Querida prima. Querida prima. Fountas-Pinnell Level X Historical Fiction. by Jaden Jameson

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1 LESSON 24 TEACHER S GUIDE by Jaden Jameson Fountas-Pinnell Level X Historical Fiction Selection Summary Cousins Sara and Ana correspond about their respective lives in 19th-century Chicago and New Mexico. The young girls families face different challenges: Ana s, the hardships of homesteading; Sara s, rebuilding after the Chicago Fire. Both girls look to their futures, bright with promise in a rapidly changing United States. por Jaden Jameson ilustrado por Marcy Ramsey HOUGHTON MIFFLIN Number of Words: 3656 Characteristics of the Text Genre Historical fi ction Text Structure First-person narrative told in letters from girl cousins Letter components date, salutation, closing, signature Content 1870s Chicago urban life and New Mexico frontier life The Great Chicago Fire of 1871; Sojourner Truth Themes and Ideas Families can work together to achieve common goals. No one group or culture has the right to interfere with or disadvantage another. All people experience hardships in one form or another. Language and Realistic narrative with 19th-century language that resembles conversation between the Literary Features writers Sentence Complexity A mixture of simple, compound, and complex sentences of all types Exclamations, italics Vocabulary Historic/cultural references may be unfamiliar: reclamar el terreno, carruajes, reservas Many terms and expressions that can be defi ned in context: percance, elocución, cólera Words Many nouns and adjectives words derived from verbs: empaquetadora, irritable, articulación Illustrations Drawings contrast the mid-19th-century urban and rural environments Book and Print Features Seventeen pages of text, with illustrations on most two-page spreads 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 Jaden Jameson Build Background Help students use their knowledge of American history to visualize the story. Build interest by asking a question such as: Qué saben de las familias pioneras que poblaron el Oeste estadounidense? Por qué se mudaron al Oeste? Read the title, author, and illustrator, and talk about the contrast in the color illustrations. Tell students that this story is historical fiction, told through a series of letters between two cousins, Ana and Sara; one girl s family moves west and the other s family remains in Chicago. 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 Ana is writing from the end of the Santa Fe Trail. She and her family are going to a terreno cedido por el gobierno. Ask: Cómo creen que era un terreno cedido por el gobierno en la frontera de Nuevo México? Ana tells Sara that there was a problem with the escritura, but a Mr. Nuñez ( NEW-knee-ez ) says he will fix everything. Ask: Qué problemas pueden relacionarse con una escritura? Pages 4 5: Remind students that this historical fi ction includes many 19th-century details. Call attention to caligrafía and posición correcta on page 4. Explain that clases de elocución (p. 5) were recitations of memorized material, usually poetry. Page 14: Point out the picture on page 14. Suggested language: Ana parece estar muy interesada en la manta navajo que sostiene la mujer. Observen también el collar que lleva puesto la señora. Ambos están hechos a mano. Qué piensan que la señora podrá enseñarle a Ana? Ahora vuelvan al comienzo del cuento para leer sobre las distintas difi cultades que enfrentarán las dos primas. Expand Your Vocabulary derecho de propiedad de la tierra título o derecho para ser dueño de un terreno, p. 2 escritura documento relacionado con una propiedad, p. 3 farol lámpara portátil, p. 12 ganado animales domésticos como por ejemplo, vacas o caballos, p. 7 lámparas a gas lámparas que iluminan las calles y que funcionan con gas, p. 4 sorgo planta con la que se hace cierto tipo de almíbar, p. 2 terreno cedido por el gobierno tierra que el gobierno entrega a una persona, p. 2 2

3 Read Have students read silently while you listen to individual students read aloud. Support their problem solving and fluency as needed. Remind students to use the Analyze/Evaluate Strategy as they read and to look for important details about the setting, characters, and plot. Have them share details that let them see Ana s family s problem more clearly. Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the story. Suggested language: Tienen un amigo o un familiar con quien tienen una relación muy cercana, pero que vive muy lejos? Qué semejanzas hay entre su situación y la de Sara y Ana? 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 Ana and her family move to New Mexico to a homestead. Ana s cousin, Sara, and her family remain in Chicago. Ana s mother gets sick, and her family has a problem with their land claim. Expressing interest and concern in others helps people stay connected. People from different backgrounds can learn from each other. People should respect the rights and feelings of others Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Letters between the cousins show how two places in 19th-century America could be completely different. Vivid details of the Chicago Fire make it seem very real. Friendship with Apache Indians shows Indian crafts and customs. Choices for Further Support Fluency Invite students to choral read a passage from the text. Remind them to use commas to break long sentences into meaningful parts. 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. Remind students that many Spanish words have Latin or Greek roots. For example, the words sindicato on page 4 and elocución on page 5 come from the Greek word dike (justice) and the Latin word eloqui (speaking). 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, using their Cuaderno del lector. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill. Target Comprehension Skill Cause and Effect Remind students that events in a story s plot are often connected by cause and effect. Most stories show cause and effect through what happens to characters as a result of events. Model how to add details to the Graphic Organizer, using a Think Aloud like the one below: Think Aloud En su carta, Sara le cuenta a Ana que el enorme incendio de Chicago fue una catástrofe. El incendio causó destrucción y dejó a miles de personas sin hogar. La destrucción y las personas sin hogar fueron efectos del incendio. Practice the Skill Encourage students to share an example of another story that clearly shows how one action or decision caused something else to happen. Writing Prompt: Thinking Beyond the Text Have students write a response to the writing 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 the meaning of ganado on page 7? Sara writes that she wants to stay in Chicago to show that. Why does the author write this story in the form of letters exchanged between two girls? 4

5 Responder Causa y efecto Cuáles son los efectos del enorme incendio de Chicago que describe Sara en su carta del 1 de noviembre? Copia y completa el siguiente cuadro. Causa Un enorme incendio quema Chicago a comienzos de octubre de Causa? Causa? Efectos? A escribir! El texto y el mundo Piensa en un suceso sobre el que hayas leído o escuchado recientemente, que haya tenido efecto sobre muchas personas. Escribe algunos párrafos en los que describas el suceso y expliques sus diversos efectos. Nombre Fecha Lección 24 HOJA REPRODUCIBLE Lee y contesta las preguntas. Se muestran las respuestas posibles. 1. Piensa dentro del texto Quién era Sojourner Truth? Una antigua esclava que habló de la igualdad de los derechos. 2. Piensa dentro del texto Por qué se mudaron Sara y su familia con su tía? Se les quemó la casa durante el gran incendio de Chicago. 3. Piensa más allá del texto Qué piensas que pueda sucederle a Sara? Es posible que defienda los derechos de la mujer. 4. Piensa acerca del texto Por qué crees que el autor decide narrar el relato de estas primas por medio de cartas? Es una forma de ver cómo cambiaban los Estados Unidos en diferentes lugares desde el punto de vista de la persona que los está viviendo. Hacer conexiones Quién crees que tuvo una vida más interesante, Ana o Sara? Escribe tu respuesta en tu Cuaderno de lectura.. All rights reserved. 10 Grado 5, Unidad 5: Bajo el cielo del Oeste 5

6 Estudiante Fecha Lección 24 HOJA REPRODUCIBLE N I V E L X Registro de lectura page Selection Text Errors Self-Corrections 8 Ya que tengo 12 años, papá dice que tengo edad suficiente para asumir más responsabilidades y realizar las tareas que realizaba mamá. Por lo tanto, me levanto antes del amanecer. Horneo el pan, hago café y cuido a la bebé. También me ocupo de mamá. Rudy ha estado ordeñando a Jezebel, nuestra vaca lechera. Cuando los hombres se van a trabajar en el rancho, yo barro, lavo los platos, preparo la comida del mediodía, cuido las gallinas y trabajo en el pequeño jardín que intentamos cultivar. Tenemos muy poca agua y debo llevar cubetas desde la bomba al patio. Comments: Accuracy Rate (# words read correctly/99 100) % 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

7 Nombre Lee y contesta las preguntas. Fecha Lección 24 HOJA REPRODUCIBLE Piensa dentro del texto Quién era Sojourner Truth? 2. Piensa dentro del texto Por qué se mudaron Sara y su familia con su tía? 3. Piensa más allá del texto Qué piensas que pueda sucederle a Sara? 4. Piensa acerca del texto Por qué crees que el autor decide narrar el relato de estas primas por medio de cartas? Hacer conexiones Quién crees que tuvo una vida más interesante, Ana o Sara? Escribe tu respuesta en tu Cuaderno de lectura. 7

8 Nombre Fecha Pensar más allá del texto Piensa en las siguientes preguntas. Después, escribe tu respuesta en dos o tres párrafos. Recuerda que cuando piensas más allá del texto, usas tu conocimiento personal para comprender las cosas de un modo nuevo. En la página 16, Sara escribe: Creo que todo el mundo debe pensar que ser una niña es una desventaja, pero yo probaré que están equivocados. Qué quiere decir Sara con que probará que todos están equivocados? Fundamenta tus ideas con ejemplos del cuento. Qué dice o hace Sara que sugiere que realmente podría probar que todos están equivocados? 6