Nivel: G EDL: 6 12 Género: Cuento folklórico Estrategia: Preguntar. Destreza: Secuencia de sucesos Número de palabras: 302 HOUGHTON MIFFLIN

Transcripción

1 LESSON 12 TEACHER S GUIDE Nivel: G EDL: 6 12 Género: Cuento folklórico Estrategia: Preguntar Destreza: Secuencia de sucesos Número de palabras: by Dermot McManus Fountas-Pinnell Level H Folktale HOUGHTON MIFFLIN Libritos nivelados en línea Selection Summary Oso can t stop bragging about his long furry tail. Zorro, who is tired of hearing Oso s boasts, tells him that a tail is the way to catch fish in ISBN-13: ISBN-10: an ice-covered lake. Oso sits with his tail in the water until he realizes 1_035888_LR3_2CV_BTAIL.indd 1 that he has been tricked. He yanks his tail to pull it out of the water, but it is frozen, and snaps right off. Characteristics of the Text Genre Folktale Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features por Dermot McManus ilustrado por Eileen Hine HOUGHTON MIFFLIN Third-person narrative Chronological order, with a reference to earlier events Bear and fox Bragging Trickery People tell stories to explain why animals look the way they do. Nobody likes someone who brags. A fox is a story character who often tricks others. Confl ict between characters introduced on fi rst two pages Rhythmical repetition: Zorro pensó en las veces en que Oso hablaba acerca de su cola. Pensó en las veces en que Oso le había dicho... Sentences of fourteen words or fewer Split dialogue Dialogue with direct address: Se ve rico ese pescado, Zorro! dijo Oso. Familiar words supported by illustrations Possibly challenging vocabulary: orgulloso, peluda, sacó, congelado, cayó Two- and three-syllable words; some four-syllable words like orgulloso, engañado, atraparé Words with endings -ré, -aba, -ó Illustrations convey playfulness. Bubbles used to convey character s thoughts. Cartoon-like illustration above text on each of nine pages Extra space after each sentence end mark Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Number of Words: 306 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. 4/9/08 3:56:09 PM

2 by Dermot McManus Build Background Read the title to children and have them name the animals in the cover illustration. Talk about what is unusual about Oso s tail, making sure children understand that real bears have very short tails that are nearly hidden in their fur. Anticipate the text with questions like these: Cómo se siente Oso sobre su cola? Qué podría pasarle a su cola en el cuento? Introduce the Text Guide children 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 2: Tell children that storytellers long ago told this tale about Oso and Zorro to explain why bears have short tails. Suggested language: Vayan a la página 2. Aquí está Oso. A Oso le gustaba hablar de su larga cola café. Digan café. Encuentren la palabra café y pongan su dedo debajo de ella. Page 3: Oso estaba muy orgulloso de su cola. Qué letra esperan ver al comienzo de muy? Encuentren la palabra muy, díganla y pongan su dedo debajo de ella. Qué ven en el dibujo? Creen que la cola de Oso es muy larga? Pages 5 6: Explain that artists use thought bubbles to show what a character is picturing or thinking about. Ahora, en al página 5, Zorro pensó en las veces en que Oso hablaba sobre su cola. Qué muestran las burbujas sobre lo que piensa Zorro de Oso? Cómo puede sentirse Zorro cuando Oso habla de su cola? Ahora, vuelvan al comienzo del cuento para descubrir qué le pasa a la cola de Oso. Words to Know bailan claro feliz luego pintar sol son tengo 2 Lesson 12:

3 Read As children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability. Respond to the Text Personal Response Invite children to share their personal responses to the story. Begin by asking what they liked best about the book, or what they found interesting. Suggested language: Creen que Oso hablará mucho sobre su nueva cola? Por qué sí? Por qué no? 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 Oso brags to Zorro about his long, furry tail. Zorro tricks Oso into tail-fishing in an icy lake. When Oso tries to yank his tail out of the fishing hole, the frozen tail snaps off. Bragging can be annoying. It is not nice to tell others that you are better than they are. The story explains why bears have short tails. The writer wants to teach a lesson about not being too proud of yourself. The story has clues that help readers predict that Zorro will try to get even with Oso. The pictures show that the story is silly and funny Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Fluency Invite children to choose a section that would sound interesting when read aloud. Tell them to rehearse so that they can sound like a storyteller when reading their chosen section. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Consonant Blends Say words from that begin with consonant blends, and have children name other words that begin with the same blend. Words to use: broma, gritó, fría, triste, claro. Adding -aba Have children fi nd the word gustaba on page 2 of. Show them how to take off the -aba to fi nd the base word gustar. List these words from the story, and have children add the ending -aba to each one and use both the base word and longer word in oral sentences: hablar, pintar, bailar, escuchar. 3 Lesson 12:

4 Writing About Reading Critical Thinking Read the directions for children on Hoja reproducible 12.6 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 Sequence of Events Explain to children that they can tell about the events in a story by thinking about what happens first, next, and last. Model how to think about the sequence of events: Think Aloud En qué orden pasan las cosas en la historia? Qué pasa primero? Primero, Oso habla y habla de su larga cola café. Qué pasa después? Después, Zorro le hace una broma a Oso y le dice que use su cola para pescar en el agua helada. Qué pasa al final? Al final, la cola congelada de Oso se cae. Practice the Skill Have children use the words primero, después and al final to tell what happens on pages 4 6 of. Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6. At the end of the story, Oso feels sad. How do you think Zorro might feel at the end of the story? Draw a picture to show how Zorro feels. Write about how Zorro feels at the end of the story. 4 Lesson 12:

5 Responder DESTREZA CLAVE Secuencia de sucesos Qué sucedió primero en la historia? Qué sucedió después? Qué fue lo último que sucedió? Haz un diagrama. A escribir! De texto a texto Piensa en otra historia que explique por qué un animal luce como luce. Escribe dos oraciones acerca del animal y por qué luce así. 11 1_035888_LR3_2OL_COLAOS_L12.indd /7/09 3:47:43 PM Lección 12 HOJA REPRODUCIBLE 12.6 Nombre Fecha Escucha las ideas sobre el libro. Escribe la palabra que completa cada oración. 1. Oso pensó que a los peces les gustaría su cola. divertiría gustaría engañaría 2. Oso aprendió que a nadie le gusta un oso orgulloso. tonto orgulloso de cola larga Hacer conexiones Piensa en otro animal que tiene una cola corta. Haz un dibujo de un animal con una cola larga. Rotula tu dibujo. Lea las instrucciones a los niños.. All rights reserved. 8 Grado 1, Unidad 3: La naturaleza, de cerca y de lejos 1_352879RTXSAN_U3_LR_TAI.indd 8 8/11/09 11:51:57 AM 5 Lesson 12:

6 Nombre Fecha Al final del cuento, Oso se siente triste. Cómo crees que se puede sentir Zorro al final del cuento? Haz un dibujo que muestre cómo se siente Zorro. Escribe sobre cómo se siente Zorro al final del cuento. 6 Lesson 12:

7 Nombre Fecha Lección 12 HOJA REPRODUCIBLE 12.6 Escucha las ideas sobre el libro. Escribe la palabra que completa cada oración. 1. Oso pensó que a los peces les su cola. divertiría gustaría engañaría 2. Oso aprendió que a nadie le gusta un oso tonto orgulloso de cola larga. Hacer conexiones Piensa en otro animal que tiene una cola corta. Haz un dibujo de un animal con una cola larga. Rotula tu dibujo. 7 Lesson 12:

8 Estudiante NIVEL H Fecha Lección 12 HOJA REPRODUCIBLE Registro de lectura page Selection Text Errors Self-Corrections 2 A Oso le gustaba bailar y hablar. Oso hablaba de pintar el sol y la nieve. Él hablaba del lago y de los árboles. Pero más que todo, a Oso le gustaba hablar acerca de su larga cola café. 3 Un día de invierno, Oso vio a Zorro muy feliz, comiendo un pescado cerca del lago. Se ve rico ese pescado, Zorro! dijo Oso. Comments: Accuracy Rate (# words read correctly/63 100) % 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 12: