Fountas-Pinnell Level K Fantasy
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1 LESSON 21 TEACHER S GUIDE Roque va en camino a casa by Rob Arego Fountas-Pinnell Level K Fantasy Selection Summary Roque, a raccoon, lives a good life eating from the garbage bin of Cena de Mayo. When Roque is scooped up by a garbage truck and taken to the town dump, he thinks it will be great to eat garbage from all the finest restaurants in town. However, he misses the food at Cena de Mayo and finds a garbage truck to take him back home. HOUGHTON MIFFLIN Number of Words: 518 Characteristics of the Text Genre Fantasy Text Structure Narrative structure with a simple plot Problem presented in middle of the story Content Change in setting affects an animal character s life Animal sometimes behaves like a person but does not wear clothing. Themes and Ideas New situations are not always as appealing as they initially seem to be. The simple pleasures of home are often the most satisfying. Familiar food can be preferable to fancy, gourmet food. Language and Third-person narrator Literary Features Dialogue showing character s thoughts in quotation marks Sentence Complexity Split dialogue Some compound and complex sentences with phrases/clauses. Example: Su estómago estaba lleno, y aún había lo sufi ciente para volver a comer más tarde. Vocabulary Many food terms such as: cena, restaurante, brócolis, postre, caracoles, hamburguesas, salchichas alemanas y frijoles One idiom: la buena vida Words Some challenging multisyllable words such as subterráneo, violentamente, acostumbrarme, entristeció Illustrations Humorous, cartoonish raccoon in realistic settings of garbage dumpster and town dump Some illustrations show thought balloons indicating character s daydreams. Book and Print Features Thirteen pages of text, illustrations on every page Descriptive captions on each 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 Roque va en camino a casa by Rob Arego Build Background Help students think about what they like to eat when they are at home and away from home. Build interest by asking questions such as the following: Qué comidas les gusta comer en su casa? Qué comidas nuevas han probado en la casa de un amigo o en un restaurante? Read the title and author s name, and talk about the cover illustration. Tell students that this story is a fantasy, but the main character is a raccoon that has feelings and thoughts that a person might have. Introduce the Text Guide students through the text, noting important ideas, and helping with unfamiliar language and vocabulary. Here are some suggestions: Page 2: Explain that this is a story about a raccoon named Roque who lives near his favorite restaurant, Cena de Mayo. Point out a diner is a restaurant that has simple food that tastes like food you could make at home. Suggested language: Vayan a la página 2. Aquí tenemos una ilustración de Roque, el mapache. Está caminando al tanque de basura que está detrás de Cena de Mayo. Lean las primeras dos oraciones: Roque se daba la buena vida. Él vivía en un acogedor hueco subterráneo no lejos de Cena de Mayo. Como la mayoría de los mapaches reales, Roque duerme bajo tierra durante el día. A la noche, salta al tanque de basura y come las sobras de Cena de Mayo. Page 3: Aquí está Roque dentro del tanque, comiendo pastel de manzana. Qué les muestra esta ilustración sobre por qué a Roque le gusta estar cerca de Cena de Mayo? Page 5: Draw attention to the illustration and label. Ask students to read the last sentence: Estaba rodeado de basura. Qué habrá todo alrededor de Roque dentro del camión? Creen que a Roque le gustará estar rodeado de comida vieja y apestosa? Por qué? Page 7: Explain that Roque has landed at the town dump. Cómo se sentía por eso? Lean la leyenda: Roque estaba feliz de ver toda la basura! Vuelvan al comienzo del cuento para descubrir qué le pasó a Roque en el basurero de la ciudad. Target Vocabulary angosto no muy ancho, p. 13 cristalino parecido al cristal, p. 2 empapado lleno de agua, p. 3 explorador alguien que sale a observar para buscar información extraño raro, p. 9 ignorar no saber algo líquido ni sólido ni gaseoso, p. 3 rodeado que tiene algo todo alrededor, p. 5 subterráneo debajo de la tierra, p. 2 violentamente con mucha fuerza, p. 5 2
3 Read Have students read Roque va en camino a casa silently while you listen to individual students read. Support their problem solving and fluency as needed. Remind students to use the Monitor/Clarify Strategy to clear up what doesn t make sense to them as they read. and to find a way Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the book. Suggested language: Creen que fue buena la decisión de Roque de volver a Cena de Mayo? 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 Roque enjoys his meals of garbage from Cena de Mayo until, by mistake, a garbage truck takes him to the town dump. At first, he is happy to try garbage from fine restaurants all over town. In the end, he misses the simple food at Cena de Mayo and decides to go home. Settings that seem better than our own don t always make us happy. The simple pleasures of home are often the most satisfying to us Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The fantasy character shows very human reactions and feelings. The ending is satisfying because Roque solves his problem and is happy again. Roque s thoughts to himself add to the humor of the story. Choices For Further Support Fluency Invite students to choose a passage from the text to read aloud. Remind them to notice whether the passage contains dialogue and, if so, to read the dialogue as if Roque were really speaking. 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. Have students identify words with suffi xes on these pages and analize their meanings: page 3 (delicioso suffi x -oso, full of ), page 5 (violentamente suffi x -mente, manner ), page 7 (basurero suffi x -ero, place. ) 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 Story Structure Remind students that they can think about a story character or a problem faced by the character by looking at what happens in the story. Model the skill, using a Think Aloud like the one below: Think Aloud Roque tiene un problema. Lo llevaron al basurero de la ciudad. Qué pasa allí? A Roque no le gusta la comida. No es feliz allí. Cómo soluciona su problema? Roque se da cuenta de que el camión de basura puede llevarlo otra vez a su casa cerca de Cena de Mayo, un lugar donde puede volver a ser feliz. Practice the Skill Have students write two sentences telling what they learned about Roque from what he does in the story. 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 On page 4, fi nd the word that means almost the same as a big meal. What is the paragraph on page 10 mainly about? Find the sentence on page 12 that tells Roque s idea for a way to get home. 4
5 Responder DESTREZA CLAVE Estructura del cuento Copia el mapa del cuento que está abajo. Completa los sucesos del cuento. Explica cómo Roque soluciona el problema. Personajes Roque Ambiente Cena de Mayo, Basurero de la ciudad Trama Llevan a Roque al basurero. Sucesos?? Cómo resolvió Roque su problema? A escribir! De texto a texto Piensa en otro cuento en que un animal se mete en problemas. Escribe un párrafo sobre una nueva aventura que pueda tener el animal. Nombre Fecha Lección 21 HOJA REPRODUCIBLE Lee y contesta las preguntas. 1. Piensa dentro del texto Qué es lo que más le gustaba hacer a Roque toda la noche? Roque va en camino a casa 3_040769_LR5_1BL_ROCKY_L21.indd 15 11/21/09 4:33:43 PM A Roque le gustaba comer toda la noche. 2. Piensa dentro del texto Por qué está feliz Roque cuando llega por primera vez al basurero? Hay basura por todas partes y Roque come basura. 3. Piensa más allá del texto Por qué la comida que Roque comió no era tan buena como decían los diarios? Roque estaba comiendo la comida que los restaurantes tiraban a la basura. La comida del basurero no era tan fresca como la comida del tanque de basura de Cena de Mayo. 4. Piensa acerca del texto La solución de Roque a su problema fue buena? Por qué? Fue una buena solución porque volvió a su casa sano y salvo. Hacer conexiones Qué otro personaje de un cuento conoces al que le guste comer? Describe cómo es ese personaje. Escribe tu respuesta en tu Cuaderno de lectura. Lea las instrucciones a los estudiantes.. All rights reserved. 8 Grado 3, Unidad 5: Viajes extraordinarios 5
6 Nombre Roque va en camino a casa Fecha Pensar más allá del texto Piensa en las siguientes preguntas. Después escribe tu respuesta en uno o dos párrafos. Al final del cuento, Roque se va del basurero de la ciudad para estar cerca de Cena de Mayo otra vez. Qué aprendió sobre lo que lo hace feliz? Crees que algún día volverá a probar otras clases de comida elegante? Por qué sí? Por qué no? 6
