LESSON 15 TEACHER S GUIDE by Celeste Albright Fountas-Pinnell Level E Informational Text Selection Summary Clouds grow bigger and darker, showing that a big storm is coming. The storm arrives with heavy rain and lightning. People try to stay dry under umbrellas. Then the sun comes out, the sky turns blue, and children can go out and play. Number of Words: 60 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 Imperative sentences followed by statements Second-person introduced on last page Rainstorms What people do during and after a rainstorm Urban and rural scenes A big rainstorm has a beginning, a middle, and an end. Heavy rains and lightning happen during a rainstorm. Children can play safely after the storm ends. Repetition of words and phrases Meaning provided though integration of photos with text. Questions: Qué ves? Exclamations: Llueve mucho! Sentences of seven words or fewer Storm-related words and phrases: nubes, tormenta grande, rayos, paraguas High-frequency words, many repeated: con, tú, mucho, qué, la Mainly one-syllable words; several two-syllable words; three-syllable word: paraguas Plurals Vivid color photos support text. Photo above text on each of nine pages Each sentence begins on a new line, broken before a phrase One- and two-line sentences, extra space between words 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. 978-0-547-32074-8 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 Celeste Albright Build Background Read the title to children, and have them tell what a rainstorm is. Have them point out the heavy clouds in the cover photo. Show them the rain falling in the far distance. Ask them to think about what the book might show about a real-life storm. Ask: Cómo sabemos que viene una tormenta? Vieron alguna vez un rayo durante una tormenta? Qué hicieron? Introduce the Text Guide children through the text, noting important ideas and helping with unfamiliar language and vocabulary so that they can read the text successfully. Point out the repeated questions and exclamations. Here are some suggestions: Page 2: Tell children that this book shows how a storm comes, what happens when the storm is here, and what happens when the storm goes away. Suggested language: Miren la página 2. Qué ven en la foto? La autora pregunta: Qué ves en el cielo? Luego responde: Viene una tormenta. Cómo nos damos cuenta de que viene una tormenta? Page 4: Miren la página 4. Recuerden que la información que dan las fotos puede ayudarlos a leer. Qué ven en la foto? Cómo se dan cuenta de que llegó la tormenta? Les gustaría estar jugando en este bosque durante la tormenta? Page 5: Miren la página 5. La autora dice: A veces, hay rayos con una tormenta. Cómo te sentirías si vieras un rayo como este? Por qué es importante quedarse adentro cuando hay una tormenta con rayos? Ahora, vuelvan al comienzo para descubrir qué pasa durante una tormenta con lluvia. Learn More Words rayos tormenta 2 Lesson 15:
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 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: La próxima vez que llueva, qué podrían usar que aparece en este libro? 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 Rain falls from dark clouds. Lightning may happen in a storm. People try to stay dry under umbrellas. When the sun comes out, children can go out and play. A storm has a beginning, a middle, and an end. The sky goes through changes, depending on the weather. It is exciting to see a storm. The author wants to make us feel that we are seeing a real storm. The author tells us what to look at on every page. The last page is different the children are talking. Photos show that the storm is real. 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Concepts of Print Direct children to the first sentence on page 7. Point out the question marks and the exclamation marks, and explain the purpose of each: Los signos de interrogación avisan a los lectores que la oración debe leerse en tono de pregunta y los de exclamación, que la oración debe leerse con expresión. Model reading the sentences aloud, and have children echo read. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Blend Sounds Say words from sound by sound, and have children say the whole word. Words to use: sol, la, una, cielo. Clapping Syllables Say a word from, and then repeat it syllable by syllable, and have children clap the syllables with you. Words to use: pa-ra-guas, nubes, llue-ve, mu-cho. High-Frequency Words Display these words from the book for children to read and use in oral sentences. Words to use: qué, llueve, ahora, quedan, con, tú, estás. 3 Lesson 15:
Writing About Reading Critical Thinking Read the directions for children on Hoja reproducible 15.4 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 ension Skill Sequence of Events Tell children that they can remember a book by thinking about what happens in the beginning, the middle, and the end. Model thinking about the sequence of events: Think Aloud En el libro, primero hay nubes negras y oscuras. Después, llegan los rayos y la lluvia. Al final, el cielo es azul y las niñas salen a jugar. Practice the Skill Ask children to think about another science book and to tell what happens at the beginning and the end. Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6. Draw two pictures of the sky. Show what the sky looks like before and during a storm. Write about the sky in your pictures. 4 Lesson 15:
Responder DESTREZA CLAVE Secuencia de sucesos Este libro se trata de una tormenta grande. Cuenta lo que pasa primero, después y por último. A escribir! El texto y el mundo Haz un dibujo de una tormenta de lluvia en la ciudad. Escribe un cuento sobre tu dibujo. Recuerda contar lo que pasó primero, después y por último. Nombre Fecha Lección 15 HOJA REPRODUCIBLE 15.4 11 Los niños miran las ilustraciones y encierran en un círculo la que responde a la pregunta. 1. Qué sucede primero en el cuento? K_036236_LR3_5AL_TORMEN_L15.indd11 11 12/9/09 10:17:40 AM Los niños hacen un dibujo de cómo se sienten durante una tormenta eléctrica y lo rotulan. 2. Lea las instrucciones a los niños.. All rights reserved. 6, Unidad 3: Afuera de mi casa 5 Lesson 15:
Nombre Fecha Haz dos dibujos del cielo para mostrar cómo se ve antes de la tormenta y durante ella. Escribe acerca de los cielos que dibujaste. 6 Lesson 15:
Nombre Fecha Lección 15 HOJA REPRODUCIBLE 15.4 Los niños miran las ilustraciones y encierran en un círculo la que responde a la pregunta. 1. Qué sucede primero en el cuento? Los niños hacen un dibujo de cómo se sienten durante una tormenta eléctrica y lo rotulan. 2. 7 Lesson 15:
Estudiante NIVEL E Fecha Lección 15 HOJA REPRODUCIBLE 15.7 Registro de lectura page Selection Text Errors Self-Corrections 2 Qué ves en el cielo? Viene una tormenta. 3 Qué es? Es una tormenta grande. 4 Ahora qué pasa? grande llegó. 5 A veces, hay rayos con una tormenta. 6 Llueve mucho! 7 Hay muchos paraguas! Tú usas un paraguas cuando llueve? Comments: Accuracy Rate (# words read correctly/39 x 100) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Corrections) 1: Behavior Code Error Read word correctly Repeated word, sentence, or phrase Omission lobo lobo 0 0 lobo 1 Substitution Behavior Code Error Self-corrects Insertion lodo lobo 1 lodo sc lobo 0 el ˆlobo 1 Word told T lobo 1 ISBN-13: 978-0-547-32074-8 ISBN-10: 0-547-32074-4 90000 9 780547 320748 1415879 8 Lesson 15: