Nostalgia. Nostalgia del béisbol. del béisbol
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1 LESSON 5 TEACHER S GUIDE by Kelly Ann Murphy Fountas-Pinnell Level T Realistic Fiction Selection Summary When Corey moves with his family from Chicago to a small town in Texas, he misses his friends back home. However, his new job on the Suárez family horse ranch is full of exciting discoveries. Nostalgia del béisbol por Kelly Ann Murphy HOUGHTON MIFFLIN HARCOURT Number of Words: 1589 Characteristics of the Text Genre Realistic fi ction Text Structure Third-person narrative organized in four short chapters The action takes place over the course of two days Details help the reader to visualize the characters and setting Content Moving to a new town; homesickness Horses and working on a horse ranch Baseball Themes and Ideas You can miss something old while enjoying something new. Making new friends and sharing new activities can be rewarding. A new environment might hold new surprises. Language and Conversational language Literary Features Realistic dialogue Sentence Complexity A mix of short and complex sentences Dialogue passages Dashes, exclamations,questions, italics Vocabulary Many horse terms, some of which might not be familiar: resoplidos, avena, and comederos Words Many multisyllable words, some of them challenging, such as preliminar, oponentes Illustrations Realistic drawings support and enhance the text Book and Print Features Twelve pages of text, easy-to-read chapter headings, illustrations on most pages 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 Kelly Ann Murphy Build Background Help students use their knowledge about horses and horse ranches or farms to visualize the story. Build interest by asking questions such as the following: Creen que sería divertido trabajar en un rancho ecuestre? Por qué sí? Por qué no? Con qué actividades podrían ayudar en el rancho? Read the title and author and talk about the cover illustration. Note the four chapter heads. Tell students that this story is realistic fiction, so the characters will probably act like real people. 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 3: Explain that this is a story about a boy, Corey. Corey has recently moved to a small Texas town where he works on a horse ranch. Direct students to the chapter heading. Suggested language: El título del capítulo nos dice que alguien está viviendo en un nuevo pueblo. Qué emociones creen que pueden aparecer en este cuento? Have students read the fi rst sentence of the third paragraph: Lo que más le gustaba era trabajar en el rancho ecuestre de los Suárez. Page 5: Point out the fi rst sentence. Ask students to explain why the Texas summer weather might sometimes have seemed violento to Corey after living in Chicago. Pages 6 7: Explain that Corey stays in touch with his friends back in Chicago and follows their favorite team. Have students fi nd the word oponentes in the fi rst paragraph on page 7. Suggested Language: El texto dice que el equipo favorito de Corey y sus amigos había jugado mejor que sus oponentes. Qué signifi ca que hayan jugado mejor que sus oponentes? Page 9: Point out the word yeguas in the fi rst paragraph. Ask for a volunteer to defi ne the word. Ahora, vuelvan al comienzo para descubrir qué le pasa a Corey en su nuevo pueblo. Target Vocabulary avergonzar sentirse incómodo, p. 8 dramáticamente de modo exagerado o marcado, p. 3 estupendo algo muy hermoso o bueno, p. 5 obvio que se nota mucho o es fácil de ver, p. 10 oficialmente hecho con el consentimiento adecuado, o bajo autorización, p. 14 oponente persona que compite contra otra, en general en un torneo, p. 7 preliminar algo que viene antes del evento principal, p. 11 supuestamente algo que se cree que es cierto sin ninguna prueba, p. 12 típicamente algo que se hace regularmente o siempre de la misma manera, p. 4 violento comportamiento o condiciones que son crueles o duras, p. 5 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 Visualize Strategy and to use details from the text to help them form pictures in their minds when they read. Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the book. Suggested language: Alguna vez se han mudado a un nuevo lugar? Si no lo han hecho, cómo piensan que sería? Qué creen que ayudó a que Corey se sintiera mejor acerca de este gran cambio en su vida? 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 Corey enjoys helping out with Luisa at the horse ranch, but misses his friends in Chicago. After señor Suárez shares baseball stories, Corey brings mitts and a baseball to the ranch. It s possible to miss activities and people from your old home while enjoying making new friends and trying new activities at your new home. You might be surprised about what you discover in a new place Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The vivid descriptions of the ranch make readers feel like they are there. The dialogue of the story sounds very realistic, the way a boy really talks. The author includes lots of details about horses and baseball to make the story more interesting. Choices for Further Support Fluency Invite students to choose a passage for a reader s theater presentation. Remind them to pay attention to pronunciation and expression, and to use gestures that the three main characters might have used. 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 the suffi x -oso can turn a noun into an adjective. An example from the text is amistosos on page 7. Other examples include maravilloso, caluroso and nervioso. 3
