Characteristics of the Text Genre Informational text Text Structure

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ISBN-13:978-0-547-03623-6 ISBN-10:0-547-03623-X

K_017181_LR3_5AL_STR_CVR.indd 1 4/3/08 12:32:57 PM

Characteristics of the Text

Genre • Informational text

Text Structure • Imperative sentences followed by statements • Second-person introduced on last page Content • Rainstorms

• What people do during and after a rainstorm • Urban and rural scenes

Themes and Ideas • 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. Language and

Literary Features • Repetition of words and phrases• Meaning provided though integration of photos with text. Sentence Complexity • Questions: ¿Qué ves?

• Exclamations: ¡Llueve mucho! • Sentences of seven words or fewer

Vocabulary • Storm-related words and phrases: nubes, tormenta grande, rayos, paraguas Words • High-frequency words, many repeated: con, tú, mucho, qué, la

• Mainly one-syllable words; several two-syllable words; three-syllable word: paraguas • Plurals

Illustrations • Vivid color photos support text. Book and Print Features • 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 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: 60 L E S S O N 1 5 T E A C H E R ’ S G U I D E

La tormenta

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.

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La tormenta

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.

rayos

tormenta

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Read

As the children read La tormenta, 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 fi rst 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 La tormenta sound by sound, and have children say

the whole word. Words to use: sol, la, una, cielo.

• Clapping Syllables Say a word from La tormenta, and then repeat it syllable by syllable, and have children clap the syllables with you. Words to use: pa-ra-guas,

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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 Skill

Sequence of Events

Target Comprehension Skill

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 fi nal, 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.

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Piénsalo

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.

Nombre Fecha

Kindergarten, Unidad 3: Afuera de mi casa Piénsalo

© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Lección 15

H O J A R E P R O D U C I B L E 1 5 . 4

La tormenta Piénsalo

6

Lea las instrucciones a los niños.

06_K_352862RTXSAN_BLM15-4_L15.indd 6 10/6/09 11:25:22 PM

11

Responder

DESTREZA CLAVE Secuencia de

sucesos Este libro se trata de una tormenta grande. Cuenta lo que pasa primero, después y por último.

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.

¡A escribir!

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Nombre

Fecha

La tormenta

Haz dos dibujos del cielo para mostrar cómo se

ve antes de la tormenta y durante ella.

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Piénsalo

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.

Nombre Fecha Lección 15 H O J A R E P R O D U C I B L E 1 5 . 4 La tormenta Piénsalo

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ISBN-13: 978-0-547-32074-8 ISBN-10: 0-547-32074-4 9 7 8 0 5 4 7 3 2 0 7 4 8 9 0 0 0 0 1415879 Estudiante Fecha

La tormenta

NIVEL

E

La tormenta Registro de lectura Lección 15 H O J A R E P R O D U C I B L E 1 5 . 7

Behavior Code Error

Substitution lodolobo 1 Self-corrects lodo sclobo 0 Insertion el

lobo 1

Word told Tlobo 1

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 7

¿Qué ves en el cielo? Viene una tormenta. ¿Qué es?

Es una tormenta grande. ¿Ahora qué pasa? La tormenta grande llegó. A veces, hay rayos con una tormenta. ¡Llueve mucho!

¡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:

Figure

Actualización...

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