Characteristics of the Text Genre Fantasy Text Structure

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1 LESSON 20 TEACHER S GUIDE by Rowan Obach por Rowan Obach ilustrado por Marilee Harrald-Pilz Fountas-Pinnell Level I Fantasy Selection Summary When Zorro falls in a hole, he needs a strong, brave hero to help get him out. Osa is strong, but not brave. León is brave, but not strong. Together, they are strong and brave, and together, these two heroes pull Zorro out of the hole. HOUGHTON MIFFLIN Number of Words: 284 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 Problem described on fi rst page Episodic plot Strong, brave heroes Rescues Working together is often the best way to solve problems. Fantasy: animals talk like people Conversational language Similar to a fable without the explicit lesson stated at the end Many short sentences Some longer, compound sentences: He saltado y saltado, pero aún estoy en este hueco. Most words in oral vocabulary Some words relating to heroism: fuerte, valiente, héroe, salvarme Mostly one to three syllable words Illustrations support the text. Clear illustrations showing characters emotions Nine pages of text; illustrations on every page No paragraphs; each sentence begins at left margin Some two-line sentences 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 Rowan Obach Build Background Help children talk about the idea of a hero by asking questions such as the following: Qué es un héroe? Cómo se convierte alguien en un héroe? Read the title and author and talk about the cover illustration. Point out that the story is fantasy. The main characters are animals, but they act a lot like people. 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: Explain that this is a story about a fox that can t get out of a deep hole. Draw attention to the third sentence on the page. Suggested language: Vayan a la página 2. Leamos la tercera línea: Hay alguien en peligro dijo León. Podemos ver a León y Osa con la mano en la oreja. Qué están escuchando? Page 4: Point out the highlighted word adoloridos and draw attention to the illustration. Pobre Zorro. Se cayó en un hueco. Trató de saltar muchas veces, pero nunca llegó tan alto para poder salir. Ahora sus pies están adoloridos. Con los pies lastimados, cómo creen que saldrá? Pages 5 6: Draw attention to the labels on both pages and make sure children know what valiente and fuerte mean. Then point out the way they compare to each other saying más valiente and más fuerte. Compare the use of más with the use of mejor in mejor ayudante. Page 7: Point out the expressions on the animals faces. Cómo se sienten ahora León y Osa? Cómo saben? Ahora vuelvan al comienzo del cuento para descubrir cómo sale Zorro del hueco. Target Vocabulary adolorido que duele, p. 4 contemplar mirar algo por mucho tiempo, p. 7 depender necesitar ayuda, p. 9 ejercicio actividad física que te permite estar fuerte y saludable estudiar ver con atención; pasar tiempo aprendiendo, p. 8 haber pasado por alto no darse cuenta de algo, p. 7 héroe alguien admirado por ser valiente o bueno, p. 10 ponerse empezar a hacer algo 2 Lesson 20:

3 Read As the children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability. Remind children to use the Monitor/Clarify Strategy figure out what doesn t make sense. to find ways to Discuss and Revisit the Text Personal Response Invite children to share their personal responses to the story. Suggested language: Qué piensas de la manera en que Osa y León trabajaron juntos? Alguna vez trabajaron juntos con un amigo para resolver un problema? 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 Zorro needs to be rescued from a hole. Osa is strong enough to pull Zorro out, but isn t brave enough to go down into the hole. León is brave enough to go down in the hole, but isn t strong enough to pull Zorro out. Together they rescue Zorro. You can solve problems by working together. Everyone needs help sometimes. Everyone has some positive traits but no one is perfect Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The language sounds realistic, even though animals are talking. The characters are animals, but they act and feel like people. The writer s attitude towards these characters is that they can be successful if they can learn to work together. Traditional tales like this one can teach lessons. Choices for Further Support Fluency Invite children to choose a passage from the text to act out. Remind them to pay attention to punctuation so that the characters sound natural, the way people really talk. 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. Remind children that in Spanish syllables are made up of at least one vowel sound, as in pasaban on page 7 (pa-sa-ban). Some have two vowels, as in fuerte on page 6 (fuer-te). 3 Lesson 20:

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 Compare and Contrast Remind children that when they compare and contrast they tell how two things are alike or not. Model the skill, using a Think Aloud like the one below: Think Aloud Por un lado, León y Osa son diferentes. Osa es fuerte, pero tiene miedo, y León es valiente, pero no es muy fuerte. Por otro lado, León y Osa son parecidos. Ambos quieren ayudar a Zorro a salir del hueco en el que está. Ambos son héroes porque trabajan juntos para salvar a Zorro. Practice the Skill Have children compare and contrast two characters in another story. 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 what happens in the story. Assessment Prompts What did León and Osa learn about being heroes? What does the word dependía mean in the following sentence? Dependía de ustedes dos dijo. 4 Lesson 20:

5 Responder DESTREZA CLAVE Comparar y contrastar En qué son iguales León y Osa? En qué son diferentes? Copia el diagrama de abajo. Compara y contrasta a León y Osa. Osa Ambos León Fuerte? Valiente A escribir! De texto a texto Escribe tres o cuatro oraciones sobre otro cuento que hayas leído sobre héroes. Di el nombre del cuento y el nombre del héroe. Describe cómo el héroe ayudó a alguien. Escribe una oración inicial que llame la atención del lector. 11 Nombre Lee y contesta las preguntas. Fecha Lección 20 HOJA REPRODUCIBLE _048567_LR4_5BL_DOSHER_L20.indd /19/09 9:17:25 PM 1. Por qué se puede decir que León y Osa son héroes? Ambos ayudaron a Zorro a salir del hueco. 2. Qué tipo de cuento es? Una fantasía. 3. Qué aprendiste de este cuento? Respuesta posible: Aprendí que podemos trabajar juntos para ayudar a los demás. Hacer conexiones Haz uno o más dibujos para mostrar una ocasión en la que trabajaste con otros niños para ayudar a alguien más. Dibuja tu respuesta en tu Cuaderno de lectura. Lea las instrucciones a los niños.. All rights reserved. 8 Grado 2, Unidad 4: Héroes y ayudantes 5 Lesson 20:

6 Nombre Fecha Pensar más allá del texto Escribe un párrafo para responder a la siguiente pregunta: Qué piensas que aprendieron los tres animales de la manera en que se solucionó el problema de Zorro? Usa detalles del cuento en tu respuesta. 6 Lesson 20:

7 Nombre Lee y contesta las preguntas. Fecha Lección 20 HOJA REPRODUCIBLE Por qué se puede decir que León y Osa son héroes? 2. Qué tipo de cuento es? 3. Qué aprendiste de este cuento? Hacer conexiones Haz uno o más dibujos para mostrar una ocasión en la que trabajaste con otros niños para ayudar a alguien más. Dibuja tu respuesta en tu Cuaderno de lectura. 7 Lesson 20:

8 Estudiante NIVEL I Fecha Lección 20 HOJA REPRODUCIBLE 20.9 Registro de lectura page Selection Text Errors Self-Corrections 2 León y Osa escucharon un ruido. Auxilio! gritó alguien. Hay alguien en peligro dijo León. Dónde está? preguntó Osa. 3 Ellos miraron y miraron. Después, escucharon una voz que llamaba: Aquí abajo! León y Osa vieron un hueco. Ellos miraron hacia abajo y vieron a Zorro. Él parecía estar muy triste. Comments: Accuracy Rate (# words read correctly/50 100) % 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 20: