Characteristics of the Text Genre Nonfi ction Text Structure

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1 LESSON 8 TEACHER S GUIDE by Deborah Akers ROMARE BEAR DEN Fountas-Pinnell Level Q Nonfiction Selection Summary was an artist known for his original style. Drawing from his own experiences and influenced by the world around him, Bearden was talented in all aspects of the art world, from painting to writing music to designing costumes for dancers. por Deborah Akers HOUGHTON MIFFLIN Number of Words: 892 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 divided into eight short chapters which lead the reader through the life of s life as an artist Bearden s creativity, originality, and talent Art can be infl uenced by many things. Some people can turn their talents into their careers. Conversational language Descriptive language A mix of short and complex sentences Many sentences begin with a date: En la década de 1920, Harlem se convirtió Some geographical locations, most of which should be familiar, such as Carolina del Norte, New York, Harlem, St. Martin Multisyllable words, such as educación, infl uencias, graduarse, presentaciones Old black and white photographs Artwork Map Twelve pages of text, photographs or artwork on most pages with text Full sentence 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 by Deborah Akers Build Background Help students use their knowledge of art to visualize the selection. Build interest by asking questions such as the following: Qué tipo de arte les gusta? Por qué les gusta? Read the title and author and talk about the artwork on the cover. Explain that was an artist who lived from 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: Have students look at the table of contents. Point out that most of the chapters are spans of years. Ask: Por qué creen que la autora dividió el texto de esta manera? Page 3: Read the caption. Explain that this selection is about, an artist who created many different types of art. Suggested language: Miren el cuadro de en esta página. Los colores son intensos y espléndidos o apagados y aburridos? Page 6: Have students look at the photo on page 6 and read the caption. Tell students that Romare moved from the country in North Carolina to the city, where he visited an art estudio. Ask: De qué manera fue diferente para Romare vivir en Harlem y vivir en Carolina del Norte? Page 9: Point out the painting by Bearden. Explain that Bearden modeled some of his paintings after Pablo Picasso, one of his favorite artists. Ask: Cómo eran las pinturas de Picasso? Por qué creen que Bearden hacía miniaturas de las pinturas de Picasso? Page 12: Explain the meaning of collage. Un collage es un conjunto de distintas fotografías o materiales impresos puestos todos juntos en un trozo de papel, quizá con algo de pintura untada en el papel. Ahora, vuelvan al comienzo de la selección para descubrir sobre la vida de Romare Bearden. Target Vocabulary arrancar tirar con fuerza de algo para sacarlo, p. 12 echarse a perder arruinarse, p. 4 espléndido algo que es maravilloso, p. 3 estudio taller de un artista, p. 6 festín una gran comida, p. 10 horario plan de los sucesos o partes de una ocasión, p. 8 miniatura representación más pequeña de una cosa, p. 9 preocuparse no estar tranquilo por algo, p. 8 surco marca que deja algo sobre una superficie, p. 5 untado desparramado, p Lesson 8:

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 Visualize Strategy form pictures in their mind of what they are reading. and to use text details to Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the text. Suggested language: Cómo usaba el mundo que lo rodeaba para cambiar su arte? 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 used his experiences to create many different types of art. In addition to creating collages and paintings, Romare also wrote music. Romare s works of art are original and use many different types of mediums. It is important for people to be able to express themselves. An artist should take time to build skills and learn from many different people. The story of a life can be told through what an artist creates Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The timeline provides additional information about the text. Captions help to explain the photos. The photos contain useful information. Choices for Further Support Fluency Invite students to create a script for a readers theater. Have them use the fi rst paragraph on page 6 as the basis from which to create a dialogue of a conversation between writers and artists who might have gathered at the Bearden home in Harlem in the 1920s. 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 when -s is added to a naming word, it forms its plural. Have students fi nd examples of such words in the text, such as: estilos, vidas. Then have them practice forming plurals for these words from the text: ciudad, historia, escultora, artista, danza. 3 Lesson 8:

