Narraciones de todos los tiempos. Fountas-Pinnell Level Q Nonfiction
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1 LESSON 6 TEACHER S GUIDE Narraciones de todos los tiempos by Kristin Marciniak Narraciones de todos los tiempos por Kristin Marciniak Fountas-Pinnell Level Q Nonfiction Selection Summary Long ago, storytelling was the only way societies were able to keep a record of events. Through the years, storytelling has become a family tradition and as a means to share histories, as well as for entertainment. HOUGHTON MIFFLIN Number of Words: 894 Characteristics of the Text Genre Nonfi ction Text Structure Third-person narrative divided into eight chapters Content Oral traditions History of storytelling Types of storytelling Themes and Ideas Storytelling has changed forms throughout the years. Storytelling is an important part of our oral and written history. Language and Descriptive language Literary Features Factual information Sentence Complexity A mix of short and complex sentences Multiple items in a series Many sentences begin with introductory clauses: Antes de que se inventara la imprenta Vocabulary Some geographical terms, many of which should be familiar: Grecia, India, África Words Multisyllable words: tradiciones, narraciones, generación Illustrations Color photographs Captions for photographs Book and Print Features Twelve pages of text, photographs on some pages with text Captions 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 Narraciones de todos los tiempos by Kristin Marciniak Build Background Help students use their knowledge of storytelling to visualize the selection. Build interest by asking a question such as the following: Qué tipo de historias cuentan en sus casas, con sus familias? Read the title and author and talk about the cover photograph. Explain that people have been telling stories throughout history. 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 4: Explain that this selection tells the history and types of storytelling. Suggested language: Vayan a la página 4 del libro. El texto dice que una cantidad inmensa, o enorme, de historia se perdería si la gente no compartiera sus historias. Qué les dice esto sobre la manera en que la historia se transmitía de una generación a otra? Page 5: Have students look at the photograph and read the caption. The folk song that tells about a prince who becomes invisible in order to rescatar a princess is only one example of a story in a song. Ask: Cuáles son algunas de sus canciones favoritas? Las canciones que les gustan, cuentan alguna historia? Page 10: Point out that captions can give clues about information in the text. Have students examine the illustration. Explain that it is a painting of Hercules, a famous Greek warrior. Tell students that Hercules is an example of a myth. Muchos mitos provienen de la Grecia antigua. Algunos de esos mitos se cuentan aun hoy. Page 11: Explain to students that when paper fi rst became available, people were contratadas to copy words down into books. Ask: Por qué creen que eso hacía que los libros no estuvieran disponibles para la mayoría de las personas? Ahora, vuelvan al comienzo de la selección para descubrir cómo ha cambiado la manera de narrar a través de los años. Target Vocabulary batalla una pelea, p. 9 contratar dar un trabajo a una persona, p. 11 erupción explosión, p. 3 espantoso muy feo, p. 3 guerrero una persona que pelea en una guerra o en una batalla, p. 6 inmenso muy grande, gigante, p. 4 invisible que no se puede ver, p. 5 negarse decir que no a hacer algo, p. 6 rescatar salvar del peligro, p. 5 rico tener mucho dinero, p. 7 2
3 Read Have students read silently while you listen to individual students read aloud. Support their understanding of the text as needed. Remind students to use the Infer/Predict Strategy to figure out what isn t directly stated by the author. and to use text clues Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the selection. Suggested language: Cómo creen que sería vivir en un mundo sin libros ni computadoras que ayuden a compartir la información? 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 Oral traditions are a way to share events and stories with others. The form of storytelling has changed throughout the years. Folktales, myths, and legends are types of storytelling. As new technology develops, it will continue to change forms of storytelling. Storytelling is an important part of our oral and written history Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The captions help the reader make a connection between the photos and the text. The photos contain a variety of useful information. The chapter headings organize the text. Choices for Further Support Fluency Invite students to choose two pages from the text to read aloud to a partner. Suggest that they try reading the pages aloud fi rst, and then retell the information to their partner in their own words. 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. Remind students that adjectives are words that describe. Some adjectives are descriptive, while others might tell an amount. For example, on page 3, the adjective espantoso describes a dragon. Have students share examples of adjectives that tell an amount. Other adjectives in the text include buenos (describing personajes ) on page 7 and popular (describing entretenimiento ) on page 8. 3
4 Writing about Reading Vocabulary Practice Have students complete the Vocabulario questions on Hoja reproducible 6.1. Responding Have students use their Cuaderno del lector to complete the vocabulary activities on page 15. Remind them to answer the Word Teaser on page 16. (Answer: inmenso) Reading Nonfiction Nonfiction Features: Table of Contents and Captions Remind students that nonfiction has many features to help readers find and understand important information. A table of contents and captions are two of these features. Explain that a table of contents tells readers what the chapters of the book will be about. Browsing the table of contents before reading a book is a good way to preview the book before reading the main text. Ask students to think of another chapter they would like to add to the book. What title would they give the chapter and where would they place it in the table of contents? Have students explain their choices. Captions are another important source of information. Remind students that captions can be short phrases or longer sentences, as in this book. Captions tell what a photo, map, or diagram is about. Reading the captions in a nonfiction book is a good way to preview the book before reading the main text. Ask students what information is provided by the caption on page 9. (la ilustración es sobre la leyenda del Rey Arturo) Have students choose a caption from the text and rewrite it in their own words. Writing Prompt: Thinking Beyond the Text Have students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings. Assessment Prompts What is page 14 mainly about? What sentences on page 4 help the reader understand what inmensa means? Complete this sentence in your own words: This selection was most likely written to. 4
5 Responder VOCABULARIO CLAVE Formar palabras En qué palabras puedes pensar que sean sinónimos de espantoso? Copia el diagrama de abajo y complétalo. repugnante desagradable espantoso?? A escribir! De texto a texto Acabas de leer acerca de cómo se comparten los cuentos. Escribe un párrafo que describa una historia que hayas leído y que pueda haber comenzado como tradición oral. Usa dos palabras de Formar Palabras en tu escrito. Nombre Fecha Lección 6 HOJA REPRODUCIBLE Busca cada palabra del en la siguiente sopa de letras. Se muestran respuestas posibles. A R U O A L L A T A B I N V I S I B L E U Z N G E R E S C A T A R M U Y Ó S G T W I E P E E R U P C I Ó N S Á N R Y T A R R T L R O S R C O N T R A T A R O E U Í T U Á O O G Z Y R Y H O C D C L E K X O B P S Q I Z A N P O K L V O R F U R E S Narraciones de todos los tiempos Vocabulario rescatar espantoso erupción batalla rico negarse invisible contratar inmenso guerrero Qué palabra describe 1. a un millonario? rico 2. cómo se ve la cara de un ogro? espantoso 3. lo que hacen los salvavidas? rescatar 4. algo tan pequeño que no puede verse? invisible 5. el tamaño del monte Everest? inmenso. All rights reserved. 3 Grado 4, Unidad 2: Entiendes lo que quiero decir? 5
6 Nombre Narraciones de todos los tiempos Pensar más allá del texto Piensa en las siguientes preguntas. Después, escribe tu respuesta en uno o dos párrafos. Recuerda que cuando piensas más allá del texto, usas tu conocimiento personal para comprender las cosas de un modo nuevo. Fecha En la página 14, la autora escribe: hay vestigios de las narraciones orales en todas partes. Qué quiere decir la autora? Qué tradiciones de narración oral mantienes vivas tú, o se mantienen vivas en tu familia? Qué puedes hacer para mantener las tradiciones orales vivas en tu familia o comunidad? 6
7 Nombre Fecha Lección 6 HOJA REPRODUCIBLE 6.1 Busca cada palabra del en la siguiente sopa de letras. A R U O A L L A T A B I N V I S I B L E U Z N G E R E S C A T A R M U Y Ó S G T W I E P E E R U P C I Ó N S Á N R Y T A R R T L R O S R C O N T R A T A R O E U Í T U Á O O G Z Y R Y H O C D C L E K X O B P S Q I Z A N P O K L V O R F U R E S Narraciones de todos los tiempos Vocabulario rescatar espantoso erupción batalla rico negarse invisible contratar inmenso guerrero Qué palabra describe 1. a un millonario? 2. cómo se ve la cara de un ogro? 3. lo que hacen los salvavidas? 4. algo tan pequeño que no puede verse? 5. el tamaño del monte Everest? 7
8 Estudiante Narraciones de todos los tiempos n i v e l q Fecha Lección 6 Hoja reproducible Narraciones de todos los tiempos Registro de lectura page Selection Text Errors Self-Corrections 3 Supón que estás sentado con tus amigos y familiares alrededor de una fogata asando malvaviscos y narrando cuentos. Tu hermano mayor empieza a narrar un cuento de miedo. Había una vez un dragón espantoso que vivía dentro de un volcán, empezó a decir. El volcán hacía erupción siempre, y el dragón rugía siempre. Todos tenían miedo del dragón. 4 Tu hermano mayor narra el cuento, pero lo oyó de tu mamá. Tu mamá lo oyó la primera vez de su mamá, y así sucesivamente. Este es un ejemplo de una tradición oral. Comments: Accuracy Rate (# words read correctly/91 100) % 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
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LESSON 19 TEACHER S GUIDE by Jessica Quilty Fountas-Pinnell Level K Humorous Fiction Nivel: J EDL: 18 Género: Cuentos divertidos Estrategia: Preguntar Destreza: Texto y características gráficas Número
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