HOUGHTON MIFFLIN
ISBN-13:978-0-547-04504-7 ISBN-10:0-547-04504-2
1034791
por Sarah Glasscock
Una
idea loca
Nivel: R EDL: 40 Ciencias Estrategia: Inferir/Predecir Número de palabras: 1,555 5.4.2 Construir vocabulario HOUGHTON MIFFLIN Libritos nivelados en línea5_045047_VR4_2BL_WACKY_CVR.indd 1 Number of Words: 1423 4/4/08 11:33:34 AM
L E S S O N 1 7 T E A C H E R ’ S G U I D E
Una idea loca
by Sarah Glasscock
Fountas-Pinnell Level Q
Nonfiction
Selection Summary
The United States Patent and Trademark Offi ce has given out over 7,000,000 patents. Some of these patents are useful and some are silly. This selection shares some of the wacky inventions that people have created.
Copyright © by Houghton Mifflin Harcourt Publishing Company
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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.
978-0-547-32707-5 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09
Characteristics of the Text
Genre • Nonfi ction
Text Structure • Second-person narrative, organized by sections
• Sections explain in detail how various inventions can help users • Underlying structures include problem/solution and description
Content • Patent offi ce
• Wacky inventions
Themes and Ideas • Inventors must imagine hypothetical scenarios from unusual perspectives.
• An invention can be serious or just for fun.
• A vivid imagination can produce creative, fun inventions.
Language and
Literary Features • Conversational, informal language with jokes that will appeal to readers.• Descriptive passages require reader to visualize inventions in use. Sentence Complexity • Some complex sentences.
• Questions and answers impart knowledge to readers • Serial commas
Vocabulary • Some terms related to inventions: patente, marcas registradas, inventores
• Many descriptive words—adjectives and adverbs
Words • Some multisyllable words: protegerías, concéntrate, imaginación Illustrations • Photographs and illustrations with captions
Book and Print Features • Thirteen pages of text, with photographs and illustrations on most pages
• Headings, captions, models
Target Vocabulary
admitir – decir que algo es verdad, p. 9
autocontrol – calma y prudencia, p. 14
concentrarse – poner la atención en algo, p. 2
cumplido – comentario positivo, de admiración o respeto hacia
destino – lugar al que alguien va, p. 4
impresionado – sentir que algo dejó un efecto fuerte y positivo en uno, p. 8
original – el primero de su tipo, p. 2
rumor – un comentario que se cree que es verdad aunque no está probado, p. 12
sacar – tomar algo que estaba guardado, p. 10
suspenso – expectación ansiosa por lo que va a suceder, p. 11
Una idea loca
by Sarah Glasscock
Build Background
Help students use their knowledge of how things are invented and new inventions to visualize the selection. Build interest by asking questions such as the following: ¿Alguna vez pensaron en inventar algo? ¿Qué inventarían? Read the title and author and talk about the cover illustration. Explain that most inventions described are not shown, and that they must visualize how the inventions might actually appear.
Introduce the Text
Guide students through the text, noting important ideas and nonfi ction features. Help with unfamiliar language so they can read the text successfully. Give special treatment to target vocabulary. Here are some suggestions:
Page 2: Explain that inventors receive patents for their work. Suggested language: Vayan a la página 2 del libro. El texto explica que tener una patente signifi ca que eres dueño de esa idea. ¿Por qué alguien querría patentar una idea original? Page 4: Tell students that many inventions are created to solve a problem. Point out the illustration and read the caption. ¿Cómo creen que un andador de serpientes puede permitir que el dueño de una serpiente camine con ella hasta cualquier destino, como la playa o un parque? ¿Qué problema solucionaría un andador de serpientes?
Page 7: Read the chapter heading. ¿Qué inventos esperan encontrar en esta sección?
Page 8: Read the fi rst two lines. ¿Los dejaría impresionados un invento que soluciona un problema? ¿Por qué sí? ¿Por qué no?
Page 11: Read the heading with students. Explain the double meaning of alarma. Use the examples from the fi rst sentence in the fi rst and third paragraphs. ¿Cuánto suspenso hay en la tarea de atender a un bebé que llora?
Ahora vuelvan al comienzo del texto para descubrir más inventos locos que tienen patente.
Read
Have students read silently while you listen to individual students read aloud. Support their understanding of the text as needed.
Remind students to use the Infer/Predict Strategy and to use text clues
to fi gure out what isn’t directly stated by the author as they read.
Discuss and Revisit the Text
Personal Response
Invite students to share their personal responses to the selection.
Suggested language: ¿Qué invento les pareció más interesante? ¿Por qué?
Ways of Thinking
As you discuss the text, help students understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• Inventions are sometimes created to solve problems. • A wide range of wacky
inventions exists, such as pet inventions, inventions for sports, and even to make silly fruit and vegetable shapes.
• Patents are issued for both serious and silly inventions.
• By using creativity and
imagination, people can think of very silly inventions.
• Patents are required to ensure an invention remains protected. • Even silly inventions can be
useful by making people laugh.
• Captions help to explain the photographs and illustrations. • The author describes in detail hypothetical scenarios in which the silly inventions might be useful.
• The photographs sometimes illustrate the problem, rather than the invention that solves the problem.
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Choices for Further Support
• Fluency Invite students to choose a passage from the text to use for a readers’ theater. Remind them to pay attention to punctuation. Tell students to pause when necessary, such as after commas, and to infl ect their voices up for questions and down for periods.
• Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students 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 students that suffi xes can change the part of speech of a word. For example, solución, ending in -ción, is a noun, while its root, solucionar, is a verb. Have students identify a word that contains the root word inventar and a suffi x, and have them identify its part of speech (inventor, sustantivo).
Writing about Reading
Vocabulary Practice
Have students complete the Vocabulario questions on Hoja reproducible 17.1.
Responding
Have students use their Cuaderno del lector to complete the vocabulary activities on page 15. Remind them to answer the Word Teaser on page 16. (Answer: concentrarse)
Reading Nonfi ction
Nonfiction Features: Captions and Photos Remind students that nonfi ction has many features to help readers fi nd and understand important information. Captions and photos are two of these features. Explain that captions can be short phrases, or longer sentences, as in this book. Captions tell what a photo, map, or diagram is about. Reading the captions in a nonfi ction book is a good way to preview the book before reading the main text. Photos are another important source of information. They often add information that is not in the text. Photos can sometimes have a more authentic quality than illustrations.
Have students turn to page 13 in the text. Have students evaluate how the photograph of the model helps them understand Lincoln’s invention. Ask them how the photo of Lincoln shows this invention is historic, and not modern. Have students consider why there is an illustration of the cool shoes, rather than a photograph. Explain that the illustration shows what is inside the shoes. Have them rewrite the caption in their own words.
Writing Prompt: Thinking Beyond the Text
Have students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings.
Assessment Prompts
• What can readers conclude about patents after reading page 2?
• What sentence on page 7 supports the idea that sledding can be a lot of work? • What is the author’s purpose for writing this selection?
Vocabulario clave
Completa la red semántica con palabras que van con la palabra de Vocabulario clave. Elige una de las palabras y úsala en una oración de ejemplo con la palabra de Vocabulario clave. Luego, haz una red semántica y escribe oraciones de ejemplo con cinco de las demás palabras de Vocabulario clave.
impresionado autocontrol sacar destino original concentrarse suspenso admitir cumplido rumor Vocabulario Oración de ejemplo:
La destreza de mi hermano en el fútbol dejó impresionados a todos los jugadores. respeto destreza impresionado: muy conmovido por algo Vocabulario clave
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
Una idea loca Vocabulario clave
Grado 5, Unidad 4: ¿Cuál es tu historia?
Nombre Fecha
3
Lección 17
H O J A R E P R O D U C I B L E 1 7 . 1
talento infl uenciado Se muestran las respuestas posibles.
5_352930RTXSAN_L17_2R.indd 3 8/19/09 7:34:47 AM
Responder
VOCABULARIO CLAVE Formar palabras ¿A dónde te gustaría ir? ¿Cómo llegarías? Haz una lista de destinos en la primera columna y luego di por qué quisieras ir ahí en la segunda columna. Copia la tabla y escribe más palabras.
¡A escribir!
El texto y tú Escribe un párrafo corto sobre un destino
que te gustaría visitar. Di por qué te gustaría visitarlo, qué harías ahí y por qué es un lugar especial. Después, piensa en una idea loca para llegar ahí. Usa palabras de la tabla en tu párrafo.
15
Destino Por qué ir
Florida para huir del frío
Nombre
Fecha
Una idea loca
Pensar más allá del texto
Piensa en las siguientes preguntas. Después, escribe tu respuesta en uno o
dos párrafos.
Recuerda que cuando piensas más allá del texto, usas tu conocimiento
personal para comprender las cosas de un modo nuevo.
En este libro, has leído sobre muchos inventos diferentes. ¿Qué invento es
más probable que pruebes o que veas a alguien usar? ¿Por qué? ¿Qué
invento te gustaría crear y patentar?
Vocabulario clave
Completa la red semántica con palabras que van con la palabra de
Vocabulario clave. Elige una de las palabras y úsala en una oración
de ejemplo con la palabra de Vocabulario clave. Luego, haz una red
semántica y escribe oraciones de ejemplo con cinco de las demás
palabras de Vocabulario clave.
impresionado
autocontrol
sacar
destino
original
concentrarse
suspenso
admitir
cumplido
rumor
Vocabulario
Oración de ejemplo:
respeto
destreza
impresionado:
Una idea loca Vocabulario clave
Nombre Fecha
Lección 17
1416617
Estudiante
Fecha
Lección 17
H o j a r e p r o d u c i b l e
Una idea loca Registro de lectura
Una idea loca •
nivel
q
Behavior
Code
Error
Read word correctly
✓
lobo 0Repeated word,
sentence, or phrase
®
lobo 0Behavior
Code
Error
Substitution
lodo
lobo 1Self-corrects
lodo sc
lobo 0Insertion
el
ˆ
lobo 1page Selection Text Errors Self-Corrections
2 Imagina que tienes un invento realmente
original. Estás seguro de que nadie ha pensado en algo así. A lo mejor tu invento es un matapulgas para perros. ¿Cómo protegerías esta idea? Puedes obtener una patente de la Oficina de Patentes y Marcas Registradas de los Estados Unidos (USPTO, por sus siglas en inglés). Tener una patente significa que eres dueño de esa idea. Mantiene a salvo tu idea.
La USTPO ha dado más de siete millones de patentes. Muchas de estas ideas son útiles, pero debemos reconocer que algunas son un poco locas.
A la gente se le ocurre todo tipo de inventos locos.
Comments: Accuracy Rate
(# words read correctly/104 × 100) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Corrections) 1: