Fountas-Pinnell Level M Nonfiction

Transcripción

1 LESSON 10 TEACHER S GUIDE by Christine Forrest Fountas-Pinnell Level M Nonfiction Selection Summary This selection introduces readers to the history of some items they use every day. From paper and pencil to the eraser and the zipper, students learn the origins of many things they take for granted in their daily lives. HOUGHTON MIFFLIN Number of Words: 547 Characteristics of the Text Genre Nonfi ction Text Structure Organized by sections for each invention Starts with an Introducción and ends with a Conclusión Content Features different inventions Facts about how and why they were invented Themes and Ideas Inventions can change people s daily lives. Creative thought can result in innovation and invention. Language and Third person narrative with second-person for Introducción and Conclusión Literary Features Terms defi ned within the text Sentence Complexity Sentences vary in length. Some sentences with introductory phrases: Dejas la nota sobre la mesa, cierras la cremallera de tu abrigo y te diriges a la puerta. Questions within the text Vocabulary Technical vocabulary relating to inventions: materiales, sustancia, grafi to Words Mostly two- and three-syllable words with a few multi-syllable words: cremallera, artefactos, laboratorio Illustrations One archival photograph Glossy photographs of children using inventions Book and Print Features Nine pages of text with photos and illustrations on each page Important information provided in captions 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 Christine Forrest Build Background Help students use their knowledge of inventions to think about the text. Build interest by asking questions such as the following: Qué inventos conocen? Cómo han cambiado nuestra vida? Read the title and author and talk about the cover. Explain that this book tells facts about things we use every day and how they were invented. 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. Give special attention to target vocabulary. Here are some suggestions: Page 2: Explain that this book is about everyday inventions. Suggested language: Vayan a la página 2. Miren la leyenda: El teléfono es uno de los inventos más populares de todos los tiempos. De qué manera cambió el teléfono la vida de las personas? Page 3: Draw attention to the photo. Qué inventos están usando los estudiantes? Busquen la palabra artefactos. Qué artefactos usan ustedes todos los días? Page 4: Point out the section heading. Qué les dice el encabezado de la sección sobre lo que leerán en esta parte del libro? Busquen la palabra laboratorio. Qué hace un científi co en un laboratorio? Page 5: Point out that captions can give clues about information in the text. Qué les dice la leyenda de esta página? Ahora vuelvan al comienzo del libro para descubrir cómo se inventaron muchas de las cosas que usamos todos los días. Target Vocabulary artefacto pequeña máquina o herramienta útil, p. 3 eléctrico que funciona con electricidad, p. 5 experimento prueba que ayuda a los científicos a responder sus preguntas, p. 9 genio una persona muy inteligente, p. 9 invento algo nuevo que a alguien se le ocurre y lo construye, p. 3 laboratorio un lugar donde los científicos trabajan y hacen experimentos, p. 4 ocasional algo que sucede a veces pero no muy seguido, p. 10 señal un sonido, movimiento o signo que manda un mensaje, p. 5 2 Lesson 10:

3 Read Have students read silently while you listen to individual students read. Support their problem solving and fluency as needed. Remind students to use the Summarize Strategy parts of the text in their own words., and to tell important Discuss and Revisit the Text Personal Response Invite children to share their personal responses to the text. Suggested language: Podrían vivir sin algunos de los inventos descritos en el libro? Cuáles? Sin cuáles de estos inventos NO podrían vivir? Por qué? Ways of Thinking As you discuss the text, help students understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text The telephone was invented by Alexander Graham Bell. Paper is one of the oldest inventions. Paper, pencils and erasers were invented at different times, even though we use them all together today. Failure and persistence are integral parts of successful inventions. Inventions can make our lives easier every day Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The photographs, captions, and section headings support and extend the text. The author uses an introduction to get readers interested in the text. The conclusion summarizes the text and invites readers to think about their own ideas. Choices for Further Support Fluency Invite students to choose a passage from the text to read aloud. Remind them to pay attention to punctuation, and to pause at commas in longer sentences. Comprehension Based on your observations of the students reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students 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. Have students take apart multi-syllable words to decode in manageable units. For example, cien-tí-fi -co (page 4), gra-fi -to (page 7), and cre-malle-ra (page 9). 3 Lesson 10:

4 Writing about Reading Vocabulary Practice Have children complete the Vocabulario questions on Hoja reproducible Responding Have students complete the vocabulary activities on page 11. Remind them to answer the Word Teaser on page 12. (Answer: genio) Reading Nonfiction Nonfiction Features: Introduction and Conclusion Remind students that nonfiction has many features to help readers find and understand important information. An introduction and a conclusion are two of those features. Explain that the heading Introducción is a signal that the text below will introduce the information that will be in the book. Reading an introduction helps readers get ready for the information and start thinking about it. Have students find the heading Introducción in the book and reread that section. Ask them to write one sentence from the Introduction that gives the most important idea. Explain that the heading Conclusión signals text that will sum up what is in the book or point out an important idea. Have students find the heading Conclusión and reread that section. Ask them to write one sentence that tells the important idea. Writing Prompt: Thinking Beyond the Text Have students write a response to the prompt on page 6. Assessment Prompts What words on page 2 name inventos? Tell one word that best describes the inventor of the zipper. Which word on page 4 names a place where scientists work? 4 Lesson 10:

5 Responder VOCABULARIO CLAVE Formar palabras Haz una tabla con una lista de algunos inventos que conozcas. Nombra el invento. Di para qué se usa el invento. Después escribe si lo usas seguido, a veces o nunca. Inventos Uso Cuánto lo uso teléfono para comunicarme seguido! El texto y tú Escribe un párrafo sobre un invento que pienses es importante. Elije uno de los inventos de Formar palabras. Di cómo se usa y por qué es importante. 3_041179_VR2_5BL_inventions_L A escribir! 11 11/2/09 3:29:57 PM Nombre Escribe palabras e ideas que van con la palabra experimento de la red semántica. Luego, haz una red semántica con cada una de las demás palabras de. Vocabulario Fecha Lección 10 HOJA REPRODUCIBLE 10.1 invento experimento laboratorio genio artefacto eléctrico señal ocasional crear jugar experimento ver qué pasa tener una idea Lea las instrucciones a los estudiantes.. All rights reserved. Grado 3, Unidad 2: Exprésate! 5 Lesson 10:

6 Nombre Fecha Pensar más allá del texto Lee el siguiente párrafo. Después escribe tu informe periodístico en el espacio en blanco. Elige uno de los inventos descritos en este libro. Imagina que se acaba de inventar. Escribe un informe periodístico sobre este nuevo invento. Explica qué es y por qué va a cambiar la vida de la gente. Usa detalles del libro al escribir tu informe. 6 Lesson 10:

7 Nombre Fecha Lección 10 HOJA REPRODUCIBLE 10.1 Escribe palabras e ideas que van con la palabra experimento de la red semántica. Luego, haz una red semántica con cada una de las demás palabras de. Vocabulario invento experimento laboratorio genio artefacto eléctrico señal ocasional experimento 7 Lesson 10:

8 Estudiante nivel m Fecha Lección 10 Hoja reproducible Registro de lectura page Selection Text Errors Self-Corrections 2 Imagina esta situación: suena el teléfono. Lo contestas. La llamada es para tu mamá, pero ella salió. Tomas un lápiz del lapicero de plástico. Escribes el mensaje en un pedazo de papel. Dejas la nota sobre la mesa, cierras la cremallera de tu abrigo y te diriges a la puerta. 3 A lo mejor estuviste en una situación así. Se te ocurrió pensar en todos los artefactos que usaste? El teléfono? El lápiz? Todos son inventos. Usamos muchos inventos todos los días. Sus historias te pueden sorprender. Casi siempre alguien tuvo que intentar crearlo más de una vez antes de que nosotros pudiéramos usarlo. Comments: Accuracy Rate (# words read correctly/ ) % 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 Lesson 10: