Lo que quiero ser. Characteristics of the Text Genre Realistic Fiction Text Structure. Fountas-Pinnell Level J Realistic Fiction. by Bernadette Meyers

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1 LESSON 19 TEACHER S GUIDE by Bernadette Meyers Lo que quiero ser por Bernadette Meyers ilustrado por Karen Dugan Fountas-Pinnell Level J Realistic Fiction Selection Summary Sofía tries to decide what she wants to be when she grows up. She thinks about being a dancer, a chef, and a reporter. After drawing some pictures in the process of reporting news, she decides she wants to be an artist. HOUGHTON MIFFLIN Number of Words: 374 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 First person narrative, with chronological sequencing Problem introduced over fi rst four pages; surprise ending Different jobs Deciding what to be when you grow up Different people like to do different kinds of work. If you like to do something, you enjoy working hard at it. Descriptive language: Cuando terminamos, estaba cansada y sudorosa. La cocina era muy ruidosa y caliente para mí. Some dialogue Some simple sentences: Por poco me caigo. Many longer sentences: Entonces debes venir a la cocina y me puedes ayudar con lo que yo hago. Words relating to jobs: bailarina, practicar, restaurante, chef, reportera, noticias, artista Many high frequency words: ayudaban, extraordinarios, hablar, papel, pronto, riéndose, terminar, trabajo Extended vocabulary words: artista, bailarina, reportera Pictures support each page of text Nine pages of text, illustrations on every page Six to nine lines of text on a page 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 Bernadette Meyers Build Background Read the title to children and encourage them to think about what the younger girl on the cover might want to be when she grows up. Anticipate the text with questions such as these: Qué trabajos conocen? Qué quieren ser cuando sean grandes? 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: Pages 2 3: Explain that this story is about a girl named Sofía who is trying to decide what she wants to be when she grows up. Suggested language: Vayan a la página 2 y miren la ilustración. Qué pistas los ayudan a descubrir que cuando sea grande Sofía quiere ser bailarina como su hermana? Pages 4 5: Remind children that they can use information in the pictures to help them read. Miren estas ilustraciones. Cómo se sentirá Sofía acerca de bailar después de intentarlo? Page 8: Miren la ilustración de la página 8. Sofía ve un reportero sentado en un restaurante. Cómo sabe que es un reportero? Page 9: Vayan a la página 9. Qué está haciendo Sofía ahora? Qué disfruta hacer una artista? Ahora, vuelvan al comienzo para descubrir qué decide Sofía que quiere ser cuando sea grande. Learn More Words artista bailarina reportera 2 Lesson 19:

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 story. Begin by asking what they liked best about the book, or what they found most interesting. Suggested language: Por qué creen que Sofía cambia tanto de parecer acerca de su futura carrera? Ways of Thinking As you discuss the text, help students understand these teaching points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text Sofía is trying to figure out what to be when she grows up. First she thinks she ll be a dancer; next, a chef; and then, a reporter. After drawing a picture of some local news, Sofía decides she ll be an artist. Different people like to do different kinds of work. If you like to do something, you enjoy working hard at it. The author uses words like por la mañana, después del almuerzo, más tarde and en la comida to show the sequence of events. The author s attitude about Sofía is that she is very enthusiastic and curious about life and careers Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Fluency Invite children to choose a page of dialogue from the story. Have them read the dialogue with phrasing and expression, reflecting how the characters feel. Phonics and Word Work Provide practice as needed with words and sounds, using one of the following activities: Build Sentences Materials: books, index cards, sentence strips. Have children fi nd pictures of words in books and write each word on an index card. Then have them write sentences using the words. Suffixes Have children write the following vocabulary words from the story: artista, reportera. Ask them to fi nd the base word in each: arte, reporte. Point out the suffi xes -ista, and -ero/-era often indicate a person who does something connected to the base word. Have children think of other words ending in -ista, and -ero/-era, such as violinista and jardinero. 3 Lesson 19:

4 Writing About Reading Critical Thinking Read the directions for children on Hoja reproducible 19.8 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 Conclusions Explain to children that they can use details to figure out more about a story. Model how to use details to draw conclusions: Think Aloud Puedo comprender por qué Sofía decide que quiere ser artista. Aunque a su hermana le guste bailar, Sofía termina cansada y sudorosa y piensa que bailar es un trabajo muy difícil. Aunque a su vecina Alicia le encanta cocinar, Sofía descubre que la cocina es demasiado ruidosa y caliente para ella. Pero aunque Sofía se esfuerza mucho haciendo dibujos, de todos modos se divierte. Por eso creo que quiere ser artista. Practice the Skill Have children use details from this story to come to another conclusion. Writing Prompt Read aloud the following prompt. Have children write their response, using the writing prompt on page 6. Do you think Sofía will be an artist when she grows up? Why or why not? Use details from the book to support what you say. 4 Lesson 19:

5 Responder DESTREZA CLAVE Conclusiones Sofía decide ser artista. Cuáles tres detalles le hicieron llegar a esta conclusión? Haz un diagrama. A escribir! De texto a texto Piensa en el trabajo que hacen las personas de otro cuento. Escribe dos oraciones que digan en qué se diferencian los trabajos de este cuento y los del otro cuento. Nombre Fecha Lección 19 HOJA REPRODUCIBLE Escucha la pregunta. Escribe una respuesta. Las respuestas pueden variar. 1. Cómo sabe Sofía que quiere ser artista? Hace muchos dibujos. Es mucho trabajo, pero le gusta. Hacer conexiones Piensa en lo que quieres hacer. Escribe varias oraciones acerca de lo que quieres ser y por qué. Lea las instrucciones a los niños.. All rights reserved. 10 Grado 1, Unidad 4: Vamos a explorar 5 Lesson 19:

6 Nombre Fecha Crees que Sofía será artista cuando sea grande? Por qué sí? Por qué no? Usa detalles del libro para fundamentar lo que dices. 6 Lesson 19:

7 Nombre Fecha Lección 19 HOJA REPRODUCIBLE 19.8 Escucha la pregunta. Escribe una respuesta. 1. Cómo sabe Sofía que quiere ser artista? Hacer conexiones Piensa en lo que quieres hacer. Escribe varias oraciones acerca de lo que quieres ser y por qué. 7 Lesson 19:

8 Estudiante NIVEL J Fecha Lección 19 HOJA REPRODUCIBLE Registro de lectura page Selection Text Errors Self-Corrections 2 Hoy decidí lo que quiero ser cuando sea grande. Por la mañana, se lo dije a mi hermana Elena. Ya sé lo que quiero ser! dije. Sí? preguntó Elena. 3 Sí, quiero ser bailarina como tú! le respondí. Entonces, debes venir a practicar conmigo, Sofía dijo Elena. Podrás ver el trabajo que hago todos los días. 4 Así que fui a practicar con Elena. Ella estiró su cuerpo y saltó. Comments: Accuracy Rate (# words read correctly/68 100) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Corrections) 1: 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 0 ISBN-13: ISBN-10: Lesson 19: