Nu e s t ra panadería
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1 LESSON 19 TEACHER S GUIDE by Melissa Wagner Nu e s t ra panadería por Melissa Wagner ilustrado por Felipe Galindo Fountas-Pinnell Level I Realistic Fiction Selection Summary A boy helps his mother, father, and grandmother work at the family bakery. Their work starts early in the morning and doesn t end until after the kitchen and the store are cleaned for the night. HARINA HOUGHTON MIFFLIN Number of Words: 207 Characteristics of the Text Genre Realistic fi ction 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 Setting clearly described What happens at a bakery A family working together to run a bakery People work together to run a business. A family can work hard together and then relax together at the end of the day. Simple, clear language Some dialogue, all assigned Many simple sentences, some exclamatory: Todavía estaba oscuro! Some longer sentences: Hablamos sobre nuestro día y nos reímos de los chistes de papá. Words relating to baking: panadería, cocina, pan, levadura, tartas, pasteles, horno, galletitas Many high frequency words: ayudaban, extraordinarios, hablar, papel, pronto, riéndose, terminar, trabajo Some multi-syllable words: sábado, mañana, panadería, galletitas, mantequilla, terminamos Pictures support each page of text. Nine pages of text, illustrations on every page Three to seven 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 Melissa Wagner Build Background Read the title to children and ask them what the characters are baking in the cover illustration. Encourage children to use their knowledge of bakeries and baked goods to think about the story. Anticipate the text with a question such as: Qué clase de alimentos pueden encontrar en una panadería? Introduce the Text Guide children 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 2: Explain that in this story a boy and his family all work together at the family bakery. Suggested language: Vayan a la página 2. Pueden ver al niño y a su familia en un auto. La primera oración dice: El sábado fui a trabajar con mi familia. La familia del niño tiene una panadería. Si fueran a trabajar con alguien de su familia, qué clase de trabajo harían? Page 3: Remind children that they can use information in the pictures to help them read. Dónde pueden ver el nombre de la panadería en los dibujos de las páginas 2 y 3? Hay que terminar mucho trabajo antes de abrir la panadería. Den vuelta la página para ver el trabajo que hay que terminar a la mañana. Page 4: Qué alimentos ven que se están haciendo en el dibujo? Page 9: Vayan a la página 9. Qué está haciendo ahora la familia? Terminaron de trabajar por ese día. Hablaron y se rieron mientras cenaban. Digan la palabra rieron. Qué letra esperan ver al comienzo de rieron? Encuentren la palabra rieron y pongan el dedo debajo de ella. Ahora, vuelvan al comienzo para descubrir acerca del día de esta famila en su panadería. Words to Know ayudaban hablar pronto terminar extraordinarios papel riéndose trabajo 2 Lesson 19:
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 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: Cómo creen que se siente el niño acerca de trabajar en la panadería? Por qué? Ways of Thinking As you discuss the text, help children understand these teaching points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text A boy goes to work in the family bakery. They make bread, cakes, pies, and cookies; people come to buy the baked goods. After a busy day, the family goes home and goes to bed early. Running a business is hard work. A family can work hard together and then relax together at the end of the day. The author uses words like antes, pronto, al final del día y después to show the sequence of events. The author gives many examples that show how the family works together Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Fluency Have children put a finger under each of the exclamation marks on page 7 and then read each of the exclamatory statements with feeling. Then have them read another page from the story and use the punctuation to help them group words and read with expression. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Clapping Syllables Have children hear and say syllables in words from the story, including: sábado, familia, trabajar, todavía, abrir, pasteles, etc. Have them clap on each syllable: sá-ba-do, fa-mi-lia, tra-ba-jar, to-da-ví-a, a-brir, pas-te-les, etc. Plurals Have children fi nd plurals in the story: luces, tartas, pasteles, nueces, panes, dulces, etc. Ask them to write both the plural and singular forms for each word. They can sort the plurals by endings: -s, -es, and -ces (from words ending in z). 3 Lesson 19:
4 Writing About Reading Critical Thinking Read the directions for children on Hoja reproducible 19.7 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 the story. Model how to use details to draw conclusions about the story: Think Aloud Puedo comprender por qué esta familia trabaja tanto en la panadería. La familia va a trabajar cuando está oscuro. Hornean y venden pan, tartas, pasteles y galletitas. Al final del día, tienen que limpiar la cocina y la tienda. Con razón están tan cansados y tienen que dormirse temprano! Practice the Skill Have children tell details that help them figure out something about the narrator of the story. Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6. Think about the things the family does at their bakery. Draw a picture. Show one way you can help them at the bakery. Write about what you can do to help. 4 Lesson 19:
5 Responder DESTREZA CLAVE Conclusiones Cuáles son las tres cosas que se necesitan hacer en una panadería? Qué te dice esto sobre trabajar en una panadería? Haz un diagrama. A platicar! De texto a texto Piensa en otro cuento sobre personas que hacen un trabajo. En qué se diferencia ese trabajo de este? Nombre Fecha Lección 19 HOJA REPRODUCIBLE Escucha la pregunta. Escribe una respuesta. Las respuestas pueden variar. 1. Por qué todavía estaba oscuro cuando la familia va a la panadería? porque es muy temprano y aún no ha salido el sol Hacer conexiones Piensa en ir a una panadería. Escribe varias oraciones acerca de lo que ves, hueles y saboreas. Lea las instrucciones a los niños.. All rights reserved. 9 Grado 1, Unidad 4: Vamos a explorar 5 Lesson 19:
6 Nombre Fecha Piensa en las cosas que hace la familia en su panadería. Haz un dibujo. Muestra algo que puedas ayudar a hacer en la panadería. Escribe sobre lo que puedes hacer para ayudar. 6 Lesson 19:
7 Nombre Fecha Lección 19 HOJA REPRODUCIBLE 19.7 Escucha la pregunta. Escribe una respuesta. 1. Por qué todavía estaba oscuro cuando la familia va a la panadería? Hacer conexiones Piensa en ir a una panadería. Escribe varias oraciones acerca de lo que ves, hueles y saboreas. 7 Lesson 19:
8 Estudiante NIVEL I Fecha Lección 19 HOJA REPRODUCIBLE Registro de lectura page Selection Text Errors Self-Corrections 2 El sábado fui a trabajar con mi familia. Salimos temprano en la mañana. Todavía estaba oscuro! 3 Papá abrió la puerta. Yo encendí las luces. Había que hacer mucho trabajo antes de abrir nuestra panadería. 4 En la cocina, Papá hizo el pan. Le añadió levadura, y el pan quedó suave y ligero. Abuela y Mamá hicieron tartas y pasteles. Mi trabajo fue añadir las nueces. Comments: Accuracy Rate (# words read correctly/64 100) % 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:
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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
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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 detallesCharacteristics of the Text Genre Nonfi ction Text Structure
LESSON 9 TEACHER S GUIDE by Amira Hossain Leer juntos por Amira Hossain Fountas-Pinnell Level D Nonfiction Selection Summary Various children read with family members, including mom, dad, sister, brother
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 detallesAbu lo y yo. Characteristics of the Text Genre Realistic fi ction Text Structure. Fountas-Pinnell Level F Realistic Fiction
LESSON 2 TEACHER S GUIDE by Sheila Sweeny Higginson Fountas-Pinnell Level F Realistic Fiction Selection Summary A young boy talks about things that his grandfather liked to do as a boy, which they now
Más detallesCharacteristics of the Text Genre Fantasy Text Structure Third-person narrative with one elaborate episode Content
LESSON 3 TEACHER S GUIDE Jorge el Curioso va a la biblioteca Fountas-Pinnell Level I Fantasy Selection Summary Jorge el Curioso takes a trip to the library. With so many books to look at, Jorge gets a
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
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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
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 detallesLa montaña. La montaña. Characteristics of the Text Genre Fantasy Text Structure. Fountas-Pinnell Level J Fantasy. by Emily de Laurelia
LESSON 17 TEACHER S GUIDE by Emily de Laurelia Fountas-Pinnell Level J Fantasy Selection Summary Topo and Conejo want to go to the other side of a mountain. Topo decides to tunnel through the mountain
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 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
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure
LESSON 24 TEACHER S GUIDE by Darrel Claxton Fountas-Pinnell Level G Nonfiction Selection Summary There are many kinds of butterflies. Butterflies come in all colors and range from tiny to very large in
Más detallesFountas-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
Más detallesCharacteristics of the Text Genre Fantasy Text Structure
LESSON 14 TEACHER S GUIDE by Rose Aguilera uci quiere mudarse por Rose Aguilera ilustrado por Kathi Ember Fountas-Pinnell Level F Fantasy Selection Summary Luci is tired of the sun and sand in the desert.
Más detallesCa m n l cam llo. Characteristics of the Text Genre Fantasy Text Structure. Fountas-Pinnell Level J Fantasy
LESSON 14 TEACHER S GUIDE by Dee Scully Fountas-Pinnell Level J Fantasy Selection Summary Carmen can t do anything right in escuela de camellos. She fails at running, calling for help, and drinking enough
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 detallesFountas-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.
Más detallesUn tr z de ques. Characteristics of the Text Genre Fantasy Text Structure. Fountas-Pinnell Level G Fantasy
LESSON 28 TEACHER S GUIDE by Diane Linden Fountas-Pinnell Level G Fantasy Selection Summary A group of mice try various ways to squeeze a big chunk of cheese through a small mouse hole. The solution is
Más detallesNuestro pueblo. Characteristics of the Text Genre Informational Text Text Structure. Nuestro pueblo. Fountas-Pinnell Level F Informational Text
LESSON 4 TEACHER S GUIDE by Taiyo Kobayashi por Taiyo Kobayashi Fountas-Pinnell Level F Informational Text Selection Summary The narrator presents key locations in his town and why each is important to
Más detallesCharacteristics of the Text Genre Informational Text Text Structure
LESSON 11 TEACHER S GUIDE by Rachel Fogelberg Fountas-Pinnell Level D Informational Text Selection Summary When school ends, children can go to different places and do different things during vacation.
Más detallesVolar cometas. Characteristics of the Text Genre Nonfi ction Text Structure. Fountas-Pinnell Level H Nonfiction. by Tom Crawford
LESSON 28 TEACHER S GUIDE by Tom Crawford Volar cometas por Tom Crawford Fountas-Pinnell Level H Nonfiction Selection Summary Kites come in different colors, shapes, and sizes. They need wind to fly. HOUGHTON
Más detallesEl muñeco de nieve de Paco
LESSON 26 TEACHER S GUIDE El muñeco de nieve de Paco by Lisa Torres El muñeco de nieve de Paco por Lisa Torres ilustrado por Diane Paterson Fountas-Pinnell Level I Realistic Fiction Selection Summary Paco
Más detallesCharacteristics of the Text Genre Fantasy Text Structure Simple fi rst-person narrative, with story carried by pictures Content
LESSON 5 TEACHER S GUIDE by Stephanie Richardson Colin b jo en tobog n Fountas-Pinnell Level F Fantasy Selection Summary The narrator s dog pulls an increasing number of children up the hill. Each load
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure
LESSON 5 TEACHER S GUIDE by Becca Houston Fountas-Pinnell Level B Nonfiction Selection Summary Children use paper, scissors, markers, and string to make a kite. Number of Words: 23 Characteristics of the
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 detallesFountas-Pinnell Level I Realistic Fiction
LESSON 7 TEACHER S GUIDE by Ann M. Rossi Fountas-Pinnell Level I Realistic Fiction Selection Summary Abuela tells her young grandson to come to her house with a cabbage from his garden. When he arrives,
Más detallesFountas-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
Más detallesCharacteristics of the Text Genre Informational Text Text Structure
LESSON 13 TEACHER S GUIDE by Frances Morris Fountas-Pinnell Level K Informational Text Selection Summary Blind people sometimes need help, so they get specially-trained dogs to guide them. Guide dog puppies
Más detallesCharacteristics of the Text Genre Fantasy Text Structure
LESSON 5 TEACHER S GUIDE by Shandra Owens Fountas-Pinnell Level I Fantasy Selection Summary The narrator is a dog named Memo. His owner, Lisa is puzzled to find her dog getting a bath for his new job.
Más detallesMariquitas. Mariquitas. Characteristics of the Text Genre Narrative Nonfi ction Text Structure. Fountas-Pinnell Level G Narrative Nonfiction
LESSON 24 TEACHER S GUIDE by Melissa Seymour Fountas-Pinnell Level G Narrative Nonfiction Selection Summary Ladybugs are red, yellow, or orange with black spots. They have six legs and wings. Baby ladybugs
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