Characteristics of the Text Genre Realistic fi ction Text Structure

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1 LESSON 5 TEACHER S GUIDE by Aksel James Fountas-Pinnell Level C Realistic Fiction Selection Summary A girl puts on the ears and nose of a costume. A boy puts on the tail and feet. They wear the rest of the costume together. They have made an elephant costume! Number of Words: 20 Characteristics of the Text Genre Realistic fi ction Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Imperative sentences Sequence of actions Animal costume Elephant features Sharing A costume can look like an animal. People wear a costume when they play a role. It can be fun to share a costume. Repetition Simple, straightforward language Repeated sentence pattern: Mira (la nariz). Each page introduces a noun: orejas, nariz, cola, pies, elefante Repeated high-frequency words: el, gusta, la, y, yo Mainly one-syllable words; one four-syllable word: elefante Illustrations carry the story line. Illustration above text on each of fi ve pages One-line sentences, extra space between words Three exclamation points 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 Aksel James Build Background Read the title to children, and have them tell what a costume is. Talk about the difference between a costume and everyday clothes. Have them use the cover illustration to tell what part of a costume the boy is wearing. Then ask: Qué clase de disfraz tendrá una cola como la que está usando el niño? Qué descubrirán en este cuento? Introduce the Text Guide children through the text, noting important ideas and helping with unfamiliar language and vocabulary. Point out the repeated sentence pattern Mira. Here are some suggestions: Page 2: Explain that in this book, two children put on different parts of a costume. On every page, readers look at a new part of the costume. Suggested language: Vayan a la página 2. Recuerden que pueden usar la información de las ilustraciones como ayuda para leer. Qué tiene puesto la niña en la cabeza? La oración dice: Yo tengo dos orejas. Digan yo. Yo comienza con el sonido /y/ y la letra y. Encuentren yo, pongan el dedo debajo de ella y díganla. Page 3: Vayan a la página 3. Quién se está poniendo una parte de un disfraz en esta ilustración? Page 4: Vayan a la página 4. Qué deberían mirar ahora? Sí, miren la cola. Digan la palabra la. La comienza con la letra l. Encuentren la, pongan el dedo debajo de ella y díganla. Por qué creen que tanto la niña como el niño se están poniendo partes de un disfraz? Ahora, vuelvan al comienzo para descubrir qué disfraz se ponen el niño y la niña. Words to Know el gusta la y yo 2

3 Read Now have children read softly while pointing under each word. Observe children as they read. 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: Cómo creen que será compartir un disfraz de animal como el que ven al final del cuento? 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 girl puts on the ears and nose of an elephant costume. The boy puts on the tail and feet. Then they put on the rest of the body and share the elephant costume. An animal costume is made of parts that look like the real animal. People wear a costume when they perform, or on Halloween. It might be fun to share a costume. The author wants to make us guess about what the costume will be. The author uses the same words on each page. The story could happen in real life Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Portsmouth, N.H. Choices for Support Concepts of Print Have children point to each word on a two-page spread and identify the words that are the same and the word that is different. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Blend Sounds Tell children that you will say the fi rst sound of a word from and then the rest of the word. Ask them to raise their hands when they know what the whole word is. Then have the group say the word. Words to use: m-ira, c-ola, p-ies, n-ariz. Build Sentences Write each word of the sentence starter Mira/el/la/los/las on separate cards. Write the story words orejas, nariz, cola, pies, elefante on other cards. Have children build sentences using all the cards and read their sentences aloud. 3

4 Writing About Reading Critical Thinking Read the directions for children on Hoja reproducible 5.3 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 ension Skill Sequence of Events Tell children that they can think about what happens first, next, and last in a story. Model thinking about the sequence of events: Think Aloud Qué pasa primero en este cuento? La niña se pone las orejas y la nariz. Qué pasa después? El niño se pone la cola y los pies. Qué pasa al final? El niño y la niña terminan de ponerse el disfraz de elefante. Practice the Skill Ask children to imagine putting on a different animal costume. Have them tell what they would do first, next, and last. Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6. Draw a picture of one part of another animal costume. Write about your picture. Have someone guess what animal costume you drew. 4

5 Responder DESTREZA CLAVE Secuencia de sucesos En este libro, dos niños se disfrazan de elefante. Qué pasa primero? Qué pasa después? Qué pasa al final del cuento? A escribir! El texto y el mundo Haz un dibujo de un divertido disfraz. Escribe los nombres de las partes del disfraz. Nombre Fecha Lección 5 HOJA REPRODUCIBLE Los niños encierran en un círculo las partes del disfraz que usó la niña del cuento. 1. Qué parte del disfraz usa la niña? Los niños hacen un dibujo de su disfraz favorito. 2. Lea las instrucciones a los niños.. All rights reserved. 5, Unidad 1: Caras amistosas 5

6 Nombre Fecha Dibuja una parte del disfraz de otro animal. Escribe acerca de tu dibujo. Pide a alguien que adivine qué disfraz de animal dibujaste. 6

7 Nombre Fecha Lección 5 HOJA REPRODUCIBLE 5.3 Los niños encierran en un círculo las partes del disfraz que usó la niña del cuento. 1. Qué parte del disfraz usa la niña? Los niños hacen un dibujo de su disfraz favorito. 2. 7

8 Estudiante NIVEL C Fecha Lección 5 HOJA REPRODUCIBLE 5.6 Registro de lectura page Selection Text Errors Self-Corrections 2 Mira! Yo tengo dos orejas. 3 Mira la nariz. 4 Y mira la cola. 5 Mira los pies. 6 Mira el elefante! Me gusta! Comments: Accuracy Rate (# words read correctly/20 100) % 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 Behavior Code Error Substitution Self-corrects lodo lobo 1 lodo sc lobo 0 Insertion el ˆlobo 1 Word told T 1 lobo ISBN-13: ISBN-10: