Characteristics of the Text Genre Nonfi ction Text Structure Sequence of activities Content Park activities Themes and Ideas
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1 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 of the Text Genre Nonfi ction Text Structure Sequence of activities Content Park activities Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features It is fun to visit a park. There are many ways to play at a park. Repeating language pattern: A nosotros nos gusta. Mostly four-word sentences in repeated pattern; two eight-word sentences Familiar action words supported by photos: correr, saltar, trepar, deslizarnos, jugar Some high-frequency words, most of which are repeated: una, jugar, gusta, un Two- and three-syllable words; one four-syllable word Color photos that support each page of text Five pages, photos above text on each page, good spacing between words Punctuation: periods, exclamation point for last sentence 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 Sarah Schneider Build Background Help children use their knowledge of activities they like to do at a park. Build interest by asking questions such as the following: Alguna vez fueron a un parque? Qué les gusta hacer en el parque? Read the title and talk about the cover photo. Explain that the children are playing a game at a park. Introduce the Text Guide children through the text, helping with unfamiliar words so they can read the text successfully. Here are some suggestions: Book Cover: Have children look at the title of the book and ask them to fi nd the word el and put their fi nger under it. Page 2: Explain that in this book children are telling what they like to do when they visit a park. Suggested language: Vayan a la página 2. Qué hacen las niñas en esta página? Así es; corren. Entonces, las niñas dicen: A nosotras nos gusta correr. Digan nosotras. Con qué letra empieza esta palabra? Busquen y señalen nosotras. Page 3: Remind children that they can use information in the pictures to help them read. Vayan a la página 3. Qué ven? Entonces, qué dirán las niñas que les gusta hacer? Dicen: A nosotras nos gusta saltar con una cuerda. Digan la palabra una. Con qué letra empieza esta palabra? Busquen y señalen la palabra una. Page 4: Vayan a la página 4. Miren la foto. Qué dirán estos niños que les gusta hacer? Page 5: En la página 5, qué dirán los niños? Ahora, vuelvan al comienzo y lean para descubrir todas las cosas que les gusta hacer a los niños en el parque. Words to Know Have children turn to the Palabras que quiero saber at the back of the book. Read each word aloud and then together. Explain any unknown words. Tell children to look for these words as they read. Words to Know un una 2 Lesson 8:
3 Read Now have children read softly while pointing under each word. Observe children as they read. 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: Cuál de todas las actividades de los niños les gusta más? Por qué? 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 Children like to run, jump, climb, slide, and play at a park. It is fun to play with friends at a park. There are many things to do at a park. The photos show what children like to do at a park Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Concepts of Print Practice early reading behaviors such as reading from left to right and matching one spoken word to one written word while reading and pointing. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Rhyming Game Have children listen for words that rhyme. Have children raise their hands if the words rhyme, and keep their hands in their laps if the words do not rhyme. Say pairs of words, such as: jugar, trepar; tobogán, patín; correr, saltar; rayuela; ciruela; tobogán, merienda; etc. Listening Game Have children listen for words that begin with the same sound. Have children raise their hands if the words begin with the same sound, and keep their hands in their laps if the beginning letter is different. Say pairs of words, for example, nosotros, nido; bici, balón; soga, trepar; deslizar, dormir; jugar, planta. Build Words Build a few easy high-frequency words, using letter blocks or magnet letters. Help children build the high-frequency words: un, gusta, nosotros, and una. 3 Lesson 8:
4 Writing About Reading Vocabulary Practice Read the directions and have children complete the Vocabulario questions on Hoja reproducible 8.1. Responding Have children complete the vocabulary activities on page 7. Building Vocabulary Park Activities Build on the action words in. Suggested language: Pensemos en todas las cosas que nos gusta hacer en el parque. Qué otras cosas les gusta hacer en el parque? Les gusta columpiarse? As children suggest park activities, write their words and sentences on the board or on a large strip of paper. Begin the list with the words: A nosotros nos gusta. (Possible suggestions: subibaja, rayuela, béisbol, carreras, escondidas, atrapar el balón, jugar con el perro, alimentar ardillas, etc.) After children have made their suggestions, read the list aloud together, pointing to each word. Miren todas las cosas que nos gusta hacer en el parque! Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6. Draw a picture of something you and your friends like to do at a park. Write about why you like to do it. 4 Lesson 8:
5 Responder PALABRAS QUE QUIERO SABER Formar palabras Qué te gusta hacer en un parque? Usa las palabras un y una en tu respuesta. A platicar! El texto y el mundo Haz un dibujo de ti mismo en un parque cercano a tu casa o escuela. Usa las palabras un y una para hablar acerca de tu dibujo. Nombre Fecha Lección 8 HOJA REPRODUCIBLE 8.1 K_043272_VR2_3BL_PRK_L08.indd /6/09 12:41:28 PM Palabras que quiero saber Encierra en un círculo la palabra un o una en cada oración. Palabras que quiero saber Palabras que quiero saber un una 1. Veo un! 2. Veo una. Escribe la palabra un o una en la oración. un 3. Me gusta estar bajo árbol. Lea las instrucciones a los niños. Palabras que quiero saber. All rights reserved. 3, Unidad 2: Vamos a presentar K_352862RTXSAN_BLM8.1.indd 3 8/20/09 7:51:50 PM 5 Lesson 8:
6 Nombre Haz un dibujo de algo que te guste hacer con tus amigos en el parque. Fecha Escribe acerca de por qué te gusta hacer esa actividad. 6 Lesson 8:
7 Nombre Fecha Lección 8 HOJA REPRODUCIBLE 8.1 Palabras que quiero saber Encierra en un círculo la palabra un o una en cada oración. Palabras que quiero saber Palabras que quiero saber un una 1. Veo un! 2. Veo una. Escribe la palabra un o una en la oración. 3. Me gusta estar bajo árbol. 7 Lesson 8:
8 Estudiante nivel d Fecha Lección 8 Hoja reproducible Registro de lectura page Selection Text Errors Self-Corrections 2 A nosotras nos gusta correr. 3 A nosotras nos gusta saltar con una cuerda. 4 A nosotros nos gusta trepar. 5 A nosotras nos gusta deslizarnos por un tobogán. 6 A nosotros nos gusta jugar! Comments: Accuracy Rate (# words read correctly/31 100) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Corrections) 1: Behavior Code Error Read word correctly Repeated word, sentence, or phrase Omission Behavior Code Error Substitution lodo 1 Self-corrects Insertion Word told lodo sc el 0 ˆ 1 T 1 ISBN-13: ISBN-10: Lesson 8:
Characteristics of the Text Genre Nonfi ction Text Structure
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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 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 Realistic Fiction Text Structure
LESSON 25 TEACHER S GUIDE by Carrie Waters Fountas-Pinnell Level E Realistic Fiction Selection Summary A brother and sister have fun making mud for pies. The boy makes a mud pie, but the girl discovers
Más detallesEn el parque. En el parque. Characteristics of the Text Genre Informational Text Text Structure. Fountas-Pinnell Level E Informational Text
LESSON 4 TEACHER S GUIDE by Hillary Simmons Fountas-Pinnell Level E Informational Text Selection Summary The selection tells various things we like to do at the park: run, jump rope, eat lunch, swing,
Más detallesNivel: A EDL: 1 2 Estudios Sociales. Estrategia: Resumir. Número de palabras: 35 HOUGHTON MIFFLIN. Libritos nivelados en línea
Nivel: A EDL: 1 2 Estudios Sociales LESSON 1 TEACHER S GUIDE Estrategia: Resumir Número de palabras: 35 1.1.1 Construir vocabulario by Katie Sharp Fountas-Pinnell Level C Nonfiction Selection Summary Children
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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 23 TEACHER S GUIDE by Ashlyn Adams Tantos sonidos por Ashlyn Adams Fountas-Pinnell Level G Nonfiction Selection Summary We use different sounds to say what we feel. There are many ways to tell people
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 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 Informational Text: Biography Text Structure
LESSON 9 TEACHER S GUIDE by Carl Desmond Fountas-Pinnell Level J Informational Text Margarita y Hans Rey por Carl Desmond Selection Summary Young readers learn about the creators of the Jorge el Curioso
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 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 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 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 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
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 detallesMariquitas. Mariquitas. Characteristics of the Text Genre Narrative Nonfi ction Text Structure. Fountas-Pinnell Level G Narrative Nonfiction
LESSON 24 TEACHER S GUIDE by Melissa Seymour Fountas-Pinnell Level G Narrative Nonfiction Selection Summary Ladybugs are red, yellow, or orange with black spots. They have six legs and wings. Baby ladybugs
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure Focused on a single topic
LESSON 15 TEACHER S GUIDE La policía en la comunidad by Robert Hirschfeld Fountas-Pinnell Level K Nonfiction por Robert Hirschfeld Selection Summary Whether on foot, riding a horse or a bike, or working
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 detallesFountas-Pinnell Level K Nonfiction. by Jessica Quilty
LESSON 20 TEACHER S GUIDE by Jessica Quilty por Jessica Quilty ilustrado por Julie Downing Fountas-Pinnell Level K Nonfiction Selection Summary Everyday heroes are people we see everyday who help others.
Más detallesNuestro pueblo. Characteristics of the Text Genre Informational Text Text Structure. Nuestro pueblo. Fountas-Pinnell Level F Informational Text
LESSON 4 TEACHER S GUIDE by Taiyo Kobayashi por Taiyo Kobayashi Fountas-Pinnell Level F Informational Text Selection Summary The narrator presents key locations in his town and why each is important to
Más detallesFountas-Pinnell Level I Nonfiction. by Vidas Barzdukas
LESSON 5 TEACHER S GUIDE by Vidas Barzdukas por Vidas Barzdukas Fountas-Pinnell Level I Nonfiction Selection Summary Many animals besides cats and dogs make good pets. Animals that live on farms, such
Más detallesCharacteristics of the Text Genre Fantasy Text Structure Simple fi rst-person narrative, with story carried by pictures Content
LESSON 5 TEACHER S GUIDE by Stephanie Richardson Colin b jo en tobog n Fountas-Pinnell Level F Fantasy Selection Summary The narrator s dog pulls an increasing number of children up the hill. Each load
Más detallesCharacteristics of the Text Genre Informational text Text Structure
LESSON 15 TEACHER S GUIDE by Celeste Albright Fountas-Pinnell Level E Informational Text Selection Summary Clouds grow bigger and darker, showing that a big storm is coming. The storm arrives with heavy
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,
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 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 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 detallesLa montaña. La montaña. Characteristics of the Text Genre Fantasy Text Structure. Fountas-Pinnell Level J Fantasy. by Emily de Laurelia
LESSON 17 TEACHER S GUIDE by Emily de Laurelia Fountas-Pinnell Level J Fantasy Selection Summary Topo and Conejo want to go to the other side of a mountain. Topo decides to tunnel through the mountain
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