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ISBN-13:978-0-547-03803-2 ISBN-10:0-547-03803-8 HOUGHTON MIFFLIN 1.5.2 1034016 Nivel: E EDL: 6–12 Género: Texto informativo Estrategia: Visualizar Destreza: Conclusiones Número de palabras: 163

por Rosalee Park

HOUGHTON MIFFLIN

Libritos nivelados en línea

1_038032_LR5_2CV_HOMES.indd 1 4/4/08 4:02:17 PM

Characteristics of the Text

Genre • Informational Text Text Structure • Third-person exposition

• Repeated introductory sentence addressed to reader: Mira la/las/el/los (nombre de el/los animal/es).

• Question and answer on fi nal pages

Content • Various animals and their homes

• Shared characteristics of animal homes

Themes and Ideas • Animals live in many different kinds of homes.

• Animals need places where they can fi nd food, water, and safety.

Language and

Literary Features • Repetition of words and sentences• Text takes form of extended captions for photographs.

Sentence Complexity • Sentences of eleven words or fewer

• Repeated sentence pattern: Mira la/las/el/los ____. Vive(n) en una(a) ____. • Statements, question, exclamation

Vocabulary • Each page introduces animal name: araña, abejas, pájaros, patos, oso, zorrillo, guepardo

• Each page introduces name of home: telaraña, colmena, nido, estanque, cueva, tronco, árbol

• Possibly unfamiliar word: acogedor

Words • Repeated high-frequency words

• One- to three-syllable words; four-syllable words: telaraña, acogedor, calentito, diferentes, animales.

• Plurals

Illustrations • Photos with labels support and extend text. Book and Print Features • Photo above text on each of nine pages

• Each sentence begins on a new line. • One- and two-line sentences

© 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: 146 L E S S O N 2 2 T E A C H E R ’ S G U I D E

Las casas de los animales

by Rosalee Park

Fountas-Pinnell Level G

Informational Text

Selection Summary

A spider, bees, baby birds, ducks, a bear, a skunk, and a cheetah live in different kinds of homes. An animal’s home is close to food and water, is safe, and is the right size.

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año

cría

hasta

ocho

aprender

empezar

joven

seguir

Words to Know

Las casas de los animales

by Rosalee Park

Build Background

Read the title to children. Explain that the cover photograph shows a bald eagle and two baby eagles. Ask children what the eagles’ home is called. Anticipate the text with questions like these: ¿Por qué un nido grande puede ser una buena casa para las águilas?

¿En qué otras casas viven los animales?

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 sentence pattern, Mira la/las/el/los. Preview the photos to identify the animals. Here are some suggestions:

Page 2: Tell children that this book gives information about different animals and

the homes they live in.

Suggested language: Vayan a la página 2. ¿Qué animal está en esta página?

¿Dónde vive? Las oraciones dicen: Mira la araña. Vive en una telaraña. Ella hasta

puede atrapar su comida con la telaraña. Digan hasta. Busquen la palabra hasta y

señálenla con el dedo.

Page 3: Ahora, en la página 3, ¿qué animal ven? La primera oración dice: Mira las

abejas. ¿Cómo se llama la casa donde viven las abejas? Viven en una colmena.

Page 4: Remind children that they can use the information in the pictures to help

them read. Miren la enorme águila volando. Después miren las crías de pájaro.

¿Dónde viven las crías de pájaro?

Page 8: Vayan a la página 8. ¿Qué animal ven? Sí, es un guepardo. La segunda

oración dice: Sigue a su presa y la caza en el suelo. ¿Qué otros animales siguen a sus presas para cazarlas?

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Read

As 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 book. Begin by asking what they liked best about the book, or what they found interesting.

Suggested language: ¿Qué animales de este libro han visto en la vida real? ¿Dónde los

vieron?

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

• Each animal lives in a different kind of home.

• An animal’s home is close to food and water, safe, and the right size.

• Some animals make their own homes, and others live in homes made by nature.

• Animals use their homes for different things, like sleeping, catching food, or taking care of babies.

• When you see an animal, you could look for its home.

• The photos show things that aren’t easy to see, like the inside of a beehive or a bear’s cave. • The writer uses the same

sentence on more than one page.

• The writer wants to show readers that animals’ homes are interesting.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for Support

Fluency

Invite children to prepare to read pages 9 and 10 aloud. Encourage them to read like a teacher who is showing and explaining interesting information. Remind them that a question ends with a slightly higher voice.

Phonemic Awareness and Word Work

Provide practice as needed with words and sounds, using one of the following activities: • Vowel Sounds Have children listen as you say these words from Las casas de los

animales and raise their hands each time they hear a word with an o sound: comida, puede, colmena, miel, pájaros, nAido, crías, alto, estanque, árbol.

• Word Hunt On a page from Las casas de los animales, have children fi nd a word with a sound you say. Examples: Busquen una palabra en la página 5 que termine con /n/.

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Writing About Reading

Critical Thinking

Read the directions for children on Hoja reproducible 22.6 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

Conclusions

Target Comprehension Skill

Tell children that when they read a book with facts, they can put the facts together to think of new ideas. Model drawing a conclusion:

Think Aloud

En Las casas de los animales, leí que el nido de un pájaro está en lo alto de un árbol, que el zorrillo vive en un tronco y que el guepardo duerme en un árbol. Puedo combinar esos hechos para formar una idea nueva: Muchos animales diferentes viven en los árboles.

Practice the Skill

Ask children to reread the information about bees on page 3 and tell a new idea about it.

Writing Prompt

Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6.

Choose an animal from Las casas de los animales. Draw a picture to show something else about the animal.

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Lea las instrucciones a los niños.

Piénsalo

Escucha la pregunta. Escribe una respuesta.

Las respuestas pueden variar.

1. ¿Cuál es la importancia del tamaño de las casas de los

animales?

Las casas tienen que ser del tamaño

que cada animal necesita.

Hacer conexiones Piensa en la casa de otro

animal. Escribe varias oraciones acerca del animal y su casa.

Grado 1, Unidad 5: Mira cómo crecemos

Nombre Fecha

Piénsalo

© Houghton Mifflin Harcourt Publishing Company. All rights reserved. 8

Lección 22

H O J A R E P R O D U C I B L E 2 2 . 6

Las casas de los animales

Piénsalo

1_352879RTXSAN_U5_LR_TAI.indd 8 8/24/09 5:20:35 PM

11

Responder

DESTREZA CLAVE Conclusiones

Menciona tres animales que viven cerca de su comida. Comenta sobre los lugares que necesitan los animales para vivir. Haz un

diagrama.

De texto a texto Piensa sobre un animal de otro cuento. ¿Dónde vive? ¿Qué come?

¡A platicar!

(6)

Nombre

Fecha

Las casas de los animales

Elige un animal de Las casas de los animales.

Haz un dibujo que muestre algo más de ese animal.

(7)

Piénsalo

Escucha la pregunta. Escribe una respuesta.

1. ¿Cuál es la importancia del tamaño de las casas de los

animales?

Hacer conexiones Piensa en la casa de otro

animal. Escribe varias oraciones acerca del animal

y su casa.

Nombre

Fecha

H O J A R E P R O D U C I B L E 2 2 . 6 Lección 22

Las casas de los animales

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4 7 3 2 4 5 6 2 9 0 0 0 0 1416365

Estudiante

Fecha

Las casas de los animales

NIVEL

G

Las casas de los animales Registro de lectura

Lección 22

H O J A R E P R O D U C I B L E 2 2 . 1 0

Behavior

Code

Error

Read word correctly

lobo 0 Repeated word,

sentence, or phrase

®

lobo 0

Behavior

Code

Error

Substitution

lodo

lobo 1 Self-corrects

lodo sc

lobo 0 Insertion

el

lobo 1

page Selection Text Errors Self-Corrections

2

3

4

Mira la araña. Vive en una telaraña. Ella hasta puede atrapar su comida con la telaraña. Mira las abejas.

Viven en una colmena. Ellas hacen miel en la colmena.

Mira las crías de un pájaro.

Viven en un nido. Su nido está en lo alto de un árbol.

Comments: Accuracy Rate

(# words read correctly/48 × 100) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Corrections) 1:

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