LESSON 14 TEACHER S GUIDE by Anne Kasper Todo tipo de hormigas por Anne Kasper Fountas-Pinnell Level P Nonfiction Selection Summary Most people think ants are a bother. However, this book proves that ants are actually very fascinating insects. With text and graphic features throughout, the author takes readers into the amazing world of all different kinds of ants. HOUGHTON MIFFLIN Number of Words: 731 Characteristics of the Text Genre Nonfi ction Text Structure Third-person narrative divided into nine short sections A mix of text with photographs, text, or graphic features on most pages Content Different types of ants Locations of where ants can found Characteristics and habits of ants Themes and Ideas Ants are very interesting insects. There are many different types of ants all over the world. Language and Informational narrative with strong, descriptive language: Sigue el olor de un trozo jugoso Literary Features de melón que... Sentence Complexity A mix of short and complex sentences Exclamations, questions Multiple items in a series Vocabulary Language related to insects: antenas, colonias, aguijones Words Primarily multisyllable words Illustrations Color photographs with captions Book and Print Features Twelve pages of text, photos on most pages Diagrams Charts 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. 978-0-547-32658-0 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 Anne Kasper Build Background Help students use their knowledge of ants to visualize the selection. Build interest by asking questions such as the following: Alguna vez vieron un montículo de hormigas? Cómo era? Alguna vez vieron cómo una hormiga cargaba algo? En qué pensaron cuando la vieron? Read the title and author and talk about the cover photograph. Explain that there are many fascinating facts to learn about ants. Introduce the Text Guide students through the text, noting important ideas and nonfiction features. Help with unfamiliar language and vocabulary so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions: Page 3: Explain that ants are insects that can carry 10 20 times their own body weight. Suggested language: Las hormigas pueden cargar todo tipo de cosas y transportarlas hasta su casa. Qué tipo de cosas creen que podría transportar una hormiga? Page 4: Have students look at the diagram. Discuss the different parts of the ant. Ask: Para qué creen que usan sus antenas las hormigas? Pages 8 11: Point out that captions give clues about information in the text. Ask: Qué indican las leyendas de estas páginas? Qué claves pueden hallar sobre la forma en que las hormigas transportan pedazos de hoja y esquivan obstáculos de regreso a su nido? Page 12: Tell students that harvester ants use part of their homes for almacenamiento. Por qué creen que las hormigas agricultoras deben preocuparse por el almacenamiento cuando los alimentos son escasos? Discuss with students the connection between the word harvester and storage. Ahora, vuelvan al comienzo de la selección para descubrir acerca de los diversos tipos de hormigas. Target Vocabulary almacenamiento un lugar en el que se guardan las provisiones, p. 12 arduo muy difícil. p. 5 cámara habitación o área cerrada que tiene una función especial, p. 11 escaso no suficiente, p. 8 exceso tener más de lo que se necesita, p. 14 intercambio interacción en la que se dan y se reciben cosas, p. 4 obstáculo algo que estorba, p. 4 reforzar apoyar o hacer más fuerte, p. 4 sociable que trabaja y vive junto con otros, p. 6 transportar mover algo de un lugar a otro, p. 8 2 Lesson 14:
Read Have students read silently while you listen to individual students read aloud. Support their understanding of the text as needed. Remind students to use the Question Strategy and to ask questions before they read, as they read, and after they read to help them understand the information provided in the text. Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the selection. Suggested language: Qué aprendieron sobre las hormigas que antes no sabían? Ahora, cuando vean hormigas, las van a mirar de otra manera? Por qué? Ways of Thinking As you discuss the text, help students understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text There are over 11,000 ants around the world. The same types of ants are not found in the same locations around the world. Ants have different qualities and characteristics that help them adjust and adapt to their surroundings. Ants are very interesting insects. There are many different types of ants all over the world. 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The charts summarize the information. The photos contain a lot of visual information. The diagrams provide more information than is provided in the text. Choices for Further Support Fluency Invite students to choral read one page from the selection to read aloud to one another. Remind them to pay attention to graphic and text features and how this information helps them understand the material in a different way. Comprehension Based on your observations of the students reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students 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 students that adding the suffi x -mente to root words creates adverbs. Examples from the text include exactamente (p. 3), asombrosamente (p. 3), and seguramente (p. 4). Ask students to fi nd other examples of words ending in -mente in the text. 3 Lesson 14:
Writing about Reading Vocabulary Practice Have students complete the Vocabulario questions on Hoja reproducible 14.1. Responding Have students use their Reader s Notebook to complete the vocabulary activities on page 15. Remind them to answer the Word Teaser on page 16. (Answer: sociable) Reading Nonfiction Nonfiction Features: Table of Contents and Diagrams Remind students that nonfiction has many features to help readers find and understand important information. A table of contents and diagrams are two of these features. Explain that a table of contents tells readers what the chapters of the book will be about. Browsing the table of contents before reading a book is a good way to preview the book before reading the main text. Diagrams are another important source of information. They often help the reader visualize the information that is provided in the text more clearly. Have students look at the diagram on page 4. Ask what information they can learn from the diagram (las distintas partes de una hormiga). Then have students find a section or detail of text in the book that could be further explained with some type of diagram. Writing Prompt: Thinking About the Text Have students write a response to the prompt on page 6. Remind them that when they think about the text, they reflect back on the text. They should notice and evaluate language, genre, literary devices, and how the text is organized. Assessment Prompts What is the main idea of page 4? Which words on page 5 help the reader understand the meaning of the word sociable? This selection was most likely written to. 4 Lesson 14:
Responder VOCABULARIO CLAVE Formar palabras La palabra transportar tiene como sinónimo trasladar. Un sinónimo es una palabra que significa casi lo mismo. Piensa en otras palabras y sus sinónimos. Copia y completa la tabla siguiente. Palabra transportar?? Sinónimo trasladar?? A escribir! De texto a texto Piensa en un libro o cuento que hayas leído que describa otro animal y cómo vive. Escribe un párrafo para describir al animal, dónde vive y qué come para alimentarse. Usa una palabra de Formar palabras en tu párrafo. Nombre Fecha Lección 14 HOJA REPRODUCIBLE 14.1 4_047683_VR3_4BL_ANTS_L14.indd 15 15 10/31/09 1:54:46 AM Elige la palabra de que mejor vaya con las frases siguientes. Se muestran respuestas posibles. Vocabulario sociable intercambio exceso reforzar almacenamiento transportar cámara escaso obstáculo arduo Qué palabra describe... reforzar 1. cuando se hace algo más fuerte? transportar 2. cuando algo se lleva de un lugar a otro? exceso 3. demasiado de algo? cámara 4. un cuarto o un espacio? sociable 5. a personas o animales que interaccionan con otros? arduo 6. un trabajo muy difícil? almacenamiento 7. guardar cosas? intercambio 8. un trueque entre dos personas? escaso 9. que no hay suficiente? obstáculo 10. algo que impide el paso?. All rights reserved. 3 Grado 4, Unidad 3: Encuentros con la naturaleza 5 Lesson 14:
Nombre Fecha Pensar en el texto Piensa en las siguientes preguntas. Después, escribe tu respuesta en uno o dos párrafos. Recuerda que cuando piensas en el texto, reflexionas sobre él. Prestas atención y evalúas cosas como el lenguaje, el género, los recursos literarios y cómo está organizado el texto. Usa las tablas de las páginas 7 y 14 para comparar y contrastar los distintos tipos de hormigas que se mencionan en esas páginas. Observa el lugar en que viven las distintas variedades de hormigas y sus características. En qué se parecen? En qué se diferencian? Usa detalles del texto. 6 Lesson 14:
Nombre Fecha Lección 14 HOJA REPRODUCIBLE 14.1 Elige la palabra de que mejor vaya con las frases siguientes. Vocabulario sociable intercambio exceso reforzar almacenamiento transportar cámara escaso obstáculo arduo Qué palabra describe... 1. cuando se hace algo más fuerte? 2. cuando algo se lleva de un lugar a otro? 3. demasiado de algo? 4. un cuarto o un espacio? 5. a personas o animales que interaccionan con otros? 6. un trabajo muy difícil? 7. guardar cosas? 8. un trueque entre dos personas? 9. que no hay suficiente? 10. algo que impide el paso? 7 Lesson 14:
Estudiante Fecha Lección 14 Hoja reproducible n i v e l p Registro de lectura page Selection Text Errors Self-Corrections 3 Una hormiga se arrastra entre el pasto alto, pero de alguna manera sabe exactamente adónde va. Sigue el olor de un trozo jugoso de melón que cayó debajo de la mesa de un picnic. Y, asombrosamente, la hormiga lo levanta y lo transporta hasta su casa! 4 Seguramente crees que las hormigas son una plaga que arruina un día de picnic, pero hay mucho que contar de estas pequeñas criaturas. Las hormigas son parte del reino de los insectos porque tienen seis patas, un cuerpo dividido en varias partes y un par de antenas. Comments: Accuracy Rate (# words read correctly/94 100) % 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 1416561 8 Lesson 14: