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1 LESSON 20 TEACHER S GUIDE by Lisa Cocca Fountas-Pinnell Level R Biography Selection Summary Laura Ingalls Wilder wrote about the events and details of her life in a journal. She eventually shared these stories by writing a series of books, read and shared by people around the world. Her books showed what life was like on the frontier. Escritora. de la pradera por Lisa Cocca HOUGHTON MIFFLIN Number of Words: 1453 Characteristics of the Text Genre Biography Text Structure Five short sections Third-person narrator Content Details about the life of Laura Ingalls Wilder Description of everyday life of pioneers in late 1800s Descriptions about the books Laura wrote Themes and Ideas Keep trying when faced with hardships. Importance of family and community Language and Conversational and descriptive language Literary Features Words that indicate chronological sequence: Esta vez partieron hacia el oeste... Sentence Complexity A mix of short and complex sentences Dependent clauses Vocabulary Words specifi c to westward travels and life in the 1800s: cabaña, provisiones, arado, carreta cubierta, pradera Words Compound words: saltamontes, ferrocarril Illustrations Historical photographs that support the text Captions reiterate or clarify concepts and details Book and Print Features Thirteen pages of text, most with illustrations Chronological list of book titles 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 Lisa Cocca Build Background Help students use their knowledge of going on a trip or moving to a new home to visualize the biography. Build interest by asking questions such as the following: Han ido de viaje a algún lado alguna vez? Cómo llegaron allí? Alguna vez se han mudado a una casa nueva? Si lo hicieron, cómo se sintieron? Read the title and author and talk about the cover photograph. Tell students that this selection is a biography, which tells about events in a person s life, written by another person. 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 2: Point out the photograph of Laura Ingalls Wilder signing copies of her book. Ask: Qué creen que pensaba sobre ser escritora? Pueden adivinar por qué le gustaba compartir las aventuras de su vida escribiendo sobre ellas en sus libros? Page 5: Explain that a cuerpo of soldiers made the Ingalls family leave Kansas. Ask: Cómo piensan que la familia Ingalls se sintió al tener que dejar su granja en Kansas? Page 6: Read the sentence El espíritu aventurero de Charles mantuvo a la familia en constante movimiento. Ask: Creen que para la familia Ingalls mudarse con frecuencia era difícil, divertido o las dos cosas? Page 13: Remind students that biographies provide information about a person s life. Read the sentences Laura comenzó a escribir sobre la vida en la granja para revistas y periódicos después de que Rose creció. Luego, Laura empezó a escribir la historia de su propia vida. Ask: Qué pudo haber hecho que Laura quisiera contar la historia de su vida? Ahora, vuelvan al comienzo y averigüen cómo Laura Ingalls Wilder comenzó a escribir sobre las aventuras de su vida. Target Vocabulary acompañar ir a algún lado con alguien, p. 6 cuerpo un grupo de personas que trabajan juntas, p. 5 intérprete una persona que traduce palabras de una lengua a otra, p. 5 lugar de referencia un objeto conocido o fácil de ver que identifica a un lugar, p. 10 proponer sugerir, p. 12 provisiones cosas importantes que necesitan las personas, p. 4 rudimentario simple y elemental, p. 4 ruta un camino o sendero entre dos lugares, p. 10 tarea el trabajo o responsabilidad de una persona, p. 14 territorio una extensión de tierra, p. 5 2 Lesson 20:
3 Read Have students read silently while you listen to individual students read aloud. Support their understanding of the text as needed. Remind students to use the Visualize Strategy to form pictures in their minds of what they are reading. and to use texts details Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the book. Suggested language: Creen que Laura Ingalls Wilder tuvo una buena vida? Por qué sí? Por qué no? Se sorprendieron al saber que los libros de Laura ganaron el premio Newbery cinco veces? 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 Laura Ingalls Wilder was a pioneer girl who traveled west with her family. Laura Ingalls Wilder wrote books about everyday life of pioneers. Laura Ingalls Wilder became a well-known author whose books have been translated into more than 26 languages. It s important to keep trying when you face a hardship or challenge. People are interested in reading about the experiences and journeys of others Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The photographs help readers understand what life on the prairie was like for pioneers. The author includes lots of details about pioneer life to help readers visualize what they are reading. Choices for Further Support Fluency Invite students to create a script for a readers theater. Use the sentence Rose, escritora también, alentó a su madre on page 13 as a starting point from which to create a dialogue between Laura and Rose. Try to include in the dialogue reasons Rose might give her mother for why Laura should write about her life. 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. Draw students attention to the root word auto in autobiografía on page 13. Auto comes from the Greek word autos, which means por uno mismo. Other words that share this root include autógrafo, automóvil, and automático. 3 Lesson 20:
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 using their Cuaderno del lector. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill. Target Comprehension Skill Main Ideas and Details Remind students that they can understand the main ideas by looking for details that support the key ideas. Model how to add details to the Graphic Organizer, using a Think Aloud like the one below: Think Aloud Los Ingalls enfrentaron muchas dificultades está marcado como idea principal. Los soldados forzaron a la familia a abandonar su hogar. Más adelante, los saltamontes se comieron sus cultivos y los forzaron a mudarse nuevamente. También soportaron enfermedades y un invierno crudo. Enumeren esos datos como detalles que apoyan la idea principal. Practice the Skill Encourage students to share their examples of another biography in which people face many hardships and continue trying to succeed. 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 On page 14 of the biography, the author says that through her stories, Laura recreó un verdadero retrato de la vida en el Oeste. Give examples from the biography to support this statement. Which sentences from the biography show that the Ingalls kept trying, even when they faced hardships? The author organizes the selection by. 4 Lesson 20:
5 Responder Ideas principales y detalles Qué detalles incluye la autora para apoyar la idea principal de que los Ingalls enfrentaron dificultades? Copia y completa el siguiente diagrama. Detalle de apoyo? Detalle de apoyo? Idea principal Los Ingalls enfrentaron muchas dificultades. Detalle de apoyo? Detalle de apoyo? A escribir! El texto y tú Piensa en un viaje que hayas realizado. Escribe un párrafo narrativo personal sobre tu viaje. Recuerda incluir detalles interesantes e importantes. Nombre Fecha Lección 20 HOJAS REPRODUCIBLES Lee y contesta las preguntas. Respuestas posibles. 1. Piensa dentro del texto Cuál fue la primera obra publicada de Laura? Una carta en el periódico local describiendo frutos y nueces que ella reconocía en su viaje por Missouri. 2. Piensa dentro del texto Qué libros describen los años de la familia Ingalls en Minnesota? A orillas del río Plum y En las orillas del lago de plata. 3. Piensa más allá del texto Laura Ingalls Wilder se mudó muchas veces durante su vida. Qué tipo de efecto podría tener esto en una persona? Creo que mudarse constantemente hace que una persona sea interesante porque conoce muchos lugares. Aunque también es probable que le sea difícil mantener amistades y que se sienta sola. 4. Piensa acerca del texto Qué detalles usa la autora para indicar que el padre de Laura, Charles Ingalls, no temía tener que trabajar duro? La autora describe los sistemas de arado que utilizaba Charles para preparar la tierra antes de sembrar, las diferentes casas que construyó y cómo decidió ir al Oeste aunque los viajes eran difíciles. Hacer conexiones Si escribieras un libro acerca de un momento favorito de tu niñez, qué detalles incluirías? Por qué? Escribe tu respuesta en tu Cuaderno de lectura.. All rights reserved. 9 Grado 4, Unidad 4: Nunca te rindas! 5 Lesson 20:
6 Nombre Fecha Pensar más allá del texto Piensa en las siguientes preguntas. Después, escribe tu respuesta en dos párrafos. Recuerda que cuando piensas más allá del texto, usas tu conocimiento personal para comprender las cosas de un modo nuevo. Crees que la popularidad de los libros de Laura se debió a que la familia siguió intentando a pesar de las dificultades? Por qué sí? Por qué no? Por qué crees que a la gente le interesa leer acerca de las dificultades de otros? 6 Lesson 20:
7 Nombre Fecha Lección 20 HOJAS REPRODUCIBLES 20.7 Lee y contesta las preguntas. 1. Piensa dentro del texto Cuál fue la primera obra publicada de Laura? 2. Piensa dentro del texto Qué libros describen los años de la familia Ingalls en Minnesota? 3. Piensa más allá del texto Laura Ingalls Wilder se mudó muchas veces durante su vida. Qué tipo de efecto podría tener esto en una persona? 4. Piensa acerca del texto Qué detalles usa la autora para indicar que el padre de Laura, Charles Ingalls, no temía tener que trabajar duro? Hacer conexiones Si escribieras un libro acerca de un momento favorito de tu niñez, qué detalles incluirías? Por qué? Escribe tu respuesta en tu Cuaderno de lectura. 7 Lesson 20:
8 Estudiante Fecha Lección 20 HOJAS REPRODUCIBLES N I V E L R Registro de lectura page Selection Text Errors Self-Corrections 3 Laura Ingalls Wilder nació el 7 de febrero de 1867, en una cabaña en los bosques de Wisconsin. Era la segunda niña en la familia. Su hermana Mary había nacido dos años antes. Cuando Laura nació, sus padres, Charles y Caroline, ya tenían planes de mudarse al Oeste. 4 El gobierno había promulgado la Ley del Hogar Seguro en 1862, que dividía las tierras no habitadas en parcelas de 160 acres de tierra gratuita. Conforme a esta ley, la familia Ingalls podía reclamar una parcela, construir su hogar allí, luego vivir y trabajar la tierra durante cinco años. Después de cinco años, se convertirían en los propietarios de la tierra. 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 Lesson 20:
Simple language with repetition: Yo veo.
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