7 Nombre Fecha Lección 21 HOJA REPRODUCIBLE 21.6 Lee y contesta las preguntas. Roque va en camino a casa 1. Piensa dentro del texto Qué es lo que más le gustaba hacer a Roque toda la noche? 2. Piensa dentro del texto Por qué está feliz Roque cuando llega por primera vez al basurero? 3. Piensa más allá del texto Por qué la comida que Roque comió no era tan buena como decían los diarios? 4. Piensa acerca del texto La solución de Roque a su problema fue buena? Por qué? Hacer conexiones Qué otro personaje de un cuento conoces al que le guste comer? Describe cómo es ese personaje. Escribe tu respuesta en tu Cuaderno de lectura. 7
8 Estudiante Fecha Lección 21 HOJA REPRODUCIBLE 21.9 Roque va en camino a casa NIVEL K Roque va en camino a casa Registro de lectura page Selection Text Errors Self-Corrections 12 Justo entonces, Roque tuvo una idea. Un camión de basura me trajo aquí. Un camión de basura me regresará a casa!. Roque corrió hacia el camión estacionado en el terreno. Se arrastró bajo él y esperó toda la noche. 13 La mañana siguiente un chofer entró en el camión de basura. Roque saltó a la parte de atrás mientras el camión botaba la basura. El camión hizo muchas paradas en el camino. Finalmente, se detuvo en el angosto callejón detrás de Cena de Mayo. 14 Roque saltó del camión y corrió hacia el tanque de basura. Comments: Accuracy Rate (# words read correctly/94 100) % 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 0 Insertion el ˆlobo 1 Word told T 1 lobo
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Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure Focus on one simple topic Content
LESSON 16 TEACHER S GUIDE Acampar bajo las estrellas by Nic Grant Fountas-Pinnell Level C Nonfiction Selection Summary On a camping trip, the family in this book can see the sun, the moon, a star, and
Más detallesCharacteristics of the Text Genre Realistic fi ction Text Structure
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 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 detallesCharacteristics of the Text Genre Realistic fi ction Text Structure
LESSON 5 TEACHER S GUIDE by Aksel James Fountas-Pinnell Level C Realistic Fiction Selection Summary A girl puts on the ears and nose of a costume. A boy puts on the tail and feet. They wear the rest of
Más detallesFountas-Pinnell Level K Realistic Fiction. by Annie Brannan
LESSON 22 TEACHER S GUIDE by Annie Brannan por Annie Brannan ilustrado por Nancy Cote Fountas-Pinnell Level K Realistic Fiction Selection Summary A young girl who doesn t want to move to a new town makes
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure
LESSON 19 TEACHER S GUIDE by Minnie Ruham Fountas-Pinnell Level C Nonfiction Selection Summary A girl packs her hat, an apple, water, and a map for a hike. Number of Words: 35 Characteristics of the Text
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure
LESSON 12 TEACHER S GUIDE by Elizabeth Shu Fountas-Pinnell Level B Nonfiction Selection Summary Many winter animals can live in the snow a bird, rabbit, fox, moose, and a family of bears. Number of Words:
Más detallesFountas-Pinnell Level P Informational Text
LESSON 7 TEACHER S GUIDE by Stanford Makishi Fountas-Pinnell Level P Informational Text Selection Summary The work of different kinds of artists can be seen almost everywhere. Costume designers, architects,
Más detallesCharacteristics of the Text Genre Fantasy Text Structure
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
Más detallesCharacteristics of the Text Genre Informational Text Text Structure
LESSON 24 TEACHER S GUIDE Alimentar a nuestras mascotas by Dizzy Redstill Fountas-Pinnell Level C Informational Text Selection Summary This book presents children feeding a variety of pets: a rabbit, a
Más detallesCharacteristics of the Text Genre Informational Text Text Structure First-person plural narrative Content
LESSON 18 TEACHER S GUIDE by Dick Martin Fountas-Pinnell Level D Informational Text Selection Summary Children see many different kinds of plants and animals by the sea. Number of Words: 49 Characteristics
Más detallesFountas-Pinnell Level N Nonfiction. by Lisa Scorza
LESSON 2 TEACHER S GUIDE by Lisa Scorza Fountas-Pinnell Level N Nonfiction Selection Summary The Supreme Court is in the judicial branch of government and is the most important court in the United States.
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 detallesCharacteristics of the Text Genre Fiction Text Structure
LESSON 22 TEACHER S GUIDE by Hadley Ruddock Fountas-Pinnell Level E Fiction Selection Summary Sami wants to read, but first his mother asks him to clean his room. Then his father asks him to play with
Más detallesDiving under the sea Marine life Varied animals live under the sea. Underwater views are interesting. Repetition of words and sentences
LESSON 11 TEACHER S GUIDE by Alex Plisky por Alex Plisky Fountas-Pinnell Level G Informational Text Selection Summary A diver swims under the sea and sees fish, a stingray, a turtle, starfish, a crab,
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 detallesCharacteristics of the Text Genre Informational Text Text Structure
LESSON 13 TEACHER S GUIDE by Ella Powell por Ella Powell ilustrado por Hector Borlasca Fountas-Pinnell Level L Informational Text Selection Summary Schools of long ago in Athens were both similar to and
Más detallesFountas-Pinnell Level S Realistic Fiction
LESSON 1 TEACHER S GUIDE by Barbara Dodson Fountas-Pinnell Level S Realistic Fiction Selection Summary Edward wants to play basketball with his brother, León. The only problem is that Edward is not very
Más detallesFountas-Pinnell Level K Nonfiction
LESSON 19 TEACHER S GUIDE Las señales están en todas partes by Myka-Lynne Sokoloff por Myka-Lynne Sokoloff Fountas-Pinnell Level K Nonfiction Selection Summary Signs, which provide helpful information,
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 Nonfi ction Text Structure
LESSON 3 TEACHER S GUIDE by Isabel Johnson Fountas-Pinnell Level B Nonfiction Selection Summary Items important for puppy care are introduced. Number of Words: 15 Characteristics of the Text Genre Nonfi
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure Information is presented by description. Content
LESSON 14 TEACHER S GUIDE by Kaitlyn Robinson Los animales del desierto Fountas-Pinnell Level G Nonfiction Selection Summary The desert is very hot and dry, but it is a good home for animals such as foxes,
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 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 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,
Más detallesFountas-Pinnell Level N Informational Text
LESSON 2 TEACHER S GUIDE Así hacemos un árbol genealógico by Gail Mack por Gail Mack Fountas-Pinnell Level N Informational Text Selection Summary In this book, sample family trees accompany text that tells
Más detallesFountas-Pinnell Level P Nonfiction. Todo tipo de hormigas. by Anne Kasper
LESSON 14 TEACHER S GUIDE by Anne Kasper Todo tipo de hormigas por Anne Kasper Fountas-Pinnell Level P Nonfiction Selection Summary Most people think ants are a bother. However, this book proves that ants
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 detallesinsectos sociales vida de los
LESSON 14 TEACHER S GUIDE La vida de los insectos sociales by L. M. Colozza La vida de los insectos sociales Fountas-Pinnell Level P Informational Text Selection Summary Insects are a part of the world.
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 M Realistic Fiction
LESSON 16 TEACHER S GUIDE by Sharon Richards Fountas-Pinnell Level M Realistic Fiction Selection Summary Children voluntarily part with their treasured collections of stamps, baseball cards, and butterflies
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 detallesFountas-Pinnell Level P Realistic Fiction. by Lisa Cocca
LESSON 8 TEACHER S GUIDE by Lisa Cocca Fountas-Pinnell Level P Realistic Fiction Selection Summary Jin has to add one item to a class collage of things they learned this year. Jin worries about what to
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 K Informational Text
LESSON 7 TEACHER S GUIDE by Rob Arego Fountas-Pinnell Level K Informational Text Selection Summary Murals are large paintings on walls. The series of steps involved in making a mural include thinking of
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 detallesNu e s t ra panadería
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,
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