Quién forma tu familia? by Mary Reid

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1 Nivel: F EDL: 6-12 Estudios sociales LESSON 2 TEACHER S GUIDE Estrategia: Preguntar Número de palabras: Construir vocabulario by Mary Reid Fountas-Pinnell Level I Nonfiction like to eat? Where does your family like to 2_048741_VR1_2BL_COVER_SPA_famil1 spend time? 1 HOUGHTON MIFFLIN Libritos nivelados en línea Selection Summary This selection explores the varied configurations and characteristics of a family, providing examples and prompting readers to think about their own families: Who is in your family (including extended family members)? What does your family like to do? What does your family por Mary Reid HOUGHTON MIFFLIN Number of Words: 197 4/14/08 11:55:58 AM Characteristics of the Text Genre Nonfi ction Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Expository text in third-person with each page or set of pages addressing a different aspect of families (e.g., size/confi guation, favorite activities, favorite foods) No paragraphs or paragraph indents; each sentence beginning on a new line with only a few lines turning over. Nature of the family possible family members, types of family activities Families and extended families benefi t from doing a variety of things together. Every family is unique but there are common experiences and relationships. Readers are encouraged to think about the nature of their own families. The last sentence on every page addresses the reader. Sentences are written in the present tense. Much of the vocabulary is repeated and recycled (e.g., pasan, familia, tiempo.) Some sentences with clauses; several with phrases, and some with compound subjects or predicates Commas in a series: Este niño vive con su mamá, su papá y sus dos hermanas. Sentence types include statements, questions, and an exclamation (p. 9) Family words should be familiar: papá, mamá, hermanas, hermanos, tías, tíos, primos Possibly unfamiliar words: piano, caminatas, porche, fotografías Mostly 1- to 3-syllable words; some 4-syllable (fotografías, acordarse, caminatas) Words with s ending (e.g., familias, personas, tías, hermanos) Possible decoding challenges: mientras, acordarse, atascados, fotografías Color photographs, designed to look like album photos, support text and vocabulary. Nine pages, all a mix of text and photos Illustrations Book and Print Features 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 Mary Reid Build Background Begin by noting that the cover photo has holders at each corner, like ones that keep photos in place in an album. Use children s knowledge of families and family photos to build interest, using a question like this: Por qué es divertido ver fotos familiares? Now read the title and author, and discuss what is shown in this family photo. Introduce the Text Guide children 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 book is about the different relationships people in families have with each other and the things people in families like to do together. Suggested language: Esta selección habla acerca de diferentes tipos de familias y las actividades que hacen juntos. Quiénes forman esta familia? Cómo creen que se sienten los miembros de esta familia? Cómo se dan cuenta? Page 3: Vayan a la página 3. A los miembros de una familia les gusta hacer cosas juntos, como escuchar música o tocar instrumentos. La niña está tocando el piano. Está usando un vestido de princesa. Hasta se puso una corona! Qué te muestra la foto sobre esta niña? Page 6: Vayan a la página 6. A las familias les gusta visitar lugares y pasar tiempo juntos. Esta familia va a la playa de paseo. Qué cosas pueden hacer cuando van de paseo a la playa? Page 8: Esta familia se reúne en el porche. Por qué es el porche un buen lugar para reunirse? Ahora, vuelvan al comienzo y lean para aprender acerca de los diferentes tipos de familias y las cosas que les gusta hacer. Target Vocabulary acordarse pensar sobre algo del pasado, p. 10 atascarse trabarse con otra cosa, p. 9 corona algo que se usa sobre la cabeza, p. 3 pasar usar tiempo o energía haciendo algo, p. 6 piano un instrumento musical grande, con teclas, p. 3 porche área junto a la parte de afuera de una casa, p. 8 primo el hijo de tu tío o tía, p. 9 visitar ir a ver a una persona o ir a un lugar, p. 6 2 Lesson 2:

3 Read As children read, observe them carefully. Guide them as needed, using language that supports their problem-solving ability. Remind children to use the Question Strategy questions about what they are reading., asking themselves Discuss and Revisit the Text Personal Response Invite children to share their personal responses to the book. Suggested language: Alguna de las familias de este libro te hizo acordar a tu familia? Por qué? Ways of Thinking As you discuss the text, help children understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text Families come in different sizes and with different family members. Families like to do things together, like hiking, going to the beach, eating, and getting together with aunts, uncles, and cousins. Photos help families remember their times together. Every family is different but they all have the same kinds of feelings. Experiences together bond families. Family members aunts, uncles, and cousins should take the time to visit and get to know one another Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The author ends each page with a question to you, the reader, to get you to think about your own family. The sentences are in the present tense, as if the author is telling you right now what is happening in a photograph. Choices for Further Support Fluency Have children echo-read as you read the text on a particular page, sentence by sentence. Remind children to listen to how you read a sentence and to imitate you as they read. Comprehension Based on your observations of the children s reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind children 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 children that they can change a syllable in a word to make a new word. Demonstrate with these words from the text: papá and pasan showing children how changing the syllable pá at the end of papá to san makes a new word, pasan. Have children practice changing words into new words by changing their fi rst syllable (possibilities are in parentheses): piano (mano, pino, mono), mesa (casa, rosa, pisa), and pata (rota, nota, rata). 3 Lesson 2:

4 Writing about Reading Vocabulary Practice Have children complete the Vocabulario questions on Hoja reproducible 2.1. Responding Have children complete the vocabulary activities on page 11. Remind them to answer the Word Teaser on p. 12. (Answer: corona) Reading Nonfiction Nonfiction Features: Photographs Remind children that nonfiction books often have photographs instead of illustrations. Point out that nonfiction books give readers facts and information about real people, events, and things. The photographs show what the text is describing. Read the text on page 3: Esta niña vive con su mamá. Ella tiene puesta una corona mientras toca el piano. Have children point out in the picture specific things mentioned in the text: the girl, the crown, the piano. Assign pairs of children other photos in the selection. Have each pair find and read aloud a sentence on that page that tells about what is happening in the photo. Writing Prompt: Thinking Beyond the Text Have children write a response to the prompt on page 6. Assessment Prompts What word tells what this selection is mainly about? What word on page 10 means nearly the same as the word recordar? 4 Lesson 2:

5 Nombre Fecha Lección 2 HOJA REPRODUCIBLE 2.1 Escribe la palabra de que va mejor con cada grupo de palabras. Vocabulario corona pasamos piano porche prima se acordaba se atasca visitarnos 1. tiempo, vacaciones, turno, momento pasamos 2. tío, tía, hijo, hija, primo prima 3. sentarse, afuera, casa, escalones porche 4. lodo, telaraña, hoyo, zanja se atasca 5. instrumento, teclas, pedales, música piano 6. vacaciones, abuela, nuestra, casa visitarnos 7. rey, reina, cabeza, joyas corona 8. memoria, fotos, nombre, recuerdos se acordaba Lea las instrucciones a los niños.. All rights reserved. 3 Grado 2, Unidad 1: Una visita por el vecindario 2_352893RTXSAN_L02_Vocab.indd 3 9/11/09 4:59:35 AM 5 Lesson 2:

6 Nombre Fecha Pensar más allá del texto Piensa en la siguiente pregunta. Escribe tu respuesta en un párrafo. Por qué crees que las fotografías son tan importantes para las familias? Da detalles del libro en tu respuesta. 6 Lesson 2:

7 Nombre Fecha Lección 2 HOJA REPRODUCIBLE 2.1 Escribe la palabra de que va mejor con cada grupo de palabras. Vocabulario corona pasamos piano porche prima se acordaba se atasca visitarnos 1. tiempo, vacaciones, turno, momento 2. tío, tía, hijo, hija, primo 3. sentarse, afuera, casa, escalones 4. lodo, telaraña, hoyo, zanja 5. instrumento, teclas, pedales, música 6. vacaciones, abuela, nuestra, casa 7. rey, reina, cabeza, joyas 8. memoria, fotos, nombre, recuerdos 7 Lesson 2:

8 Estudiante Fecha nivel i Lección 2 Hoja reproducible Registro de lectura page Selection Text Errors Self-Corrections 2 En una familia hay muchas personas. Este papá juega con su familia. Quiénes forman tu familia? 3 Esta niña vive con su mamá. Ella tiene puesta una corona mientras toca el piano. Qué hace tu familia? 4 Este niño vive con su mamá, su papá y sus dos hermanas. Les gusta salir a hacer caminatas. Qué le gusta hacer a tu familia? 5 Esta familia tiene tres personas. Les gusta comer juntos. Comments: Accuracy Rate (# words read correctly/69 100) % 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 1 ISBN-13: ISBN-10: Lesson 2: