Polvo de cometa. Fountas-Pinnell Level U Informational Text. by Helen Webber
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1 LESSON 2 TEACHER S GUIDE by Helen Webber Polvo de cometa por Helen Webber Fountas-Pinnell Level U Informational Text Selection Summary Scientists sent the spacecraft Stardust into space to collect date from Comet Wild 2. The spacecraft took photographs and collected comet dust. Scientists use the dust samples to learn about comets, the solar system, and the beginnings of life. HOUGHTON MIFFLIN Number of Words: 1602 Characteristics of the Text Genre Informational text Text Structure Informational article in eight short chapters Chronological description of Stardust mission mixed with background information Content Existence of solar system bodies other than planets, such as comets Goals, methods, and fi ndings of the Stardust space mission Analysis of data learned from comet dust Themes and Ideas Curiosity about space, solar system Effects of science and technology on space exploration Infl uence of data analysis on current space theories Language and Language descriptive of space exploration Literary Features Conversational language Sentence Complexity A mix of short and complex sentences Vocabulary Many technical terms, such as asteroide, coma, meteoroide, aerogel Words Multisyllable words, some of them challenging, such as astrónomos, asteroides, interestelar, irregular Illustrations Illustrations and photographs support the text and add interest Captions in text boxes explain details of illustrations and photographs Book and Print Features Fifteen pages of text, plus a table of contents and glossary Easy-to-read chapter headings and run-in subheadings Italics for terms, name of spacecraft 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 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 Question Strategy questions as they read. and to think about Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the text. Suggested language: Qué creen que es lo más interesante para los científicos que estudian el polvo de cometa? 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 Comets are small bodies, made of rock, ice, and minerals, that exist in our solar system. The Stardust space mission took photographs and collected dust from Comet Wild 2. Scientists hope to learn more about comets, and our solar system, by studying comet dust. Bodies in space have intrigued people all over the world for centuries. Advances in technology will make it easier for scientists to collect space materials and study the materials. By studying real data, such as space dust, scientists come up with more questions and new ways of thinking about the solar system Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Chapter headings, and section subheadings, give clues about the content to follow. Illustrations with captions in text boxes further explain the text. The glossary at the end of the article lists and defines technical and other unfamiliar words from the text. Choices for Further Support Fluency Invite students to participate in choral reading. Remind them to use punctuation, including dashes, as well as sentence structure and content, as a guide for when to pause. 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. Have students defi ne the word astrónomo based on its use on pages 4 and 5. Point out the Greek root astro-, meaning star. Ask students to name other words that share a root with astrónomo (astronomía, astronauta). 3
3 by Helen Webber Build Background Help students use their knowledge about our solar system to visualize the selection. Build interest by asking a question such as the following: Alguna vez vieron una estrella moverse por el cielo? Read the title and author and discuss the cover illustration. Informational text will provide facts and details about the Stardust mission. Introduce the Text Guide students 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 3: Explain that this is an article about a space mission. Suggested language: Vayan a la página 3. Esa es la introducción al artículo. A partir del título del capítulo pueden saber que esta misión espacial incluye un encuentro con un cometa. Lean el rótulo y miren la ilustración del Stardust. A dónde viaja el Stardust para encontrar el cometa? Page 8: Discuss the Stardust spacecraft s mission. Lean la primera oración: El propósito de la misión Stardust era traer muestras de polvo de cometa a la Tierra. Ask: Por qué creen que los científi cos querrían traer muestras de polvo de cometa? Page 13: Point out the photograph of Comet Wild 2. El Stardust recogió polvo del cometa llamado WIld 2. Miren la fotografía del cometa. Ask: Cómo describirían el cometa Wild 2? Page 14: Have students fi nd the word atarse and read the sentence containing it. Ask: Por qué los astronautas necesitan estar atados al suelo cuando están en el espacio? Vuelvan al comienzo para descubrir cómo los científi cos recogieron y estudiaron el polvo de cometa, y qué aprendieron de él. Target Vocabulary agudo muy afilado o puntiagudo, p. 9 ajustar cambiar y mejorar algo, p. 12 atar unir una cosa a algo, p. 14 defectuoso que tiene errores, p. 15 delicado frágil, p. 4 eje una línea recta real o imaginaria que atraviesa el centro de un objeto que gira, p. 12 funcionar trabajar u operar, p. 10 operador persona que usa o controla una máquina o vehículo, p. 12 simular imitar algo de manera que se parezca mucho a la cosa real, p. 10 versión una forma de algo que es distinta de las otras formas de la misma cosa, p. 16 2
4 Writing about Reading Critical Thinking Have students complete the questions on Hoja reproducible 2.7. Responding Have students complete the activities at the back of the book, using their Cuaderno del lector. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill. Target Comprehension on Skill Text and Graphic Features Remind students that they can examine the illustrations and captions to help them better understand the text in the article. Model how to add details to the Graphic Organizer, using a Think Aloud like the one below: Think Aloud El rótulo de la fotografía de la página 4 explica cómo los planetas giran alrededor del Sol. También explica cómo el movimiento de rotación y traslación de la Tierra alrededor del Sol crea los años, los meses y los días. El rótulo de la ilustración de la página 7 muestra dónde se encuentran el cinturón de asteroides y el cinturón de Kuiper. Agreguen esta información al organizador gráfico para entender mejor las características gráficas y textuales. Practice the Skill Have students share their examples of other articles in which text and graphic features support the facts and details contained 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 What is this article mainly about? How does the author organize the information in this article? Which sentences on pages 4 and 5 support the idea that people have been interested in comets for a long time? 4
5 Nombre Lee y contesta las preguntas. Fecha Lección 2 HOJA REPRODUCIBLE Piensa dentro del texto De dónde vienen los cometas de largos y cortos períodos? 2. Piensa dentro del texto Cuáles son los tres tipos de cuerpos pequeños en nuestro sistema solar? 3. Piensa más allá del texto La nave espacial Stardust viajó hacia el espacio para recolectar y analizar muestras de polvo de cometa. Qué te gustaría explorar si tuvieras la oportunidad de ir al espacio. Por qué? 4. Piensa acerca del texto Cómo se relacionan la imagen y el texto junto a ella en la página 7 con el título del texto? Hacer conexiones El cometa que Edmund Halley estudió, recibió su nombre en honor a él. Imagínate que descubres un cometa. Cómo lo llamarías y por qué? Escribe tu respuesta en tu Cuaderno de lectura. 7
6 Nombre 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. Cuáles son los beneficios de la misión Stardust y otras misiones espaciales? Crees que estos beneficios valen el dinero que se gasta en las misiones espaciales? Por qué sí? Por qué no? 6
7 Responder Características textuales y gráficas Qué característica textual muestra cómo los planetas giran alrededor del Sol? Qué otros propósitos tiene esta característica textual? Copia y completa el siguiente cuadro. Luego, agrega otra característica textual y su propósito. Característica textual?? Propósito Mostrar cómo giran los planetas alrededor del Sol? A escribir! El texto y el mundo La nave espacial Stardust viajó al espacio para recolectar, analizar y almacenar muestras de polvo de cometa. Escribe uno o dos párrafos para relatar otra exploración espacial de la que hayas oído hablar. Nombre Fecha Lección 2 HOJA REPRODUCIBLE Lee y contesta las preguntas. Se muestran respuestas posibles. 1. Piensa dentro del texto De dónde vienen los cometas de largos y cortos períodos? De dos regiones en el sistema solar que están llenas de cuerpos congelados. 2. Piensa dentro del texto Cuáles son los tres tipos de cuerpos pequeños en nuestro sistema solar? Cometas, asteroides y meteoritos 3. Piensa más allá del texto La nave espacial Stardust viajó hacia el espacio para recolectar y analizar muestras de polvo de cometa. Qué te gustaría explorar si tuvieras la oportunidad de ir al espacio. Por qué? Me gustaría estudiar las supernovas porque son muy brillantes. 4. Piensa acerca del texto Cómo se relacionan la imagen y el texto junto a ella en la página 7 con el título del texto? La imagen y el texto junto a ella muestran de qué parte del sistema solar vienen los cometas. Hacer conexiones El cometa que Edmund Halley estudió, recibió su nombre en honor a él. Imagínate que descubres un cometa. Cómo lo llamarías y por qué? Escribe tu respuesta en tu Cuaderno de lectura.. All rights reserved. 9 Grado 5, Unidad 1: Espíritu escolar! 5
8 Estudiante Fecha Lección 2 HOJA REPRODUCIBLE 2.10 N I V E L U Registro de lectura page Selection Text Errors Self-Corrections 6 Los asteroides son rocas que giran alrededor del Sol. Algunos pueden ser tan pequeños como una piedrita, mientras que otros pueden alcanzar un diámetro de más de 600 millas. La mayoría de estos cuerpos se encuentran en el cinturón de asteroides, una zona del espacio entre Marte y Júpiter. Los meteoroides son rocas muy pequeñas que cuando entran en la atmósfera terrestre reciben el nombre de meteoritos. Tan pronto como cruzan esta capa, se encienden y parecen estrellas fugaces. Los cometas son más pequeños que los planetas y la mayoría de los asteroides, pero más grandes que los meteoroides. Viajan en largas órbitas elípticas alrededor del Sol. Comments: Accuracy Rate (# words read correctly/ ) % Total Self- Corrections Behavior Code Error Read word correctly lobo 0 Repeated word, sentence, or phrase lobo Omission lobo 1 0 Behavior Code Error Substitution lodo lobo 1 Self-corrects lodo sc lobo Insertion el ˆlobo 1 Word told T 1 lobo
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LESSON 18 TEACHER S GUIDE by Stephanie Sigue Fountas-Pinnell Level S Realistic Fiction Selection Summary Mieko and Jenny are best friends. Mieko s family is moving away to another town. The girls are sad
Más detallesOso nada by Angela Misko
LESSON 17 TEACHER S GUIDE by Angela Misko Fountas-Pinnell Level G Fantasy Selection Summary Nutria and Oso are at the beach. Nutria wants to swim, but Oso doesn t know how. Once Nutria teaches Oso how
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure
LESSON 21 TEACHER S GUIDE by Olivia Rose Fountas-Pinnell Level C Nonfiction Selection Summary Friends like to read, play, build, bake, and paint together. Number of Words: 26 Characteristics of the Text
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure Sequence of activities Content Park activities Themes and Ideas
LESSON 8 TEACHER S GUIDE by Sarah Schneider Fountas-Pinnell Level D Nonfiction Selection Summary Children tell what they like to do at a park: run, jump, climb, slide, and play. Number of Words: 31 Characteristics
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure Third-person narrative divided into seven short chapters Content Growing a garden
LESSON 15 TEACHER S GUIDE Calabazas en la escuela by Susan Blackaby por Susan Blackaby Fountas-Pinnell Level O Nonfiction Selection Summary Growing a garden at school is a good way to learn about ecology.
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure
LESSON 13 TEACHER S GUIDE by Becca Houston Fountas-Pinnell Level B Nonfiction Selection Summary A red, white, blue, yellow, and green bird is each shown in its natural habitat. Number of Words: 28 Characteristics
Más detallesFountas-Pinnell Level K Nonfiction. by Jessica Quilty
LESSON 20 TEACHER S GUIDE by Jessica Quilty por Jessica Quilty ilustrado por Julie Downing Fountas-Pinnell Level K Nonfiction Selection Summary Everyday heroes are people we see everyday who help others.
Más detallesFountas-Pinnell Level N Informational Text
LESSON 18 TEACHER S GUIDE by Irena Freeman Fountas-Pinnell Level N Informational Text Selection Summary Pine trees are conifers. Their seed- and pollen-carrying cones, needle leaves, and green leaves in
Más detallesCharacteristics of the Text Genre Informational Text Text Structure
LESSON 13 TEACHER S GUIDE by Ella Powell por Ella Powell ilustrado por Hector Borlasca Fountas-Pinnell Level L Informational Text Selection Summary Schools of long ago in Athens were both similar to and
Más detallesSimple language with repetition: Nosotros vemos.
LESSON 7 TEACHER S GUIDE by Alex Carra Fountas-Pinnell Level A Nonfiction Selection Summary When we go to a farm, we can see pigs, cows, horses, and sheep. Number of Words: 16 Characteristics of the Text
Más detallesFountas-Pinnell Level P Informational Text
LESSON 7 TEACHER S GUIDE by Stanford Makishi Fountas-Pinnell Level P Informational Text Selection Summary The work of different kinds of artists can be seen almost everywhere. Costume designers, architects,
Más detallesCharacteristics of the Text Genre Fiction Text Structure
LESSON 10 TEACHER S GUIDE by Polly Peterson Fountas-Pinnell Level D Fiction Selection Summary A fussy cat goes to a hat store looking for the perfect hat. After rejecting a number of hats, the cat chooses
Más detallesCharacteristics of the Text Genre Informational Text Text Structure First-person plural narrative Content
LESSON 18 TEACHER S GUIDE by Dick Martin Fountas-Pinnell Level D Informational Text Selection Summary Children see many different kinds of plants and animals by the sea. Number of Words: 49 Characteristics
Más detallesAbuelita. Abuelita. Characteristics of the Text Genre Realistic fi ction Text Structure. Fountas-Pinnell Level E Realistic Fiction.
LESSON 2 TEACHER S GUIDE by Christine Dowe Fountas-Pinnell Level E Realistic Fiction Selection Summary A boy and his granny like to do many different things together. por Christine Dowe ilustrado por Dara
Más detallesCharacteristics of the Text Genre Biography Text Structure
LESSON 18 TEACHER S GUIDE La vida de Jack Prelutsky by Lisa Benjamin por Lisa Benjamin ilustrado por Mary Teichman Fountas-Pinnell Level M Biography Selection Summary This book tells the life story of
Más detallesLas ardillas son así by Julie Verne
LESSON 3 TEACHER S GUIDE by Julie Verne Fountas-Pinnell Level I Fantasy Selection Summary Chip the chipmunk watches the other animals in the woods get ready for winter as he prepares for the change of
Más detallesFountas-Pinnell Level L Nonfiction
LESSON 12 TEACHER S GUIDE Qué divertidas son las ciencias! by Abe Beaker por Abe Beaker Fountas-Pinnell Level L Nonfiction Selection Summary This book introduces students to the school science fair and
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure
LESSON 2 TEACHER S GUIDE by Philip Rush Fountas-Pinnell Level C Nonfiction Selection Summary We like to read, paint, play, climb and sing in school. Number of Words: 25 Characteristics of the Text Genre
Más detallesLa guardiana. Fountas-Pinnell Level T Narrative Nonfiction
LESSON 8 TEACHER S GUIDE La guardiana de los Everglades by Phyllis Waterman La guardiana de los Everglades Fountas-Pinnell Level T Narrative Nonfiction Selection Summary Marjory Stoneman Douglas was considered
Más detallesCharacteristics of the Text Genre Informational text Text Structure Third person narrative Content Sea lions; Pinnípedo species
LESSON 6 TEACHER S GUIDE Los dóciles leones del mar by Alice Collins Fountas-Pinnell Level S Informational Text Selection Summary Sea lions are one of the most talented and intelligent creatures on earth.
Más detallesFountas-Pinnell Level N Narrative Nonfiction
LESSON 21 TEACHER S GUIDE by Phil Moschowitz por Phil Moschowitz Fountas-Pinnell Level N Narrative Nonfiction Selection Summary McMurdo Station on Antarctica is the coldest and stormiest workplace on Earth.
Más detallesFountas-Pinnell Level S Realistic Fiction
LESSON 1 TEACHER S GUIDE by Barbara Dodson Fountas-Pinnell Level S Realistic Fiction Selection Summary Edward wants to play basketball with his brother, León. The only problem is that Edward is not very
Más detallesFountas-Pinnell Level N Informational Text
LESSON 23 TEACHER S GUIDE Las telas alrededor del mundo by Gloria Jasperse Fountas-Pinnell Level N Informational Text Selection Summary Textiles made by people of different cultures around the world often
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure
LESSON 25 TEACHER S GUIDE by Molly Chester Fountas-Pinnell Level C Nonfiction Selection Summary Children eat a variety of snacks a banana, an apple, a carrot, and an orange at snack time. Number of Words:
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure
LESSON 12 TEACHER S GUIDE by Elizabeth Shu Fountas-Pinnell Level B Nonfiction Selection Summary Many winter animals can live in the snow a bird, rabbit, fox, moose, and a family of bears. Number of Words:
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure
LESSON 24 TEACHER S GUIDE by Aksel James Fountas-Pinnell Level B Nonfiction Selection Summary A lion is shown eating, drinking, running, playing, and sleeping. Number of Words: 19 Characteristics of the
Más detallesCharacteristics of the Text Genre Biography Text Structure Organized by sections
LESSON 10 TEACHER S GUIDE by Katrina Van Horn Fountas-Pinnell Level R Biography Selection Summary Philo Farnsworth was just a regular kid. He lived on a farm in Utah and did okay in school not great. But
Más detallesDiving under the sea Marine life Varied animals live under the sea. Underwater views are interesting. Repetition of words and sentences
LESSON 11 TEACHER S GUIDE by Alex Plisky por Alex Plisky Fountas-Pinnell Level G Informational Text Selection Summary A diver swims under the sea and sees fish, a stingray, a turtle, starfish, a crab,
Más detallesDetrás de las cámaras
LESSON 7 TEACHER S GUIDE Detrás de las cámaras by Kaye Gager Fountas-Pinnell Level Q Nonfiction Selection Summary It takes many people to make a movie. From the actors to the behind the scenes people,
Más detallesCharacteristics of the Text Genre Fantasy Text Structure
LESSON 3 TEACHER S GUIDE Jorge el Curioso en clase Fountas-Pinnell Level G Fantasy Selection Summary Jorge el Curioso visits a school. He reads a book and does a puzzle. Jorge el Curioso has fun at school!
Más detallesFountas-Pinnell Level L Fantasy
LESSON 20 TEACHER S GUIDE by Hannah Cone Fountas-Pinnell Level L Fantasy Selection Summary When Mica, Rafa, and Diana wake up one morning, they find they each have a super power. The three friends spend
Más detallesCharacteristics of the Text Genre Realistic fi ction Text Structure Series of fi rst-person statements from depicted boy Content
LESSON 27 TEACHER S GUIDE by Jeff Allen Fountas-Pinnell Level D Realistic Fiction Selection Summary Rafa can build a house, bake a cake, paint a picture, read a book, and play a game with me! Number of
Más detallesAyudar en casa. Characteristics of the Text Genre Nonfi ction Text Structure Descriptive; some chronological sequence; some cause and effect Content
LESSON 27 TEACHER S GUIDE by Emma Buckley Ayudar en casa por Emma Buckley Fountas-Pinnell Level H Nonfiction Selection Summary Families have a lot of work to do at home, but when everyone helps, the work
Más detallesCharacteristics of the Text Genre Informational Text Text Structure
LESSON 24 TEACHER S GUIDE Alimentar a nuestras mascotas by Dizzy Redstill Fountas-Pinnell Level C Informational Text Selection Summary This book presents children feeding a variety of pets: a rabbit, a
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure
LESSON 1 TEACHER S GUIDE by Lydia Wolff Fountas-Pinnell Level C Nonfiction Selection Summary Brothers and sisters can read, jump, ride, run, and hug together. Number of Words: 16 Characteristics of the
Más detallesCharacteristics of the Text Genre Fiction Text Structure
LESSON 30 TEACHER S GUIDE by Iris Littleman Fountas-Pinnell Level D Fiction Selection Summary One after another, various fantasy animals look in the costume box, choose something, and put it on. The lion
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure Information is presented by description. Content
LESSON 14 TEACHER S GUIDE by Kaitlyn Robinson Los animales del desierto Fountas-Pinnell Level G Nonfiction Selection Summary The desert is very hot and dry, but it is a good home for animals such as foxes,
Más detallesPuentes grandes by Elizabeth West
LESSON 4 TEACHER S GUIDE by Elizabeth West Fountas-Pinnell Level M Nonfiction Selection Summary Bridges have been built since ancient times. Starting with a simple log over a stream, bridges have become
Más detallesGeorge Washington Carver by Minnie Timenti
LESSON 10 TEACHER S GUIDE George Washington Carver by Minnie Timenti Fountas-Pinnell Level O Biography Selection Summary George Washington Carver was born at a time when it was difficult for African Americans
Más detallesCharacteristics of the Text Genre Biography Text Structure
LESSON 27 TEACHER S GUIDE by Robert Hirschfeld Fountas-Pinnell Level K Biography Selection Summary The English scientist William Buckland, born in 1784, figured out that giant fossil bones belonged to
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