LESSON 9 TEACHER S GUIDE by Sally Schultz Fountas-Pinnell Level B Nonfiction Selection Summary A young girl tells all the things she needs to ride her bike. Number of Words: 15 Characteristics of the Text Genre Nonfi ction Text Structure Focus is on a single subject, with four examples. Content Bikes and bike equipment Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features A bike can have a bell and a basket. You need a helmet to ride a bike. Simple language with repetition: Mira el/la. Sentence pattern repeats, changing only one or two words on each page. Familiar words related to riding a bike: timbre, canasta, casco, bicicleta High frequency words: mira, a, la Illustrations support each page of text Five pages of text, pictures on every page One line of text, with extra space between each word 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. 978-0-547-32055-7 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 Sally Schultz Build Background Read the title to children and ask them what they see in the cover illustration. Help children use their knowledge of bikes to think about the book. Build interest with questions such as these: Tienen una bicicleta? Qué partes tienen sus bicis? 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 this book tells about bikes and things you need to ride a bike. Suggested language: Vayan a la página 2 de este libro y miren el dibujo. Qué ven? Es el timbre de una bicicleta. El libro dice: Mira el timbre. Con qué letra empieza la palabra mira? Busquen y señalen mira. Verán que la palabra empieza con una M mayúscula porque está al principio. Page 3: Qué ven en la página 3? El libro dice: Mira la canasta. La tiene dos letras y empieza con la letra l. Pueden buscar la palabra la y señalarla? Page 4: Remind children that they can use information in the pictures to help them read. Miren el dibujo de la página 4. Qué ven? Qué dirá el libro? Page 5: Qué dirá el libro ahora? Ahora, vuelvan al comienzo y lean para descubrir todo acerca de las cosas que tiene una bicicleta. 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 a 2
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: Ya saben montar en bicicleta? Qué cosas tienen sus bicis para que sean más seguras y fáciles de usar? 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 The girl telling about her bike wears a helmet and has a bell and a basket. A bike can have a bell and a basket. You need to wear a helmet when you ride a bike. The writer uses the same sentence pattern on every page: Every sentence starts with Mira el/la. The pictures help show the things named in the text. 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Concepts of Print Practice early reading behaviors such as reading from left to right and pointing under each word. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Listening Game Have children listen for words that begin with the same sound. Have children raise their hands if the words begin with the same sound and keep their hands in their laps if the beginning letter is different. Say pairs of words, emphasizing the beginning consonant sound: timbre and tocar; casco and cabeza; canasta and bici; bici and vamos, etc. Clapping Syllables Have children hear and say syllables in words from the book, including: mira, una, timbre, canasta, casco, bicicleta, mírame. Have them clap on each syllable: mi-ra, u-na, tim-bre, etc. Tracing Letters Materials: magnetic or cardboard letters or letter cards. Have children choose a letter, say the name, and trace the letter. 3
Writing About Reading Vocabulary Practice Read the directions and have children complete the Vocabulario questions on Hoja reproducible 9.1. Responding Have children complete the vocabulary activities on page 7. Building Vocabulary Things on a Car Build on the names of things in. Suggested language: Pensemos en todas las partes que tiene una bicicleta. Pensemos también en las partes de otras cosas, como un carro o un autobús. As children suggest different things they see, write their words on the board or on a large strip of paper. Begin the list with: Mira el/la. (Possible suggestions: ruedas, llantas, asientos, espejos, pedales, paragolpes, cinturón de seguridad, ventanas, etc.) After children have made their suggestions, read the list aloud together, pointing to each word. Miren todas las cosas que podemos ver en un carro! Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6. What is one way you can get places? Draw a picture. Show how you can go. Write about why you like to go that way. 4
Responder PALABRAS QUE QUIERO SABER Formar palabras Por qué a los niños les gustan las bicicletas? Usa la palabra a en tu respuesta. A platicar! El texto y el mundo Haz un dibujo de ti mismo en una bicicleta. Después usa la palabra a para hablar acerca de tu dibujo. Nombre Fecha Lección 9 HOJA REPRODUCIBLE 9.1 K_043340_VR2_4BL_BKE_L09.indd 7 7 11/6/09 12:55:43 PM Palabras que quiero saber Encierra en un círculo la palabra a en cada oración. Palabras que quiero saber Palabras que quiero saber a 1. A mí me gusta andar en. 2. A mí me gusta usar un. Escribe la palabra a en la oración. Voy a la plaza en auto. Lea las instrucciones a los niños. Palabras que quiero saber. All rights reserved. 3, Unidad 2: Vamos a presentar K_352862RTXSAN_BLM9.1.indd 3 8/19/09 12:38:48 5
Nombre Fecha En qué transportes puedes ir a diferentes lugares? Haz un dibujo de un transporte en el que te gusta viajar. Escribe acerca de por qué te gusta viajar así. 6
Nombre Fecha Lección 9 HOJA REPRODUCIBLE 9.1 Palabras que quiero saber Encierra en un círculo la palabra a en cada oración. Palabras que quiero saber Palabras que quiero saber a 1. A mí me gusta andar en. 2. A mí me gusta usar un. Escribe la palabra a en la oración. Voy la plaza en auto. 7
Estudiante nivel b Fecha Lección 9 Hoja reproducible Registro de lectura page Selection Text Errors Self-Corrections 2 3 4 5 6 Mira el timbre. Mira la canasta. Mira el casco. Mira la bicicleta. Mírame a mí! Comments: Accuracy Rate (# words read correctly/15 100) % 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: 978-0-547-32055-7 ISBN-10: 0-547-32055-8 90000 9 780547 320557 1415889 8