LESSON 25 TEACHER S GUIDE by Molly Chester Fountas-Pinnell Level C Nonfiction Selection Summary Children eat a variety of snacks a banana, an apple, a carrot, and an orange at snack time. Number of Words: 43 Characteristics of the Text Genre Nonfi ction Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Third-person narrators Focused on a single topic Food for snacks Children enjoying food together Children like snacks. Everyone has favorite foods. Meaning provided through integration of photos with text One exclamation for emphasis Repetitive sentence pattern on most pages: Él/Ella dijo. Names of foods: banana, manzana, naranja, zanahorias Highlighted high-frequency words:, dijo, él, ella, hacer, jugar, no, todos Photographs closely linked to text on all pages Five pages of text; photograph on each page Two to three lines of text on each 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. 978-0-547-32090-8 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 Molly Chester Build Background Help children tell what they know about snack time. Build interest by asking questions such as the following: Qué es una merienda? Qué tipo de cosas les gusta comer como merienda? Read the title and talk about the cover photograph. Tell children that this book will give information about food to eat at snack time. Introduce the Text Guide children through the text, helping with unfamiliar words so they can read the text successfully. Here are some suggestions: Page 2: Explain that in this book children will read about different kinds of snacks. Suggested language: Vayan a la página 2. Miren la foto. Qué está comiendo el niño para la merienda? En el libro dice: Él dijo que una banana es una buena merienda. Digan dijo. Con qué sonido empieza la palabra dijo? Busquen la palabra dijo y señálenla con el dedo. Page 3: Remind children that they can use information in the photos to help them read. Miren esta foto. Qué come esta niña en la merienda? El libro dice: Ella dijo que una manzana puede hacer. Digan Ella. La palabra Ella comienza con la letra E. Busquen la palabra Ella y señálenla con el dedo. Page 4: Vayan a la página 4. Observen la fotografía. Cuál cree que es una buena merienda la niña de esta página? Page 6: Vayan a la página 6. Dónde están estos niños? Es el fi n de la hora de la merienda en su clase. Ellos dicen: Todos comimos. Ya no hay más merienda. Digan la palabra todos. Con qué letra creen que empieza la palabra todos? Busquen la palabra todos, díganla y señálenla con el dedo. Ahora vuelvan al comienzo del libro para leer sobre las comidas que a estos niños les gusta comer en la merienda. Words to Know Have children turn to the Palabras que quiero saber at the back of the book. Read each word aloud and then together. Explain any unknown words. Tell children to look for these words as they read. Words to Know dijo él ella hacer jugar no todos 2 Lesson 25:
Read Now have children read softly while pointing under each word. Observe children as they read. Respond to the Text Personal Response Ask children to share their personal responses to the book. Begin by asking what they liked best about the book, or what they found interesting. Suggested language: Qué merienda de este libro les gusta más? 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 Children eat a banana, an apple, a carrot, and an orange for a snack. They sit together and have their snacks. Children like snacks. It s good to choose healthy snacks. People think different foods are good snacks. The photos show different kinds of snacks that children like. On the last page we see that the children had snack time in school. 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Concepts of Print Help children practice understanding that there is a relationship between sounds and letters. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Clapping Syllables Have children hear and say syllables in words from the book. (manzana, banana, zanahorias, naranja). Have them clap on each syllable: man-za-na, ba-na-na, za-na-ho-rias, na-ran-ja. ABC Order Materials: magnetic or cardboard letters or letter cards. Have children choose letters and put them in ABC order. Build Words Have children make more words that rhyme with (cien, den, ten, buen, en, quien, etc.). Write the words in a list on the board or on a large sheet of paper. Read the list aloud together. 3 Lesson 25:
Writing About Reading Vocabulary Practice Read the directions and have children complete the Vocabulario questions on Hoja reproducible 25.1. Responding Have children complete the vocabulary activities on page 7. Building Vocabulary Food Words Build on the food words in. Suggested language: Pensemos en las cosas que les gusta comer a los niños del libro. Qué otras meriendas les gustan a ustedes? As children suggest foods, write their words on the board or on a large strip of paper. Begin the list with the sentence pattern: Yo creo que es/son una buena merienda. (Possible suggestions: una pera, las fresas, las cerezas, las galletas, el queso, las nueces, el yogur, el apio). After children have made their suggestions, read the list aloud together, pointing to each word. Miren cuántas comidas son buenas para comer en la merienda! Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6. Draw a picture of a snack you have made at home. Write about why you like it. 4 Lesson 25:
Responder PALABRAS QUE QUIERO SABER Formar palabras Habla acerca de lo que te gusta comer y lo que no te gusta comer a la hora de la merienda. A escribir! El texto y tú Haz un dibujo que muestre una merienda que te gusta comer y una merienda que no te gusta comer. Usa las palabras del vocabulario para escribir acerca del dibujo. Nombre Fecha Lección 25 HOJA REPRODUCIBLE 25.1 K_044125_VR5_5BL_SNK_L25.indd 7 7 12/11/09 10:22:02 PM Palabras que quiero saber Encierra en un círculo las palabras hacer, no, él y jugar. hacer jugar dijo ella todos él no Palabras que quiero saber Palabras que quiero saber dijo no él todos Escribe la palabra que va en cada oración. hacer ella jugar dijo ella jugar 1. Vamos a jugar! la maestra. d ij o 2. La niña juega. Lea las instrucciones a los niños. Palabras que quiero saber. All rights reserved. 3, Unidad 5: Crecer y cambiar 5 Lesson 25:
Nombre Haz un dibujo de una merienda que hayas preparado en tu casa. Fecha Escribe las razones por las que te gusta. 6 Lesson 25:
Nombre Fecha Lección 25 HOJA REPRODUCIBLE 25.1 Palabras que quiero saber Encierra en un círculo las palabras hacer, no, él y jugar. hacer jugar dijo ella todos él no Escribe la palabra que va en cada oración. jugar dijo ella Palabras que quiero saber Palabras que quiero saber dijo no él todos hacer ella jugar 1. Vamos a jugar! la maestra. 2. La niña juega. 7 Lesson 25:
Estudiante nivel c Fecha Lección 25 Hoja reproducible Registro de lectura page Selection Text Errors Self-Corrections 2 Él dijo que una banana es una buena merienda. 3 Ella dijo que una manzana puede hacer. 4 Ella dijo que una naranja es una buena merienda. 5 Ella dijo que las zanahorias pueden hacer. 6 Todos comimos. Ya no hay más merienda. Ahora vamos a jugar! Comments: Accuracy Rate (# words read correctly/45 100) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Corrections) 1: Behavior Code Error Read word correctly Repeated word, sentence, or phrase Omission 1 0 0 Behavior Code Error Substitution lodo 1 Self-corrects Insertion Word told lodo sc el 0 ˆ 1 T 1 ISBN-13: 978-0-547-32090-8 ISBN-10: 0-547-32090-6 90000 9 780547 320908 1415935 8 Lesson 25: