Characteristics of the Text Genre Fantasy Text Structure

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1 LESSON 5 TEACHER S GUIDE by Shandra Owens Fountas-Pinnell Level I Fantasy Selection Summary The narrator is a dog named Memo. His owner, Lisa is puzzled to find her dog getting a bath for his new job. She accompanies her mom and Memo to see him at work. They go to a senior citizen center, where Memo cheers up residents and performs a trick that Lisa taught him. Un tr b jo p r Memo HOUGHTON MIFFLIN por Shandra Owens ilustrado por Susan Spellman Number of Words: 349 Characteristics of the Text Genre Fantasy Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features First-person narrative (dog is narrator) Setting shifts from narrator s home to a senior citizen center Pet care Animal jobs Helping senior citizens Animals have jobs too. A job helping others makes everyone feel good. Being with pets boosts people s spirits. One of the settings (senior citizen center) is likely to be unfamiliar to children. Narrator speaks informally Several longer, complex sentences; frequent use of split dialogue All sentence types used; commas set off names Words associated with pets and pet care: baño, cepilló, pelo, correa, acarició, gracia Except for silla de ruedas (supported by art), vocabulary likely to be familiar Mostly 2- and 3-syllable words Words with infl ectional endings: saltó, dando, bañaba, perros Realistic illustrations enhance text, clarify meaning of silla de ruedas, hice una gracia Nine pages, with one illustration at the top of 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 by Shandra Owens Build Background Read the title to children. Explain that they will find out who Memo is when they read the story. Discuss the cover illustration. Then draw on children s knowledge of dogs to build interest and anticipate the story, asking a question like this: Qué trabajos pueden tener los perros para ayudar a las personas? Introduce the Text Guide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary. Here are some suggestions: Page 2: Explain that in this story a dog named Memo tells about his new job. Suggested language: Vayan a la página 2. La autora comienza el cuento escribiendo: Mi nombre es Memo. Yo soy un perro. Pueden hablar los perros en la vida real? No! Este cuento es una fantasía. No es como en la vida real. Pero muchas cosas que suceden en el cuento podrían suceder en la vida real. Page 3: Vayan a la página 3 y miren la ilustración. Qué le está sucediendo a Memo ahora? Podría esto suceder en la vida real? Page 4: En la página 4, Memo dice: Hoy voy a trabajar. Qué clase de trabajo puede tener un perro? Page 9: Remind children that they can use information in the pictures to help them read. Vayan a la página 9. Qué está sucediendo ahora? Memo y su amiga Lisa están en un lugar donde hay mucha gente mayor. Una señora del dibujo dice: Qué perro tan inteligente!. Qué gracia está haciendo Memo? Qué otras gracias se le pueden enseñar a un perro? Ahora, vuelvan al comienzo para descubrir acerca del nuevo trabajo de Memo. Learn More Words enseñé inteligente 2 Lesson 5:

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 Ask children to share their personal responses to the story. Begin by asking what they liked best about the story, or what they found most interesting. Suggested language: Creen que Memo hace bien su trabajo? Expliquen su opinión. 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 Memo is a dog who has a new job. At first, his owner, Lisa doesn t know what his job is, so she goes with him and her mom. Memo s job is to make friends with older people at a retirement home. Animals can have jobs, too. Older people feel better when they can spend time with a pet. Helping others makes you feel good. This story is told by a dog, which can t happen in real life. Memo s job is something that could happen in real life. The author thinks that Memo s job is an important one Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Fluency Pick a few pages for children to do as a Reader s Theater. Assign roles as needed, having different children read Memo s narration and Memo s speeches. Remind children to use their voices to show how the characters feel as they talk to one other. Phonics and Word Work Provide practice as needed with words and sounds, using one of the following activities: Build sentences Display and read this sentence from page 4: A los perros les gusta correr y jugar. Have children used the same sentence pattern to describe other things other animals like to do: A los les gusta. Base Words and Inflected Endings Review base words and how they can change when -ando/-iendo or -ó is added. Help children add -ando/-iendo and -ó to the words jugar, correr and salir. Discuss any spelling changes. Provide practice with these story words: dando, agachó, sujetó, tomando, preguntó, yendo, llevó, esperando. For each word, have children identify the base word and tell if it changed when -ando/-iendo or -ó was added. 3 Lesson 5:

4 Writing About Reading Critical Thinking Read the directions for children on Hoja reproducible 5.7 and guide them in answering the questions. Responding Read aloud the questions at the back of the book and help children complete the activities. Target Comprehension Skill Story Structure Tell children that the story setting is where the story happens. The story characters are who the story is about. Story events are what happens in the story. Model how to think about story structure: Think Aloud Sobre quién es este cuento? Si miro las ilustraciones y leo las palabras de las páginas 2 y 3, conozco a todos los personajes principales. Ellos son el perro Memo, su amiga Lisa y la mamá de Lisa. Qué sucede en el cuento? Puedo leer estas páginas para descubrir los dos primeros sucesos. En la página 2, Lisa se despierta y llama a su perro. En la página 3, a Memo le dan un baño. Dónde tiene lugar el cuento? Sé gracias a estas páginas que el cuento comienza en la casa de Memo. Practice the Skill Have children pick a familiar book and use the pictures and text to identify the setting, the main characters, and all the important events. Writing Prompt Read aloud the following prompt. Have children write their response, using the writing prompt on page 6. Is Memo s job important? Why or why not? Write a paragraph. Tell what you think. Use details from the book to support what you say. 4 Lesson 5:

5 Responder DESTREZA CLAVE Estructura del cuento De qué trata el cuento? Dónde ocurre la historia? Qué pasa en el cuento? Haz un diagrama. A escribir! De texto a texto Piensa en un perro o un gato de otro cuento Cómo son? Escribe oraciones que describan su forma, su tamaño o su color. Comparte las oraciones con la clase. 1_035123_LR1_5AL_JOBJO_L05.indd /3/09 2:26:38 PM Lección 5 HOJA REPRODUCIBLE 5.7 Nombre Fecha Escucha las ideas acerca del libro. Escribe la palabra que completa cada oración. 1. Memo aprende un nuevo trabajo en la escuela. truco trabajo juego 2. A Lisa le gusta el trabajo que hace Memo. gusta asusta enoja Hacer conexiones Haz un dibujo de un perro trabajando. Rotula tu dibujo. Lea las instrucciones a los estudiantes.. All rights reserved. 9 Grado 1, Unidad 1: Por el vecindario 5 Lesson 5:

6 Nombre Fecha Es importante el trabajo de Memo? Por qué sí? Por qué no? Escribe un párrafo para decir lo que piensas. Usa detalles del libro para fundamentar lo que dices. 6 Lesson 5:

7 Nombre Fecha Lección 5 HOJA REPRODUCIBLE 5.7 Escucha las ideas acerca del libro. Escribe la palabra que completa cada oración. 1. Memo aprende un nuevo en la escuela. truco trabajo juego 2. A Lisa le el trabajo que hace Memo. gusta asusta enoja Hacer conexiones Haz un dibujo de un perro trabajando. Rotula tu dibujo. 7 Lesson 5:

8 Estudiante NIVEL I Fecha Lección 5 HOJA REPRODUCIBLE 5.10 Registro de lectura page Selection Text Errors Self-Corrections 2 Mi nombre es Memo. Yo soy un perro. Esta es mi amiga, Lisa. Lisa saltó de la cama. Hoy es sábado, Memo dijo ella. Es día de jugar! Vamos! Ven aquí! la llamé. Estoy en el patio. 3 Nosotros no podemos jugar dije. Mamá me está dando un baño. Mamá le pidió ayuda a Lisa. Comments: Accuracy Rate (# words read correctly/53 100) % 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 5: