El mundo de las hormigas by Chana Stiefel
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1 LESSON 21 TEACHER S GUIDE by Chana Stiefel Fountas-Pinnell Level M Nonfiction Selection Summary Ants live almost everywhere. They live and work together underground in colonies. Every colony has three kinds of ants: the queen, the drones, and the workers. Every ant does a job to help the whole colony. Ants have many enemies, but some ants can fight back. HOUGHTON MIFFLIN Number of Words: 488 Characteristics of the Text Genre Nonfi ction Text Structure Five sections with titles, each one to two pages; one page of introduction Information is presented by description and contrast. Content Specifi c jobs that each type of ant does Life cycle of ants Life within the ant colony Themes and Ideas Ant colonies are divided into specialized groups. Each group does work that makes other groups dependent on it. Some animals, like ants, live and work together in communities. Language and Conversational language Literary Features Comparison made between ants and people Sentence Complexity Many compound sentences Several complex sentences, some with an introductory clause Vocabulary Terms specifi c to ant life: antenas, colonias, hormiguero, túneles, cámaras, larvas, crisálida, áfi do, ligamaza, oso hormiguero Words Soft and strong /g/ sound: agujero, protegen, grupos Some words with three or more syllables Multi-syllable words that are challenging to take apart or decode: subterráneas, violentamente, cristalino Illustrations Photographs closely linked to text on many pages Two labeled diagrams Book and Print Features Eight pages of text; fi ve section headings Information in captions and diagram labels 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 Chana Stiefel Build Background Help students use their knowledge of ants. Build interest by asking questions such as the following: Qué saben acerca de las hormigas? Read the title and author s name and talk about the cover photograph. Tell students that this book is informational text, so the words and photos will give factual information about the topic. Introduce the Text Guide students through the text, noting important ideas and nonfiction features. Help with unfamiliar language so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions: Page 2: Explain that this is a book of information about ants. Suggested language: Vayan a la página 2. Señalen la palabra subrayada exploradores. Cómo exploran las hormigas el sitio de un picnic? Qué cosas buscan? Miren la foto de esta leyenda. Qué les cuenta la leyenda acerca de las hormigas? Alguna vez vieron una hormiga a esta distancia? Page 4: Have students look at the section head: Familia de hormigas. Qué esperan aprender con esta sección? Page 5: Have students study the pictures and the title at the top. Help students with the terms larvas and crisálidas. Cómo son las crisálidas? Cómo las describirían? Pages 6 7: Have students look at the section head and the illustration of an ant colony. Have them read the caption. Qué les cuenta esta leyenda? Qué están haciendo las hormigas en la colonia subterránea? Señalen algunos túneles que sean angostos, no anchos. Sabían que las hormigas cavan sus colonias en tierra empapada? Por qué creen que puede ser bueno hacer las colonias con tierra empapada? Page 8: Have students look at the section head, photo, and caption on this page. Help them with the word áfi dos. Explain that líquido means fl owing easily. Cómo piensas que será el azúcar líquido? Ahora, vuelvan al comienzo del libro y lean para aprender todo acerca de las hormigas. Target Vocabulary angosto no muy ancho, p. 6 cristalino parecido al cristal, p. 8 empapado lleno de agua, p. 6 explorador alguien que sale a observar para buscar información, p. 2 extraño raro, p. 3 ignorar no saber algo, p. 9 líquido ni sólido ni gaseoso, p. 8 rodeado que tiene algo todo alrededor, p. 8 subterráneo debajo de la tierra, p. 6 violentamente con mucha fuerza, p. 9 2 Lesson 21:
3 Read Have students read silently while you listen to individual students read. Support their problem solving and fluency as needed. Remind students to use the Monitor/Clarify Strategy to clear up what doesn t make sense as they read. and to find a way Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the book. Suggested language: Qué aprendieron sobre las hormigas que antes no sabían? Ways of Thinking As you discuss the text, help students understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text Ants live together in underground nests called colonies. Three different kinds of ants the queen, drones, and workers each have their own kind of work to do. Ants like sweet food. Ants have many enemies, but some ants can fight back. Some animals live and work together in a community. Ants are born knowing the job they have to do. They can t change their job or their group. The survival of an ant colony depends on the interdependency of all the groups Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The photos and art show different kinds of ants at work. A diagram shows the life cycle of ants. The author includes lots of details about the lives of ants. The section titles give the reader an idea of information in that section. Choices for Further Support Fluency Invite students to choose a page from the text and show fl uent reading. Remind them to pay attention to punctuation. Comprehension Based on your observations of the students reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students 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. Have students take apart words with strong /g/ sound, like energía, and words with soft /g/ sound, like hormiga. Have children think of other words that contain either one of these two sounds (agujero, protegen, grupos). 3 Lesson 21:
4 Writing about Reading Vocabulary Practice Have students complete the Vocabulario questions on Hoja reproducible Responding Have students complete the vocabulary activities on page 11. Remind them to answer the Word Teaser on p. 12. (Answer: cristalino) Reading Nonfiction Nonfiction Features: Section Headings and Captions Remind students that nonfiction has many features to help readers find and understand important information. Section headings and captions are two of these features. Explain that captions can be short phrases or longer sentences, as in this book. Captions tell what a photo or a diagram is about. Reading the captions in a nonfiction book is a good way to preview the book before reading the main text. Have students read the caption for the photo on page 9. Ask them what they can learn from this caption. Explain that section headings divide the information in a book into smaller parts. Have students look at the section headings on pages 8 and 9. Ask what they think they will learn about ants in each section. Writing Prompt: Thinking Beyond the Text Have students write a response to the prompt on page 6. Assessment Prompts On page 9, fi nd the word that means almost the same as violentamente. Find the sentence on page 4 that helps the reader understand the meaning of the word colonia. Which words on page 6 help the reader know the meaning of empapada? 4 Lesson 21:
5 Responder VOCABULARIO CLAVE Formar palabras Haz una red de palabras con la palabra explorador. Qué otras cosas hacen los exploradores? Copia esta red y añade más palabras. examinar explorador A escribir! De texto a texto Las colonias de hormigas tienen exploradores que buscan comida. Escribe sobre otra colonia de animales y di qué animales viven en la colonia, sus diferentes labores y cómo trabajan juntos. Usa en tu escrito las palabras. Nombre Fecha Lección 21 HOJA REPRODUCIBLE Escribe una palabra de para completar cada oración. 1. Una moneda entra a través del espacio angosto de una ranura. 2. Un comida. 3. Las islas están 4. Puedes beber el un popote. 5. Un tornado sopla el pueblo. explorador rodeadas líquido violentamente siempre estará buscando por agua. con sobre Vocabulario explorador angosto rodeadas subterráneo extraño cristalina violentamente líquido empapadas ignoraban 6. Las esponjas quedaron empapadas de agua. 7. Los sótanos están en un lugar extraño 8. Un problema de resolver. subterráneo es difícil. 9. Los lagos pueden estar cubiertos por una capa cristalina de hielo. 10. Las personas no llevaron paraguas porque ignoraban que iba a llover. Lea las instrucciones a los estudiantes.. All rights reserved. Grado 3, Unidad 5: Viajes extraordinarios 5 Lesson 21:
6 Nombre Fecha Pensar más allá del texto Piensa en la siguiente pregunta. Luego, escribe tu respuesta en uno o dos párrafos. La introducción del libro dice que las hormigas son como las personas, porque se cuidan entre ellas. Compara cómo se cuidan entre ellas las personas de una comunidad y las hormigas de una colonia. 6 Lesson 21:
7 Nombre Fecha Lección 21 HOJA REPRODUCIBLE 21.1 Escribe una palabra de para completar cada oración. 1. Una moneda entra a través del espacio de una ranura. 2. Un siempre estará buscando comida. 3. Las islas están por agua. 4. Puedes beber el con un popote. Vocabulario explorador angosto rodeadas subterráneo extraño cristalina violentamente líquido empapadas ignoraban 5. Un tornado sopla sobre el pueblo. 6. Las esponjas quedaron de agua. 7. Los sótanos están en un lugar. 8. Un problema es difícil de resolver. 9. Los lagos pueden estar cubiertos por una capa de hielo. 10. Las personas no llevaron paraguas porque que iba a llover. 7 Lesson 21:
8 Estudiante Fecha nivel m Lección 21 Hoja reproducible El mundo de las hormigas Registro de lectura page Selection Text Errors Self-Corrections 2 Alguna vez has visto hormigas en una excursión? Andan por todos los lados. Mandan exploradores en busca de comida. Y luego se la llevan a su nido. Las hormigas son insectos diminutos pero asombrosos. De hecho, se parecen mucho a nosotros. Viven y trabajan en grupos. Recolectan y almacenan comida, y también se cuidan entre ellas. Para averiguar más sobre estos animalitos tan ocupados, sigue leyendo! 3 Las hormigas han vivido en la Tierra por más de cien millones de años! Hoy en día, hay más de 12,000 clases de hormigas en todo el mundo. Lo extraño es que no vivan en la Antártica. Comments: Accuracy Rate (# words read correctly/ ) % 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 Lesson 21:
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