra un campo de maíz. La foto pequeña muestra una planta de maíz de cerca. Por qué creen que el autor incluyó la foto pequeña en la página? Page 4: Draw attention to the photo. El niño está comiendo una manzana. De qué color se puso esta manzana? De qué otros colores se pueden poner las manzanas? Page 5: Vayan a la página 5. Miren la escalera. Pueden usarla para alcanzar las copas de los árboles. Por qué creen que se necesita una escalera para recoger manzanas? Page 7: Point out the chipmunk in the photo. Qué creen que esté haciendo la ardilla listada? Las ardillas listadas recolectan comida para los meses de invierno. Ahora, vuelvan al comienzo del libro para descubrir qué sucede durante la cosecha de otoño en la granja. Target Vocabulary ardilla listada un animal que parece una ardilla pero es más pequeño y tiene rayas en su espalda, p. 7 atareado estar muy ocupado en algo, p. 2 bosque un lugar en donde crecen muchos árboles, p. 7 copas la parte más alta de los árboles, p. 5 crecer hacerse más grande, p. 9 ponerse convertirse, p. 4 recoger juntar cosas, p. 2 sur una dirección, p. 6 2 Lesson 3:
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 text, and why. to tell how they Discuss and Revisit the Text Personal Response Invite children to share their personal responses to the book. Suggested language: Les gustaría visitar una granja en otoño? Qué les gustaría ver allí? 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 Farmers are busy during the fall harvest. Corn, apples, and pumpkins are picked on farms. Birds fly south and chipmunks gather food. Pumpkins can be turned into jack-o-lanterns. Fall is the time for the harvest. In the fall, animals get ready for winter. The cycle of the seasons plays an integral role in farm life Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Photos provide information and inset photos provide more detail. The author uses figurative language, making a comparison between a pumpkin and a round ball. Choices for Further Support Fluency Invite children to choose a page from the text to read aloud. Remind them to read at a good pace, but not so fast that they lose track of grouping words together in a way that makes sense. 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. Some words may have closed syllables with z. This means that the syllable ends in a consonant. Point out the following words from the text: hortalizas (page 2), maíz (page 3) and alcanzar (page 5). Have children separate each word into syllables: hor-ta-li-zas, ma-íz, al-can-zar. 3 Lesson 3:
4 Writing about Reading Vocabulary Practice Have children complete the Vocabulario questions on Hoja reproducible 3.1. Responding Have children complete the vocabulary activities on page 11. Remind them to answer the Word Teaser on page 12. (Answer: copas) Reading Nonfiction Nonfiction Features: Photos and Inset Photos Remind children that nonfiction has many features to help readers understand important information. Photos and inset photos are two of these features. Point out that photos often show what is being explained in the text. Photos help the reader see what the author is writing about. Inset photos are smaller photos that are placed on top of a larger photo. An inset photo often shows a close-up detail from the larger photo. Have children compare the large photo and the inset photo on page 3. Ask them what detail the inset photo shows. Use a similar approach to discuss the inset photo on page 4. Then have children choose another large photo from the book. Have them think of a close-up detail from the large photo that could be shown in an inset photo. Ask them to draw a picture of the inset photo and explain what detail it shows. Writing Prompt: Thinking Beyond the Text Have children write a response to the prompt on page 6. Assessment Prompts On page 2, what does the word atareados mean? Where can chipmunks look for nuts? 4 Lesson 3:
5 Responder VOCABULARIO CLAVE Armapalabras Haz una red de palabras con la palabra bosque. Qué puedes ver en el bosque? conejos ardillas bosque A escribir! El texto y el mundo Te gustaría recoger manzanas? Escribe una o dos oraciones sobre ello. Di lo que te gustaría de recoger manzanas. Usa palabras del Armapalabras. Nombre Fecha Lección 3 HOJA REPRODUCIBLE Lee la selección. Luego completa los espacios en blanco con una palabra del recuadro de. Nuestra clase salió a pasear por el bosque para ver cómo eran los árboles en otoño. Mientras caminábamos, nuestro maestro recogía hojas del suelo. Nos explicó que las hojas se ponen amarillas durante las noches frías de otoño. Nos preguntamos por qué no había Vocabulario ardillas listadas atareadas bosque copas crecen recogía se ponen sur pájaros en las copas de los árboles. El maestro dijo que muchos pájaros habían volado hacia el sur en busca de un clima más cálido. Sí vimos muchas ardillas listadas. buscaban nueces que crecen Estaban muy atareadas Estos animalitos en los árboles. recogiendo nueces para el largo invierno. Lea las instrucciones a los niños.. All rights reserved. 3 Grado 2, Unidad 1: Una visita por el vecindario 5 Lesson 3:
6 Nombre Fecha Pensar más allá del texto Lee el siguiente párrafo. Después, escribe tu carta. Imagina que tu clase visitó una granja durante la cosecha de otoño. Qué sucedía allí? Escribe una carta a un amigo. Cuéntale de la excursión y de lo que aprendiste acerca de la cosecha de otoño en una granja. Usa detalles del libro en tu carta. 6 Lesson 3:
7 Nombre Fecha Lección 3 HOJA REPRODUCIBLE 3.1 Lee la selección. Luego completa los espacios en blanco con una palabra del recuadro de. Nuestra clase salió a pasear por el para ver cómo eran los árboles en otoño. Mientras caminábamos, nuestro maestro hojas del suelo. Nos explicó que las hojas amarillas durante las Vocabulario ardillas listadas atareadas bosque copas crecen recogía se ponen sur noches frías de otoño. Nos preguntamos por qué no había pájaros en las de los árboles. El maestro dijo que muchos pájaros habían volado hacia el Sí vimos muchas buscaban nueces que Estaban muy en busca de un clima más cálido.. Estos animalitos en los árboles. recogiendo nueces para el largo invierno. 7 Lesson 3:
8 Estudiante nivel i Fecha Lección 3 Hoja reproducible Registro de lectura page Selection Text Errors Self-Corrections 2 Es un tiempo atareado en la granja. Se pueden recoger hortalizas. Se pueden recoger frutas. Es la cosecha de otoño. 3 Mira los campos. Tienen filas y filas de maíz. Los agricultores cosechan el maíz. Entonces tú lo compras y lo comes. 4 Mira los árboles de manzanas. Puedes recoger manzanas cuando se ponen rojas. Es rico comerlas. Comments: Accuracy Rate (# words read correctly/56 100) % 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 3:
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