4 Writing about Reading Critical Thinking Have students complete the questions on Hoja reproducible 5.7. 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 Theme Remind students that they can recognize the theme of the story by examining characters qualities, motives, and actions. The theme in a story explores how characters behave. Model how to add details to the Graphic Organizer, using a Think Aloud like the one below: Think Aloud A Corey le gusta trabajar con caballos en el rancho en Texas. Se entusiasma cuando descubre que el Sr. Suárez era jugador de béisbol. Anoten estas ideas en los cuadros del medio y de la derecha. Muestren que a Corey comienzan a gustarle algunas cosas de Texas. Practice the Skill Encourage students to share their examples of another story with the theme of one character having difficulties fitting into a new environment. 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 estupendo on page 3? What can the reader conclude about the Suárez horse ranch as described in this story? What is an important message in the story? 4
5 Responder DESTREZA CLAVE Tema Cuál es el tema de la historia? Piensa en tres ideas relacionadas que contribuyen al tema. Copia y completa la tabla a continuación. Idea relacionada Corey extraña a sus amigos de Chicago. Idea relacionada? Idea relacionada? Tema? A escribir! El texto y tú Corey extraña su antigua casa, pero su nueva casa también le parece interesante. Alguna vez has tenido emociones en conflicto en tu vida? Escribe un párrafo en el que describas qué cosa te provocó sentimientos encontrados. Nombre Fecha Lección 5 HOJA REPRODUCIBLE Lee y contesta las preguntas. Se muestran respuestas posibles. 1. Piensa dentro del texto Por qué la familia de Corey dejó de asistir a los partidos de béisbol después de haberse mudado a Texas? Cómo le afecta esto a Corey? No habían equipos profesionales de béisbol cerca de su nueva ciudad. Eso lo hace extrañar aún más. 2. Piensa dentro del texto Cómo y por qué cambia la actitud de Corey acerca de mudarse a un nuevo lugar? Conforme comienza a concentrarse en sus nuevos amigos y nuevas actividades interesantes, como su trabajo en el rancho, sus expectativas mejoran. 3. Piensa más allá del texto Qué lección o lecciones importantes aprende Corey de adaptarse a un ambiente nuevo? Aprende que es normal extrañar el hogar antiguo; que ayuda el hablar de ello con la gente; y que es importante encontrar nuevas actividades y hacer nuevos amigos. También aprende a mantener su interés en el béisbol de maneras nuevas. 4. Piensa acerca del texto Por qué crees que el autor escogió a Chicago y un poblado en Texas para el antiguo y el nuevo hogar de Corey? Porque son lo contrario el uno del otro: uno es urbano y el otro rural. Hacer conexiones Alguna vez te has mudado a un nuevo lugar o escuela? Qué lecciones aprendiste que quizá puedas compartir con alguien en una situación similar? Si nunca te ha pasado, imagina cómo te sentirías si tuvieras que mudarte. Qué es lo que más te preocuparía? Escribe tu respuesta en tu Cuaderno de lectura.. All rights reserved. 9 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 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 8, Luisa dice: Se necesita mucho valor para admitir que estás triste. Espero que nunca te sientas avergonzado de decirme cómo te sientes. Piensas que la amistad de Corey con Luisa lo ayuda a establecerse en el lugar? Por qué sí? Por qué no? Cómo lo ayuda a Corey trabajar en el rancho ecuestre? 6
7 Nombre Lee y contesta las preguntas. Fecha Lección 5 HOJA REPRODUCIBLE Piensa dentro del texto Por qué la familia de Corey dejó de asistir a los partidos de béisbol después de haberse mudado a Texas? Cómo le afecta esto a Corey? 2. Piensa dentro del texto Cómo y por qué cambia la actitud de Corey acerca de mudarse a un nuevo lugar? 3. Piensa más allá del texto Qué lección o lecciones importantes aprende Corey de adaptarse a un ambiente nuevo? 4. Piensa acerca del texto Por qué crees que el autor escogió a Chicago y un poblado en Texas para el antiguo y el nuevo hogar de Corey? Hacer conexiones Alguna vez te has mudado a un nuevo lugar o escuela? Qué lecciones aprendiste que quizá puedas compartir con alguien en una situación similar? Si nunca te ha pasado, imagina cómo te sentirías si tuvieras que mudarte. Qué es lo que más te preocuparía? Escribe tu respuesta en tu Cuaderno de lectura. 7
8 Estudiante Fecha Lección 5 HOJA REPRODUCIBLE 5.10 N I V E L T Registro de lectura page Selection Text Errors Self-Corrections 13 Al día siguiente, Corey se despertó antes que sus padres. Las historias que le había contado el señor Suárez le dieron una idea. Se sentó frente a la computadora de la oficina de sus padres. Encontró una página de Internet sobre la historia del béisbol local que tenía fotos antiguas de los equipos. Los padres de Corey entraron a la oficina. Les comentó lo que le había contado el señor Suárez. Corey les enseñó la página. Miren!, encontré una fotografía del equipo del señor Suárez. Supuestamente, era el lanzador estrella. Voy a imprimir y enmarcar la foto para regalársela. 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
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