LESSON 20 TEACHER S GUIDE by Nikolai Katkov Pedro el oso polar por Nikolai Katkov ilustrado por Steve Cox Fountas-Pinnell Level I Fantasy Selection Summary Pilar gets new pet, a polar bear named Pedro. He is not like most pets! Because of his size, Pedro gets into many messes, but he is always lovable. HOUGHTON MIFFLIN Number of Words: 246 Characteristics of the Text Genre Fantasy Text Structure Third-person narrator describes day s events from morning to night. Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Polar bears Pets Humorous fantasies Relationship between pets and their owners are special. It s fun to read fantasy stories about familiar situations. Amusing characters Descriptive language Simple, traditional elements of fantasy Simple and compound sentences with phrases and clauses: Pedro corre hacia la puerta cuando llega el cartero. Declarative and exclamatory sentences. Content specifi c words illustrated in text: oso polar, patines, cartero, patineta, piscina, hielo, pincel One and two syllable words familiar to reader and decodable Some three syllable words All parts of speech Wide range of high-frequency words Lively, humorous, color drawings support and extend the text. Nine pages of text with an illustration on every page Print and picture placement is the same on each page. Each sentence begins on a new line; longer sentence turns a line 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. 978-0-547-32503-3 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 Nikolai Katkov Build Background Read the title and author with the children and talk about what is happening in the cover illustration. Encourage children to use their knowledge of fantasy stories and pets to think about the story. Ask questions such as the following: Creen que un oso polar puede ser una buena mascota en un cuento? Por qué sí? Por qué no? Introduce the Text Guide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary. Here are some suggestions: Page 2: Explain that in this story a little girl named Pilar gets a polar bear named Pedro for a pet. Suggested language: Vayan a la página 2. Aquí está Pilar con Pedro. Están saliendo de la tienda de mascotas. Qué clase de mascota piensan que será Pedro? Page 3: Remind children to use information from the pictures to help them read. Ahora, en la página 3, pueden ver a Pedro parado en la puerta. La oración dice: Pedro corre hacia la puerta cuando llega el cartero. Digan puerta. Cuál es la primera letra que escuchan en puerta? Busquen la palabra puerta y señálenla con el dedo. Page 4: Vayan a la página 4. Pedro quiere probar los patines de Pilar. Cuando ven la ilustración, qué ven? Qué le pasó a Pedro? Le quedan bien los patines? Qué trata de darle Pilar después? Ahora vuelvan al comienzo para descubrir qué hacen Pedro y Pilar juntos. Words to Know lavarse más quiero usan mamá puerta tratar viejo 2 Lesson 20:
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: Piensan que Pedro es una buena mascota para Pilar? Por qué? Qué piensan que Pilar y Pedro sienten el uno por el otro? 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 Pilar gets a big, white polar bear for a pet. Pedro is not like most pets. Pilar and Pedro have funny, silly adventures together. It s fun to read fantasy stories about animals and people. Pets make us feel better. Funny pictures add to the humor in the story. The author describes silly events that couldn t happen in real life. The author includes details that make the story fun to read. 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 section that would sound interesting when read aloud. Tell them to rehearse so that they can sound like a storyteller when reading their chosen section. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Make New Words Materials: index cards, two boxes. Put index cards with the infl ectional endings -ó and -ando in one box. Put index cards with the words comprar, tratar, llenar, usar, and lavar in a second box. Ask children to draw one index card from each box and change the verb by adding the infl ectional ending selected. Build Sentences Materials: index cards. Write high frequency words from Pedro el oso polar on index cards: puerta, más, mamá, trata, quiere, lava, lee, usa, el, la, un, una. Then write story words on index cards: Pilar, Pedro, oso polar, mascota, blanco, pintura, patines, desorden, hace, cena. Have children build sentences using the word cards. Have them read the sentences and illustrate them. 3 Lesson 20:
Writing About Reading Critical Thinking Read the directions for children on Hoja reproducible 20.7 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 Cause and Effect Tell children that the effect tells what happens in a story. The cause tells why it happened. Model how to think about cause and effect: Think Aloud En esto cuento leo que Pedro se prueba los patines de Pilar, pero son muy pequeños para él. Entonces Pedro se cae. Los patines pequeños son la causa del problema de Pedro. El efecto es que Pedro se cae. Practice the Skill Have children share another example of cause and effect in this story. Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6. How can Pilar and Pedro have more fun together? Draw a picture of something fun that Pilar and Pedro can do together. Write a sentence about what Pilar and Pedro do. 4 Lesson 20:
Responder DESTREZA CLAVE Causa y efecto Qué pasa cuando Pedro viene a la casa de Pilar? Por qué pasa eso? Haz una tabla. A platicar! De texto a texto Piensa en otros libros con animales que actúen como personas. Qué hacen esos animales? Nombre Fecha Lección 20 HOJA REPRODUCIBLE 20.7 11 Escucha la pregunta. Escribe una respuesta. Las respuestas pueden variar. 1. Por qué causa problemas el gran Pedro? Es demasiado grande para la casa, los patines y la piscina. Hacer conexiones Piensa en una mascota que conozcas que cause problemas. Escribe varias oraciones acerca de lo que sucedió. Lea las instrucciones a los niños.. All rights reserved. 9 Grado 1, Unidad 4: Vamos a explorar _352879RTXSAN_U4_LR_TAI.indd 9 8/12/09 6:24:16 AM 5 Lesson 20:
Nombre Fecha Cómo se pueden divertir más Pilar y Pedro? Haz un dibujo de algo divertido que Pilar y Pedro pueden hacer juntos. Escribe una oración sobre lo que Pilar y Pedro pueden hacer. 6 Lesson 20:
Nombre Fecha Lección 20 HOJA REPRODUCIBLE 20.7 Escucha la pregunta. Escribe una respuesta. 1. Por qué causa problemas el gran Pedro? Hacer conexiones Piensa en una mascota que conozcas que cause problemas. Escribe varias oraciones acerca de lo que sucedió. 7 Lesson 20:
Estudiante NIVEL I Fecha Lección 20 HOJA REPRODUCIBLE 20.11 Registro de lectura page Selection Text Errors Self-Corrections 2 Pilar va a la tienda de mascotas. Ella no compra un perro marrón o un pájaro verde. Ella compra un oso polar grande y blanco. Se llama Pedro. Él no es como las demás mascotas! 3 Pedro causa grandes problemas, pero es sin querer. Pedro corre hacia la puerta cuando llega el cartero. Solo quiere saludarlo. Comments: Accuracy Rate (# words read correctly/55 100) % 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: 978-0-547-32503-3 ISBN-10: 0-547-32503-7 90000 9 780547 325033 1416413 8 Lesson 20: