Los perros hablan. Characteristics of the Text Genre Informational Text Text Structure. Fountas-Pinnell Level J Informational Text. by Samantha Ronson

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1 LESSON 7 TEACHER S GUIDE by Samantha Ronson Los perros hablan por Samantha Ronson Fountas-Pinnell Level J Informational Text Selection Summary Dogs tell us things with their bodies, not words. For example, a dog wags its tail to show it is friendly, and drops its tail to show it is afraid. Watch dogs ears, tails, hair, and stance. Listen to dogs sounds. Then you will understand how dogs talk. HOUGHTON MIFFLIN Number of Words: 289 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 Two to three paragraphs per page Each page highlights a different dog behavior or posture and tells what it means How dogs communicate with body language How ears, tails, hair, stance, and sounds convey meaning Dogs have moods and feelings that they communicate with their bodies. If you watch and listen to dogs, you can understand what they are saying. Third-person narrator; text directed to reader: Ahora puedes comprender cómo hablan los perros! Questions directed to readers work to focus readers attention Photos well integrated with text A mix of simple and compound and complex sentences: Si observas y escuchas, podrás saber lo que dicen los perros. Así es como juegan los perros jóvenes. Repeated question: Cómo lo sabes? Present-tense verbs: observas, escuchas, mueven, sonríe, dice, enseña; progressive tense verbs: escondiendo, diciendo, peleando Mostly two- and three-syllable words. Homophone: Some words with multiple meanings: entre, cola, como, para, enseña Color photos support the text. Photo above text on each of nine pages Indented paragraphs 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 Samantha Ronson Build Background Read the title with children and talk with them about the dog in the cover photo. Encourage children to use their knowledge of dogs and communication to think about the book. Anticipate the text with questions such as these: Cómo pueden hablar sin usar palabras? Cómo creen que hablan los perros? 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 2: Tell children that in this book, they will learn how dogs use their bodies to show how they feel. Suggested language: Vayan a la página 2. Miren la foto. Está contento el niño? Cómo lo saben? Está contento el perro? Cómo lo saben? La última oración dice: Si observas y escuchas, podrás saber lo que dicen los perros. Qué creen que deberían observar y escuchar con atención? Page 3: Por qué este perro mueve la cola? Miren la foto. Cómo creen que se siente el perro? Qué creen que está diciendo? Page 9: Miren la foto. Por qué tira el perro de la correa? Traten de adivinar qué es lo que el perro está mirando. La tercera oración dice: Los perros necesitan saber cómo protegerse de los otros animales. Cómo puede un perro protegerse del peligro? Page 10: Encuentren la palabra comprender en la última oración. Qué es lo que la autora quiere que comprendan sobre los perros? Ahora, vuelvan al comienzo del libro para descubrir qué es lo que en realidad dicen los perros. Learn More Words comprender protegerse 2 Lesson 7:

3 Read As children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability. 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: Qué fue lo más interesante de esta lectura? Qué fue lo más sorprendente? 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 Dogs use their bodies to say things and show how they are feeling. You can tell if a dog is friendly, happy, afraid, or angry by watching and listening to it. Dogs have feelings about people and events. In some ways, dogs are like people. It is good to understand how dogs talk. The writer uses questions to get the reader s attention. The photos give visual information that helps to explain the text. The writer believes people should try to understand animals Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Fluency Invite children to choose a page from the text and read it as if they are narrating a video about dogs. Remind them to pause when they see commas and periods, to raise their voices when they see question marks, and to use appropriate speed, phrasing, and expression. Phonics and Word Work Provide practice as needed with words and sounds, using one of the following activities: Homophones Remind children that some words have more than one meaning. Point out the words cola (p. 4), entre (p. 6), and enseña (p.7) and have children say the words and fi nd out two possible meanings for each (cola: tail, glue, entre: between, come in, enseña: shows, teaches ). Base Words and Inflected Endings Review base words and how they can change when -ando/-iendo is added. Help children add -ando/-iendo to words. Discuss any spelling changes. Provide practice with these story words: escondiendo, diciendo, haciendo, peleando. 3 Lesson 7:

4 Writing About Reading Critical Thinking Read the directions for children on Hoja reproducible 7.7 and guide them in answering questions. Responding Read aloud the questions at the back of the book and help children complete the activities. Target Comprehension Skill Details Remind children that noting the details an author writes about a topic can help them understand the topic. Model how to think about details: Think Aloud La autora incluye muchos detalles sobre cómo se comportan los perros jóvenes cuando juegan juntos. Ruedan en la hierba. Se gruñen. Hasta se muerden. Estos detalles ayudan a comprender su manera de jugar. Me permiten ver que, aunque parezca que están peleando, sólo están jugando. Practice the Skill Have children share two more details from the text that help them understand the topic. Writing Prompt Read aloud the following prompt. Have children write their response, using the writing prompt on page 6. Write about what a dog would do if you gave it a treat. How would it move its body? How would its ears and tail look? 4 Lesson 7:

5 Responder DESTREZA CLAVE Detalles Cómo hablan los perros sin usar palabras? Haz una red de palabras. A platicar! El texto y el mundo Piensa en perros que hayas visto o con los que hayas jugado. Describe cómo los perros hablan sin usar palabras. Nombre Fecha Lección 7 HOJA REPRODUCIBLE Escucha las ideas acerca del libro. Escribe la palabra que completa cada oración. 1. Los perros mueven la cola cuando están contentos. enojados contentos asustados 2. Los perros jóvenes juegan para aprender a pelear. ladrar gruñir pelear Hacer conexiones Piensa en otra mascota que hable sin usar palabras. Haz un dibujo de lo que hace la mascota para hablar. Rotula tu dibujo. Lea las instrucciones a los niños.. All rights reserved. 9 Grado 1, Unidad 2: Compartir el tiempo 5 Lesson 7:

6 Nombre Fecha Escribe qué crees que haría un perro si le dieras un premio. Cómo movería el cuerpo? Qué pasaría con la cola y las orejas? 6 Lesson 7:

7 Nombre Fecha Lección 7 HOJA REPRODUCIBLE 7.7 Escucha las ideas acerca del libro. Escribe la palabra que completa cada oración. 1. Los perros mueven la cola cuando están enojados contentos asustados. 2. Los perros jóvenes juegan para aprender a. ladrar gruñir pelear Hacer conexiones Piensa en otra mascota que hable sin usar palabras. Haz un dibujo de lo que hace la mascota para hablar. Rotula tu dibujo. 7 Lesson 7:

8 Estudiante NIVEL J Fecha Lección 7 HOJA REPRODUCIBLE 7.11 Registro de lectura page Selection Text Errors Self-Corrections 2 Los perros no usan palabras. Pero aun así, estos animales nos dicen cosas. Ellos mueven su cuerpo para decirnos cómo se sienten. Si observas y escuchas, podrás saber lo que dicen los perros. 3 Por qué este perro mueve su cola? La mayoría de las veces, un perro mueve su cola para mostrarnos que es amistoso. El perro dice: Estoy contento! No te tengo miedo!. Comments: Accuracy Rate (# words read correctly/64 100) % 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 Insertion el ˆlobo 1 Word told T 1 lobo 0 ISBN-13: ISBN-10: Lesson 7: