Marte en la Tierra. Fountas-Pinnell Level W Informational Text. by Wendy Forester
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1 LESSON 2 TEACHER S GUIDE by Wendy Forester Marte en la Tierra por Wendy Forester Fountas-Pinnell Level W Informational Text Selection Summary Scientists want to know more about Mars. They train and conduct research in Haughton Crater on Devon Island in Northern Canada. The scientists use the crater because it has conditions similar to those on Mars and the moon. HOUGHTON MIFFLIN Number of Words: 2627 Characteristics of the Text Genre Informational text Text Structure Underlying structures: description, compare/contrast Organized categorically Content Training, testing, and research in Haughton Crater History of Haughton-Mars Project Facts about Mars; similarities and differences between Mars and Earth Themes and Ideas Learning about other planets helps scientists understand the Earth. It is important to learn how to survive in different climates. Training and research are important steps in preparation for space exploration. Language and Long stretches of descriptive language Literary Features Figurative language: como si fuera una tortuga sobre su caparazón Sentence Complexity Many instances of complex sentences Wide range of sentence types Sentences with multiple items in a series Vocabulary Technical vocabulary: sensores, transmiten, comunicación satelital, aguda New vocabulary words readers must derive from context Words Many multisyllable words, such as: exploración, laboratorio, reconocimiento Many technical words that are diffi cult to decode: semipermanente, reconocimiento Illustrations Colorful photographs support the text. Book and Print Features Easy-to-read chapter headings and illustrations on most pages. Table of Contents, tables, diagrams, timeline, and sidebars 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 Wendy Forester Build Background Help students use their knowledge of space exploration to visualize the selection. Build interest by asking questions such as the following: Cómo creen que es el planeta Marte? Les gustaría visitarlo? Creen que alguna vez hubo vida en Marte? Read the title and author and talk about the cover photo. Tell students that this selection is an informational text about the Haughton-Mars Project, Mars, and the training for space exploration. 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: Page 3: Explain to students that this chapter tells about an astronaut who was rescued by a vehículo de exploración. Suggested language: El vehículo de exploración viaja sobre las rocas y el hielo. Ask: Por qué creen que los científi cos usan vehículos de exploración en misiones peligrosas? Cómo podrían ser útiles? Page 5: Point out the map. Have students read the caption. El cráter Haughton es un lugar en la Tierra parecido a Marte. Los sitios que son similares de ese modo se llaman análogos. Los científi cos investigan el cráter y los astronautas se entrenan allí. Ask: Por qué creen que los científi cos querrán estudiar un lugar como Marte? Pages 8 9: Have students read the chapter title and the information in the two tables. Ask: En qué se parecen Marte y el cráter Haughton? En qué son diferentes? Ahora, vuelvan al comienzo de la selección para descubrir sobre el proyecto del cráter Haughton. Expand Your Vocabulary análogos sitios que son similares a otros, p. 5 anfibio que puede vivir en la tierra y en el agua, p. 17 astrogeólogo persona que estudia los cuerpos celestes, p. 14 permafrost subsuelo permanentemente congelado, p. 6 telemedicina el uso de las telecomunicaciones para el cuidado de la salud, p. 16 vehículo de exploración vehículo usado para explorar el suelo de un planeta, p. 3 2
3 Read Have students read silently while you listen to individual students read. Support their understanding of the text as needed. Remind students to use the Question Strategy and to ask questions about the selection before they read, while they are reading, and after they read. Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the selection. Suggested language: Qué información del texto los sorprendió más? Creen que vale la pena prepararse para explorar Marte? Por qué sí? Por qué no? 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 Scientists train, conduct tests, and research at Haughton Crater. There are similarities and differences between Mars and Earth. Scientists use Haughton Crater to prepare for exploration of the planet Mars. Researching other planets helps scientists understand Earth. It is important to learn and prepare to survive in different climates. Training and research are important to the success of scientific exploration Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The chapter heads help the reader understand what the chapter is about. The tables, timelines, sidebars, and photographs help readers understand the information. The Table of Contents helps the reader quickly find information. Choices for Further Support Fluency Invite students to choose a passage from the text and demonstrate pausing and phrasing during reading. Remind students to pause after punctuation by taking short breaths after commas and stopping after periods and questions marks. 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. Word Work Provide practice as needed with words and word parts, using examples from the text. Remind students that they can determine the meaning of unfamiliar words by examining the affi xes and roots. Point out the word semipermanentes on page 10. Explain that the prefi x semi- means half, or part. Therefore, something that is semipermanente is only half permanent. Ask students to separate the word parts of internacionales on page 10 and explain its meaning based on the separate word parts. 3
4 Writing about Reading Critical Thinking Have students complete the questions on Hoja reproducible 2.8. 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 on Skill Text and Graphic Features Remind students that they can use text and graphic features like tables and sidebars to find out more information about a topic in the selection and to better understand the facts they read in the selection Model how to add details to the Graphic Organizer, using a Think Aloud like the one below: Think Aloud El Organizador gráfico tiene una columna para las características textuales y otra para el propósito. En la página 8, hay una tabla. Eso es una característica textual. Escríbanlo en la primera columna. El propósito de la tabla es comparar el cráter Haughton con Marte. Así, unimos una característica textual con su propósito. Practice the Skill Have students share an example of another selection with text and graphic features. 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 What is the defi nition of permafrost (page 6)? How is the information in the shaded area on page 11 important to the chapter? What would be the signifi cance of making a greenhouse that worked on Mars? 4
5 Responder Características textuales y gráficas Qué característica textual compara el cráter Haughton con Marte? Qué información presenta la barra lateral de la página 9? Copia y completa el cuadro que aparece a continuación para responder a estas preguntas. Característica textual? Barra lateral, pág. 9 Propósito Comparar el cráter Haughton con Marte? A escribir! El texto y el mundo Imagina que eres un investigador del proyecto Haughton-Mars. Piensa en tu trabajo diario. Luego escribe varios párrafos narrativos acerca de un día en tu trabajo. Utiliza un lenguaje vívido y descriptivo. Nombre Fecha Lección 2 HOJA REPRODUCIBLE Lee y contesta las preguntas. Se muestran respuestas posibles. 1. Piensa dentro del texto En qué se parecen la Tierra y Marte? Giran a la misma velocidad y tienen agua, estaciones del año y terrenos similares. 2. Piensa dentro del texto Cuál es la diferencia promedio de temperatura en grados Celsius del Crater Haughton y Marte? 430 grados Celsius 3. Piensa más allá del texto Si fueras científico, cuál planeta estarías más interesado en estudiar? Por qué? Yo diría que Neptuno porque es el planeta más alejado del Sol. 4. Piensa acerca del texto Lee el enunciado de la página 13: Si los humanos algún día tienen que habitar otro planeta, tendrán que cultivar su propia comida. Explica a qué se refiere el autor. Otros planetas no tienen plantas que la gente puede comer. Los humanos tampoco serán capaces de recibir suficientes provisiones desde la Tierra. Hacer conexiones Según el texto, es posible que los humanos visiten Marte algún día. Qué tal si ese momento fuese ahora y tú eres seleccionado para ir? Escribe acerca de lo que harías ahí. Describe lo que crees que verías y cómo crees que te sentirías. Escribe tu respuesta en tu Cuaderno de lectura.. All rights reserved. 10 Grado 5, Unidad 1: Espíritu escolar! 5
6 Nombre Fecha Pensar más allá del texto Piensa en las siguientes preguntas. Después, escribe tu respuesta en uno o dos párrafos. Recuerda que cuando piensas más allá del texto, usas tu conocimiento personal para comprender las cosas de un modo nuevo. En la página 8, la autora escribe: Pero sitios análogos como el cráter Haughton, denominados, son de gran utilidad, ya que permiten practicar para misiones verdaderas a Marte. Imagina que estuvieras planeando vivir en Marte. Además de la comida, qué otras cosas necesitarías para vivir allí? De qué manera las investigaciones en el cráter Haughton pueden prepararte para vivir en Marte? Usa elementos del texto para fundamentar tu respuesta. 6
7 Nombre Fecha Lección 2 HOJA REPRODUCIBLE 2.8 Lee y contesta las preguntas. 1. Piensa dentro del texto En qué se parecen la Tierra y Marte? 2. Piensa dentro del texto Cuál es la diferencia promedio de temperatura en grados Celsius del Crater Haughton y Marte? 3. Piensa más allá del texto Si fueras científico, cuál planeta estarías más interesado en estudiar? Por qué? 4. Piensa acerca del texto Lee el enunciado de la página 13: Si los humanos algún día tienen que habitar otro planeta, tendrán que cultivar su propia comida. Explica a qué se refiere el autor. Hacer conexiones Según el texto, es posible que los humanos visiten Marte algún día. Qué tal si ese momento fuese ahora y tú eres seleccionado para ir? Escribe acerca de lo que harías ahí. Describe lo que crees que verías y cómo crees que te sentirías. Escribe tu respuesta en tu Cuaderno de lectura. 7
8 Estudiante Fecha Lección 2 HOJA REPRODUCIBLE 2.11 N I V E L W Registro de lectura page Selection Text Errors Self-Corrections 13 El invernadero está inactivo durante la oscuridad constante del invierno. Solo funciona en primavera, verano y otoño. Los sistemas de iluminación, riego, calefacción, refrigeración y fertilización del invernadero son controlados por computadoras. El objetivo es perfeccionar los sistemas de manera que se enciendan automáticamente en primavera y cultiven exitosamente las plantas que se sembraron en el otoño. Los científicos del invernadero están buscando maneras de reducir la cantidad de equipos para el cultivo de plantas. Su objetivo es que el proceso sea más portátil y eficiente. Si alguna vez los humanos pueden vivir en otros planetas, deben ser capaces de cultivar sus propios alimentos. Comments: Accuracy Rate (# words read correctly/ ) % 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 21 TEACHER S GUIDE by Phil Moschowitz por Phil Moschowitz Fountas-Pinnell Level N Narrative Nonfiction Selection Summary McMurdo Station on Antarctica is the coldest and stormiest workplace on Earth.
Characteristics 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
Fountas-Pinnell Level I Realistic Fiction. by Alvin Court
LESSON 16 TEACHER S GUIDE by Alvin Court por Alvin Court ilustrado por Ann Iosa Fountas-Pinnell Level I Realistic Fiction Selection Summary Some children are eager to visit the new children s room at the
Fountas-Pinnell Level K Nonfiction. by Jessica Quilty
LESSON 20 TEACHER S GUIDE by Jessica Quilty por Jessica Quilty ilustrado por Julie Downing Fountas-Pinnell Level K Nonfiction Selection Summary Everyday heroes are people we see everyday who help others.
Characteristics 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.
Characteristics of the Text Genre Informational Text Text Structure First-person plural narrative Content
LESSON 18 TEACHER S GUIDE by Dick Martin Fountas-Pinnell Level D Informational Text Selection Summary Children see many different kinds of plants and animals by the sea. Number of Words: 49 Characteristics
Fountas-Pinnell Level O Nonfiction
LESSON 3 TEACHER S GUIDE De visita en la República Dominicana by Darleen Ramos DE VISITA EN LA REPÚBLICA DOMINICANA por Darleen Ramos Fountas-Pinnell Level O Nonfiction Selection Summary The Dominican
Ayudar en casa. Characteristics of the Text Genre Nonfi ction Text Structure Descriptive; some chronological sequence; some cause and effect Content
LESSON 27 TEACHER S GUIDE by Emma Buckley Ayudar en casa por Emma Buckley Fountas-Pinnell Level H Nonfiction Selection Summary Families have a lot of work to do at home, but when everyone helps, the work
La guardiana. Fountas-Pinnell Level T Narrative Nonfiction
LESSON 8 TEACHER S GUIDE La guardiana de los Everglades by Phyllis Waterman La guardiana de los Everglades Fountas-Pinnell Level T Narrative Nonfiction Selection Summary Marjory Stoneman Douglas was considered
Characteristics of the Text Genre Informational Text: Biography Text Structure
LESSON 9 TEACHER S GUIDE by Carl Desmond Fountas-Pinnell Level J Informational Text Margarita y Hans Rey por Carl Desmond Selection Summary Young readers learn about the creators of the Jorge el Curioso
Fountas-Pinnell Level L Nonfiction
LESSON 12 TEACHER S GUIDE Qué divertidas son las ciencias! by Abe Beaker por Abe Beaker Fountas-Pinnell Level L Nonfiction Selection Summary This book introduces students to the school science fair and
Characteristics 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
Fountas-Pinnell Level M Informational Text
LESSON 14 TEACHER S GUIDE Perros buenos, perros guía by Caleb Graham Fountas-Pinnell Level M Informational Text Selection Summary Dogs have many qualities that make them helpful to disabled people. They
Polvo de cometa. Fountas-Pinnell Level U Informational Text. by Helen Webber
LESSON 2 TEACHER S GUIDE by Helen Webber Polvo de cometa por Helen Webber Fountas-Pinnell Level U Informational Text Selection Summary Scientists sent the spacecraft Stardust into space to collect date
Characteristics of the Text Genre Nonfi ction Text Structure Series of fi rst-person narrators Content
LESSON 27 TEACHER S GUIDE by Marty James Fountas-Pinnell Level C Nonfiction Selection Summary Brothers and sisters like to read, play, dance, jump, and ride together. Number of Words: 51 Characteristics
Lo que quiero ser. Characteristics of the Text Genre Realistic Fiction Text Structure. Fountas-Pinnell Level J Realistic Fiction. by Bernadette Meyers
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
ROBOTS. Fountas-Pinnell Level Q Nonfiction. EXTRAORDINARIOS por Kaye Gager. by Kaye Gager
LESSON 25 TEACHER S GUIDE Robots extraordinarios by Kaye Gager ROBOTS EXTRAORDINARIOS por Kaye Gager Fountas-Pinnell Level Q Nonfiction Selection Summary Robots are used to do jobs that are too dangerous,
Characteristics of the Text Genre Nonfi ction Text Structure First-person narrator Content
LESSON 30 TEACHER S GUIDE Visita a la estación de bomberos by Beverly Dani Fountas-Pinnell Level D Nonfiction Selection Summary Children tell about visiting the fire station. At the fire station, they
Abuelo. Abuelo. Characteristics of the Text Genre Nonfi ction Text Structure. Fountas-Pinnell Level C Nonfiction. by Janeen Mulvaney
LESSON 2 TEACHER S GUIDE by Janeen Mulvaney por Janeen Mulvaney Fountas-Pinnell Level C Nonfiction Selection Summary Grandchildren tell about the different things they do with their grandfathers. HOUGHTON
Characteristics 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
Characteristics of the Text Genre Nonfi ction Text Structure Focus on one simple topic Content
LESSON 16 TEACHER S GUIDE Acampar bajo las estrellas by Nic Grant Fountas-Pinnell Level C Nonfiction Selection Summary On a camping trip, the family in this book can see the sun, the moon, a star, and
Characteristics of the Text Genre Realistic fi ction Text Structure
LESSON 17 TEACHER S GUIDE Rosa y el frasco de insectos by Celeste Albright Fountas-Pinnell Level E Realistic Fiction Selection Summary Rosa likes bugs. She finds a little bug, a red bug, a yellow bug,
Los pa os por Sara Wilhelm
LESSON 13 TEACHER S GUIDE by Sara Wilhelm Los pa os por Sara Wilhelm Fountas-Pinnell Level D Nonfiction Selection Summary In hot weather, a duck makes a nest and sits on her eggs. The eggs hatch, and baby
Characteristics of the Text Genre Informational Text Text Structure
LESSON 18 TEACHER S GUIDE by Franklin Bonaparte Fountas-Pinnell Level K Informational Text Selection Summary Some produce we eat is locally grown, but many foods we find in grocery stores come from more
Characteristics 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
Characteristics of the Text Genre Fantasy Text Structure
LESSON 3 TEACHER S GUIDE Jorge el Curioso en clase Fountas-Pinnell Level G Fantasy Selection Summary Jorge el Curioso visits a school. He reads a book and does a puzzle. Jorge el Curioso has fun at school!
Abuelita. Abuelita. Characteristics of the Text Genre Realistic fi ction Text Structure. Fountas-Pinnell Level E Realistic Fiction.
LESSON 2 TEACHER S GUIDE by Christine Dowe Fountas-Pinnell Level E Realistic Fiction Selection Summary A boy and his granny like to do many different things together. por Christine Dowe ilustrado por Dara
Fountas-Pinnell Level S Biography
LESSON 2 TEACHER S GUIDE by Darleen Ramos Fountas-Pinnell Level S Biography Selection Summary This biography covers the life and career of Thurgood Marshall, the first African American Supreme Court justice,
Fountas-Pinnell Level L Fantasy
LESSON 20 TEACHER S GUIDE by Hannah Cone Fountas-Pinnell Level L Fantasy Selection Summary When Mica, Rafa, and Diana wake up one morning, they find they each have a super power. The three friends spend
Fountas-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
Cómo protegerte durante un terremoto by Kaye Gager
Nivel: O Cómo protegerte EDL: 34 Ciencias LESSON 12 TEACHER S GUIDE durante Estrategia: Visualizar Número de palabras: 961 Cómo protegerte durante un terremoto un terremoto 4.3.2 Construir vocabulario
Characteristics of the Text Genre Informational Text Text Structure
LESSON 8 TEACHER S GUIDE by Rachel Fogelberg Fountas-Pinnell Level D Informational Text Selection Summary Rain forest animals can move in different ways and some of them can move the same way! Number of
Characteristics 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
Characteristics of the Text Genre Realistic fi ction Text Structure
LESSON 14 TEACHER S GUIDE by Peter Stone Fountas-Pinnell Level D Realistic Fiction Selection Summary A boy and his father walk in the woods and find animals, flowers, and, of course..delicious berries.
de 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
Fountas-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
Characteristics of the Text Genre Fiction Text Structure
LESSON 30 TEACHER S GUIDE by Iris Littleman Fountas-Pinnell Level D Fiction Selection Summary One after another, various fantasy animals look in the costume box, choose something, and put it on. The lion