Characteristics of the Text Genre Informational Text Text Structure

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ISBN-13:978-0-547-04217-6 ISBN-10:0-547-04217-5

K_019673_LR1_4BL_FIR_CVR.indd 1 4/3/08 12:57:49 PM

Characteristics of the Text

Genre • Informational Text

Text Structure • First-person narrative describing four items of clothing used to fi ght fi res • Fire fi ghter doesn’t introduce self until the last page.

Content • Fire fi ghting clothes

Themes and Ideas • Fire fi ghters need special clothing to keep them safe. Language and

Literary Features • Simple repetitive language• First-person narrator

Sentence Complexity • Repetitive sentence pattern, changing only one or two words on each page • Three- or four- word sentences

• Simple sentence structure: Yo uso este ___.

Vocabulary • Words relating to clothing: casco, abrigo, botas, guantes Words • High-frequency words: y

Illustrations • Photographs that support the text

Book and Print Features • Five pages, with one line of text and one photograph on each page • Photographs with labels: casco, abrigo, botas, guantes, bombero • Large print and 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.

Number of Words: 17 L E S S O N 4 T E A C H E R ’ S G U I D E

El bombero

by Jacob Walker

Fountas-Pinnell Level C

Informational Text

Selection Summary

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y

Words to Know

El bombero

by Jacob Walker

Build Background

Read the title to children and talk with them about what they see in the cover picture. Ask them what they know about fi re fi ghters. Then ask: ¿Qué hacen los bomberos? ¿Por qué

necesitan usar ropa especial?

Introduce the Text

Guide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary. Explain important text features, such as the repetition of the phrase Yo uso este. Here are some suggestions:

Page 2: Explain that in this book a fi re fi ghter tells about all the special things worn on the job. Explain that the pictures in the book have labels to name things.

Suggested language: Vayan a la página 2. El rótulo de esta foto dice casco.

Señalen el rótulo. El bombero dice: Yo uso este casco. Digan uso. Uso comienza con el sonido u. Encuentren la palabra uso y pongan el dedo debajo de la primera letra, u.

Page 3: En la siguiente página, el bombero dice: y este abrigo. Digan la palabra y. Y es una palabra pequeña, sólo tiene una letra. Encuentren la palabra y y pongan el

dedo debajo de ella.

Page 4: Remind children that they can use information in the pictures to help them read. En la página 4, pueden ver una foto de un par de botas. ¿Qué creen que dirá

el bombero en esta página?

Page 5: Y ahora, ¿qué dirá el bombero?

Ahora, vuelvan al comienzo para descubrir las cosas que usa un bombero para trabajar.

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Read

Now have children read El bombero softly while pointing under each word. Observe children as they read.

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: ¿Qué observan sobre la ropa que usa un bombero?

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

• A fi re fi ghter needs special clothes to fi ght fi res.

• A fi re fi ghter wears a hat, coat, boots, and gloves.

• Fire fi ghters need special clothing to keep them safe when they are fi ghting fi res.

• The writer uses the same sentence pattern on each page. • The author doesn’t show who is

talking until the last page. • Labels in the photos tell the

names of the clothes.

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

Choices for Support

Concepts of Print

Practice early reading behaviors such as reading from left to right and understanding that you say one word for one group of letters when you read.

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 sound is different. Say pairs of words, for example:

casco and asco, abrigo and abrir, botas and botes, guantes and antes, bombero and sombrero, etc.

• Blend the Sounds Say words sound by sound and ask children to say the words. Begin with /k //a //s//k //o/. What is the word? (casco) Continue with these words: /e/ /s/ /t / e / (este), /b/ /o/ /t / /a/ /s/ (botas), /g/ /u/ /a/ /n/ /t / /e/ /s/ (guantes), /s/ /o/ /i/

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Writing About Reading

Critical Thinking

Read the directions for children on Hoja reproducible 4.2 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 Features

Target Comprehension Skill

Remind children to think about how the words work with the photographs. Model how the words go with the photos.

Think Aloud

En la página 6, las palabras y la foto me hablan acerca del bombero. Las palabras dicen: ¡Soy un bombero! El rótulo dice: bombero. La foto muestra a un bombero listo para apagar un incendio. Sé que este es el bombero que estuvo hablando en el libro porque veo toda la ropa que se puso para estar listo para trabajar.

Practice the Skill

Have children choose another page in the book and tell how the words go with the photo.

Writing Prompt

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

Draw a picture of a fi re fi ghter at work. Write about what the fi re fi ghter is doing.

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Piénsalo

Los niños miran las ilustraciones y encierran en un círculo la que responde a la pregunta.

1. ¿Qué otra cosa necesita el bombero?

Los niños piensan en el trabajo que quieren hacer cuando sean grandes. Luego, hacen un dibujo de algo que necesitarían para ese trabajo.

2. Nombre Fecha Lección 4 H O J A R E P R O D U C I B L E 4 . 2 El bombero Piénsalo

Lea las instrucciones a los niños.

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Responder

DESTREZA CLAVE Características

textuales y gráficas Este libro se trata de un bombero. Escoge dos fotos. Explica cómo las fotos y las palabras te dan información sobre el bombero.

El texto y el mundo ¿Qué

trabajos ayudan a las personas de la comunidad? Haz un dibujo de un trabajo que ayuda a la gente. Habla sobre tu dibujo.

¡A platicar!

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Nombre

Fecha

El bombero

Haz un dibujo de un bombero en su trabajo.

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Piénsalo

Los niños miran las ilustraciones y encierran en un círculo la que responde a la pregunta.

1. ¿Qué otra cosa necesita el bombero?

Los niños piensan en el trabajo que quieren hacer cuando sean grandes. Luego, hacen un dibujo de algo que necesitarían para ese trabajo.

2.

Nombre Fecha Lección 4 H O J A R E P R O D U C I B L E 4 . 2 El bombero Piénsalo

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4 7 3 1 9 6 9 8 9 0 0 0 0 1415810 Estudiante Fecha

El bombero

NIVEL

C

El bombero Registro de lectura Lección 4 H O J A R E P R O D U C I B L E 4 . 5

page Selection Text Errors Self-Corrections

2-3 4-5 6

Yo uso este casco y este abrigo. Yo uso estas botas y estos guantes. ¡Soy un bombero!

Comments: Accuracy Rate

(# words read correctly/17 × 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

Behavior Code Error

Read word correctly

lobo 0 Repeated word,

sentence, or phrase ®lobo 0 —

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