Fountas-Pinnell Level K Humorous Fiction. by Elizabeth Dana Jaffe

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1 LESSON 11 TEACHER S GUIDE by Elizabeth Dana Jaffe por Elizabeth Dana Jaffe ilustrado por Nick Diggory Fountas-Pinnell Level K Humorous Fiction Selection Summary When the Pérezes pets feel neglected, they hatch a plan. Day after day, they take turns demanding more and more outrageous gifts, which the busy but baffled Pérezes keep getting for them. Finally the owners catch on and figure out what the problem is. At last, the Pérezes give their pets the attention they crave and deserve. HOUGHTON MIFFLIN Number of Words: 449 Characteristics of the Text Genre Humorous fi ction Text Structure Third person narrative told in chronological order Repeated patterns: Animals requests and Pérez s responses Content Animals kept as pets (dog, cat, bird, fi sh, hamster) Pets needs (food, play/exercise, attention) Themes and Ideas Pets need love and attention as much as they need food and exercise. Busy owners may not be giving their pets the care they need. Creative group problem-solving can get results. Language and The animals have human behaviors: talk, plan, have human feelings/reactions. Literary Features Humor builds as animals make more and more outrageous requests. Sentence Complexity A mix of short and complex sentences with sentences, questions, and exclamations Specifi c verbs used with dialogue tags: cantó,chilló, ladró Vocabulary Pet types should be familiar, except perhaps hamster. Possibly unfamiliar words: chanclas, furioso, París, mascullaron, se quejaron, merecían, exigimos Words Some 4-syllable words: adorable, zanahoria, apurados, detuvieron Words with -ado, -ción, im- affi xes (enojados, apurados, atención, canción, imposible, impacientes) Illustrations Cartoon-like art that supports text and enhances humorous impact of story Book and Print Features All nine pages are a combination of text and art. Some art includes text: sound words (p. 3) and words on a sign (p. 10) 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 Elizabeth Dana Jaffe Build Background Use children s knowledge of pets to build interest, using a question such as the following: Qué clases de cosas necesitan las mascotas para estar saludables y felices? Discuss the title, making sure that children understand what the command means and talk about the cover. Ask children to point out details on the cover that suggest this story is humorous fiction. 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: Page 2: Explain that this story is about family pets who feel neglected by their busy owners. Identify the main characters and their problem. Suggested language: Pueden identifi car a las mascotas en las ilustraciones de la página 2? Todos los animales están furiosos con sus dueños. Por qué podrían las mascotas estar furiosas con sus dueños? Page 3: Miren la imagen. Las mascotas se juntaron e hicieron un plan. Cómo creen que planean resolver su problema? Pages 4-5: Point out the Pérez in the picture. Estos son los dueños de las mascotas: Ana y Juan Pérez. Siempre están impacientes al escuchar a sus mascotas. Adónde creen que van tan apurados? Ahora, vuelvan al comienzo del cuento para descubrir cómo las mascotas encuentran una solución para su problema. Target Vocabulary creer pensar que algo es verdad, p. 10 entender saber lo que algo significa, p. 5 exigir pedir algo firmemente, p. 3 furioso sentirse muy enojado, p. 3 impaciente no ser capaz de esperar en calma, p. 4 imposible algo que no se puede hacer, p. 8 problema una situación que hay que solucionar, p. 10 juntarse reunirse en grupo, p. 3 Grade 2 2 Lesson 11:

3 Read Have children read silently while you listen to individual children read. Support their problem solving and fluency as needed. Remind students to use the Infer/Predict Strategy figure out more about story parts., using clues to Discuss and Revisit the Text Personal Response Invite children to share their personal responses to the story. Suggested language: Cuál piensan que fue la más divertida de las cosas que pidieron los animales? 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 The pets want their owners to pay attention to them so they come up with a plan. So every day, as the Pérez leave for work, one pet makes a demand for something. When the demands get really odd, the Pérez figure out that what the pets really want is attention. Pets need love as much as they need food and toys. If people get a pet, they need to find time to take care of it and spend time with it. Working together can solve problems Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The author s purpose is to make a serious statement in a humorous way. The way the Pérez keep saying fine, no matter what the animals want, adds to the humor. The reader is in on the joke as the animals keep asking for sillier and sillier things. Choices for Further Support Fluency Invite children to pick an extended passage from pp to do as a Readers Theater, with different children saying the words of the pets; two children speaking together as the Pérez and another acting as narrator for the non-dialogue text. Remind them that this story is humorous, so they should make their voices sound funny. 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 the prefi x im- means no. Point to the word impacientes on page 4, and say it is formed by im- plus paciente. Have children explain what it means. Then, have them fi nd another example in the text. Grade 2 3 Lesson 11:

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 Conclusions Remind children that they can use story details and what they know to figure out more about story characters and what is happening in a story. Model, using a Think Aloud like the one below: Think Aloud Quiero conocer a las mascotas de este cuento. En la primera página, veo y leo que todos juegan juntos y felices. En la siguiente página, veo y leo que se juntan para hacer un plan. Sé que los perros y los gatos pelean y que a los gatos les gusta cazar pájaros y peces. Llego a la conclusión que las mascotas en este divertido cuento no son como las mascotas de verdad porque se llevan tan bien. Practice the Skill Have children draw conclusions about how attentive the Pérez will be to their pets from now on. Writing Prompt: Thinking Beyond the Text Have students 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 Why are the pets furious and unhappy at the beginning of the story? What words on page 8 help you understand the meaning of the word imposible? Grade 2 4 Lesson 11:

5 Responder Comprehsnsion DESTREZA Skill TK CLAVE Conclusiones Por qué pedían los animales cosas extrañas? Qué detalles del cuento te ayudaron a sacar tus conclusiones? Copia el diagrama. Escribe dos detalles en las casillas. Conclusión Los animales querían atención. Detalle? Detalle? A escribir! De texto a texto Qué cuentos has leído acerca de mascotas? Imagina que eres una mascota en ese cuento. Escribe una carta persuasiva para pedir algo de uno de los personajes. Nombre Fecha Lección 11 HOJA REPRODUCIBLE Lee y contesta las preguntas. 2_043739_LR3_1OL_ATENCI_L11.indd /20/09 12:35:45 PM 1. Cuál de las mascotas pidió pasteles? El hámster pidió pasteles. 2. Por qué las mascotas pidieron cosas que no necesitaban? Pidieron cosas que no necesitaban para que los Pérez les prestaran más atención. 3. Crees que ser exigente es la manera de conseguir lo que quieres? Explica tu respuesta. Las respuestas variarán. Hacer conexiones Las mascotas del cuento pidieron muchas cosas a los Pérez. Cómo se comunican las mascotas con sus dueños en la vida real? Cómo podría una mascota decirte lo que necesita? Escribe tu respuesta en tu Cuaderno de lectura. Lea las instrucciones a los niños.. All rights reserved. 9 Grado 2, Unidad 3: Dímelo a mí Grade 2 5 Lesson 11:

6 Nombre Fecha Pensar más allá del texto Piensa en la siguiente pregunta. Después, escribe tu respuesta en un párrafo. Qué otro plan podrían haber pensado las mascotas para que los Pérez les presten atención? Usa detalles del cuento para fundamentar tu respuesta. Grade 2 6 Lesson 11:

7 Nombre Lee y contesta las preguntas. 1. Cuál de las mascotas pidió pasteles? Fecha Lección 11 HOJA REPRODUCIBLE Por qué las mascotas pidieron cosas que no necesitaban? 3. Crees que ser exigente es la manera de conseguir lo que quieres? Explica tu respuesta. Hacer conexiones Las mascotas del cuento pidieron muchas cosas a los Pérez. Cómo se comunican las mascotas con sus dueños en la vida real? Cómo podría una mascota decirte lo que necesita? Escribe tu respuesta en tu Cuaderno de lectura. Grade 2 7 Lesson 11:

8 Estudiante NIVEL K Fecha Lección 11 HOJA REPRODUCIBLE Registro de lectura page Selection Text Errors Self-Corrections 2 Era de mañana en la casa de los Pérez. El perro mordía su hueso. El gato jugaba con un hilo. El pez nadaba. El pájaro cantaba una canción. El hámster daba vueltas en su rueda. Pero Ana y Juan Pérez ni siquiera se fijaban en sus mascotas. Como siempre, salían de la casa apurados sin decir adiós. 3 Los animales hicieron una reunión. El perro estaba furioso. Dijo: Esta mañana puse mi cara de adorable y moví mi rabo. Los Pérez ni siquiera me acariciaron la cabeza. El gato dijo: Ayer cacé un ratón y nadie me dio las gracias. Comments: Accuracy Rate (# words read correctly/99 100) % 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 0 Insertion el ˆlobo 1 Word told T 1 lobo ISBN-13: ISBN-10: Grade 2 8 Lesson 11: