LESSON 18 TEACHER S GUIDE by Franklin Bonaparte Fountas-Pinnell Level K Informational Text Selection Summary Some produce we eat is locally grown, but many foods we find in grocery stores come from more distant places. Though a lot of work is involved in harvesting, packing, and transporting the produce, we can eat fresh foods from around the world throughout the year. Los alimentos por Franklin Bonaparte HOUGHTON MIFFLIN Number of Words: 330 Characteristics of the Text Genre Informational Text Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Descriptive, with some cause and effect and some chronological sequencing Organized with three section headings Where food comes from; how it is produced and transported The effect of climate on growing things Grocery stores sell fresh foods from around the world all year long. Some foods can t be grown locally or seasonally, but can be produced elsewhere and shipped to grocery stores. Simple, clear language Writer talks directly to reader (second person). Many simple sentences: Georgia es famosa por sus duraznos. Some longer sentences with nouns in series: Los productos llegan de muy cerca o muy lejos a los mercados en barcos, trenes, camiones y aviones. Words relating to food production and distribution: supermercado, frutas, vegetales, productos agrícolas, locales, cosecha, mercado, frescos, saludables Many high frequency words: a veces, bajo, comida, directamente, estas, primero, suelo, tu Extended vocabulary words: cosecha, mercado, productos agrícolas Photographs, some with labels or captions, support each page of text. Nine pages of text, photographs on every page Five to nine lines of text on a page; sentences begin on left; some three-line sentences Some photos with captions or labels 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. 978-0-547-32214-8 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 Franklin Bonaparte Build Background Read the title to children and talk with them about the cover photo. Encourage children to use what they know about produce at grocery stores to think about the book. Anticipate the text with questions such as these: Qué clases de frutas y vegetales les gusta comer? Dónde creen que se los cultiva? 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: Pages 2 3: Explain that this book tells where the fruits and vegetables that we fi nd in grocery stores come from. Suggested language: Miren las fotos de estas páginas. Qué clase de productos agrícolas ven? Nombren las frutas y los vegetales que ven. Qué clase de productos agrícolas les gusta comer? Page 5: Explain that the pictures in the book can have labels to name things. Point to the labels below the photos and read them. Alguna vez probaron estos alimentos? Page 6: Have children read the section heading. Este libro está dividido en secciones. Si leen el título en la parte de arriba de la página, pueden descubrir de qué trata la sección. Cómo creen que llega la comida de otros lugares a su mercado? Page 9: Explain that pictures in a book can have captions to tell about them. Point to the caption and read it. Los trabajadores como este agricultor cosechan, o recogen, las frutas y los vegetales y llevan sus productos agrícolas a los mercados para venderlos. Qué fruta está cosechando este agricultor? Se puede comprar esta fruta en un mercado cerca de donde viven? Ahora, vuelvan al comienzo para descubrir cómo obtenemos nuestra comida. Learn More Words cosecha mercado productos agrícolas 2 Lesson 18:
Read Have children read silently while you listen to individual students read. Support their problem solving and fluency as needed. 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 most interesting. Suggested language: Qué aprendieron acerca de los lugares de donde vienen los alimentos? Ways of Thinking As you discuss the text, help students understand these teaching points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text Some produce in grocery stores is grown locally. States are famous for growing some kinds of produce. Produce such as bananas and tomatoes can t always be grown locally because of climate or growing conditions, but it can be grown elsewhere and shipped to markets. Grocery stores sell fresh foods from around the world all year long. Some foods can t be grown locally or seasonally, but can be produced elsewhere and shipped to grocery stores around the world. The author s purpose is to explain how food gets from where it is grown to people s homes. The writer explains why foods such as bananas and tomatoes can t always be grown locally. 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Fluency Ask children to choose a page of the book to read aloud. Remind them to place stress on words in a way that reflects their meanings. Phonics 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 : mercado, productos, agrícolas, favoritas, vegetales, lugares, bananas. Have them clap on each syllable: mer-ca-do, pro-duc-tos, a-grí-co-las, etc. Plurals Have children fi nd plurals in : frutas, vegetales, productos, deliciosos, agricultores, locales, frescos, etc. Ask them to write both the plural and singular forms for each word. They can sort the plurals by endings: s, es and ces. 3 Lesson 18:
Writing About Reading Critical Thinking Read the directions for children on Hoja reproducible 18.8 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 Author s Purpose Explain to children that they can think about the author s purpose by finding details in a book that show why the author writes a book. Model how to think about the author s purpose: Think Aloud Cuál fue el propósito del autor al escribir? Un detalle dice que a las personas les gustan las bananas, pero estas solo crecen en lugares muy cálidos y húmedos. El autor dice que los agricultores compran productos agrícolas de lugares lejanos y los envían a los mercados de alrededor del mundo. Creo que el propósito de este libro es mostrar a los lectores cómo llegan los alimentos frescos a los mercados durante todo el año. Practice the Skill Have children choose another book and tell the author s purpose for writing it. Writing Prompt Read aloud the following prompt. Have children write their response, using the writing prompt on page 6. Choose one food from this book. Write a paragraph about how it gets from where it is grown to your kitchen. Use details from the book in your answer. 4 Lesson 18:
Responder DESTREZA CLAVE Propósito del autor Por qué el autor escribió este libro? Cuáles tres detalles acerca de las frutas y los vegetales te explican esto? Haz un diagrama. A platicar! El texto y el mundo Por qué no todas las frutas ni los vegetales crecen en el mismo lugar? Cómo obtenemos frutas y vegetales de lugares muy lejanos? Nombre Fecha Lección 18 HOJA REPRODUCIBLE 18.8 11 Escucha la pregunta. Escribe una respuesta. Las respuestas pueden variar. 1. Por qué las frutas y los vegetales tienen que llegar pronto al supermercado? porque deben estar frescos cuando lleguen Hacer conexiones Piensa en ir a un supermercado con tu familia. Escribe varias oraciones acerca de lo que ves y haces. Lea las instrucciones a los niños.. All rights reserved. 10 Grado 1, Unidad 4: Vamos a explorar 1_352879RTXSAN_U4_LR_TAI.indd 10 8/11/09 2 5 Lesson 18:
Nombre Fecha Elige un alimento de este libro. Escribe un párrafo sobre cómo llega desde donde lo cultivan hasta tu cocina. Usa detalles del libro en tu respuesta. 6 Lesson 18:
Nombre Fecha Lección 18 HOJA REPRODUCIBLE 18.8 Escucha la pregunta. Escribe una respuesta. 1. Por qué las frutas y los vegetales tienen que llegar pronto al supermercado? Hacer conexiones Piensa en ir a un supermercado con tu familia. Escribe varias oraciones acerca de lo que ves y haces. 7 Lesson 18:
Estudiante NIVEL K Fecha Lección 18 HOJA REPRODUCIBLE 18.12 Registro de lectura page Selection Text Errors Self-Corrections 2 Qué es lo primero que ves en el mercado? Para mucha gente, la respuesta es frutas y vegetales. Muchos supermercados ponen las frutas y los vegetales, o productos agrícolas, a la entrada. Eso es porque esos productos son saludables y deliciosos. 3 Tu supermercado debe vender tus frutas favoritas. Tu supermercado también debe vender vegetales que nunca hayas comido antes. Comments: Accuracy Rate (# words read correctly/59 100) % 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: 978-0-547-32214-8 ISBN-10: 0-547-32214-3 90000 9 780547 3221 48 1416072 8 Lesson 18: