Characteristics of the Text Genre Informational Text Text Structure
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1 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 different from schools today. Athens was an important city that helped form our culture. In Athens, girls could learn at home, but boys were taught at school where they learned the alphabet, languages, writing, poetry, music, law, and sports. HOUGHTON MIFFLIN HARCOURT Number of Words: 414 Characteristics of the Text Genre Informational Text Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Schools in ancient Greece are introduced via comparison/contrast with schools today. Basic information about Athens is presented. Text organized around categories of transportation, clothing, school subjects, and teaching methods History and importance of Athens Description of school and student life in ancient Athens Ancient Greek and modern schools are alike and different. School is both work and fun. Long ago, girls could not go to school. Clear language Description but no fi gurative use of language Fairly short, mostly simple sentences, many with prepositional phrases. Examples: Los niños escribían en bloques de cera. A few complex sentences. Examples: Los niños escuchaban al maestro recitar el poema. Words related to culture, some possibly unfamiliar, such as Atenas, Grecia, comunidad, cultura, idioma, materias, transporte, historia, juegos olímpicos. Some challenging or less familiar words such as famosos, tallaban, puntiaguda, cera, metal Map with labels Cartoon-like illustrations support the text Twelve pages of text, illustrations on every page Variation in placement of text 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 Ella Powell Build Background Help children think about life today and how it might be different from life long ago. Build interest by asking questions such as the following: Cómo creen que eran las escuelas hace mucho mucho tiempo? Read the title and author and talk about the cover illustration. Tell children that this book is informational text, so it will give factual information about schools in the past. Introduce the Text Guide children 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 3: Explain that this is a book that gives information about what school was like for some children long ago. It tells about schools thousands of years ago, in a city called Athens, in ancient Greece. Suggested language: Vayan a la página 3. Las primeras dos oraciones dicen: Hoy te despertaste y fuiste a la escuela. Los niños de antes también iban a la escuela. Qué está pasando en la ilustración? Es una imagen actual o de hace mucho tiempo? Cómo lo saben? Page 4: Explain that the illustration shows a map of ancient Greece. Antiguo significa muy viejo. Observen hacia dónde apunta la flecha. Esta es la ciudad de Atenas. Atenas era una comunidad de la antigua Grecia. Cómo se llama su comunidad? Page 5: Read the last sentence on the page: Atenas ayudó a formar nuestra cultura. Muchas de nuestras ideas, música, libros e incluso nuestro alfabeto tienen su origen en Atenas. La historia, las leyes y la poesía también son parte de la cultura. Page 8: Draw attention to the illustration. Qué creen que es esto? Alguna de las letras les resulta familiar? Cuáles reconocen? Page 11: Direct children s attention to the illustration. Qué están haciendo estos estudiantes? Si quieren una pista, miren lo que tienen en la mano. La música era una materia importante en la escuela. Qué materias importantes hay en nuestra escuela? Ahora vuelvan al comienzo del libro y lean para descubrir las similitudes y diferencias entre las escuelas de la antigua Atenas y nuestra escuela. Target Vocabulary clase cosas que se aprenden o se enseñan, p. 6 comunidad grupo de personas que vive en la misma área, p. 4 cultura forma de vida de un pueblo, p. 5 especial algo diferente a todo lo demás, p. 13 idioma manera de hablar y escribir de las personas, p. 8 materia tema de estudio, como ciencias y música, p. 11 transporte una forma de mover personas o cosas de un lugar a otro, p. 7 usar ponerse algo sobre el cuerpo, p. 7 2
3 Read Have children read silently while you listen to individual children read. Support their problem solving and fluency as needed. Remind children to use the Analyze/Evaluate Strategy feel about the text, and why. and tell how they Discuss and Revisit the Text Personal Response Invite children to share their personal responses to the book. Suggested language: Creen que les gustaría la escuela en Atenas? Expliquen su respuesta. Ways of Thinking As you discuss the text, help children understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text Athens had schools long ago. The schools differed from ours: boys only, different clothes, everyone walked, wax tablets instead of paper and pencils. The schools were like ours, too: teachers, homework, and subjects like language, music, sports, poetry. Schools are important in all places and times, and they have not changed much. Children need to go to school to understand their culture. Today we believe girls should have the chance to go to school, too Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The author includes many details about school and learning in ancient times. The illustrations help to show what real children of long ago did. The introduction and conclusion focus on comparing schools of the past and present, and stress the idea that some things were the same and some were different. Choices for Further Support Fluency Invite children to choose a passage from the text to read orally. Challenge them to do their best to quickly and automatically solve most words in the text in order to make their reading smooth and natural. Comprehension Based on your observations of the children s reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind children 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 children that s or es at the end of a word changes it to mean more than one. The words importantes, escritores, and ideas on page 11 are examples. Have children search the text for singular nouns and change them to plural, and for plural nouns and change them to singular. 3
4 Writing about Reading Critical Thinking Have children complete the questions on Hoja reproducible Responding Have children 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 Author s Purpose Remind children that looking at details in a text will help them figure out the author s purpose, or reason for writing. Model the skill, using a Think Aloud like the one below: Think Aloud La autora dice que los estudiantes estudiaban el alfabeto griego. Incluye detalles como que los estudiantes aprendían poemas históricos y aprendían a tocar instrumentos como la flauta y el arpa. Creo que la autora incluyó todos estos detalles porque su propósito era enseñar a los estudiantes las cosas que los estudiantes hacían en las escuelas antiguas. Practice the Skill Have children write one sentence telling why they think the author included the map with labels on page 4. Writing Prompt: Thinking Beyond the Text Have children 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 text. Assessment Prompts What sentence on page 4 helps the reader understand the meaning of the word comunidad? Complete this sentence in your own words: This selection is mostly about. 4
5 Responder DESTREZA CLAVE Propósito del autor Cuál fue el propósito del autor al escribir este libro? Copia la tabla y agrega un detalle que ayude a decir el propósito del autor. Escribe el propósito del autor abajo. Detalle Solo los niños iban a la escuela. Detalle Los estudiantes escribían en bloques de cera. Detalle? Propósito A escribir! De texto a texto Has leído otro libro sobre niños que vivieron hace mucho tiempo? Escribe un párrafo para convencer a un amigo de que sería interesante leerlo. Nombre Fecha Lección 13 HOJA REPRODUCIBLE Lee y contesta las preguntas. 1. Cómo era diferente el aprendizaje de los niños y el de las niñas en Atenas de la antigüedad? Las niñas aprendían en casa mientras que los niños iban a la escuela. 2. Por qué crees que el autor del libro incluye una sección sobre los deportes? Las respuestas variarán. Respuesta posible: El autor quería enseñar que era tan importante hacer deporte como aprender. 3. Qué crees que era la mejor parte de ir a la escuela en Atenas de la antigüedad? Por qué? Las respuestas variarán. Respuesta posible: A mí me hubiera gustado tocar música y cantar porque es lo que más me gusta de la escuela. Hacer conexiones Esta semana leíste Escuelas alrededor del mundo y. Escribe algunas oraciones que comparen lo que aprendiste en cada selección. Escribe tu respuesta en tu Cuaderno de lectura. Lea las instrucciones a los niños.. All rights reserved. 9 Grado 2, Unidad 3: Dímelo a mí 5
6 Nombre Fecha Pensar más allá del texto Piensa en las siguiente preguntas. Después, escribe tu respuesta en uno o dos párrafos. En la página 14, la autora dice: Algunas cosas de las escuelas antiguas son diferentes. Pero otras cosas son iguales! Crees que nuestra escuela y las escuelas de Atenas son muy diferentes, o muy parecidas? Usa detalles de la historia para explicar tu respuesta. 6
7 Nombre Lee y contesta las preguntas. Fecha Lección 13 HOJA REPRODUCIBLE Cómo era diferente el aprendizaje de los niños y el de las niñas en Atenas de la antigüedad? 2. Por qué crees que el autor del libro incluye una sección sobre los deportes? 3. Qué crees que era la mejor parte de ir a la escuela en Atenas de la antigüedad? Por qué? Hacer conexiones Esta semana leíste Escuelas alrededor del mundo y. Escribe algunas oraciones que comparen lo que aprendiste en cada selección. Escribe tu respuesta en tu Cuaderno de lectura. 7
8 Estudiante NIVEL L Fecha Lección 13 HOJA REPRODUCIBLE Registro de lectura page Selection Text Errors Self-Corrections 3 Hoy, te despertaste y fuiste a la escuela. Los niños de antes también iban a la escuela. Sus escuelas no se parecían a la tuya. Los estudiantes no tenían papel ni lápices. Usaban ropa diferente. Pero algunas cosas son iguales en las escuelas. 4 Hace mucho, mucho tiempo, en Atenas solo los niños iban a la escuela. Atenas es una comunidad en Grecia. Es una ciudad muy importante cerca del mar. Ahora, las personas estudian cómo era Atenas hace mucho tiempo. 5 En Atenas vivieron personas importantes. Muchos escritores famosos vivieron ahí. Sus libros todavía se leen. Comments: Accuracy Rate (# words read correctly/95 100) % 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 0 ISBN-13: ISBN-10:
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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 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 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 M Informational Text
LESSON 14 TEACHER S GUIDE Perros buenos, perros guía by Caleb Graham Fountas-Pinnell Level M Informational Text Selection Summary Dogs have many qualities that make them helpful to disabled people. They
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 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 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 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 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 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 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 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 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 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 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 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 Realistic Fiction Text Structure Combination of third-person narrative and fi rst-person narratives
LESSON 7 TEACHER S GUIDE by Samantha Rabe Fountas-Pinnell Level N Realistic Fiction Selection Summary Elsa lives in Vermont and Rubén lives in southern California, but the cousins stay in touch with e-mails,
Más detallesCharacteristics of the Text Genre Informational text Text Structure
LESSON 27 TEACHER S GUIDE by Maria Griffin El partido de béisbol Fountas-Pinnell Level I Informational Text Selection Summary A young boy describes the experience of attending a baseball game. He even
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 Biography Text Structure
LESSON 27 TEACHER S GUIDE by Robert Hirschfeld Fountas-Pinnell Level K Biography Selection Summary The English scientist William Buckland, born in 1784, figured out that giant fossil bones belonged to
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 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 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 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 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 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 detallesFountas-Pinnell Level N Realistic Fiction. by Vidas Barzdukas
LESSON 12 TEACHER S GUIDE by Vidas Barzdukas por Vidas Barzdukas ilustrado por Marilee Harrald-Pilz Fountas-Pinnell Level N Realistic Fiction Selection Summary Matilda loves to write poetry, but she is
Más detallesCharacteristics of the Text Genre Informational Text Text Structure
LESSON 11 TEACHER S GUIDE by Rachel Fogelberg Fountas-Pinnell Level D Informational Text Selection Summary When school ends, children can go to different places and do different things during vacation.
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 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 detallesVolar cometas. Characteristics of the Text Genre Nonfi ction Text Structure. Fountas-Pinnell Level H Nonfiction. by Tom Crawford
LESSON 28 TEACHER S GUIDE by Tom Crawford Volar cometas por Tom Crawford Fountas-Pinnell Level H Nonfiction Selection Summary Kites come in different colors, shapes, and sizes. They need wind to fly. HOUGHTON
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 detallesCharacteristics of the Text Genre Fantasy Text Structure First-person narrative
LESSON 26 TEACHER S GUIDE Catalina inventa de todo! by Oscar Cadejo por Oscar Cadejo ilustrado por Cary Pilo Fountas-Pinnell Level M Fantasy Selection Summary Catalina likes to invent solutions to everyday
Más detallesNarcisos en primavera
LESSON 18 TEACHER S GUIDE by Irena Freeman Narcisos en primavera por Irena Freeman ilustrado por Graham Smith Fountas-Pinnell Level K Informational Text Selection Summary Daffodils are early spring flowers
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 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 detallesCharacteristics of the Text Genre Nonfi ction Text Structure Third-person narrative focuses on one topic. Content
LESSON 30 TEACHER S GUIDE by Sandra Fernández Fountas-Pinnell Level H Nonfiction Selection Summary Soccer is a game that is played around the world. This book explains to young readers how to play it.
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