Characteristics of the Text Genre Nonfi ction Text Structure Main idea and supporting details

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  LESSON 7 TEACHER S GUIDE by Laura Cerier Fountas-Pinnell Level K Nonfiction Selection Summary This selection gives readers a plan to plant their own gardens with corn, beans, and squash. These three vegetables
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LESSON 7 TEACHER S GUIDE by Laura Cerier Fountas-Pinnell Level K Nonfiction Selection Summary This selection gives readers a plan to plant their own gardens with corn, beans, and squash. These three vegetables are called las tres hermanas because they help each other grow. After planting seeds for the three sisters, readers learn to water the growing plants. And, finally, a Guiso de las tres hermanas makes the perfect meal! Characteristics of the Text Genre Nonfi ction Text Structure Main idea and supporting details por Laura Cerier ilustrado por David Austin Clar Caléndulas Maíz Caléndulas Calabaza HOUGHTON MIFFLIN Frijoles Number of Words: 296 Instructions with sequenced steps Recipe (list of ingredients) Content How to plant, grow, and eat corn, beans, and squash Themes and Ideas Some plants help each other grow. People can grow their own food. Plants need step-by-step care. Language and Second-person point of view, how-to language Literary Features Sequence cues: primero, luego, después Sentence Complexity Most sentences under 15 words Simple and complex sentences; one compound sentence Items in a series: Necesitas palas, semillas y una manguera. Vocabulary Gardening terms: maíz, frijoles, calabaza, tallos, sombra, hierbas, fl orecer, vegetales Words Mostly one- and two-syllable words Feminine and masculine plural nouns : plantas, semillas, hermanas, insectos, músculos, tallos Words with open syllables with soft g: arrugadas, luego, seguro. Illustrations Drawings, some with words as part of the art Book and Print Features Nine pages, with illustration below text on each page Each sentence begins on a new line. One- two- and three-line sentences 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 Printed in the U.S.A 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 Laura Cerier Build Background Help children use their knowledge of gardening. Build interest by asking questions such as the following: Qué pueden plantar en un jardín? Qué hacen para que sus plantas sigan creciendo bien? Read the title and author. Have children point out details in the cover illustration. Introduce the Text Guide children through the text, noting important ideas and nonfiction features. Help with unfamiliar language and vocabulary so that they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions: Page 2: Tell children that this book gives information about corn, beans, and squash, which are sometimes called las tres hermanas. Suggested language: Vayan a la página 2. Lean la lista de las tres cosas necesarias y señala cada una en la ilustración. Para qué se usan las palas? Page 3: Point out and read the names of fl owers and vegetables in the illustration. Las caléndulas son plantas con un aroma que mantiene alejados a los insectos. Cuáles otras fl ores también tienen aroma? Page 4: Vayan a la página 4. Un jardinero necesita preparar la tierra para cultivar y usar sus músculos para excavar las duras raíces. El niño de la imagen está usando sus músculos? Cómo lo saben? Pages 6 7: Vayan a la página 6. Lean los rótulos y observen cómo crecen estas tres plantas. En la página 7 están los pasos para plantar las semillas. Encuentren las palabras: Ahora y Luego. Cómo ayudan esas palabras a seguir los pasos? Ahora, vuelvan al comienzo del libro y lean para saber más sobre cómo plantar las tres hermanas. Target Vocabulary aroma olor agradable, p. 3 arrugado con arrugas, p. 8 asentir admitir, p. 10 duro difícil de cortar, masticar o romper, p. 4 florecer cuando crecen flores, p. 8 músculo parte del cuerpo, p. 4 pala herramienta que se usa para cavar, p. 2 simplemente fácil, p. 4 2 Read As the children read, observe them carefully. Guide them as needed, using language that supports their problem-solving ability. Remind children to use the Analyze/Evaluate Strategy themselves how they feel about the text, and why. and to tell Discuss and Revisit the Text Personal Response Invite children to share their personal responses to the book. Suggested language: Este libro te da ganas de plantar un jardín? Por qué sí o por qué no? Ways of Thinking As you discuss the text, help children understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text Corn, beans, and squash are called the three sisters. The three sisters help each other grow. Gathering supplies, digging the soil, and planting seeds are the first steps in growing vegetables. Corn, beans, and squash can be eaten in a stew. Gardening is hard work, but people feel good working in the soil and watching the plants grow. Home-grown vegetables taste great. Plants can be like sisters or family members. Each is different, but they help each other Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The author gives step-by-step instructions with pictures to show each step. Several illustrations have words within the art. The author s attitude is that planting a garden takes work and time but the results are worth the effort. Choices for Further Support Fluency Invite children to choose a passage from the text to read aloud. Remind them to pay attention to periods, question marks, and exclamation points, which will guide how they pause and use their voices. Comprehension Based on your observations of the children s reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind children 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 children that words with open syllables ga, go, and gu have the soft sound of g. Point out and say these words: arrugadas (page 8), luego (page 7), and seguro (page 10). Have children fi nd other words with open syllables ga, go or gu in the book. 3 Writing about Reading Vocabulary Practice Have children complete the Vocabulario questions on Hoja reproducible 7.1. Responding Have children complete the vocabulary activities on page 11. Remind them to answer the Word Teaser on page 12. (Answer: aroma) Reading Nonfiction Nonfiction Features: Text Clues Remind children that nonfiction has many features to help readers find and understand important information. Explain that some nonfiction books explain how to do something step by step, so they have words that point out time order. Tell children that time-order, or sequence, clues include words like primero, segundo, después, luego, después de eso, and por último. Readers pay attention to those words so that they can understand what happens when, and can follow instructions step-by-step. Have children turn to page 8. Read aloud the first sentence with them: Al principio, tu jardín podría verse simple, pero solo espera a que éste empiece a crecer! Point out the phrase Al principio, explaining that it helps readers understand when something happens. Help children find other words on the page that show time order: Muy pronto, Después. Ask them to use those clues to put these events in the correct time order: Plants begin blooming. Vegetables begin to grow. Wrinkled leaves grow. Have children find and list the time-order words on pages 7 and 8. (Ahora, Luego, Después, Por último). Have them use those words to describe the steps. Writing Prompt: Thinking Beyond the Text Have children write a response to the prompt on page 6. Assessment Prompts Complete this sentence: On page 8, the word arrugadas means. On page 10, which words help readers understand the meaning of asentirás? 4 Responder VOCABULARIO CLAVE Formar palabras Muchas palabras tienen palabras que significan lo opuesto a ellas. Complejo es lo opuesto de simple. Copia la tabla y añade más palabras. Palabra simple duro arrugado grande Opuesto complejo suave A escribir! El texto y tú Existen muchos tipos de jardines. Escribe algunas oraciones que describan un jardín que te gustaría plantar. Sería de vegetales o flores? Simple o complejo? Usa palabras de Formar palabras. Nombre Fecha Lección 7 HOJA REPRODUCIBLE _048840_VR2_2BL_Sisters_L07.ind /9/09 7:54:01 AM Escribe la palabra de que significa lo mismo o casi lo mismo que la palabra o frase subrayada. 1. Usamos unas cucharas grandes para desenterrar las raíces duras. palas 2. Muy pronto, vimos brotar las plantas en nuestro jardín. florecer Vocabulario aroma arrugadas asentí duras florecer músculos palas simplemente 3. Necesitas tener fuerza en los brazos para desenterrar raíces duras. músculos 4. Moví la cabeza de arriba abajo para mostrar que quería más estofado. Asentí 5. Al principio nuestro jardín era sencillamente feo. simplemente 6. Fue difícil arrancar del suelo las raíces resistentes. duras 7. El olor de las flores era dulce. aroma 8. Las hojas de la calabaza eran grandes, fruncidas y retorcidas. arrugadas Lea las instrucciones a los niños.. All rights reserved. 3 Grado 2, Unidad 2: Observar la naturaleza 5 Nombre Fecha Pensar más allá del texto Lee el siguiente párrafo. Después, escribe tu carta. En tu ciudad están construyendo un nuevo parque con lugar para un jardín. Escribe una carta al periódico. Cuenta por qué crees que un jardín de tres hermanas debería plantarse en el nuevo parque. Describe esta clase de jardín y explica cómo plantarlo. Usa detalles del libro para apoyar tu opinión. 6 Nombre Fecha Lección 7 HOJA REPRODUCIBLE 7.1 Escribe la palabra de que significa lo mismo o casi lo mismo que la palabra o frase subrayada. 1. Usamos unas cucharas grandes para desenterrar las raíces duras. 2. Muy pronto, vimos brotar las plantas en nuestro jardín. 3. Necesitas tener fuerza en los brazos para desenterrar Vocabulario aroma arrugadas asentí duras florecer músculos palas simplemente raíces duras. 4. Moví la cabeza de arriba abajo para mostrar que quería más estofado. 5. Al principio nuestro jardín era sencillamente feo. 6. Fue difícil arrancar del suelo las raíces resistentes. 7. El olor de las flores era dulce. 8. Las hojas de la calabaza eran grandes, fruncidas y retorcidas. 7 Estudiante nivel k Fecha Lección 7 Hoja reproducible Registro de lectura page Selection Text Errors Self-Corrections 2 Vamos a plantar un jardín! Pero primero, necesitarás materiales. Necesitas palas, semillas y una manguera. 3 También puedes comprar plantas. Algunas plantas tienen un aroma que mantiene alejados a los insectos. También puedes comprar de ésas! 4 Ahora, necesitas preparar la tierra para cultivarla. Debes excavar con una pala. Es un arduo trabajo excavar las duras raíces y rocas. Simplemente usa tus músculos! Comments: Accuracy Rate (# words read correctly/61 100) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Corrections) 1: Behavior Code Error Read word correctly Repeated word, sentence, or phrase Omission Behavior Code Error Substitution lodo 1 Self-corrects Insertion Word told lodo sc el 0 ˆ 1 T 1 ISBN-13: ISBN-10:
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