8 TEACHER’S GUIDE Receta para aprender
8
Number of Words: 815 LESSON 8 TEACHER’S GUIDE Receta para aprender by Lisa Cocca Fountas-Pinnell Level P Realistic Fiction Selection Summary Jin has to add one item to a class collage of things they learned this year. Jin worries about what to add. Then his mother shows him a cookie recipe and reminds him of all the knowledge he put to use making cookies. Jin knows the perfect choice—a copy of the recipe! Characteristics of the Text Genre • Realistic fiction Text Structure • Third-person continuous narration • Story takes place during one week of school at the end of the school year • Brief flashbacks through main character’s recollections Content • Making a collage • Baking cookies from a recipe • Calligraphy Themes and Ideas • Art skills can improve with practice. • Knowledge gained in school applies to all areas of life. Language and Literary Features • Informal language, dialogue • Some figurative language, such as las hojas de menta agregarían dulzura al jardín Sentence Complexity • Mix of simple, compound, and complex sentences • Embedded and subordinate clauses • Quotation marks, question marks, exclamations Vocabulary • Some words associated with school or learning, such as collage, tarjetas, fósil, estudios sociales, receta Words • Familiar multisyllable words, such as tradición, deliciosas, temperatura Illustrations • Realistic illustrations aid visualization and support the text Book and Print Features • Thirteen pages of text, most with illustrations © 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 Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-32452-4 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09 If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
Transcript of 8 TEACHER’S GUIDE Receta para aprender
Number of Words: 815
L E S S O N 8 T E A C H E R ’ S G U I D E
Receta para aprenderby Lisa Cocca
Fountas-Pinnell Level PRealistic FictionSelection SummaryJin has to add one item to a class collage of things they learned this year. Jin worries about what to add. Then his mother shows him a cookie recipe and reminds him of all the knowledge he put to use making cookies. Jin knows the perfect choice—a copy of the recipe!
Characteristics of the Text Genre • Realistic fi ction
Text Structure • Third-person continuous narration• Story takes place during one week of school at the end of the school year• Brief fl ashbacks through main character’s recollections
Content • Making a collage• Baking cookies from a recipe• Calligraphy
Themes and Ideas • Art skills can improve with practice.• Knowledge gained in school applies to all areas of life.
Language and Literary Features
• Informal language, dialogue• Some fi gurative language, such as las hojas de menta agregarían dulzura al jardín
Sentence Complexity • Mix of simple, compound, and complex sentences• Embedded and subordinate clauses• Quotation marks, question marks, exclamations
Vocabulary • Some words associated with school or learning, such as collage, tarjetas, fósil, estudios sociales, receta
Words • Familiar multisyllable words, such as tradición, deliciosas, temperaturaIllustrations • Realistic illustrations aid visualization and support the text
Book and Print Features • Thirteen pages of text, most with illustrations© 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. 978-0-547-32452-4 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09
If you have received these materials as examination copies free of charge, Houghton Miffl in Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited.
Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
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Receta para aprender by Lisa Cocca
Build BackgroundHave students use their knowledge about school projects to visualize the story. Build interest by asking a question such as the following: ¿Qué es un collage? ¿Cómo se hace? Read the title and author and talk about the cover illustration. Tell students that this is realistic fi ction about a boy named Jin, so the characters will probably act like real people.
Introduce the TextGuide students 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 4: Have students look at the illustration and read the caption. Explain that Jin’s class is making a collage whose purpose is to show important things the students learned during the school year. Ask: ¿Qué cosas creen que los estudiantes agregarán en el collage? Cada estudiante debe agregar algo, pero Jin no puede decidir qué agregará él.
Page 6: Suggested Language: El texto cuenta que Jin intentó hacer un modelo de un fósil para una clase de ciencias. Ask: ¿Qué es un fósil? ¿Qué clase de modelos han visto ustedes?
Page 8: Direct students to the highlighted term. Ask: ¿Qué tipo de cosas se pueden encontrar en un estudio de arte?
Page 10: The text says maybe Jin would choose something that he painted in his grandfather’s studio to add to the collage. Ask: ¿Qué creen que sucederá?
Ahora, vuelvan al comienzo para descubrir qué decide agregar Jin a su collage.
arrancar – halar con fuerzaecharse a perder – arruinarse,
p. 6espléndido – algo que es
maravilloso
estudio – taller de un artista, p. 8festín – una gran comidahorario – plan de sucesosminiatura – representación más
pequeña de una cosa, p. 6
preocuparse – no estar tranquilo por algo, p. 11
surco – marca que deja algo sobre una superfi cie, p. 9
untar – desparramar, p. 10
Target Vocabulary
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ReadHave students read silently while you listen to individual students read aloud. Support their understanding of the text as needed.
Remind students to use the Visualize Strategy and to picture details from the story as they read.
Discuss and Revisit the Text Personal ResponseInvite students to share their personal responses to the story. Suggested language: ¿Alguna vez les fue difícil tomar una decisión, como le pasó a Jin? ¿Por qué le costó tanto a Jin decidir qué le iba a agregar al collage?
Ways of ThinkingAs you discuss the text, help students understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• Jin had to bring in something to add to the class collage.
• Jin did not want to choose something that was not special or perfect.
• Jin’s mother showed him why the cookie recipe was the perfect choice.
• Jin was like his grandfather in that they both aimed to do perfect work.
• Jin was persistent and did not give up trying to fi nd the perfect object to add to the collage.
• Jin set high goals for himself and then worried he might not be able to meet them.
• The book’s illustrations are an integral part of the story in enabling students to visualize details the text describes.
• Page design is open, and the text appears easy to read.
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Choices for Further Support• Fluency Invite students to participate in a reader’s theater. Remind them to read
expressively and with enthusiasm, as if they were a storyteller telling the story to a younger child.
• 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 verb endings show tense and number. For example, –aba in estaba (p. 3) shows the verb is in past tense and refers to one person. Have children identify the endings of past tense verb forms and the numbers they show.
3 Lesson 8: Receta para aprenderGrade 4© Houghton Mifflin Harcourt Publishing Company
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Writing about ReadingCritical Thinking Have students complete the Razonamiento crítico questions on Hoja reproducible 8.6.
RespondingHave students complete the activities at the back of the book, using their Cuaderno del lector. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.
Target Comprehension SkillUnderstanding Characters
Target Comprehension Skill Remind students that authors use a character’s
thoughts, actions, and words to show what that character is like. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:
Think Aloud
Jin pinta todos los días. Esa es una acción que nos ayuda a entender su personalidad. Jin pensaba que era divertido mirar a su abuelo trabajar. Esta acción y pensamiento nos muestran cómo es Jin.
Practice the SkillEncourage students to share examples of other stories they have read in which a character is persistent and keeps trying.
Writing Prompt: Thinking Beyond the TextHave 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 is the meaning of the word surcar on page 9?
• Which sentences from the story show that Jin is a thoughtful person?
• Page 7 is mainly about
________________________________________________________________.
4 Lesson 8: Receta para aprenderGrade 4© Houghton Mifflin Harcourt Publishing Company
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Razonamiento críticoLee y contesta las preguntas.
1. Piensa dentro del texto Nombra tres cosas que añadieron los
compañeros de Jin al collage.
2. Piensa dentro del texto Jin decide agregar una tarjeta con una
receta al collage. Describe dos formas en que la receta muestra lo que
aprendió.
3. Piensa más allá del texto Si fueras maestra de Jin, ¿que tipo de
califi cación le darías a Jin? Explica por qué.
4. Piensa acerca del texto A Jin le cuesta trabajo encontrar algo para
agregar al collage porque quiere que sea perfecto. ¿Qué te comunica la
autora sobre el tipo de estudiante que es Jin?
Hacer conexiones Si tu clase fuera a hacer un collage similar ¿qué cosa agregarías?
Escribe tu respuesta en tu Cuaderno de lectura.
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Receta para aprenderRazonamiento crítico
Razonamiento crítico© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
Lección 8H O J A S R E P R O D U C I B L E S 8 . 6
Grado 4, Unidad 2: ¿Entiendes lo que quiero decir?
Nombre Fecha
Los compañeros de Jin agregaron tarjetas, hojas de menta y hojas
de roble.
Muestra la habilidad de Jin en matemáticas y las lecciones de
tradiciones familiares en estudios sociales.
Probablemente le pondría una cali� cación alta porque su trabajo
representa muchas ideas para aprender.
Jin quiere tener buenas cali� caciones y probablemente es un estudiante
muy cuidadoso.
Respuestas posibles.
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El texto y tú Piensa en un problema que hayas enfrentado. Escribe un párrafo acerca del problema y los sucesos que te llevaron a resolver el problema.
Responder Comprender a los
personajes ¿De qué manera los pensamientos, las acciones y las palabras de Jin muestran su actitud y sus sentimientos antes de decidir agregar su receta al collage? Copia y completa el siguiente cuadro.
Pensamientos
Estaba nervioso porque aún no sabía qué iba a agregar al collage.
Acciones
?
Palabras
“Me gustaría encontrar el modo de incluirlos a todos”.
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¡A escribir!
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Nombre Fecha
Receta para aprenderPensar 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.
Antes de agregar la receta al collage, Jin planea copiarla en una de las hermosas hojas de su abuelo. ¿Por qué crees que la autora incluyó ese detalle? ¿Qué nos sugiere sobre la personalidad de Jin? ¿Te gustaría tener un amigo como Jin? ¿Por que sí? ¿Por qué no?
6© Houghton Mifflin Harcourt Publishing Company
Grade 4 Lesson 8: Receta para aprender
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Razonamiento críticoLee y contesta las preguntas.
1. Piensa dentro del texto Nombra tres cosas que añadieron los
compañeros de Jin al collage.
2. Piensa dentro del texto Jin decide agregar una tarjeta con una
receta al collage. Describe dos formas en que la receta muestra lo que
aprendió.
3. Piensa más allá del texto Si fueras maestra de Jin, ¿que tipo de
califi cación le darías a Jin? Explica por qué.
4. Piensa acerca del texto A Jin le cuesta trabajo encontrar algo para
agregar al collage porque quiere que sea perfecto. ¿Qué te comunica la
autora sobre el tipo de estudiante que es Jin?
Hacer conexiones Si tu clase fuera a hacer un collage similar ¿qué cosa agregarías?
Escribe tu respuesta en tu Cuaderno de lectura.
7© Houghton Mifflin Harcourt Publishing Company
Grade 4 Lesson 8: Receta para aprender
Receta para aprenderRazonamiento crítico
Lección 8H O J A S R E P R O D U C I B L E S 8 . 6Nombre Fecha
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1416
336
Estudiante Fecha
Receta para aprender • NIVEL P Receta para aprenderRegistro de lectura
Lección 8H O J A S R E P R O D U C I B L E S 8 . 9
Behavior Code Error
Read word correctly ✓lobo 0
Repeated word, sentence, or phrase
®lobo
0
Omission lobo 1
Behavior Code Error
Substitution lodolobo 1
Self-corrects lodo sclobo 0
Insertion el
lobo 1
Word told Tlobo 1
page Selection Text Errors Self-Corrections
2
3
El año escolar estaba por terminar, pero la maestra de Jin le
había asignado a su clase el último proyecto. La clase estaba
haciendo un collage para mostrar las cosas importantes que
habían aprendido ese año. Todos los estudiantes debían traer
algo para agregar al collage. Todos los días, cinco niños
diferentes debían traer algo para el collage.
Faltaban solo cuatro días para el turno de Jin. Estaba
nervioso porque aún no sabía qué iba a agregar al collage.
Quería que lo que agregara fuera perfecto.
Jin estaba sentado en su escritorio y observaba a Ana. Ana
tenía una tarjeta en la mano.
Comments: Accuracy Rate (# words read correctly/103 ×
100)
%
Total Self-Corrections
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Grade 4 Lesson 8: Receta para aprender
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