Fountas-Pinnell Level N Informational Text
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1 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 winter make them different from other trees. Pine trees face danger from animal pests and fire. They provide people with many things, including beauty. por Irena Freeman ilustrado por Robert Schuster HOUGHTON MIFFLIN HARCOURT Number of Words: 650 Characteristics of the Text Genre Informational Text Text Structure Paragraphs with main ideas and supporting details Many compare/contrast structures Content The features and growth of pine trees Themes and Ideas The parts of a tree enable growth and survival. Pine trees share features that make them different from other kinds of trees. Language and Straightforward informational sentences supported by illustrations, many with captions Literary Features and labels Sentence Complexity Most sentences with fewer than 15 words Referents to nouns in earlier sentences: Algunos crecen en lugares tropicales, y otros, en áreas muy frías. Some sentences with clauses: Si el tiempo del año anterior fue bueno, saldrán muchas candelas. Vocabulary Tree terms: coníferos, conos, escamas, polen, brotes, candelas, agujas, corteza Words Most words of two or three syllables Words with affi xes: fi nalmente, apretadas, repoblar, pequeñitos, fácilmente, saludable, agradable Illustrations Drawings with labels and captions explain and clarify text. Book and Print Features Twelve pages of one or two paragraphs and illustration Sentence captions and/or labels with most illustrations 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 Irena Freeman Build Background Build interest by asking questions such as the following: Qué clases de árboles ven en su pueblo o ciudad? Saben cuáles son las diferencias entre los pinos y los demás árboles? Read the title and author, and talk about the cover illustration. Tell students that the words and pictures in this book give facts about pine trees. Introduce the Text Guide students through the text, noting important ideas and helping with unfamiliar language and vocabulary so that they can read the text successfully. Here are some suggestions: Page 3: Tell students that this book gives information about pine trees. Suggested language: Vayan a la página 3 de este libro. La ilustración muestra una escena invernal con pinos. Aprenderán por qué estos árboles especiales se mantienen verdes todo el invierno. Page 4: Turn to page 4. Point out the word coníferos, and explain that it is made from the word cono. Por qué creen que la autora incluyó la ilustración de un hombre entre los coníferos de distintos tamaños? Page 5: Turn to page 5 and read the caption. Alguna vez han visto estas clases de conos? Page 8: Explain that it is hard for new pine trees to grow up. Then point to the illustration and ask: Qué problema se muestra en la ilustración? Pages 10 11: Explain that these pages tell about the leaves of pine trees, which are called needles. Todas las hojas, incluidas las agujas de los pinos, almacenan la luz del sol y la convierten en alimento. Alguna vez vieron agujas de pino viejas en el suelo? Están ahí porque no se pudren ni se disuelven en el suelo como otras hojas. Ahora vuelvan al comienzo del libro para descubrir más cosas sobre los pinos. Target Vocabulary absorber chupar, p. 8 almacenar guardar, p. 10 a través de durante, que atraviesa algo, p. 6 cobertura capa que protege lo que está debajo, p. 7 conducto tubo o camino, p. 13 disolverse mezclarse con líquido y desaparecer en pedacitos muy pequeños, p. 11 espina púa que nace del tallo de las plantas, p. 10 polen polvillo producido por las plantas que contiene células necesarias para la reproducción, p. 6 ramo pequeño grupo de cosas, como plantas o flores, que crecen bien juntas, p. 11 tropical característica de los lugares cerca del ecuador; calurosos y húmedos, p. 4 2
3 Read Have students read silently while you listen to individual students read. Support their problem solving and fluency as needed. Remind students to use the Question Strategy questions as they read. and to think of Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the book. Suggested language: En que se parecen y en qué se diferencian los pinos de los demás árboles? 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 Pine trees are conifers. Their cones hold seeds and pollen. Pine trees leaves are called needles. The needles do not drop all at once, so the trees look green year round. Many things prevent new pine trees from growing, and grown trees face enemies. People use products of pine trees and enjoy their beauty. The natural world is amazingly complex. Pine trees are a part of the natural cycle of life. Fire is bad for pine trees in some ways but good in other ways Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The author did research to find facts about pine trees. The author s purpose in writing the book is to inform readers about pine trees. The author explained information about pine trees by showing how pine trees are like and different from other trees. Choices for Further Support Fluency Invite students to choose a passage from the text to read aloud. Remind them to use punctuation to help them group words. 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. Explain that many words have multiple meanings. Use these words from the book to have students contrast an everyday meaning with a scientifi c meaning related to pine trees: cono, piña, agujas, candelas, escamas, brotes. 3
4 Writing about Reading Critical Thinking Have students complete the questions on Hoja reproducible Responding Have students complete the activities at the back of the book. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill. Target Comprehension on Skill Text and Graphic Features Tell students that when they use text and graphic features, they can get information from the words and the pictures. Model the skill, using a Think Aloud like the one below: Think Aloud Las ilustraciones de este libro tienen información que ayudan al lector a entender cómo son los pinos. Algunas ilustraciones tienen leyendas. Son oraciones que explican lo que se muestra, como la oración de la página 7. Algunas ilustraciones, como la de la página 6, tienen rótulos. Los rótulos apoyan lo que dicen las palabras. En la página 10, las ilustraciones de las distintas clases de hoja ayuda al lector a entender la idea principal del párrafo: que todas las hojas cumplen con el mismo trabajo, pero las hojas de pino tienen una apariencia distinta de las hojas planas. Practice the Skill Have students tell what the illustrations on pages 4, 9, and 11 show, and why each is in the book. 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 On page 9, fi nd the word that means nuevos brotes. Find the details on page 12 that tell about the enemies of pine trees. Complete this sentence in your own words: The author probably wrote this text to. 4
5 Responder DESTREZA CLAVE Características textuales y gráficas El autor de este libro utilizó texto y características gráficas para describir pinos. Copia la tabla de abajo. Completa la tabla escribiendo el propósito de cada característica. Característica Leyendas Característica Etiquetas Característica Forma de agujas y hojas Propósito? Propósito? Propósito? A escribir! El texto y el mundo Piensa en las formas en que la gente usa productos de madera. Escribe un párrafo que describa qué pasaría si no hubiera suficientes árboles para hacer cosas de madera. Incluye una solución al problema. Nombre Fecha Lección 18 HOJA REPRODUCIBLE Lee y contesta las preguntas. 1. Piensa dentro del texto Qué les ocurre a las agujas de los pinos en otoño? Algunas se secan y se caen. 2. Piensa dentro del texto Qué tipos de coníferos son enormes? las secuoyas gigantes de California 3. Piensa más allá del texto Te gustaría tener un pino en tu jardín o prefieres otro tipo de árbol? Explica tu respuesta. Las respuestas variarán. 4. Piensa acerca del texto Por qué es importante para algunos pinos que las piñas sólo suelten las semillas en caso de incendio? Respuesta posible: porque así se puede repoblar el bosque si se incendia Hacer conexiones Piensa en otro árbol que conozcas o del que hayas leído. En qué se parece a un pino? En qué se diferencia? Escribe tu respuesta en tu Cuaderno de lectura. Lea las instrucciones a los estudiantes.. All rights reserved. 9 Grado 3, Unidad 4: Naturaleza grandiosa 5
6 Nombre Fecha Pensar más allá del texto Lee el siguiente párrafo. Después escribe tu respuesta más abajo. Imagina que en tu pueblo o ciudad quieren derribar un bosque de pinos para construir un centro comercial. Escribe una carta al periódico local. Explica por qué deben salvarse los pinos. Incluye detalles del libro en tu carta. 6
7 Nombre Fecha Lección 18 HOJA REPRODUCIBLE 18.7 Lee y contesta las preguntas. 1. Piensa dentro del texto Qué les ocurre a las agujas de los pinos en otoño? 2. Piensa dentro del texto Qué tipos de coníferos son enormes? 3. Piensa más allá del texto Te gustaría tener un pino en tu jardín o prefieres otro tipo de árbol? Explica tu respuesta. 4. Piensa acerca del texto Por qué es importante para algunos pinos que las piñas sólo suelten las semillas en caso de incendio? Hacer conexiones Piensa en otro árbol que conozcas o del que hayas leído. En qué se parece a un pino? En qué se diferencia? Escribe tu respuesta en tu Cuaderno de lectura. 7
8 Estudiante Fecha Lección 18 HOJA REPRODUCIBLE NIVEL N Registro de lectura page Selection Text Errors Self-Corrections 9 Cada primavera, a los pinos les salen nuevos brotes. Estos brotes se llaman candelas. Si el tiempo del año anterior fue bueno, saldrán muchas candelas. Si el tiempo fue muy frío o muy seco, no le saldrán tantas candelas. 10 Las ramas y hojas nuevas crecen de los brotes al extremo de las candelas. Las hojas tienen forma de agujas muy delgadas que parecen espinas verdes. Estas agujas funcionan igual que las hojas de otros árboles. Almacenan la luz del sol y la convierten en alimento para el árbol. 11 En otoño, muchos árboles pierden sus hojas. Los pinos también. Comments: Accuracy Rate (# words read correctly/98 100) % 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 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,
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LESSON 12 TEACHER S GUIDE Betina y la presentación de talentos by Dale Lundberg por Dale Lundberg Fountas-Pinnell Level J Realistic Fiction Selection Summary All the students in Betina s class are excited
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 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 detallesCharacteristics of the Text Genre Nonfi ction Text Structure Each two-page spread and the fi nal page focuses on a different animal.
LESSON 15 TEACHER S GUIDE by James Metzger Fountas-Pinnell Level G Nonfiction Selection Summary Animals live in different places and have different characteristics. Polar bears, parrots, whales, elephants
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 detallesCharacteristics of the Text Genre Nonfi ction Text Structure
LESSON 3 TEACHER S GUIDE by Isabel Johnson Fountas-Pinnell Level B Nonfiction Selection Summary Items important for puppy care are introduced. Number of Words: 15 Characteristics of the Text Genre Nonfi
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 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 detallesFountas-Pinnell Level R Informational Text
LESSON 23 TEACHER S GUIDE La vida entre las secuoyas by Barbara A. Roenz Fountas-Pinnell Level R Informational Text Selection Summary The Redwood Forest is alive with many different types of creatures,
Más detallesCharacteristics of the Text Genre Informational Text Text Structure
ISBN-13:978-0-547-03640-3 LESSON 24 TEACHER S GUIDE by Ann Takman Fountas-Pinnell Level E Informational Text Selection Summary This book presents information about what eight different animals ISBN-10:0-547-03640-X
Más detallesSimple language with repetition: Ella puede.
LESSON 23 TEACHER S GUIDE by Sally Schultz Fountas-Pinnell Level B Nonfiction Selection Summary The narrator s mother shows that if you start with a sunflower seed, plant it in soil, water it, and make
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure Third-person narrative focuses on one topic. Content
LESSON 30 TEACHER S GUIDE by Sandra Fernández Fountas-Pinnell Level H Nonfiction Selection Summary Soccer is a game that is played around the world. This book explains to young readers how to play it.
Más detallesCharacteristics of the Text Genre Fiction Text Structure
LESSON 28 TEACHER S GUIDE Jorge el Curioso va de paseo Fountas-Pinnell Level D Fiction Selection Summary Jorge el Curioso likes to ride. He likes to ride on a bike. He likes to ride on a sled and on a
Más detallesFountas-Pinnell Level P Informational Text
LESSON 23 TEACHER S GUIDE Las plantas del bosque de secuoyas by Joanne Mattern Fountas-Pinnell Level P Informational Text Selection Summary Las secuoyas are the largest of the many kinds of trees and plants
Más detallesCharacteristics of the Text Genre Biography Text Structure
LESSON 14 TEACHER S GUIDE by Olivia Taylor por Olivia Taylor Fountas-Pinnell Level K Biography Selection Summary This biography tells the life story of, the friend and teacher of Helen Keller. The simply
Más detallesCharacteristics of the Text Genre Informational Text Text Structure
LESSON 24 TEACHER S GUIDE by Courtney Kim Fountas-Pinnell Level C Informational Text Selection Summary This book presents five different animals that eat a variety of bugs: a frog, bat, bird, lizard, and
Más detallesCharacteristics of the Text Genre Fantasy Text Structure
LESSON 3 TEACHER S GUIDE Jorge el Curioso va a la escuela Fountas-Pinnell Level F Fantasy Selection Summary One day Jorge el Curioso got up, ate his breakfast, and got a ride to school. He walked in, saw
Más detallesEl arte en las cuevas by Alexandra Behr
LESSON 7 TEACHER S GUIDE by Alexandra Behr Fountas-Pinnell Level S Informational Text Selection Summary People started making art many thousands of years ago. As long as 32,000 years ago, early people
Más detallesCharacteristics of the Text Genre Fantasy Text Structure Third-person narrator describes day s events from morning to night.
LESSON 20 TEACHER S GUIDE by Nikolai Katkov Pedro el oso polar por Nikolai Katkov ilustrado por Steve Cox Fountas-Pinnell Level I Fantasy Selection Summary Pilar gets new pet, a polar bear named Pedro.
