ISBN-13:978-0-547-03627-4 ISBN-10:0-547-03627-2
8
Characteristics of the Text Genre • Fiction Text Structure • Story told partly through third-person narrative and partly through dialogue • Focused on a single topic • Surprise ending Content • Animals with ability to swim • Narrative includes problem and solution at end of story. Themes and Ideas • Swimming is fun. • Sometimes there is a clever way to solve a problem. Language and Literary Features • Meaning provided through integration of pictures with text. • Simple straightforward language Sentence Complexity • Mostly simple sentences, a few with repetitive patterns (Ella nadó y nadó). • One compound sentence (Castor saltó al agua, y nadó y nadó). • Some split dialogue • A few exclamations (¡Ahora conejo puede nadar también!) Vocabulary • Animal names: rana, pata, gansa, castor, nutria, conejo Words • Mostly words with two syllables; four three-syllable words encanta, nadaré, contigo, conejo • Easy high-frequency words repeated: ven, a, al, y, para, voy, las, miró, ahora, ella, de, para • One phrase with a preposition: de Conejo Illustrations • Illustrations closely linked to text on all pages Book and Print Features • Nine pages of text; illustrations on every page • Two to five lines of text on each page • Good spacing 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. 978-0-547-32076-2 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. Number of Words: 105 LESSON 19 TEACHER’S GUIDE ¡Ven a nadar! by Sharon Fear Fountas-Pinnell Level E Fiction Selection Summary A frog, a duck, a goose, a beaver, and an otter go for a swim and then find a clever way to help their friend rabbit swim, too.
Transcript of ISBN-13:978-0-547-03627-4 ISBN-10:0-547-03627-2
ISBN-13:978-0-547-03627-4ISBN-10:0-547-03627-2
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Characteristics of the Text Genre • Fiction
Text Structure • Story told partly through third-person narrative and partly through dialogue• Focused on a single topic• Surprise ending
Content • Animals with ability to swim• Narrative includes problem and solution at end of story.
Themes and Ideas • Swimming is fun.• Sometimes there is a clever way to solve a problem.
Language and Literary Features
• Meaning provided through integration of pictures with text. • Simple straightforward language
Sentence Complexity • Mostly simple sentences, a few with repetitive patterns (Ella nadó y nadó).• One compound sentence (Castor saltó al agua, y nadó y nadó).• Some split dialogue• A few exclamations (¡Ahora conejo puede nadar también!)
Vocabulary • Animal names: rana, pata, gansa, castor, nutria, conejoWords • Mostly words with two syllables; four three-syllable words encanta, nadaré, contigo,
conejo• Easy high-frequency words repeated: ven, a, al, y, para, voy, las, miró, ahora, ella, de, para• One phrase with a preposition: de Conejo
Illustrations • Illustrations closely linked to text on all pagesBook and Print Features • Nine pages of text; illustrations on every page
• Two to fi ve lines of text on each page• Good spacing 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 Miffl in Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-32076-2 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 Miffl in 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.
Number of Words: 105
L E S S O N 1 9 T E A C H E R ’ S G U I D E
¡Ven a nadar!by Sharon Fear
Fountas-Pinnell Level EFictionSelection SummaryA frog, a duck, a goose, a beaver, and an otter go for a swim and then fi nd a clever way to help their friend rabbit swim, too.
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¡Ven a nadar! by Sharon Fear
Build BackgroundRead the title to the children and talk with them about what animals they see in the cover illustration and what the frog is doing. Ask questions such as: ¿Les gusta nadar? ¿A qué lugares van a nadar? ¿Qué animales vieron nadar?
Introduce the TextGuide children through the text, noting important ideas and helping with unfamiliar language and vocabulary so that they can read the text successfully. Here are some suggestions:
Page 2: Explain that in this story, children will meet a frog, a duck, a goose, a beaver, an otter, and a rabbit. Help children identify the animals in the art. Explain that each of the animal friends tries to swim at a pond.Suggested language: Vayan a la página 2. ¿Qué animales ven? ¿Qué animal está ya en la laguna? Muy bien, la rana está nadando en el agua. Rana dice: Ven a nadar. Miren los distintos animales. ¿Todos pueden ir a nadar con Rana?
Page 5: Remind children that they can use information in the pictures to help them read. Vayan a la página 5. ¿Ahora quién está en la laguna con Rana? Gansa dice: Me encanta nadar. ¿Quién más ya saltó a la laguna? Los patos y gansos de verdad, ¿saben nadar?
Page 6: Vayan a la página 6. ¿Quién está nadando con Rana, Pata y Gansa? Castor también empieza a nadar. Digan castor. ¿Qué letra esperan ver primero en castor? Encuentren la palabra castor en la primera oración. Un castor es un animal que construye presas en las lagunas.
Page 7: Vayan a la página 7. ¿Qué animal se une a Rana, Pata, Gansa y Castor en la laguna? Nutria dice: Voy a nadar. Una nutria es un animal con pelo, al que le gusta comer peces. Digan nutria. Nutria empieza con n. Encuentren la palabra nutria en la primera oración.
Ahora, vuelvan al comienzo del cuento para descubrir si todos los animales van a nadar con Rana.
castor nutria
Learn More Words
2 Lesson 19: ¡Ven a nadar!Kindergarten© Houghton Mifflin Harcourt Publishing Company
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ReadAs the children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability.
Respond to the TextPersonal ResponseInvite children to share their personal responses to the story. Begin by asking what they liked best about the story, or what they found interesting. Suggested language: ¿Cómo creen que se sintió Conejo al fi nal del cuento?
Ways of ThinkingAs you discuss the text, make sure children understand these teaching points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• A frog, a duck, a goose, a beaver, and an otter go for a swim.
• Rana fi nds a way to help the rabbit swim, too. He gives Conejo some fl ippers to wear on his back feet.
• Swimming is fun.
• Sometimes you can fi nd a clever way to solve a problem.
• The pictures show different animals that can swim and a clever solution for the animal that can’t swim.
• Even though these are fantasy animals, their ability to swim matches what the real animals can do.
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Choices for SupportConcepts of PrintHave children point to each word on a two-page spread and identify the words that are the same and the word that is different.
Phonemic Awareness and Word WorkProvide 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, for example, rana and rosa, nadar and nombre, saltó and nadar, pato and pata, allá and miró.
• Segment Words Have children listen for the fi rst sound as you say a word. Ask them to say the word without the fi rst sound. Words to say: ven, encanta, saltó, gansa, miró.
3 Lesson 19: ¡Ven a nadar!Kindergarten© Houghton Mifflin Harcourt Publishing Company
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Writing About ReadingCritical ThinkingRead the directions for children on Hoja reproducible 19.7 and guide them in answering the questions.
RespondingRead aloud the questions at the back of the book and help children complete the activities.
Target Comprehension SkillCause and Effect
Target Comprehension Skill Tell children that as they read they can think about what
happens and why it happens. Model how to think about cause and effect:
Think Aloud
Puedo pensar qué pasa en el cuento y por qué pasa. Algo que pasa es: Conejo mira a los otros animales en el agua, pero no salta. ¿Por qué no? Creo que la razón es que los conejos no pueden nadar.
Practice the SkillHave children share an example of cause and effect in another book they have read.
Writing PromptRead aloud the following prompt. Have children write their response, using the writing prompt on page 6.
How can you tell that Rana is a good friend?
4 Lesson 19: ¡Ven a nadar!Kindergarten© Houghton Mifflin Harcourt Publishing Company
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Piénsalo Los niños trazan una línea para emparejar cada ilustración con la palabra correcta.
1. Empareja cada animal con su nombre.
pato conejo nutria
Los niños hacen un dibujo de un animal que tiene buenas patas para nadar.
2.
Nombre Fecha
Kindergarten, Unidad 4: Vamos a descubrirPiénsalo© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
Lección 19H O J A R E P R O D U C I B L E 1 9 . 7
¡Ven a nadar!
Piénsalo
9Lea las instrucciones a los niños.
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11
ResponderDESTREZA CLAVE Causa y efecto
En este libro, todos los animales
nadan. Di una cosa que ocurrió.
Di por qué ocurre. Haz una tabla.
El texto y tú Haz un dibujo que
te muestre nadando con un amigo.
Luego, escribe sobre tu lugar
favorito para nadar.
¡A escribir!
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5 Lesson 19: ¡Ven a nadar!Kindergarten© Houghton Mifflin Harcourt Publishing Company
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Nombre Fecha
¡Ven a nadar!¿Cómo sabes que Rana es una buena amiga?
6Kindergarten© Houghton Mifflin Harcourt Publishing Company
Lesson 19: ¡Ven a nadar!
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Piénsalo Los niños trazan una línea para emparejar cada ilustración con la palabra correcta.
1. Empareja cada animal con su nombre.
pato conejo nutria Los niños hacen un dibujo de un animal que tiene buenas patas para nadar.
2.
7Kindergarten© Houghton Mifflin Harcourt Publishing Company
Lesson 19: ¡Ven a nadar!
Nombre Fecha Lección 19
H O J A R E P R O D U C I B L E 1 9 . 7
¡Ven a nadar!Piénsalo
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ISB
N-13
: 978-0
-547-320
76-2
ISB
N-10
: 0
-547-320
76-0
97
80
54
73
20
76
2
90
00
0
1415
913
Estudiante Fecha
¡Ven a nadar! NIVEL E
¡Ven a nadar!Registro de lectura
Lección 19H O J A R E P R O D U C I B L E 1 9 . 1 0
Behavior Code Error
Read word correctly ✓lobo 0
Repeated word, sentence, or phrase
®lobo
0
Omission—lobo 1
page Selection Text Errors Self-Corrections
2
3
4
5
6
—Ven a nadar —dijo Rana.
—Me encanta nadar
—dijo Pata—.
Nadaré contigo.
Pata saltó al agua
para nadar.
Ella nadó y nadó.
—Me encanta nadar
—dijo Gansa.
Gansa saltó al agua.
Ella nadó y nadó.
—Voy a nadar también
—dijo Castor.
Castor saltó al agua, y
nadó y nadó.
Accuracy Rate (# words read
correctly/49 x 100)
%
Self-Correction Rate
(# errors + # Self-Corrections/ Self-Corrections)
1:
Behavior Code Error
Substitution lodolobo 1
Self-corrects lodo sclobo 0
Insertion el
lobo 1
Word told Tlobo 1
8Kindergarten© Houghton Mifflin Harcourt Publishing Company
Lesson 19: ¡Ven a nadar!
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