Characteristics of the Text Genre Nonfi ction Text Structure

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1 LESSON 13 TEACHER S GUIDE by Becca Houston Fountas-Pinnell Level B Nonfiction Selection Summary A red, white, blue, yellow, and green bird is each shown in its natural habitat. Number of Words: 28 Characteristics of the Text Genre Nonfi ction Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features First-person narrative Focused on a single topic Each page identifi es a bird of a different color Nature Birds Colors It s fun to learn more about birds. There are beautiful colors in the natural world. We can learn more about nature by looking carefully at the world around us. Simple, straightforward language Repetitive sentence pattern, changing only one word on each page Five-word sentences Simple sentence structure: Yo veo un pájaro. Familiar color words supported by photos: rojo, blanco, azul, amarillo, verde Simple, high-frequency words repeated: yo, veo, un Mostly one- and two-syllable words Color photos support the text. Five pages of text with a photo on each page Good spacing between words One line of text per 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 Becca Houston Build Background Read the title to children and talk with them about the bird in the cover photo. Ask them what they think they will learn about birds in this book. Build interest with questions such as: Cuál es su pájaro favorito? De qué color es? Introduce the Text Guide the children through the text, noting important ideas, and helping with unfamiliar language and vocabulary. Explain important text features such as the photos and the repetition of the phrase: Yo veo un pájaro that tells the color of each bird. Here are some suggestions: Page 2: Explain that this is a book about birds of different colors. Suggested language: Vayan a la página 2. El libro dice: Yo veo un pájaro rojo. Con qué letra comenzará la palabra Yo? Busquen la palabra Yo y señálenla con el dedo. Empieza con mayúscula porque está al comienzo de la oración. Page 3: Explain that children can use information in the photos to help them read. Ahora vayan a la página 3. Qué color de pájaro ven? Yo veo un pájaro blanco. Digan veo. Veo comienza con v. Busquen la palabra y señálenla con el dedo. Page 4: Qué ven en esta página? Page 5: Vayan a la página 5. De qué color es la fl or que ven? Qué otros colores ven en la cabeza y el ala del pájaro? Ahora vuelvan al comienzo para leer sobre un tipo distinto de pájaro en cada página. Words to Know Have children turn to the Palabras que quiero saber at the back of the book. Read each word aloud and then together. Explain any unknown words. Tell children to look for these words as they read. Words to Know qué tú 2

3 Read Now have children read softly while pointing under each word. Observe children as they read. Respond to the Text Personal Response Invite children to share their personal responses to the book. Begin by asking what they liked best about the book or what they found interesting. Suggested language: Sobre cuál de los pájaros les gustaría aprender más? Les gustaría volver a leer este libro? Por qué? 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 There are many birds of different colors. There are red, white, yellow, green, and blue birds. It s fun to look at birds of different colors all around us. Looking carefully helps you learn more about nature. The color photos show what each bird looks like. The author uses almost the same, simple language on each page. The author believes it is important to learn about birds Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Concepts of Print Practice early reading behaviors such as reading from left to right and locating the first and last letters of words in continuous text. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Listening Game Have children listen for words that rhyme. Ask them to raise their hands if the words rhyme and keep their hands in their laps if the words do not rhyme. Say pairs of words, for example: yo, no; veo, leo; pájaro, amarillo; verde, pierde; blanco, banco; azul, negro. Finding Letters Materials: magnetic or cardboard letter or letter cards. Say letter names aloud. Ask children to quickly search for and locate each letter that you say. Have them raise their hands when they fi nd the letter and read it aloud. Build Words Materials: magnetic or cardboard letters or letter cards or blocks. Work with children to build three-letter words that include the vowel e. Help children build words such as veo, ves, ver, ser, les, pez, mes, etc. 3

4 Writing About Reading Vocabulary Practice Read the directions and have children complete the Vocabulario questions on Hoja reproducible Responding Have children complete the vocabulary activities on page 7. Building Vocabulary Color Words Build on the color words in. Have children look at the photo on page 5 and talk about the flower. Suggested language: De qué color es la flor de la foto? Hablemos de los colores de las flores que vemos en los parques y jardines. As children suggest different colors, write their words and sentences on the board or on a large strip of paper. Begin the list with the words: Yo veo una flor. (Possible suggestions: blanca, anaranjada, violeta, azul, amarilla, blanca, rosada.) After children have suggested the color words, read the list together. Point to each word as you read. Miren todas las flores de colores que podemos ver! Writing Prompt Read aloud the following prompt. Have children draw and write their responses, using the writing prompt on page 6. Draw a picture of your favorite bird from the book. Write about the color of the bird. 4

5 Responder PALABRAS QUE QUIERO SABER Formar palabras Haz una pregunta sobre el color de tu pájaro favorito. Usa la palabra qué en tu pregunta. A platicar! El texto y tú Pregunta a tus amigos si a ellos les gustan los pájaros rojos o los pájaros azules. Usa las palabras de vocabulario en tu pregunta. Nombre Fecha Lección 13 HOJA REPRODUCIBLE 13.1 K_043555_VR3_3BL_BRD_L13.indd /6/09 1:02:56 PM Palabras que quiero saber Encierra en un círculo las palabras tú y qué en cada oración. Palabras que quiero saber Palabras que quiero saber tú qué 1. Qué tiene alas? 2. Tú lo ves? Escribe la palabra tú o qué en la oración. Recuerda que las oraciones empiezan con mayúscula. Qué día es hoy? Encierra en un círculo el animal que empieza con el mismo sonido que tú. Lea las instrucciones a los niños. Palabras que quiero saber. All rights reserved. 3, Unidad 3: Afuera de mi casa K_352862RTXSAN_BLM13.1.indd 3 8/19/09 3:32:32 PM 5

6 Nombre Haz un dibujo de tu pájaro preferido del libro. Fecha Escribe sobre el color del pájaro. 6

7 Nombre Fecha Lección 13 HOJA REPRODUCIBLE 13.1 Palabras que quiero saber Encierra en un círculo las palabras tú y qué en cada oración. Palabras que quiero saber Palabras que quiero saber tú qué 1. Qué tiene alas? 2. Tú lo ves? Escribe la palabra tú o qué en la oración. Recuerda que las oraciones empiezan con mayúscula. día es hoy? Encierra en un círculo el animal que empieza con el mismo sonido que tú. 7

8 Estudiante nivel b Fecha Lección 13 Hoja reproducible Registro de lectura page Selection Text Errors Self-Corrections Yo veo un pájaro rojo. Yo veo un pájaro blanco. Yo veo un pájaro azul. Yo veo un pájaro amarillo. Yo veo un pájaro verde. Qué ves tú? Comments: Accuracy Rate (# words read correctly/28 100) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Corrections) 1: Behavior Code Error Read word correctly Repeated word, sentence, or phrase Omission Behavior Code Error Substitution lodo 1 Self-corrects Insertion Word told lodo sc el 0 ˆ 1 T 1 ISBN-13: ISBN-10: