ISBN-13:978-0-547-03644-1 ISBN-10:0-547-03644-2
K_017365_LR5_5AL_MUD_CVR.indd 1 4/3/08 12:34:23 PM
Characteristics of the Text
Genre • Realistic FictionText Structure • Story told partly by third-person narrator and partly through dialogue • Focused on a single topic
• Surprise ending
Content • Making mud by mixing dirt and water • Forming mud into pies
• Dirt contains worms.
Themes and Ideas • It is fun to make a mess with mud. • Living things can live in dirt. Language and
Literary Features • Meaning provided through integration of pictures with text. • Simple straightforward language
Sentence Complexity • Dialogue, with some repetition of language (“—Puedo hacer un pastel de lodo —dijo Memo”. “—Yo puedo hacer uno también —dijo Jimena”).
• Some sentences with prepositional phrases (Él echó tierra en su cubeta). Vocabulary • Words for activity of making mud pies: lodo, pastel, tierra, cubeta, agua, plato
Words • A few three syllable words: Jimena, cubeta, gusanos
• Easy high-frequency words repeated: un, él, hacer, mira, ahora, dijo, ella, yo Illustrations • Illustrations closely linked to text on all pages.
Book and Print Features • Nine pages of text; illustrations on every page • Dialogue with dashes
• Exclamations
• Word in bold for emphasis
© 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.
Number of Words: 109 L E S S O N 2 5 T E A C H E R ’ S G U I D E
Un pastel de lodo
by Carrie Waters
Fountas-Pinnell Level E
Realistic Fiction
Selection SummaryA brother and sister have fun making mud for “pies.” The boy makes a mud pie, but the girl discovers she has created a worm pie!
Un pastel de lodo
by Carrie Waters
Build Background
Read the title to the children and talk with them about what the children in the cover illustration are doing. Point out that the children are wearing rubber boots. Ask children what they know about mud pies. Ask questions such as: ¿Alguna vez hicieron pasteles de
lodo? ¿Qué elementos usan los niños para hacer sus pasteles de lodo?
Introduce the Text
Guide children through the text, noting important ideas and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions:
Page 2: Explain that in this story, a brother and his younger sister make mud pies. Suggested language: Vayan a la página 2. El niño se llama Memo. La niña,
Jimena. Memo dice: “Puedo hacer un pastel de lodo”. Jimena dice algo parecido. ¿Qué dice Jimena? Jimena dice: “Yo puedo hacer uno también”. ¿Parecen dos hermanos hablando cuando hacen algo juntos?
Page 3: Remind children that they can use information in the pictures to help
them read. Vayan a la página 3. ¿Qué está haciendo Memo? Memo dice: “Uso un poco de tierra”. Digan tierra. ¿Con qué letra creen que comienza la palabra tierra?
Busquen la palabra tierra en la primera oración. Memo echa tierra en su cubeta. ¿Qué creen que va a hacer Jimena?
Page 5: ¿Qué necesitan para hacer lodo? Agua, claro. ¿Qué está haciendo Memo?
¿Qué pasará con la tierra que hay en la cubeta?
Page 10: Vayan a la página 10. ¿Qué seres vivos ven en el pastel de Jimena? ¡Sí!
Son gusanos. Digan gusanos. ¿Con qué sonido comienza la palabra gusanos? Busquen la palabra gusano en la oración.
Ahora, vuelvan al comienzo del cuento para descubrir cómo hacen los niños pasteles de lodo.
gusanos
tierra
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
Invite 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: ¿Les gustaría hacer un pastel de lodo? ¿Por qué sí? ¿Por qué no?
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 • Memo and Jimena use dirt and
water to make mud pies. • Jimena’s dirt has worms, so she
says she made a worm pie.
• It is fun to make mud pies. • Living things live in the ground.
• The pictures show how to make a mud pie.
• Some pictures in the beginning of the story give hints that Jimena is going to end up with worms in her mud pie.
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Choices for Support
Concepts of Print
Practice spelling patterns such as recognizing and using the consonant-vowel-consonant (CVC) pattern in closed syllables (pastel, también, hiciste).
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, for example,
cubeta and carro, lodo and codo, agua and aire, gusanos and cuando.
• Word Wall Materials: words on word wall, index cards. Have children choose fi ve
words from the word wall and read them. Then have children write the words on cards. Have partners build sentences using some of their words, and adding other words.
• Build Sentences Materials: books, index cards, sentence strips. Have children fi nd
pictures of words in books and write each word on an index card. Then have them write sentences using the words.
Writing About Reading
Critical Thinking
Read the directions for children on Hoja reproducible 25.7 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 Skill
Text and Graphic FeaturesTarget Comprehension Skill
Tell children that as they read they can think about how the words go with the picture on the page. Model how to think about text and graphic features:
Think Aloud
En la página 3, el dibujo muestra cómo Memo echa tierra en una cubeta. El texto dice: “—Uso un poco de tierra— dijo Memo. Él echó tierra en su
cubeta”. El dibujo ayuda a comprender el signifi cado de tierra y cubeta.
Practice the Skill
Have children tell how the picture on page 5 works with the words on that page.
Writing Prompt
Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6.
Memo and Jimena made mud pies. Draw a picture of something else you could make with mud.
Piénsalo
Los niños escuchan y encierran en un círculo las palabras que responden a la pregunta.
1. ¿Qué pusieron Memo y Jimena en la cubeta para hacer lodo?
tierra y agua rocas y agua pasto y agua
Los niños hacen un dibujo de cómo se vería su pastel y lo rotulan.
2.
Nombre Fecha
Kindergarten, Unidad 5: Crecer y cambiar Piénsalo
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
Un pastel de lodo Piénsalo
9
Lección 25
H O J A R E P R O D U C I B L E 2 5 . 7
Lea las instrucciones a los niños.
09_K_352862RTXSAN_BLM25-7_L25.indd 9 9/4/09 7:54:17 AM
11
Responder
DESTREZA CLAVE Características
textuales y gráficas Escoge dos dibujos del cuento. Explica cómo las palabras y los dibujos te cuentan la historia. Haz una tabla.
El texto y el mundo ¿Por qué es importante la tierra? Escribe una lista de datos sobre tierra que podrías incluir en un informe.
¡A escribir!
Nombre
Fecha
Un pastel de lodo
Memo y Jimena hicieron pasteles de lodo.
Dibuja otra cosa que podrías hacer con lodo.
Piénsalo
Los niños escuchan y encierran en un círculo las palabras que responden a la pregunta.
1. ¿Qué pusieron Memo y Jimena en la cubeta
para hacer lodo?
tierra y agua
rocas y agua
pasto y agua
Los niños hacen un dibujo de cómo se vería su pastel y lo rotulan.
2.
Nombre Fecha Un pastel de lodo Piénsalo Lección 25 H O J A R E P R O D U C I B L E 2 5 . 74 7 3 2 1 0 4 2 9 0 0 0 0 1415919 Estudiante Fecha
Un pastel de lodo
NIVEL
E
Un pastel de lodo Registro de lectura Lección 25 H O J A R E P R O D U C I B L E 2 5 . 1 0Behavior Code Error
Read word correctly
✓
lobo 0 Repeated word,sentence, or phrase ®lobo 0
Behavior Code Error
Substitution lodolobo 1 Self-corrects lodo sclobo 0
Insertion el
lobo 1page Selection Text Errors Self-Corrections
2
3
4
5
—Puedo hacer un pastel de lodo —dijo Memo. —Yo puedo hacer uno también —dijo Jimena. —Uso un poco de tierra —dijo Memo.
Él echó tierra en su cubeta. —Yo uso tierra
también —dijo Jimena. Ella echó tierra en su cubeta.
—Ahora uso un poco de agua —dijo Memo. Él echó agua en su cubeta.
Comments: Accuracy Rate
(# words read correctly/54 x 100) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Corrections) 1:
