Characteristics of the Text Genre Realistic Fiction Text Structure

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1 LESSON 3 TEACHER S GUIDE by Kate McGovern Fountas-Pinnell Level E Realistic Fiction Selection Summary When gets muddy, the twins give their dog a bath. Everyone admires the results, which don t last long: sees a squirrel and runs after it, right through the mud. Number of Words: 87 Characteristics of the Text Genre Realistic Fiction Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Third-person narrative, with problem introduced on fi rst page, solved on the next fi ve pages, then reintroduced on the last page Humorous ending Giving a dog a bath Dog behavior You can give a dog a bath, but the dog might not stay clean for long. People may want dogs to be clean, but dogs have other interests. Simple clear language Dialogue; all assigned, some split Many simple sentences: Mira a. Some longer sentences: Podemos bañarla? preguntaron los gemelos. Words relating to baths: bañarla, jabón, secarla, limpia, huele Easy high-frequency words repeated: mira, todo, dijo, la, los, a, muy Some more challenging words: gemelos, lodo, ardilla Humorous illustrations that support the text Nine pages of text, with illustrations on each page Two to fi ve lines of text on each page Large print and good spacing between words 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 Kate McGovern Build Background Read the title to children and talk with them about what the characters are doing in the cover illustration. Ask them what they know about dogs and mud. Then ask: Qué pueden hacer con un perro que tiene mucho lodo? 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. Here are some suggestions: Page 2: Explain that in this story, a family has a problem to solve. They have a very messy dog named. Suggested language: Vayan a la página 2. Qué ven en el dibujo? Una perra llena de lodo! La primera página dice: Mira a. Mira todo el lodo! dijo Mamá. Por qué creen que está tan sucia? Page 3: Remind children that they can use information in the pictures to help them read. Qué está pasando aquí? Los gemelos saben cómo solucionar el problema. Los hermanos de este cuento son gemelos porque nacieron en el mismo momento. Digan la palabra gemelos. Qué letra esperan ver primero en gemelos? Encuentren la palabra y pongan su dedo debajo de ella. Cómo quieren solucionar el problema los gemelos? Creen que podrán hacerlo? Page 8: En la página 8, pueden ver a saltar de la silla. Por qué saltó de su silla? Sí, porque vio una ardilla. Digan la palabra ardilla. Qué letra esperan ver primero en ardilla? Encuentren la palabra y pongan su dedo debajo de ella. Ahora, vuelvan al comienzo para descubrir cómo se solucionó el problema de, la perra llena de lodo. Learn More Words ardilla gemelos 2 Lesson 3:

3 Read As the children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability. Respond to the Text Personal Response Ask children to share their personal responses to the book. Begin by asking what they liked best about the book, or what they found interesting. Suggested language: Qué creen que será lo próximo que haga la familia con? Ways of Thinking As you discuss the text, make sure children understand these teaching points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text The dog named gets muddy. After the twins catch their dog and give her a bath, everyone says how clean she is and how good she smells. sees a squirrel, chases it, and gets muddy again. You can give a dog a bath, but the dog might not stay clean for long. People may want dogs to be clean, but dogs have other interests. The author shows how much the family cares for. The author uses humor when she introduces the problem again at the end of the book. Speech balloons in the pictures tell what some characters say Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Concepts of Print Help children understand that a sentence is a group of words with ending punctuation. Point out that the ending punctuation in includes periods, exclamation points, and question marks. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Blend the Sounds Say words sound by sound and ask children to say the words. Begin with /L/ /o/ /l/ /a/. What is the word? () Continue with these words: /l/ /o/ /d/ /o/ (lodo), /j/ /a/ /b/ /ó/ /n/ (jabón), /a/ /r/ /d/ /i/ /ll/ /a/ (ardilla), /u/ /e/ /l/ /e/ (huele). Clapping Syllables Have children hear and say syllables in words from the book:, bañarla, lodo, ardilla, gemelos. Have them clap on each syllable: Lo-la, ba-ñar-la, lo-do, ar-di-lla, ge-me-los Tracing Letters Materials: magnetic or cardboard letters or letter cards. Have children choose a letter, say the name, and trace the letter. 3 Lesson 3:

4 Writing About Reading Critical Thinking Read the directions for children on Hoja reproducible 3.4 and guide them in answering the questions. Responding Read aloud the questions at the back of the book and help children complete the activities. Target Comprehension Skill Story Structure Tell children that a story has many parts, including characters, settings, and events. Model how to think about the structure of this story. Think Aloud Este cuento es sobre una perra llamada y su familia. Ocurre en el patio trasero de la familia. En este cuento pasan muchas cosas. está llena de lodo y los gemelos deciden bañarla. Toda la familia ve qué limpia está, pero después ve una ardilla y corre sobre el lodo otra vez. Practice the Skill Have children think about the story structure of another story they have read. Writing Prompt Read aloud the following prompt. Have children write their response, using the writing prompt on page 6. Do you think s family takes good care of her? Why or why not? Write about what you think. Explain your answer. 4 Lesson 3:

5 Responder DESTREZA CLAVE Estructura del cuento Este cuento se trata de una perra llamada. Dónde ocurre este cuento? Qué pasa? Habla sobre los sucesos del cuento. A escribir! El texto y el mundo Haz un dibujo que muestre qué pasa en el cuento. Escribe un nombre para tu dibujo. Habla sobre tu dibujo. Nombre Fecha Lección 3 HOJA REPRODUCIBLE Los niños miran las ilustraciones y encierran en un círculo las respuestas correctas. K_035703_LR1_3AL_LOLA_L03.indd 11 12/9/09 8:23:25 AM 1. Qué podrían usar los niños para ayudar a limpiar a? Los niños hacen un dibujo de cómo podrían ayudar a cuidar a una mascota. 2. Lea las instrucciones a los niños.. All rights reserved. 6, Unidad 1: Caras amistosas 5 Lesson 3:

6 Nombre Fecha Creen que la familia de la cuida bien? Por qué sí? Por qué no? Escribe lo que piensas. Explica tu respuesta. 6 Lesson 3:

7 Nombre Fecha Lección 3 HOJA REPRODUCIBLE 3.4 Los niños miran las ilustraciones y encierran en un círculo las respuestas correctas. 1. Qué podrían usar los niños para ayudar a limpiar a? Los niños hacen un dibujo de cómo podrían ayudar a cuidar a una mascota Lesson 3:

8 Estudiante NIVEL E Fecha Lección 3 HOJA REPRODUCIBLE 3.7 Registro de lectura page Selection Text Errors Self-Corrections 2 Mira a. Mira todo el lodo! dijo Mamá. 3 Podemos bañarla? preguntaron los gemelos. 4 Si la puedes atrapar dijo Mamá. Los gemelos corrieron tras. 5 Mira a. Mira todo el jabón! dijo Papá. Comments: Accuracy Rate (# words read correctly/34 100) % Self-Correction Rate 1: (# errors + # Self-Corrections/ Self-Corrections) Behavior Code Error Read word correctly lobo 0 Repeated word, sentence, or phrase Omission lobo 0 lobo 1 Substitution Behavior Code Error Self-corrects lodo lobo 1 lodo sc lobo 0 Insertion el ˆlobo 1 Word told T 1 lobo ISBN-13: ISBN-10: Lesson 3: