Estudios Sociales Estrategia: Analizar/Evaluar...
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HOUGHTON MIFFLIN HARCOURT por Isaiah Collins Escuelas de un salon - Number of Words: 192 LESSON 13 TEACHER’S GUIDE Escuelas de un salón by Isaiah Collins Fountas-Pinnell Level I Nonfiction Selection Summary Long ago, children from farms and small towns went to small schools with one room and one teacher. They walked or rode horses to school. They learned math and reading, and had desks and books, but wrote on chalkboards instead of paper. They played games, too. 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 children 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. 978-0-547-32430-2 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. Characteristics of the Text Genre • Nonfiction Text Structure • Two to seven lines of text in the same position on each page • One-page introduction to the concept of one-room schools • Information organized topically (transportation, clothing, class setup, subjects, children’s, games) Content • Details about children who attended one-room schools long ago • School subjects, games, classroom, supplies • Transportation to school Themes and Ideas • Children in different times and places all attend school. • School subjects and games are similar in different times and places. • Children everywhere learn and have fun at school. Language and Literary Features • Simple, direct language • No use of figurative language Sentence Complexity • Short sentences, some with prepositional phrases: La maestra estaba de pie enfrente del salón. • Multiple items in series. También eran útiles las botas, los guantes y una bufanda. • One question and one exclamation Vocabulary • Words related to school, such as materias, matemáticas, tiza, números, pizarra Words • Some multisyllable words, some of which may represent unfamiliar concepts such as comunidad, transporte, idiomas, cultura Illustrations • Photos of present-day schools and schoolchildren help children connect to the text. Book and Print Features • Nine pages of text; photos on every page • No indentation or paragraphs; all sentences begin at left margin © 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Transcript of Estudios Sociales Estrategia: Analizar/Evaluar...
HOUGHTON MIFFLIN HARCOURT1409634
HOUGHTON MIFFLIN
Libritos nivelados en línea
HOUGHTON MIFFLIN HARCOURT
por Isaiah Collins
Escuelas de un salon-
Estudios Sociales
Estrategia:Analizar/Evaluar
2.3.13 Desarrollar el vocabulario
2_269306RTXS_VR3_3BL_CVR_OneRoom1 1 3/3/09 11:44:06 PMNumber of Words: 192
L E S S O N 1 3 T E A C H E R ’ S G U I D E
Escuelas de un salónby Isaiah Collins
Fountas-Pinnell Level INonfictionSelection SummaryLong ago, children from farms and small towns went to small schools with one room and one teacher. They walked or rode horses to school. They learned math and reading, and had desks and books, but wrote on chalkboards instead of paper. They played games, too.
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 children 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. 978-0-547-32430-2 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.
Characteristics of the Text Genre • Nonfi ction
Text Structure • Two to seven lines of text in the same position on each page • One-page introduction to the concept of one-room schools• Information organized topically (transportation, clothing, class setup, subjects, children’s,
games)Content • Details about children who attended one-room schools long ago
• School subjects, games, classroom, supplies• Transportation to school
Themes and Ideas • Children in different times and places all attend school.• School subjects and games are similar in different times and places.• Children everywhere learn and have fun at school.
Language and Literary Features
• Simple, direct language • No use of fi gurative language
Sentence Complexity • Short sentences, some with prepositional phrases: La maestra estaba de pie enfrente del salón.
• Multiple items in series. También eran útiles las botas, los guantes y una bufanda.• One question and one exclamation
Vocabulary • Words related to school, such as materias, matemáticas, tiza, números, pizarraWords • Some multisyllable words, some of which may represent unfamiliar concepts such as
comunidad, transporte, idiomas, culturaIllustrations • Photos of present-day schools and schoolchildren help children connect to the text.
Book and Print Features • Nine pages of text; photos on every page• No indentation or paragraphs; all sentences begin at left margin
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
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Target Vocabulary
clase – cosas que se aprenden o se enseñan, p. 6
comunidad – grupo de personas que vive en la misma área,p. 10
cultura – forma de vida de un pueblo, p. 7
especial – algo diferente a todo lo demás, p. 10
idioma – manera de hablar y escribir de las personas, p. 7
materia – temas de estudio, como ciencias y música, p. 6
transporte – una forma de mover personas o cosas de un lugar a otro, p. 3
usar – ponerse algo sobre el cuerpo, p. 4
Escuelas de un salón by Isaiah Collins
Build BackgroundHelp children use their knowledge of schools to build interest by asking a question such as the following: ¿Cómo creen que sería ir a una escuela pequeña con un solo salón? Read the title and author and talk about the cover photo. Explain that this book gives information about schools of long ago.
Introduce the TextGuide children through the text, noting important ideas and nonfi ction features. Help with unfamiliar language so children can read the text successfully. Give special attention to target vocabulary. Here are some suggestions:
Page 2: Explain that the building in this photo may look like a house, but it is a small one-room school. Suggested language: Vayan a la página 2. Lean las dos primeras oraciones: Hace tiempo, muchas personas vivían en granjas o pueblos pequeños. Las escuelas eran pequeñas. ¿En qué se diferencia esta escuela de las escuelas de hoy en día?
Page 3: Remind children that long ago, there were no cars or buses, so school children used other kinds of transporte. ¿Qué tipos de transporte creen que usaban? ¿Cómo iban a la escuela sin autobuses ni autos?
Page 6: Lean la primera oración: La lectura y las matemáticas eran dos materias. ¿Qué materias estudiamos en nuestra clase? ¿Cuál es su materia favorita? Ahora lean la segunda oración: Los niños aprendían sus clases con libros como éstos. ¿Qué clases hemos aprendido hoy con la ayuda de libros?
Page 7: Point out and discuss the meaning of the word cultura. Make sure children understand that culture includes language, traditions, dress, and food. Los días festivos son una parte importante de la cultura, o forma de vida, de un pueblo. ¿Qué días festivos se celebran en su cultura?
Ahora vuelvan al comienzo del libro y lean para descubrir qué diferencias y semejanzas hay entre las escuelas de un salón y su escuela.
2Grade 2© Houghton Mifflin Harcourt Publishing Company
Lesson 13: Escuelas de un salón
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ReadAs the children read Escuelas de un salón, observe them carefully. Guide them as needed, using language that supports their problem-solving ability.
Remind children to use the Analyze/Evaluate Strategy and to tell how they feel about the text, and why.
Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the story.Suggested language: ¿Qué dato te pareció más interesante? ¿Qué más quisieras saber sobre las escuelas antiguas?
Ways of ThinkingAs you discuss the text, help children understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• Long ago, some schools were small, with one room and one teacher.
• Children dressed warmly to walk or ride horses to school.
• Children had lessons in many subjects, and time for play, too.
• Some children came from other cultures and spoke other languages.
• School is important for children everywhere.
• Children from many times and places learn and have fun in school.
• School subjects, and schoolchildren, are similar in different times and places.
• Except for the fi rst photo, the photos show schools and schoolchildren of today.
• The text tells about schools and schoolchildren of long ago.
• Together, the text and photos help readers compare schools of the past and schools of today.
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Choices for Further Support• Fluency Invite children to choose a passage from the text to read aloud. Remind
them to read at a good rate, similar to the rate at which people speak, and to use appropriate stress on words to refl ect meaning.
• Comprehension Based on your observations of the children’s reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind children 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 children that plurals sometimes add -s and sometimes add -es. Have children practice turning singular nouns from the text into plural nouns, and plural nouns into singular nouns.
3Grade 2© Houghton Mifflin Harcourt Publishing Company
Lesson 13: Escuelas de un salón
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Writing about ReadingVocabulary PracticeHave children complete the Vocabulario questions on Hoja reproducible 13.1.
RespondingHave children complete the vocabulary activities on page 11. Remind them to answer the Word Teaser on p. 12. (Answer: comunidad)
Reading Nonfi ctionNonfiction Features: Photos Remind children that nonfi ction has many features to help readers fi nd and understand important information. Photos are one of these features. Explain that photos, in addition to being fun to look at, are an important source of information. They help readers understand the text, and often they add details or new information that is not included in the text. Have children look again at the photo on page 2. Ask what details or information they can learn from the photo of the one room school (Está en el campo; hay una campana en el techo.) Then have children choose another photo in the book and write a sentence that tells about information they learned from the photo.
Writing Prompt: Thinking Beyond the TextHave children write a response to the prompt on page 6.
Assessment Prompts• Which words on page 3 help the reader understand the meaning of the word
transporte?
• Look at this sentence from the selection again: A veces, los niños preparaban un espectáculo especial. What does the word especial mean in this sentence?
4Grade 2© Houghton Mifflin Harcourt Publishing Company
Lesson 13: Escuelas de un salón
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Lea las instrucciones a los niños.
Vocabulario clave Lee los siguientes grupos de palabras. Escribe la palabra
de Vocabulario clave que va mejor con cada grupo de
palabras.
1. inglés, español, francés, japonés: idiomas
2. Matemáticas, Ciencias, Estudios Sociales, Lectura: materias
3. trenes, autos, autobuses, aviones, barcos: transporte
4. pantalones, camisa, chaqueta, sombrero, zapatos: usan
5. diferente de los otros, por un tiempo determinado: especial
6. la manera en que un grupo de personas actúan, hablan
y se visten: cultura
7. escuela, vecindario, grupo de personas: comunidad
8. salón, maestra, lecciones, todos los días:
clases
clasescomunidadculturaespecialidiomasmateriastransporteusan
Vocabulario
3 Grado 2, Unidad 3: Dímelo a mí
Nombre Fecha
Lección 13H O J A R E P R O D U C I B L E 1 3 . 1
Escuelas de un salón
Vocabulario clave
Vocabulario clave© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
2_352893RTXSAN_L13_Vocab.indd 3 9/11/09 5:49:52 AM
11
ResponderVOCABULARIO CLAVE Formar palabras
¿Qué tipo de materias aprendes en la
escuela? Haz una red de palabras
alrededor de la palabra materias. Copia
esta red y agrega más palabras.
El texto y tú ¿Te gustaría ir a una escuela
de un solo salón? Escribe unas oraciones.
Di por qué te gustaría o por qué no. Usa
dos palabras de Formar palabras.
¡A escribir!
lectura matemáticas
materias
2_269306RTXS_VR3_3BL_OneRoom_L1311 11 11/9/09 11:23:50 AM
5Grade 2© Houghton Mifflin Harcourt Publishing Company
Lesson 13: Escuelas de un salón
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Nombre Fecha
Escuelas de un salónPensar más allá del texto
Piensa en las siguientes preguntas. Después, escribe tu respuesta en un párrafo.
¿Qué sería lo mejor de ir a una escuela de un salón? ¿Qué sería lo peor? Explica tus opiniones.
© Houghton Mifflin Harcourt Publishing Company
6Grade 2 Lesson 13: Escuelas de un salón
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Vocabulario clave Lee los siguientes grupos de palabras. Escribe la palabra
de Vocabulario clave que va mejor con cada grupo de
palabras.
1. inglés, español, francés, japonés:
2. Matemáticas, Ciencias, Estudios Sociales, Lectura:
3. trenes, autos, autobuses, aviones, barcos:
4. pantalones, camisa, chaqueta, sombrero, zapatos:
5. diferente de los otros, por un tiempo determinado:
6. la manera en que un grupo de personas actúan, hablan
y se visten:
7. escuela, vecindario, grupo de personas:
8. salón, maestra, lecciones, todos los días:
clasescomunidadculturaespecialidiomasmateriastransporteusan
Vocabulario
© Houghton Mifflin Harcourt Publishing Company
7Grade 2 Lesson 13: Escuelas de un salón
Nombre Fecha Lección 13
H O J A R E P R O D U C I B L E 1 3 . 1
Escuelas de un salón
Vocabulario clave
2_324302_BL_VRTG_L13_OneRoomSchools_SPA.indd 7 1/22/10 5:08:21 AM
ISB
N-13
: 978-0
-547-32430
-2
ISB
N-10
: 0
-547-32430
-8
97
80
54
73
24
30
2
90
00
0
1416
330
Estudiante Fecha Lección 13
H o j a r e p r o d u c i b l e
Escuelas de un salónRegistro de lectura
Escuelas de un salón nivel i
Behavior Code Error
Substitution lodo lobo 1
Self-corrects lodo sc lobo 0
Insertion el
ˆlobo 1
Word told T lobo 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
Hace tiempo, muchas personas vivían en granjas o pueblos
pequeños.
Las escuelas eran pequeñas.
Algunas tenían un solo salón y una sola maestra.
¿Cómo iban los niños a la escuela?
Usaban muchos tipos de transporte.
Algunos niños iban a pie.
Otros iban a caballo.
Algunas escuelas tenían una estufa de leña en el salón.
En días fríos, los niños tenían que usar ropa gruesa para
abrigarse.
Comments: Accuracy Rate (# words read
correctly/66 × 100)
%
Self-Correction Rate
(# errors + # Self-Corrections/ Self-Corrections)
1:
© Houghton Mifflin Harcourt Publishing Company
8Grade 2 Lesson 13: Escuelas de un salón
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