4 Writing about Reading Vocabulary Practice Have students complete the Vocabulario questions on Hoja reproducible 8.1. 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: arrancar) Reading Nonfiction Nonfiction Features: Captions and Maps Remind students that nonfiction has many features to help readers find and understand important information. Captions and maps are two of these features. Explain that captions can be short phrases or longer sentences, as in this book. Captions tell what a photo, map, or diagram is about. Go back and read the captions in this book as a way to summarize the material in the main text. Maps are another important source of information. They help the reader visualize where locations mentioned in the text are located. Have students look at the map on page 4. Ask what information they can learn from the map (dónde se encuentra Harlem). Then have students locate North Carolina and St. Martin on a classroom globe or map. Writing Prompt: Thinking About the Text Have students write a response to the prompt on page 6. Remind them that when they think about the text, they reflect back on the text. They notice and evaluate language, genre, literary devices, and how the text is organized. Assessment Prompts Which words on page 10 help the reader understand the meaning of the word festín? The main purpose of the selection is to. Which sentences from the selection show that was very creative? 4 Lesson 8:

5 Responder VOCABULARIO CLAVE Formar palabras La frase echarse a perder tiene el mismo significado que la palabra destruir. Cuáles son otros pares de palabras que tienen el mismo significado? Copia y completa la tabla siguiente. Palabra 1 Palabra 2 echarse a perder hermoso? destruir bonito? A escribir! El texto y tú Qué tipo de arte disfrutas? Escribe un párrafo que describa una pintura, escultura o dibujo que te guste. Describe brevemente el tipo de forma de arte, así como los materiales usados para crearlo. Usa una palabra de Formar palabras. Nombre Fecha Lección 8 HOJA REPRODUCIBLE Elige la palabra de que mejor vaya con las frases siguientes. Se muestran respuestas posibles. Vocabulario espléndido estudio miniatura preocuparse untado echarse a perder arrancar surco horario festín Qué palabra describe cuando tienes un pedazo de pan con mantequilla? untado 2. cuando tu hermanito rompe tu trabajo de ciencias? echarse a perder 3. cuando estas inquieto porque un amigo está enfermo? preocuparse festín 4. una comida del Día de Acción de Gracias? miniatura 5. un avioncito? surco 6. el rastro que deja un avión? arrancar 7. cuando alguien saca un arbusto de la tierra? horario 8. lo que haces todos los días a la misma hora? estudio 9. el lugar donde un artista pinta? espléndido 10. un día soleado, de verano?. All rights reserved. 3 Grado 4, Unidad 2: Entiendes lo que quiero decir? 4_352923RTXSAN_TV_L08.indd 3 1/22/10 2:34:49 AM 5 Lesson 8:

6 Nombre Fecha Pensar en el texto Piensa en las siguientes preguntas. Después, escribe tu respuesta en uno o dos párrafos. Recuerda que cuando piensas en el texto, reflexionas sobre él. Prestas atención y evalúas cosas como el lenguaje, el género, los recursos literarios y cómo está organizado el texto. En la página 3, la autora escribe que el cuadro de Bearden, La familia, es una combinación colorida de muchos estilos e influencias. Cómo te ayudó el texto a entender los distintos estilos que Bearden usó en sus pinturas? Cómo te ayudaron las ilustraciones y otros gráficos a entender los estilos artísticos que usaba? 6 Lesson 8:

7 Nombre Fecha Lección 8 HOJA REPRODUCIBLE 8.1 Elige la palabra de que mejor vaya con las frases siguientes. espléndido estudio miniatura preocuparse Vocabulario untado echarse a perder arrancar surco horario festín Qué palabra describe cuando tienes un pedazo de pan con mantequilla? 2. cuando tu hermanito rompe tu trabajo de ciencias? 3. cuando estas inquieto porque un amigo está enfermo? 4. una comida del Día de Acción de Gracias? 5. un avioncito? 6. el rastro que deja un avión? 7. cuando alguien saca un arbusto de la tierra? 8. lo que haces todos los días a la misma hora? 9. el lugar donde un artista pinta? 10. un día soleado, de verano? 7 Lesson 8:

8 Estudiante Fecha Lección 8 Hoja reproducible n i v e l q Registro de lectura page Selection Text Errors Self-Corrections 3 Observa con atención el cuadro. Es el retrato de una familia reunida para dar la bienvenida a un nuevo bebé. A primera vista, parece que este cuadro es una pintura. Pero, si lo observas más de cerca, descubrirás que los intensos y espléndidos colores en realidad provienen de pedazos de papel pegados. El cuadro se llama La familia. Igual que, el artista que creó esta obra, La familia es una combinación colorida de muchos estilos e influencias. 4 nació en Carolina del Norte en Cuando tenía 3 años de edad, su familia decidió mudarse a la ciudad de Nueva York. 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 8: