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1 LESSON 18 TEACHER S GUIDE Nivel: K EDL: Género: Biografía Estrategia: Analizar/Evaluar Destreza: Comprender a los personajes Número de palabras: by Mary Reid Fountas-Pinnell Level K Biography 2_026817_LR4_3BL_COVER_SPA_Beatr1 1 HOUGHTON MIFFLIN Libritos nivelados en línea Selection Summary This biography tells the life story of children s author and illustrator,. The simply written narrative focuses on the development of her writing and drawing skills. The mix of historical photographs and drawings will delight young readers por Mary Reid HOUGHTON MIFFLIN Number of Words: 297 4/14/08 12:01:57 PM Characteristics of the Text Genre Biography Text Structure Third-person factual narrative Major events presented in chronological order Content Potter s early interest in animals and drawing Development of Peter Rabbit stories Potter s life in the country and love of nature Themes and Ideas Infl uences on a writer s life Writer s relationship with her readers Interest in natural world Language and Third-person narrative Literary Features Figurative language ( Sus magnífi cos dibujos tenían historias que contar!) Sentence Complexity Some complex sentences with clauses Multiple items in a series with exclamation for emphasis ( También tenía una rana, una lagartija y un murciélago...!) Vocabulary Names of animals and name of country Inglaterra Words Verbs in past tense (aprendió, dibujó, escribió) Some content words might be unfamiliar (protegió, constructoras, fábricas, nacional) Illustrations Many black-and-white period photographs Original drawings by extend content. Book and Print Features Nine pages of text, easy-to-read captions, and illustrations on every page No paragraphs each sentence begins on a new line 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 Mary Reid Build Background Help children use their knowledge of s books. Build interest by asking questions such as the following: Leyeron algún cuento sobre Pedro el conejo u otro personaje que fuera un animal? Qué es lo que más les gustó del cuento? Read the title and author and talk about the cover picture. Tell children that this is a book about the life of a real person. Introduce the Text Guide children through the text, noting important ideas and helping with unfamiliar language and vocabulary so that they can read the text successfully. Here are some suggestions: Pages 2 3: Explain that was born long ago in England. Point to England on a class map. She wrote and illustrated many books for children. Suggested language: En la página 2, pueden ver una fotografía de cuando era ya mayor y en la página 3 pueden ver una fotografía de ella cuando era más joven. A Beatrix siempre le encantó la naturaleza. Su familia vivía en una casa de campo en el verano, donde Beatrix tenía muchas mascotas. Por qué creen que le gustaba escribir sobre animales en sus libros? Page 4: aprendió sola a dibujar las cosas que veía en la naturaleza. Miren el dibujo que ella hizo cuando era una niña. Cómo creen que aprendió a dibujar sola? Page 5: Cuando Potter creció, escribió una historia sobre conejos para un niño enfermo. Pueden leer el nombre de los conejos? Page 6: Explain that other children loved the story about the rabbit named Peter Rabbit so Potter wrote more stories about him. Sus lectores se preguntaban qué le pasaría más adelante a Pedro el conejo; entonces, Potter siguió escribiendo más cuentos sobre él. Ahora, vuelvan al comienzo del libro para descubrir cómo se convirtió en una escritora famosa. Target Vocabulary aceptar aprobar, p. 9 aprender adquirir conocimiento, p. 4 expresar mostrar los sentimientos o pensamientos, p. 8 magnífico grandioso, importante, p. 4 preguntarse interrogarse, p. 6 premio recompensa, p. 9 pretender querer algo, imaginar que algo es real, p. 7 revolotear volar haciendo giros, p. 3 2 Lesson 18:
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 they feel about the book as they read and why. and to tell how Discuss and Revisit the Text Personal Response Invite children to share their personal responses to the book. Suggested language: Qué fue lo más interesante que aprendieron sobre la vida de? 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 first drew the natural world when she was a child. She wrote and illustrated El cuento de Pedro el conejo for a sick child. When she became successful, she bought a country home with a farm. A love and understanding of nature can change your life. Drawings can bring stories to life for readers. You can teach yourself new skills Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Photographs can help readers better understand a book. The author s attitude about her subject is that Potter was a beloved children s book writer. Using original drawings helps readers visualize important information. Choices for Further Support Fluency Invite children to choose a passage from the text to read aloud in small groups. Remind them to use rising and falling tones in a way that is related to text meaning and punctuation, paying special attention to sentences that end in exclamations marks. 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. Work with children to divide the following words from the book into three and four syllables: amaba (p. 2); mascotas (p. 3), murciélago (p. 3), historia (p. 5), animales (p. 8), constructoras (p. 10), nacional (p. 10). 3 Lesson 18:
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 Understanding Characters Remind children that they can use details in the book to help them better understand a person s thoughts, feelings, and actions. Model the skill, using a Think Aloud like the one below: Think Aloud Para aprender más sobre, voy a prestar atención a los detalles que aparecen en el libro. En la página 2, el autor dice que Beatrix amaba el campo. En la página 3, descubro que tenía muchas mascotas, como conejos, una rana, una lagartija y un murciélago. Todos estos detalles me ayudan a comprender cuánto amaba a la naturaleza. Practice the Skill Have children find another detail in the book that tells them something important about. 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 the information in the book. Assessment Prompts Which words on page 7 help readers understand the meaning of the word perfectos? What are three words that best describe? 4 Lesson 18:
5 Responder DESTREZA CLAVE Comprender a los personajes A le gustaban muchas cosas. Copia la tabla. Escribe en la tabla algo más que le gustaba a. al Personaje Detalle Detalle Le gustaba dibujar.? A escribir! El texto y el mundo escribió acerca de animales. Piensa en un animal. Escribe tres o cuatro oraciones acerca de ese animal. Describe dónde vive, cómo es y qué come. Nombre Fecha Lección 18 HOJA REPRODUCIBLE Lee y contesta las preguntas. 2_048543_LR4_3BL_BEATRI_L18.indd /19/09 7:32:23 PM 1. Cómo comenzó a escribir libros para niños? Escribió su primer libro como un regalo para un niño enfermo. 2. Te gustaría leer un libro escrito por? Explica por qué. Las respuestas variarán. 3. Qué crees que sentía hacia los niños? Por qué? Respuesta posible: Probablemente le gustaban porque escribió libros para niños. Hacer conexiones Cuáles son algunos de tus libros favoritos? En qué se parecen a los libros que escribió? En qué son diferentes? Escribe tu respuesta en tu Cuaderno de lectura. Lea las instrucciones a los niños.. All rights reserved. 8 Grado 2, Unidad 4: Héroes y ayudantes 2_352893RTXSAN_U04_LR_CT.indd 8 8/12/09 10:08:13 PM 5 Lesson 18:
6 Nombre Fecha Pensar más allá del texto Piensa en la siguiente pregunta. Después, escribe tu respuesta en un párrafo. En este libro aprendiste que amaba el campo y le encantaba estar afuera. Cómo crees que el amor por la naturaleza cambió su vida? Da detalles del libro en tu respuesta. 6 Lesson 18:
7 Nombre Lee y contesta las preguntas. Fecha Lección 18 HOJA REPRODUCIBLE Cómo comenzó a escribir libros para niños? 2. Te gustaría leer un libro escrito por? Explica por qué. 3. Qué crees que sentía hacia los niños? Por qué? Hacer conexiones Cuáles son algunos de tus libros favoritos? En qué se parecen a los libros que escribió? En qué son diferentes? Escribe tu respuesta en tu Cuaderno de lectura. 7 Lesson 18:
8 Estudiante NIVEL K Fecha Lección 18 HOJA REPRODUCIBLE 18.9 Registro de lectura page Selection Text Errors Self-Corrections 2 nació hace mucho tiempo en Inglaterra. Era el año Ella nació en la ciudad. Pero amaba el campo. 3 En el verano, su familia vivía en una gran casa de campo. Beatrix tenía muchas mascotas. Tenía dos conejos, llamados Perico Pico y Benjamín Saltarín. También tenía una rana, una lagartija y un murciélago revoloteando por la casa! Comments: Accuracy Rate (# words read correctly/59 100) % 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 18:
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LESSON 13 TEACHER S GUIDE by Becca Houston Fountas-Pinnell Level B Nonfiction Selection Summary A red, white, blue, yellow, and green bird is each shown in its natural habitat. Number of Words: 28 Characteristics
Más detallesNivel: G EDL: 6 12 Género: Cuento folklórico Estrategia: Preguntar. Destreza: Secuencia de sucesos Número de palabras: 302 HOUGHTON MIFFLIN
LESSON 12 TEACHER S GUIDE Nivel: G EDL: 6 12 Género: Cuento folklórico Estrategia: Preguntar Destreza: Secuencia de sucesos Número de palabras: 302 1.3.2 by Dermot McManus Fountas-Pinnell Level H Folktale
Más detallesCharacteristics of the Text Genre Realistic Fiction Text Structure
LESSON 25 TEACHER S GUIDE by Rachel Gideon Fountas-Pinnell Level D Realistic Fiction Selection Summary Children pick apples on a class trip and then cook them for a classroom treat. Number of Words: 40
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 detallesCharacteristics of the Text Genre Realistic fi ction Text Structure Series of fi rst-person statements from depicted boy Content
LESSON 27 TEACHER S GUIDE by Jeff Allen Fountas-Pinnell Level D Realistic Fiction Selection Summary Rafa can build a house, bake a cake, paint a picture, read a book, and play a game with me! Number of
Más detallesAbuelita. Abuelita. Characteristics of the Text Genre Realistic fi ction Text Structure. Fountas-Pinnell Level E Realistic Fiction.
LESSON 2 TEACHER S GUIDE by Christine Dowe Fountas-Pinnell Level E Realistic Fiction Selection Summary A boy and his granny like to do many different things together. por Christine Dowe ilustrado por Dara
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 Fiction Text Structure
LESSON 10 TEACHER S GUIDE by Polly Peterson Fountas-Pinnell Level D Fiction Selection Summary A fussy cat goes to a hat store looking for the perfect hat. After rejecting a number of hats, the cat chooses
Más detallesUna comida para i. Fountas-Pinnell Level I Informational Text
LESSON 18 TEACHER S GUIDE by Erin Duffy Una comida para i Fountas-Pinnell Level I Informational Text Selection Summary Food comes to your table in many ways. Some food is grown in home gardens. Some people
Más detallesCharacteristics of the Text Genre Fiction Text Structure
LESSON 30 TEACHER S GUIDE by Iris Littleman Fountas-Pinnell Level D Fiction Selection Summary One after another, various fantasy animals look in the costume box, choose something, and put it on. The lion
Más detallesCharacteristics of the Text Genre Fantasy Text Structure Third person narrative
ISBN-13: 978-0-547-03707-3 LESSON 2 TEACHER S GUIDE by David Martz Fountas-Pinnell Level N Fantasy Selection Summary Nivel: N EDL: 30 Género: Fantasía Estrategia: Inferir/Predecir Destreza: Conclusiones
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 detallesCharacteristics of the Text Genre Nonfi ction Text Structure
LESSON 1 TEACHER S GUIDE by Lydia Wolff Fountas-Pinnell Level C Nonfiction Selection Summary Brothers and sisters can read, jump, ride, run, and hug together. Number of Words: 16 Characteristics of the
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 detallesSe mueve rápido. Fountas-Pinnell Level F Informational Text. by Robert Newell
LESSON 9 TEACHER S GUIDE by Robert Newell Se mueve rápido Fountas-Pinnell Level F Informational Text Selection Summary There are a lot of ways to go fast. Bikes, skateboards, motorcycles, boats, cars,
Más detallesCharacteristics of the Text Genre Fantasy Text Structure Third-person narrator describes day s events from morning to night.
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 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 detallesFountas-Pinnell Level L Nonfiction
LESSON 12 TEACHER S GUIDE Qué divertidas son las ciencias! by Abe Beaker por Abe Beaker Fountas-Pinnell Level L Nonfiction Selection Summary This book introduces students to the school science fair and
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 detallesHOUGHTON MIFFLIN HARCOURT
LESSON 4 TEACHER S GUIDE Trabajo comunitario en equipo by Joanne Mattern por Joanne Mattern Fountas-Pinnell Level Q Nonfiction Selection Summary It takes the effort of many people to improve a community.
Más detallesCharacteristics of the Text Genre Informational Text Text Structure Focused on one simple idea Content
ISBN-13:978-0-547-03624-3 LESSON 16 TEACHER S GUIDE by Maura Sidel Fountas-Pinnell Level E Informational Text Selection Summary A tree can be a home for many living things: a bird, a squirrel, bees, caterpillars,
Más detallesCharacteristics of the Text Genre Informational Text Text Structure
LESSON 6 TEACHER S GUIDE by Ian Kwok Fountas-Pinnell Level A Informational Text Selection Summary At the market, readers can see apples, carrots, tomatoes, watermelons, and so many more colorful fruits
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 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 detallesCharacteristics of the Text Genre Nonfi ction Text Structure Sequence of activities Content Park activities Themes and Ideas
LESSON 8 TEACHER S GUIDE by Sarah Schneider Fountas-Pinnell Level D Nonfiction Selection Summary Children tell what they like to do at a park: run, jump, climb, slide, and play. Number of Words: 31 Characteristics
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure
LESSON 21 TEACHER S GUIDE by Olivia Rose Fountas-Pinnell Level C Nonfiction Selection Summary Friends like to read, play, build, bake, and paint together. Number of Words: 26 Characteristics of the Text
Más detallesCharacteristics of the Text Genre Fantasy Text Structure
LESSON 3 TEACHER S GUIDE Jorge el Curioso en clase Fountas-Pinnell Level G Fantasy Selection Summary Jorge el Curioso visits a school. He reads a book and does a puzzle. Jorge el Curioso has fun at school!
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 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 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 Fiction Text Structure
LESSON 3 TEACHER S GUIDE by Kate McGovern Fountas-Pinnell Level E Realistic Fiction Selection Summary When gets muddy, the twins give their dog a bath. Everyone admires the results, which don t last long:
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 Realistic fi ction Text Structure
LESSON 2 TEACHER S GUIDE by Rita Cruz por Rita Cruz ilustrado por Joanne Friar Fountas-Pinnell Level I Realistic Fiction Selection Summary Nora goes to a fiesta mexicana with Alma and her family. Each
Más detallesCharacteristics of the Text Genre Realistic fi ction Text Structure
LESSON 17 TEACHER S GUIDE Rosa y el frasco de insectos by Celeste Albright Fountas-Pinnell Level E Realistic Fiction Selection Summary Rosa likes bugs. She finds a little bug, a red bug, a yellow bug,
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 detallesCharacteristics of the Text Genre Nonfi ction Text Structure Series of fi rst-person statements on each page Content
LESSON 28 TEACHER S GUIDE Curioso por saber cómo jugar con pelotas Fountas-Pinnell Level C Nonfiction Selection Summary Children tell how they can hit, kick, throw, and catch a ball. Number of Words: 27
Más detallesOsito al rescate! by Ann M. Rossi
LESSON 4 TEACHER S GUIDE by Ann M. Rossi Osito al rescate! Fountas-Pinnell Level I Humorous Fiction Selection Summary Osito the bear and his classmates are learning about safety at school. The teacher
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 detallesFountas-Pinnell Level N Informational Text
LESSON 18 TEACHER S GUIDE by Irena Freeman Fountas-Pinnell Level N Informational Text Selection Summary Pine trees are conifers. Their seed- and pollen-carrying cones, needle leaves, and green leaves in
Más detallesCharacteristics of the Text Genre Biography Text Structure Organized chronologically
LESSON 18 TEACHER S GUIDE La vida de Langston Hughes by Elizabeth Jaffe Fountas-Pinnell Level N Biography Selection Summary This biography tells the life story of one of the great American poets of the
Más detallesCharacteristics of the Text Genre Informational Text Text Structure
LESSON 4 TEACHER S GUIDE by Jacob Walker Fountas-Pinnell Level C Informational Text Selection Summary A fire fighter shows the clothes worn when fighting fires. Number of Words: 17 Characteristics of the
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