Fountas-Pinnell Level M Nonfiction

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1 LESSON 14 TEACHER S GUIDE by Erin Ash Sullivan Fountas-Pinnell Level M Nonfiction Selection Summary Because of their special qualities, dogs can partner with people on a wide variety of jobs. Different kinds of dogs are suited for different work, ranging from pulling sleds to herding farm animals to assisting police and soldiers. HOUGHTON MIFFLIN HARCOURT Number of Words: 468 Characteristics of the Text Genre Nonfi ction Text Structure Focused on a series of related ideas Organized in seven sections, including Introducción and Conclusión Content Physical characteristics and qualities of dogs Jobs that dogs do Themes and Ideas Dogs are good workers. Dogs do work suited to their unique abilities. Dogs help people in different ways. Language and Clearly written Literary Features Figurative language (Los perros trabajan como los ojos de sus dueños.) Sentence Complexity A mix of short and complex sentences Some compound sentences (Los perros de trineo trabajan, corren y no tiemblan de frío.) Multiple items in series (Avisan a sus dueños sobre ruidos importantes, como timbres, alarmas y bebés que lloran.) Vocabulary Words associated with herding: rebaño, círculos, ovejas, ganado The word canino provided as another word for dog; K-9 derived from English canine Terms associated with war: ejército, Segunda Guerra Mundial, bombas, condiciones peligrosas Words Many two- and three-syllable words (diferentes, entrenados, granjeros, guardianes) Illustrations Color photos that support text One historic photo in black and white Book and Print Features Easy-to-read section headings One or two sentence captions that provide additional information 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 Erin Ash Sullivan Build Background Help students think about dogs and what they can do. Build interest by asking a question such as the following: Qué clase de trabajo creen que pueden hacer los perros? Read the title and author and talk about the cover photo. Tell students that this book is nonfiction, so the words and photos will give factual information about the topic. Introduce the Text Guide students 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 book tells about jobs that dogs do to help people. Suggested language: Vayan a la página 2. Muchas personas creen que los perros son buenos trabajando y también como mascotas porque son leales. Esto quiere decir que son fi eles a sus dueños. De qué manera el perro de la foto puede ser leal con el niño? Page 3: Read the section heading and ask students to look at the photo. Estos son perros de trineo. Se necesitan varios perros para jalar un trineo. Después de haber corrido durante mucho tiempo, las patas de los perros de trineo comienzan a temblar. Alguna vez les temblaron las piernas? Por qué les pasó eso? Page 6: Read the caption. Make sure students understand that canine is pronounced like K-9, which led to the use of the term for police dogs in English. Point out that dogs have the habilidad to fi nd things by smell. Qué otras habilidades tienen los perros? También tienen la habilidad de patrullar durante un turno, o período de trabajo, largo. Qué creen que hace un perro policía cuando patrulla? Qué creen que vigila el perro? Page 7: Call attention to the photo. Explain that it is black and white because it was taken many years ago. Estos soldados y los perros eran compañeros de trabajo. Por qué el trabajo se hace más fácil cuando se tiene un compañero? Ahora, vuelvan al comienzo para descubrir de qué manera los perros ayudan a las personas. Target Vocabulary compañero persona o animal que trabaja con otro, p. 3 habilidad la capacidad de hacer algo, p. 2 leal fiel, p. 2 morder agarrar o arrancar algo con los dientes, p. 5 patrullar recorrer un lugar para protegerlo, p. 4 temblar sacudir el cuerpo, p. 3 tendido acostado, p. 7 turno período durante el cual alguien hace su trabajo, p. 8 2

3 Read As the students read observe them carefully. Guide them as needed, using language that supports their problem solving ability. 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 students to share their personal responses to the book. Suggested language: Qué información les pareció más interesante? De cuál de todos los trabajos que hacen los perros les gustaría saber más? 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 Dogs can be pets and workers. Dogs can do many different kinds of jobs. Some jobs include pulling sleds, herding animals, helping police officers and soldiers, guiding blind owners, and hearing for deaf owners. Dogs make good workers because they are smart and loyal and can be trained to do jobs. Dogs do jobs based on their unique abilities. Dogs and people can become partners as they work together Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The photos show the kinds of jobs dogs can do and how they do them. The captions give additional information beyond the text. The author leads the reader to the conclusion that no matter what job dogs do, they can be great companions. Choices for Further Support Fluency Invite students to choose a passage from the text to read aloud. Remind them to read at a steady speed, using the punctuation (commas and periods) as signals for how to group words correctly. 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. Remind students that suffi xes -or/-ora and -oso/-osa mean agent and full of respectively. Have them identify words with these suffi xes on pages 2 (trabajadores) and 7 (peligrosas). Then have students identify the base words and how their meanings change by adding a suffi x. 3

4 Writing about Reading Vocabulary Practice Have students complete the Vocabulario questions on Hoja reproducible Responding Have students complete the vocabulary activities on page 11. Remind them to answer the Acertijo on page 12. (Answer: patrullar) Reading Nonfiction Nonfiction Features: Section Headings Remind students that nonfiction has many features to help readers find and understand information. Section headings are one type of feature. Explain that a section heading gives readers a general idea of the content they are about to read in the next pages. Each heading also signals that a new part of the book is about to begin. Call attention to these section headings: Introducción on page 2 and Conclusión on page 10. Explain that nonfiction books often include an introduction, in which the author states the topic of the book and a conclusion, in which the author sums up the topic and makes a final point. Read through the other section headings with students and ask them what information each heading provides. Then have students choose one section in the book (other than the Introduction and Conclusion). Ask them to reread the section and write their own section heading (different from the author s). Writing Prompt: Thinking Beyond the Text Have students write a response to the prompt on page 6. Assessment Prompts Tell one word that best describes sled dogs. Use evidence from the book to support your thinking. Which words on page 4 help the reader know the meaning of entrenados? On page 7, fi nd the word that means almost the same as notas. 4

5 Responder VOCABULARIO CLAVE Formar palabras Haz una red de palabras alrededor de la palabra habilidad. Qué tipo de habilidades pueden tener los animales para ayudar a las personas? Copia esta red de palabras y agrega otras habilidades. jalar habilidad A escribir! El texto y tú Escribe un párrafo que describa una habilidad tuya. Usa palabras de la red en tu párrafo. 3_041452_VR3_4BL_DogHelpers_L /2/09 3:28:04 PM Nombre Completa otros dos ejemplos y no ejemplos de tendido. Luego, haz un mapa de cuatro cuadros con cada una de las demás palabras de. Vocabulario Fecha Lección 14 HOJA REPRODUCIBLE 14.1 tendido leal compañeros turno temblaba patrullan habilidad morderte Definición echado; acostado en el suelo Ejemplo descansar en la playa tomando sol Respuestas de ejemplo: estar acostado en la cama mirando la televisión; estar echado en el jardín leyendo un libro Oración El perro tomaba sol tendido en el pasto del jardín. tendido No ejemplo estar de pie pintando una pared Respuestas de ejemplo: caminar hasta la escuela; barrer el suelo de tu casa Lea las instrucciones a los estudiantes.. All rights reserved. Grado 3, Unidad 3: Aprendemos al crecer 5

6 Nombre Fecha Pensar más allá del texto Piensa en las siguientes preguntas. Después, escribe tu respuesta en uno o dos párrafos. En el libro, se dice que los perros hacen muchas tareas diferentes. Qué perro crees que tiene el trabajo más importante? Por qué piensas eso? 6

7 Nombre Fecha Lección 14 HOJA REPRODUCIBLE 14.1 Completa otros dos ejemplos y no ejemplos de tendido. Luego, haz un mapa de cuatro cuadros con cada una de las demás palabras de. Vocabulario tendido leal compañeros turno temblaba patrullan habilidad morderte Definición echado; acostado en el suelo Ejemplo descansar en la playa tomando sol Oración El perro tomaba sol tendido en el pasto del jardín. tendido estar de pie pintando una pared No ejemplo 7

8 Estudiante nivel m Fecha Lección 14 Hoja reproducible Registro de lectura page Selection Text Errors Self-Corrections 2 Los perros son excelentes mascotas. Son fáciles de entrenar. Son inteligentes y leales. Estas cualidades, o características, hacen que los perros también sean buenos trabajadores. Hay muchos trabajos que los perros hacen para ayudar a las personas de diferentes maneras. 3 Algunos perros tienen un gusto natural por jalar y transportar. Son grandes y fuertes. Son compañeros perfectos para este tipo de trabajo. En los lugares donde hay nieve, las personas usan perros para jalar trineos. Los perros de trineo trabajan, corren y no tiemblan de frío. Los equipos de perros de trineo compiten en carreras por todo el mundo. Comments: Accuracy Rate (# words read correctly/99 100) % 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