LESSON 8 TEACHER S GUIDE by Rosa Álvarez Fountas-Pinnell Level J Realistic Fiction Nivel: J EDL: 18 Género: Ficción realista Estrategia: Analizar/Evaluar Destreza: Secuencia de sucesos Número de palabras: 294 1_035260_LR2_3CV_BEACH.indd 1 crab, and a starfish. Maya decides she loves the beach. 1.2.3 HOUGHTON MIFFLIN Libritos nivelados en línea Selection Summary Amelia wakes her cousin Maya for an early morning walk on the beach. It s too cold to swim, and Maya is not sure what they can do on the beach. They walk and find sea glass, sand dollars, a hermit ISBN-13:978-0-547-03526-0 ISBN-10:0-547-03526-8 1033726 por Rosa Álvarez ilustrado por Linda Graves HOUGHTON MIFFLIN Number of Words: 299 4/10/08 2:59:15 PM Characteristics of the Text Genre Realistic Fiction Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Third-person narrative Organized chronologically Fun on the beach in cold weather Finding and collecting things on the beach Making bracelets with beach glass The beach is fun even when it s too cold to swim. There are lots of treasures to fi nd on the beach. Found objects can be made into nice things. Third-person narrator Conversational language Split dialogue Simple sentences with phrases Compound and complex sentences: Maya se puso su ropa, pero sentía frío. Ella no estaba segura de que fuera un buen día para ir a la playa. Words related to the beach: arena, galleta de mar, cangrejo ermitaño, estrella de mar, algas Mostly two- and three-syllable words Possible unfamiliar word, supported by illustrations: pulseras Realistic illustrations support the text. Nine pages of text, illustrations on every page 2006. 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 32819. Printed in the U.S.A. 978-0-547-32183-7 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09 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.
by Rosa Álvarez Build Background Read the title to children and talk with them about the girls in the cover illustration. Encourage them to think about what the girls might be doing. Anticipate the text with questions like these: Dónde están las niñas? Cómo está el tiempo? Cómo lo saben? 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. Point out the sentence patterns that are repeated on alternate pages. Here are some suggestions: Pages 2 3: Explain that this is a story about two cousins, Maya and Amelia. Amelia has a house at the beach, and Maya is visiting her. Suggested language: Vayan a la página 2. Amelia y Maya acaban de levantarse. Miren las cortinas. Qué pueden decir del tiempo? Amelia quiere ir a la playa. Pero Maya piensa que hace mucho frío para nadar. Page 4: Vayan a la página 4. Recuerden usar la información en los dibujos para entender mejor el cuento. Qué están haciendo las niñas en la playa? El tiempo está cálido para poder nadar? Qué pistas ven en el dibujo? Page 7: Miren el dibujo para ver qué encuentran las niñas. Es un cangrejo ermitaño. Qué creen que pasan si ponen su dedo demasiado cerca de sus patas? Encuentren la palabra resaltada pellizco. Maya dice: Estoy bien, fue solo un pequeño pellizco Qué le pasó al dedo de Maya? Page 9: Explain that the girls fi nd bits of smooth colored glass on the beach, called vidrio de mar. La oración dice: Ellas apilaron los vidrios. Qué parece que harán con sus pilas de vidrios? Ahora, vuelvan al comienzo del libro para descubrir qué hicieron las niñas en la playa, en una fría mañana. Learn More Words apilaron cangrejo ermitaño pellizco 2
Read As the children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability. Respond to the Text Personal Response Invite children to share their personal responses to the story. Begin by asking what they liked best about the story, or what they found interesting. Suggested language: A lo largo del cuento, cómo creen que fue cambiando la manera en que se sentía Maya sobre ir la playa? Cambió la manera en que se sentían ustedes? 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 Amelia wants to show her cousin the beach on a cold morning. The girls walk on the beach and find lots of interesting things. They make bracelets with sea glass. The girls have fun, and Maya loves the beach. You don t need to swim to have fun on the beach. It is fun to observe nature. You can make new things from old things you find. It is fun to make things. The writer uses a lot of dialogue. The illustrations help readers visualize things they might not be familiar with, such as hermit crabs and sand dollars. 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Fluency Invite children to choose a passage from the text to act out or use for Reader s Theater. Remind them to read or say the characters words with expression that shows how they are feeling. Phonics and Word Work Provide practice as needed with words and sounds, using one of the following activities: Words with ll and r Materials: whiteboards, markers. Write words from the book with open syllables beginning with ll and r, like ga-lle-ta, e-lla, lle-na-ron, a-re-na, fue-ra, pa-ra. Read each word and have children raise their hand if they hear a syllable with ll or r. Stressed Syllables Materials: index cards, pencils. Have children Identify the stressed syllable in words from the book. Display these story words: sentía, levántate, recogió, arena, galleta, trató, cangrejo, algas. Read each word with children; have them identify the stressed syllable. 3
Writing About Reading Critical Thinking Read the directions for children on Hoja reproducible 8.7 and guide them in answering the questions. Responding Read aloud the questions at the back of the book and help children complete the activities. Target Comprehension Skill Sequence of Events Remind children that events in stories happen in order. Paying attention to the order in which things happen can help them understand the story. Model how to think about the sequence of events: Think Aloud Qué pasa primero, luego y al final de este cuento? Amelia y Maya encuentran muchas cosas en la playa. Primero encuentran vidrio de mar. Después, galletas de mar y un cangrejo ermitaño. Qué encuentran al final? Al final, encuentran una estrella de mar. Practice the Skill Have children tell what happens first, next, and last in another story they know. Writing Prompt Read aloud the following prompt. Have children write their response, using the writing prompt on page 6. Do you think the beach can be fun on a cold day? Why or why not? Write a paragraph explaining what you think. 4
Responder DESTREZA CLAVE Secuencia de sucesos Qué es lo primero que hacen Amelia y Maya en la playa? Qué hacen después? Qué es lo último que hacen? Haz un diagrama. A escribir! El texto y el mundo Dibuja una playa. Cómo se divierte la gente? Qué ve? Escribe tres oraciones acerca de tu dibujo. Nombre Fecha Lección 8 HOJA REPRODUCIBLE 8.7 11 Escucha las ideas acerca del libro. Escribe la palabra que completa cada oración. 1_035260_LR2_3AL_LaPLAY_L08.indd11 11 12/3/09 4:18:59 PM 1. Maya dice que la estrella de mar se siente áspera. suave áspera filosa 2. Maya se da cuenta de que en la playa puede hacer más cosas que nadar. cavar caminar nadar Hacer conexiones Piensa en algo que te gusta hacer en la playa. Haz un dibujo. Rotula tu dibujo. Lea las instrucciones a los niños.. All rights reserved. 9 Grado 1, Unidad 2: Compartir el tiempo 1_352879RTXSAN_U2_LR_TAI.indd 9 8/24/09 5:40:02 PM 5
Nombre Fecha Crees que la playa puede ser divertida en un día frío? Por qué sí? Por qué no? Escribe un párrafo en el que expliques lo que piensas sobre eso. 6
Nombre Fecha Lección 8 HOJA REPRODUCIBLE 8.7 Escucha las ideas acerca del libro. Escribe la palabra que completa cada oración. 1. Maya dice que la estrella de mar se siente suave áspera filosa. 2. Maya se da cuenta de que en la playa puede hacer más cosas que. cavar caminar nadar Hacer conexiones Piensa en algo que te gusta hacer en la playa. Haz un dibujo. Rotula tu dibujo. 7
Estudiante NIVEL J Fecha Lección 8 HOJA REPRODUCIBLE 8.11 Registro de lectura page Selection Text Errors Self-Corrections 2 Amelia golpeó la puerta de la habitación de su prima y le dijo: Levántate Maya! Nos vamos ahora mismo a la playa. 3 Maya se puso su ropa, pero sentía frío. Ella no estaba segura de que fuera un buen día para ir a la playa. Iba a hacer mucho frío para nadar. Qué otra cosa podrían hacer? 4 Maya y Amelia caminaron por la playa. Comments: Accuracy Rate (# words read correctly/64 100) % 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: 978-0-547-32183-7 ISBN-10: 0-547-32183-X 90000 9 780547 321 837 1416039 8