Más detallesFountas-Pinnell Level S Informational Text
LESSON 23 TEACHER S GUIDE Las secuoyas gigantes y serenas by Donna J. Watson Fountas-Pinnell Level S Informational Text Selection Summary Central and northern California is home to the giant sequoia and
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 detallesLa cría de los. Characteristics of the Text Genre Informational Text Text Structure. canguros. Fountas-Pinnell Level I Informational Text
LESSON 22 TEACHER S GUIDE by Bob Dannon La cría de los canguros Fountas-Pinnell Level I Informational Text Selection Summary Kangaroos live in Australia. A newborn kangaroo, or joey, crawls into its mother
Más detallesFountas-Pinnell Level I Folktale
LESSON 9 TEACHER S GUIDE La joroba de Camello by Carl Murano por Carl Murano ilustrado por Jennifer E. Lewis Fountas-Pinnell Level I Folktale Selection Summary The other animals of the desert ask Camello
Más detallesCharacteristics of the Text Genre Informational text Text Structure
LESSON 27 TEACHER S GUIDE by Maria Griffin El partido de béisbol Fountas-Pinnell Level I Informational Text Selection Summary A young boy describes the experience of attending a baseball game. He even
Más detallesFountas-Pinnell Level L Nonfiction
LESSON 18 TEACHER S GUIDE by Monica Brown Fountas-Pinnell Level L Nonfiction Selection Summary This simply written text introduces readers to the land and people of Chile. The conversational narrative
Más detallesCharacteristics of the Text Genre Fantasy Text Structure Third person narrative
LESSON 26 TEACHER S GUIDE by Gus Regallo por Gus Regallo ilustrado por Remy Simard Fountas-Pinnell Level L Fantasy Selection Summary After spending a year on planet Zogo, Simón is about to return to Earth.
Más detallesFountas-Pinnell Level M Folktale
LESSON 24 TEACHER S GUIDE El nuevo hogar de Marmota by Keith Yoder Fountas-Pinnell Level M Folktale Selection Summary When Marmota s burrow on a farm is threatened by the arrival of a new farmer and his
Más detallesOsito al rescate! by Ann M. Rossi
LESSON 4 TEACHER S GUIDE by Ann M. Rossi Osito al rescate! Fountas-Pinnell Level I Humorous Fiction Selection Summary Osito the bear and his classmates are learning about safety at school. The teacher
Más detallesFountas-Pinnell Level L Nonfiction. by Lisa C. Moran
LESSON 19 TEACHER S GUIDE Todo sobre los ratones by Lisa C. Moran Fountas-Pinnell Level L Nonfiction Selection Summary Whether seen in the wild or seen as pets, mice are interesting animals. Their physical
Más detallesCharacteristics of the Text Genre Realistic fi ction Text Structure
LESSON 22 TEACHER S GUIDE by Claire Daniel Fountas-Pinnell Level J Realistic Fiction Selection Summary Two young girls each make a kite for a kite contest at the beach. When their kites collide in midair,
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 detallesde un salon Fountas-Pinnell Level I Nonfiction
LESSON 13 TEACHER S GUIDE by Isaiah Collins Fountas-Pinnell Level I Nonfiction Selection Summary Long ago, children from farms and small towns went to small schools with one room and one teacher. They
Más detallesFountas-Pinnell Level S Realistic Fiction
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 detallesCharacteristics of the Text Genre Realistic fi ction Text Structure Third-person narrative
LESSON 5 TEACHER S GUIDE by Myka-Lynne Sokoloff por Myka-Lynne Sokoloff ilustrado por Judy Stead Fountas-Pinnell Level I Realistic Fiction Selection Summary The Club de niños hears bad news: Mascotas y
Más detallesLos perros hablan. Characteristics of the Text Genre Informational Text Text Structure. Fountas-Pinnell Level J Informational Text. by Samantha Ronson
LESSON 7 TEACHER S GUIDE by Samantha Ronson Los perros hablan por Samantha Ronson Fountas-Pinnell Level J Informational Text Selection Summary Dogs tell us things with their bodies, not words. For example,
Más detallesFountas-Pinnell Level J Informational Text. by Bo Grayson
LESSON 14 TEACHER S GUIDE by Bo Grayson Fountas-Pinnell Level J Informational Text Selection Summary Capuchin monkeys can be trained to become companions to people with special needs. These helper monkeys
Más detallesCharacteristics of the Text Genre Fiction Text Structure
LESSON 20 TEACHER S GUIDE Jorge el Curioso y los Fountas-Pinnell Level C Fiction Selection Summary The classic children s-book monkey, Jorge el Curioso, visits the zoo, where he can feed giraffes, an elephant,
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