Misterios de hace mucho tiempo by Anne Finn
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- Manuela Sánchez Maidana
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1 LESSON 17 TEACHER S GUIDE Misterios de hace mucho tiempo by Anne Finn Fountas-Pinnell Level Q Informational Text Selection Summary Scientists use fossil clues to solve mysteries about what the earth was like millions of years ago. By studying fossils, they can learn important information about where and how animals lived as well as which animals might be distantly related to others. Some mysteries, however, remain unsolved. HOUGHTON MIFFLIN Number of Words: 961 Characteristics of the Text Genre Informational Text Text Structure Three sections with headings, each 3-4 pages Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Each section describes a scientifi c mystery and follows the process scientists have taken to solve it. Three different mysteries scientists have attempted to solve by studying fossils: Cómo esos dinosaurios fueron capaces de sobrevivir en esos lugares fríos? / De dónde vienen las ballenas actuales? / Cómo eran exactamente los titanosaurios? How scientists have used fossil evidence Fossil clues help scientists understand the distant past. Animals alive today are related to animals that were alive long ago Animal species change over time. Writer addresses the reader directly (second person) Terms defi ned within the text A mix of short and more complex sentences Many sentences begin with introductory clauses. Vocabulary related to content: prehistóricos, evidencia, migraban, hibernaban Animal body parts, some of which may be unfamiliar: morros, aletas Many multisyllable words: prehistóricos, Antártida, hibernaban Photographs of fossils and natural landscapes and realistic illustrations of dinosaurs; approximately one half-page illustration per page Inset maps of the north and south poles Thirteen pages of text, with illustrations on every page Book and Print Features 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 Misterios de hace mucho tiempo by Anne Finn Build Background Ask students to think about what life on Earth was like thousands and thousands of years ago. Build interest by asking questions: Si pudieran volver al pasado de hace miles de años, qué clases de cosas creen que verían? Read the title and the author and talk about the cover photograph. Tell students that this book is informational text, so the words and photos will give factual information about the topic. 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 this is a book about how scientists use fossils to learn about creatures that lived long ago. Suggested language: Vayan a la página 2. En la ilustración, vemos gente mirando unos esqueletos gigantes hechos de fósiles de huesos de dinosaurio. Los fósiles son partes de cosas como huesos, piel y huellas que dejaron plantas y animales que vivieron hace muchos, muchos años. En este libro, leeremos sobre cómo los científi cos usan los fósiles como evidencia para probar las respuestas a las preguntas que tienen sobre los dinosaurios. Page 4: Draw attention to the inset map on this page and help students to identify the perspective shown. Observen el mapa redondo de esta página. Es muy inusual. Eso es porque es un mapa del Polo Norte, la punta del planeta que estamos acostumbrados a ver en el globo terráqueo de la escuela. Page 8: Draw attention to the picture on page 8. Read the caption: El Pakicetus podría estar relacionado con las primeras ballenas. Se imaginan qué relación podría tener este animal con las ballenas? Es un misterio. Leamos desde el comienzo del libro para descubrir cómo los científi cos resuelven misterios de fósiles. Target Vocabulary desenterrar sacar algo que estaba cubierto de tierra, p. 10 enterrar meter algo en la tierra, p. 14 esqueleto lo que sostiene a los seres humanos y muchos animales y protege sus órganos, p. 10 evidencia hechos o señales que muestran que algo es verdad, p. 3 feroz salvaje, fuerte o peligroso, p. 3 fósil partes o huellas de cosas que vivieron hace mucho tiempo, como huesos, huellas o la marca de una hoja, p. 2 pista hecho que ayuda a resolver un problema o un misterio, p. 5 probar mostrar que algo es verdad, p. 8 restos cosas que quedan, p. 6 sitio lugar, p. 5 2
3 Read Have students read Misterios de hace mucho tiempo silently while you listen to individual students read. Support their problem solving and fluency as needed. Remind students to use the Visualize Strategy to picture what is happening as they read. and use selection details Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the book. Suggested language: Qué pregunta tienen sobre los animales que vivieron hace mucho tiempo que quieren que alguien les responda algún día? 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 Fossil clues help solve mysteries from the past. Animals alive today are related to animals that were alive long ago. Animal species change and evolve over time. A scientist s job is to solve mysteries about the natural world. Different kinds of animals that share some things in common could be related to a common ancestor long ago even if they don t seem to look alike Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The illustrations show what dinosaurs and other extinct animals may have looked like. The photographs of fossils include humans or other markers to show scale. The section headings give a good idea of what information will be covered. The maps show where certain fossils were found. Choices for Further Support Fluency Invite students to choose a passage from the text to read aloud. Remind them to pay attention to appropriate stress on word syllables, including those in the long names of prehistoric animals. 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 to solve longer, unfamiliar words by breaking them into smaller, more manageable parts. For example, Antártida becomes An-tár-ti-da. 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 Skill Conclusions Remind students that they can use clues in the text to make smart guesses about the book. Model the skill, using a Think Aloud like the one below. Think Aloud Miren el organizador gráfico de la página 15. Qué pistas del texto me ayudarían a concluir que lo que saben los científicos sobre los dinosaurios puede cambiar con el tiempo? En la página 3, el texto dice que los científicos antes pensaban que los dinosaurios sólo vivían en lugares cálidos. Después encontraron una huella cerca del Polo Norte y cambiaron de idea. Puedo escribir sobre esa pista del texto en la primera casilla. Practice the Skill Have students write two sentences telling a conclusion they have made about fossils from reading 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 what they know and their own experience to think about what happens in the story. Assessment Prompts In paragraph 1 on page 3, fi nd the word that means almost the same as clima. Complete this sentence in your own words: A pesar de que los científi cos han aprendido muchas cosas estudiando fósiles, todavía quedan muchas/ muchos. On page 8, fi nd the detail that showed scientists that the Pakicetus might be related to a whale. 4
5 Responder DESTREZA CLAVE Conclusiones Qué pistas en el texto te ayudaron a sacar conclusiones, o hacer conjeturas acerca de los misterios de los dinosaurios? Copia el diagrama que sigue. Escribe pistas que te ayuden a llegar a una conclusión. Pista? Pista? Pista? Conclusión Lo que los científicos saben sobre los dinosaurios cambia con el tiempo. A escribir! A escribir! El texto y tú Es importante aprender sobre los dinosaurios? Escribe un párrafo dando tu opinión. Incluye razones y hechos para fundamentar tu opinión. 3_037189_LR4_2OL_MISTER_L17.indd /21/09 6:06:22 PM Nombre Lee y contesta las preguntas. Fecha 1. Piensa dentro del texto Cuál fue la primera pista que indicó a los científicos que los dinosaurios vivieron en lugares fríos? Respuesta posible: Encontraron huellas de dinosaurios en el Ártico. Lección 17 HOJA REPRODUCIBLE 17.7 Misterios de hace mucho tiempo 2. Piensa dentro del texto Cuál es una de las razones por las que los titanosaurios bebés son importantes para los científicos? Respuesta posible: Dan pistas sobre su parentesco con otros animales. 3. Piensa más allá del texto Los científicos ya han hecho muchos descubrimientos con respecto a los dinosaurios. Crees que deberían seguir excavando para encontrar más pistas? Explica tu respuesta. Respuesta posible: Sí, porque todavía hay más información que aprender, como que los dinosaurios vivieron en toda la Tierra. 4. Piensa acerca del texto De qué modo las imágenes de Misterios de hace mucho tiempo te ayudan a comprender las ideas que contiene? Respuesta posible: Las imágenes me ayudan a imaginar cómo eran estos animales antiguos. Hacer conexiones Es posible que los ancestros de las ballenas actuales hayan caminado por la Tierra. Describe los ancestros de otro animal actual de los que hayas leído. 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 Misterios de hace mucho tiempo Fecha Pensar más allá del texto Piensa en la siguiente pregunta. Después, escribe tu respuesta en uno o dos párrafos. Elige uno de los misterios que los científicos trataron de resolver en este libro. Después piensa en la evidencia fósil que usaron los científicos para resolver el misterio. Crees que la evidencia que encontraron alcanzaba para resolver el misterio? Por qué sí? Por qué no? Explica tu respuesta. 6
7 Nombre Fecha Lección 17 HOJA REPRODUCIBLE 17.7 Lee y contesta las preguntas. Misterios de hace mucho tiempo 1. Piensa dentro del texto Cuál fue la primera pista que indicó a los científicos que los dinosaurios vivieron en lugares fríos? 2. Piensa dentro del texto Cuál es una de las razones por las que los titanosaurios bebés son importantes para los científicos? 3. Piensa más allá del texto Los científicos ya han hecho muchos descubrimientos con respecto a los dinosaurios. Crees que deberían seguir excavando para encontrar más pistas? Explica tu respuesta. 4. Piensa acerca del texto De qué modo las imágenes de Misterios de hace mucho tiempo te ayudan a comprender las ideas que contiene? Hacer conexiones Es posible que los ancestros de las ballenas actuales hayan caminado por la Tierra. Describe los ancestros de otro animal actual de los que hayas leído. Escribe tu respuesta en tu Cuaderno de lectura. 7
8 Estudiante Fecha Lección 17 HOJA REPRODUCIBLE Misterios de hace mucho tiempo NIVEL Q Misterios de hace mucho tiempo Registro de lectura page Selection Text Errors Self-Corrections 2 Si te gusta aprender sobre dinosaurios y otros animales prehistóricos, probablemente sepas lo que son los fósiles. Los fósiles ayudan a los científicos a resolver cómo eran esos animales, dónde vivían y qué comían. Hoy, los científicos siguen encontrando nuevos fósiles. Estos fósiles les ayudan a resolver los misterios. Le muestran a los científicos cómo era la vida en la Tierra hace miles e incluso millones de años atrás. 3 Cuando piensas en dinosaurios, probablemente imaginas feroces animales que deambulaban por cenagosas junglas o calurosos desiertos hace millones de años. Muchos científicos creían lo mismo. Comments: Accuracy Rate (# words read correctly/94 100) % 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 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.
Más detallesLos 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
Más detallesLo 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
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 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 Realistic Fiction Text Structure
LESSON 25 TEACHER S GUIDE by Carrie Waters Fountas-Pinnell Level E Realistic Fiction Selection Summary A brother and sister have fun making mud for pies. The boy makes a mud pie, but the girl discovers
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 N Informational Text
LESSON 8 TEACHER S GUIDE by Lawrence Chandler por Lawrence Chandler Fountas-Pinnell Level N Informational Text Selection Summary Lightning flashes when electricity builds up in storm clouds. It can flash
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 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 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
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 detallesÉtica del trabajo. Fountas-Pinnell Level R Nonfiction. by Daniel Rosen
LESSON 16 TEACHER S GUIDE by Daniel Rosen Ética del trabajo por Daniel Rosen Fountas-Pinnell Level R Nonfiction Selection Summary Getting a job is a way to earn money. There are many jobs that kids can
Más detallesFountas-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
Más detallesCharacteristics of the Text Genre Informational text Text Structure Information presented in ten short sections Content Moon exploration
LESSON 2 TEACHER S GUIDE Las rocas lunares del Apollo by Luna Fracchia Las rocas lunares del Apollo Fountas-Pinnell Level S Informational Text Selection Summary Since ancient times, people have been curious
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 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 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 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 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 M Fantasy
LESSON 20 TEACHER S GUIDE El superhéroe misterioso by Winston White Fountas-Pinnell Level M Fantasy Selection Summary A superhero is helping people all over town, but no one knows who the amazing person
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 detallesNarraciones de todos los tiempos. Fountas-Pinnell Level Q Nonfiction
LESSON 6 TEACHER S GUIDE Narraciones de todos los tiempos by Kristin Marciniak Narraciones de todos los tiempos por Kristin Marciniak Fountas-Pinnell Level Q Nonfiction Selection Summary Long ago, storytelling
Más detallesBetina y la presentación de talentos by Dale Lundberg
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 detallesFountas-Pinnell Level N Informational Text
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
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 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 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,
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure Three to six lines of text in the same position on each page
LESSON 12 TEACHER S GUIDE Bongós, maracas y xilófonos by Lisa Benjamin Fountas-Pinnell Level K Nonfiction Selection Summary People make music all over the world with instruments such as bongos, maracas,
Más detallesROBOTS. 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,
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 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 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 detallesGeorge Washington Carver by Minnie Timenti
LESSON 10 TEACHER S GUIDE George Washington Carver by Minnie Timenti Fountas-Pinnell Level O Biography Selection Summary George Washington Carver was born at a time when it was difficult for African Americans
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 detallesCharacteristics of the Text Genre Realistic fi ction Text Structure
LESSON 5 TEACHER S GUIDE by Rachel Fogelberg Fountas-Pinnell Level D Realistic Fiction Selection Summary A girl tells about the steps in building her play house. Her brother picks up the wood, her dad
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 detallesFountas-Pinnell Level K Fantasy
LESSON 3 TEACHER S GUIDE De dónde sacaron las hojas sus colores by Jane Manners De dónde sacaron las hojas sus por Jane Manners ilustrado por Deborah Melmon Fountas-Pinnell Level K Fantasy Selection Summary
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 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,
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