Fountas-Pinnell Level Q Nonfiction. by Deborah Akers

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1 LESSON 10 TEACHER S GUIDE Aprendiendo a ser artistas by Deborah Akers Aprendiendo a ser artistas por Deborah Akers Fountas-Pinnell Level Q Nonfiction Selection Summary Some high school students choose to attend an arts high school. There, they are exposed to a range of art programs and learn about a variety of arts. They focus on a specific art form, practice it, and learn ways to share their art with others. They also learn ways to support themselves through practicing their art. HOUGHTON MIFFLIN Number of Words: 799 Characteristics of the Text Genre Nonfi ction Text Structure Text organized into seven short chapters Seven to thirteen lines of text on a page; text wraps around photos Content Art high schools provide students with a place to concentrate on art courses. Visual arts Performing arts Themes and Ideas Becoming an artist requires discipline and dedication. Artists need to fi nd ways to get jobs and make money in their art fi elds. Language and Conversational language Literary Features Creative chapter headings Sentence Complexity A mix of short and complex sentences Multiple items in series Vocabulary Many art terms, some defi ned in context: alfarería, horno para cerámica, esculturas, ballet Words Some multisyllable words, such as permiso, compromiso, memorizar, desaniman Illustrations Photographs with captions Book and Print Features Eleven pages of text with photographs on most pages, one full-page photograph Table of contents Chapter headings 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 Aprendiendo a ser artistas by Deborah Akers Build Background Help students use their knowledge of the arts to visualize the selection. Build interest by asking questions such as the following: En qué piensan cuando oyen la palabra arte? Qué tipo de arte les gusta hacer, mirar o escuchar? Read the title and author and talk about the cover photograph. Explain that this article describes the experience of attending a school where students learn to become artists. 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 3: Draw students attention to the photograph and caption. Suggested language: Vayan a la página 3. Miren la fotografía de la escuela de artes y lean el rótulo. Luego lean la última oración: Sin embargo, sólo aquéllos que demuestran habilidad y compromiso reciben el permiso para formar parte de la familia de artistas de la escuela. Creen que es difícil ser aceptado en una escuela de arte? Por qué sí? Por qué no? Page 4: Explain that at fi rst, students explore arts such as painting, drawing, pottery, music, or theater programs. Después de haber hecho giras por los distintos programas de arte, eligen uno. Ask: Cómo saben los estudiantes cuál programa elegir? Page 5: Point out the chapter heading and read the caption. El título de la página 5 nos dice que este capítulo describe un día típico en la escuela de arte. Los estudiantes llegan y van a clase. En la clase, pueden estar cargando materiales como caballetes. Ask: Por qué necesitan hacer eso? Pages 6 7: Point out that captions can give clues about information in the text. Ask: Qué les dicen los rótulos de estas páginas? Page 8: Read the chapter heading to students. Este capítulo trata sobre la actuación. Lean la segunda oración: Los estudiantes de esta clase sueñan con tener su gran debut como actores algún día. Ask: Cómo creen que los alumnos imaginan ese día? Ahora, vuelvan al comienzo del artículo y lean sobre la experiencia de ir a una escuela de arte. Target Vocabulary cargar llevar, p. 5 debut la primera vez que un artista se encuentra con el público, p. 8 desanimarse perder las esperanzas, p. 8 frontera límite o borde, p. 4 gira recorrer distintos lugares con una muestra o espectáculo, p. 4 lúgubre triste, p. 10 permiso autorización para hacer algo, p. 3 sobrepasar estar por encima de algo, p. 8 terco que no cambia de idea fácilmente, p. 8 triunfo victoria o éxito, p Lesson 10: Aprendiendo a ser artistas

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 Analyze/Evaluate Strategy carefully and form opinions about the text as they read. and to think Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the selection. Suggested language: Cómo creen que sería ir a una escuela de arte como la que describe el texto? Les gustaría ir a una escuela como esta? Por qué si? Por qué no? 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 Some students choose to attend an arts high school. At an arts high school, students choose an art program in one of the visual or performing arts. At an arts high school, students learn ways to share their art and to earn money by doing it. An arts high school provides students with an chance to pursue an art career in high school. Becoming an artist requires discipline and dedication. Artists need to find ways to earn money by doing their chosen art Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The photographs are realistic and show what is explained in the text. The author includes lots of details about various arts that are interesting and informative. Choices for Further Support Fluency Invite students to choose a passage from the text and read aloud in partners. Suggest that they try reading one chapter as if they were giving a tour of an arts high school. 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 the suffi x -mente means full of, as in the word majestuosamente on page 10, which means de manera majestuosa. Explain that fl amenco students come majestuosamente into the stage, which means that they do it de manera majestuosa. Discuss this other adverb with the suffi x -mente: afortunadamente (page 7). 3 Lesson 10: Aprendiendo a ser artistas

4 Writing about Reading Vocabulary Practice Have students complete the Vocabulario questions on Hoja reproducible Responding Have students use their Reader s Notebook to complete the vocabulary activities on page 15. Remind them to answer the Word Teaser on page 16. (Answer: sobrepasar) Reading Nonfiction Nonfiction Features: Photos and Captions Remind students that nonfiction has many features to help readers find and understand important information. Two of these features are photos and captions. Explain that photos are an important source of information. First, they show the reader what the author describes in the text. And, they might also add information that is not in the text. Have students look again at the photo on page 5. Ask what information they can learn from the photo. (la danza es uno de los proyectos en los que participan los estudiantes) Then have students choose another photo in the book and tell what they can learn from it. Explain that captions can be phrases or full sentences, as in this article. Captions explain what a photo, map, diagram, or chart is about. Point out that reading the captions in a nonfiction book is a good way to preview the book before reading the main text. Have students write an informative caption for one of the photos in the article. 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 The main purpose of this article is to. What can readers tell about using a kiln from reading the paragraph on page 6? What words on page 14 help students understand the meaning of the word triunfo? 4 Lesson 10: Aprendiendo a ser artistas

5 Nombre Fecha Lección 10 HOJA REPRODUCIBLE 10.1 Busca cada palabra del en la siguiente sopa de letras. Se muestran respuestas posibles. S A T U N F V E L E Z O U R V X S W M N K J B Q E S A I O C Y H R R G U S W K H Ó A M N E S R A M I N A S E D P W Q P E R M I S O O A T J Ú A I O V Y C L S L Ú G U B R E R Ó Z A Í R I W Q D E B U T R A F R O N T E R A K C W E A T R I U N F O Aprendiendo a ser artistas Vocabulario debut terco permiso cargar lúgubre sobrepasar triunfo desanimarse gira frontera Qué palabra describe 1. el límite entre Estados Unidos y Canadá? frontera 2. cómo te sientes cuando no puedes hacer algo? desanimado 3. lo que necesitas de tus padres para quedarte en casa de un amigo? permiso 4. la primera película de un actor? debut 5. el aullido de un solitario en la noche? lúgubre. All rights reserved. 3 Grado 4, Unidad 2: Entiendes lo que quiero decir? 5 Lesson 10: Aprendiendo a ser artistas

6 Nombre Aprendiendo a ser artistas Fecha 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. En la página 8, un profesor dice: Un actor tiene que ser terco. Nunca debes rendirte. Cómo crees que el ser terco puede ayudar a un actor? Qué otras cosas tendría que hacer un actor para ser exitoso? 6 Lesson 10: Aprendiendo a ser artistas

7 Nombre Fecha Lección 10 HOJA REPRODUCIBLE 10.1 Busca cada palabra del en la siguiente sopa de letras. S A T U N F V E L E Z O U R V X S W M N K J B Q E S A I O C Y H R R G U S W K H Ó A M N E S R A M I N A S E D P W Q P E R M I S O O A T J Ú A I O V Y C L S L Ú G U B R E R Ó Z A Í R I W Q D E B U T R A F R O N T E R A K C W E A T R I U N F O Aprendiendo a ser artistas Vocabulario debut terco permiso cargar lúgubre sobrepasar triunfo desanimarse gira frontera Qué palabra describe 1. el límite entre Estados Unidos y Canadá? 2. cómo te sientes cuando no puedes hacer algo? 3. lo que necesitas de tus padres para quedarte en casa de un amigo? 4. la primera película de un actor? 5. el aullido de un solitario en la noche? 7 Lesson 10: Aprendiendo a ser artistas

8 Estudiante Aprendiendo a ser artistas n i v e l q Fecha Lección 10 Hoja reproducible Aprendiendo a ser artistas Registro de lectura page Selection Text Errors Self-Corrections 3 De muchas maneras, una preparatoria de arte se parece a otras escuelas. Hay clases de matemáticas, inglés y ciencias. Muchos estudiantes quieren asistir a una preparatoria de arte. Sin embargo, sólo aquéllos que demuestran habilidad y compromiso reciben el permiso para formar parte de la familia de artistas de la escuela. 4 En una escuela de arte, todos los estudiantes tienen la oportunidad de explorar muchas formas de arte. Hay clases de pintura, dibujo y alfarería. Muchos estudiantes también participan en programas de música o teatro. Después de haber hecho giras por una variedad de programas, la mayoría de los estudiantes elige un área de estudio. 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 10: Aprendiendo a ser artistas