G 6–12 15 Chispa: El perro bombero -...
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por Bo Grayson ilustrado por Gillian Roberts HOUGHTON MIFFLIN Number of Words: 205 LESSON 15 TEACHER’S GUIDE Chispa: El perro bombero by Bo Grayson Fountas-Pinnell Level I Humorous Fiction Selection Summary While the firefighters are on a call, someone is doing chores. Mysteriously, the beds get made, and the hoses are put away. One day, the firefighters get back in time to find Chispa, the firehouse dog, cleaning the fire pole. The chief is so impressed with the dog’s helpfulness that Chispa joins the team on fire calls from then on. 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. 978-0-547-32308-4 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. Characteristics of the Text Genre • Humorous fiction Text Structure • Third-person narrative • Organized chronologically • Problem presented on first and second pages Content • Life in a fire station • Firedog does chores and gets rewarded for her work. Themes and Ideas • Good work should be rewarded. • Animals can be helpers, too. Language and Literary Features • Conversational language • Third-person narrator Sentence Complexity • One line of dialogue • Simple declarative and exclamatory sentences; a few sentences with introductory clauses: Example: Cuando los bomberos regresan, ¡las mangueras están guardadas! Vocabulary • Special words related to firefighting: bomberos, alarma de incendio, perro bombero, poste, jefe de bomberos Words • Mostly words of one to two syllables, such as hay and camas, with the occasional three- syllable word, bomberos Illustrations • Realistic illustrations of people and a dog in a firehouse setting • Illustrations support the text. Book and Print Features • Nine pages of text, with illustrations in same position on all pages • Some labels for pictured content vocabulary © 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Transcript of G 6–12 15 Chispa: El perro bombero -...
por Bo Graysonilustrado por Gillian Roberts
HOUGHTON MIFFLIN
1035170
2.3.5
HOUGHTON MIFFLIN
Libritos niveladosen línea
Nivel: G
EDL: 6–12
Género: Cuentos divertidos
Estrategia: Revisar/Aclarar
Destreza: Causa y efecto
Número de palabras: 221
2_026787_LR3_5BL_COVER_SPA_chisp1 1 4/14/08 10:46:02 AMNumber of Words: 205
L E S S O N 1 5 T E A C H E R ’ S G U I D E
Chispa: El perro bomberoby Bo Grayson
Fountas-Pinnell Level IHumorous FictionSelection SummaryWhile the fi refi ghters are on a call, someone is doing chores. Mysteriously, the beds get made, and the hoses are put away. One day, the fi refi ghters get back in time to fi nd Chispa, the fi rehouse dog, cleaning the fi re pole. The chief is so impressed with the dog’s helpfulness that Chispa joins the team on fi re calls from then on.
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. 978-0-547-32308-4 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.
Characteristics of the Text Genre • Humorous fi ction
Text Structure • Third-person narrative • Organized chronologically• Problem presented on fi rst and second pages
Content • Life in a fi re station • Firedog does chores and gets rewarded for her work.
Themes and Ideas • Good work should be rewarded.• Animals can be helpers, too.
Language and Literary Features
• Conversational language • Third-person narrator
Sentence Complexity • One line of dialogue• Simple declarative and exclamatory sentences; a few sentences with introductory clauses:
Example: Cuando los bomberos regresan, ¡las mangueras están guardadas!Vocabulary • Special words related to fi refi ghting: bomberos, alarma de incendio, perro bombero,
poste, jefe de bomberosWords • Mostly words of one to two syllables, such as hay and camas, with the occasional three-
syllable word, bomberosIllustrations • Realistic illustrations of people and a dog in a fi rehouse setting
• Illustrations support the text.Book and Print Features • Nine pages of text, with illustrations in same position on all pages
• Some labels for pictured content vocabulary© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
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Target Vocabulary
amigo – alguien cercano, p. 10atención – escuchar lo que esá
sucediendo al alrededordiscurso – una charla que se le
da a un grupo, p. 8
enorme – muy grandeestación – un edifi cio donde las
personas hacen determinada clase de trabajo, p. 2
impresionado – muy sorprendido
obedecer – seguir órdenes o reglas, p. 9
seguridad – no estar en peligro, p. 9
Chispa: El perro bombero by Bo Grayson
Build BackgroundTap into children’s knowledge about fi refi ghters. Build interest by asking questions such as ¿Qué hacen los bomberos? ¿Dónde viven cuando están en el trabajo? ¿Cómo llegan hasta el lugar de un incendio? Read the title and author and talk about the cover illustration. Tell children that the story is humorous fi ction, so the story is meant to be funny.
Introduce the TextGuide children 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 2: Explain that this is a story about a dog named Chispa who lives at a fi re station.Suggested language: Vayan a la página 2. Leamos la primera oración: Algo curioso está pasando en la estación de bomberos. ¿Qué quiere decir curioso aquí? Puede signifi car “extraño” o “raro”.
Page 3: Compare the pictures on pages 2 and 3. ¿Qué es diferente acerca de las camas en la ilustración de la página 3? ¿Cómo creen que se relaciona esto con la primera oración del cuento?
Pages 4-5: Repeat the process, comparing the pictures on pages 4 and 5. Again, invite children to speculate on what is going on.
Page 9: Point out the picture and the label. ¡Chispa está en el camión de bomberos! Incluso está con el cinturón de seguridad abrochado. ¿Cómo contribuye abrocharle el cinturón de seguridad a un perro a la seguridad del camión de bomberos?
Ahora, vuelvan al comienzo del cuento para descubrir qué fue lo que pasó en la estación de bomberos.
2Grade 2© Houghton Mifflin Harcourt Publishing Company
Lesson 15: Chispa: El perro bombero
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ReadAs the children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability.
Remind children to use the Monitor/Clarify Strategy as they read to think about what happens and why.
Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the book.Suggested language: ¿Creen que Chispa, el perro bombero, estará contento cuando vaya a los incendios? ¿Por qué sí? ¿Por qué no?
Ways of ThinkingAs you discuss the text, help children understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• Some chores don’t get done at the fi re station because the fi refi ghters have to leave as soon as the alarm rings.
• It isn’t until they see Chispa cleaning the fi re pole that they realize she is the one cleaning up while they are gone.
• The fi re chief decides to let Chispa ride with the fi refi ghters because he thinks she’s an important part of the team.
• Chispa is an unusual dog. While many dogs can be helpers, they don’t usually make beds or clean things with a cloth.
• People—and animals—should be recognized and rewarded for their good deeds.
• Teamwork almost always makes things easier.
• The labels on the pictures help the reader fi gure out some of the harder words.
• The exclamation marks help show the surprise the fi refi ghters feel.
• The way the text works with the pictures helps the reader know that this story is supposed to be funny.
© 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 pay attention to punctuation to help them know how to express what is happening.
• 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 to form the plural of words, –s is usually added. Point out the words bomberos, tareas and camas. Explain that other plural words are formed by adding –es and –ces. Say camión/camiones and veloz/veloces. Have children fi nd other plurals from the story.
3Grade 2© Houghton Mifflin Harcourt Publishing Company
Lesson 15: Chispa: El perro bombero
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Writing about ReadingCritical ThinkingHave children complete the questions on Hoja reproducible 15.6.
RespondingHave children complete the activities at the back of the book. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.
Target Comprehension SkillCause and Effect
Target Comprehension Skill Remind children that a cause is what makes something
else happen. The effect is what happens. Model the skill, using a “Think Aloud” like the one below.
Think Aloud
Los bomberos no pueden descubrir quién está haciendo trabajos especiales en la estación mientras ellos salen en el camión. Salen a apagar un incendio. Cuando regresan, las tareas están hechas. Las camas están tendidas. Las mangueras están guardadas. ¿Qué está causando que pasen estas cosas? El perro Chispa siempre se queda en la estación. Creo que Chispa es la causa. Él hace que sucedan estas cosas.
Practice the SkillAt the end of the story, Chispa actions cause another effect. Have children write what they think that effect is.
Writing Prompt: Thinking Beyond the TextHave children write a response to the prompt on page 6. Remind them that when they think beyond the text, they use what they know and their own experience to think about what happens in the story.
Assessment Prompts• What seems hard to believe in this story. Why?
• Look at this sentence from the story: Ahora los bomberos llevan a su amigo cada vez que los llaman. What does the author mean by the word amigo? What does it tell you about how the fi refi ghters feel about Chispa?
4Grade 2© Houghton Mifflin Harcourt Publishing Company
Lesson 15: Chispa: El perro bombero
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Lea las instrucciones a los niños.
PiénsaloLee y contesta las preguntas.
1. ¿Por qué los bomberos no hacen las camas ni guardan
las mangueras?
La alarma de incendio suena, así que no hay tiempo.
2. ¿Por qué los bomberos hacen ahora sus propias tareas?
Hacen sus propias tareas porque Chispa va con ellos en el
camión.
3. ¿Por qué crees que a los bomberos les gustaría tener
una mascota en la estación de bomberos? Explica tu
respuesta.
Respuesta posible: Pasan tanto tiempo en la estación de
bomberos que tal vez quieran tener una mascota con quien
jugar. La mascota podría acompañarlos cuando no están
trabajando.
Hacer conexiones ¿Qué tarea quisieras que hiciera por ti un
perro? ¿Por qué?
Escribe tu respuesta en tu Cuaderno de lectura.
Grado 2, Unidad 3: Dímelo a mí8
Nombre Fecha
Lección 15H O J A R E P R O D U C I B L E 1 5 . 6
Chispa: El perro bombero
Piénsalo
Piénsalo© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
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11
ResponderDESTREZA CLAVE Causa y efecto Cuando
la alarma de incendio suena, esto causa que
otras cosas ocurran. Copia el gráfico que
está abajo. Complétalo con todo lo que
ocurre después de que suena la alarma.
El texto y el mundo Chispa ayuda a los
bomberos. ¿Por qué es importante ayudar
a los demás? Escribe algunas oraciones
para persuadir a los lectores de que ayuden
a otros. Asegúrate de mencionar qué
pasará si los lectores ayudan a otros.
Causa Efecto
Suena la alarma de incendio.
Salen los bomberos.
¿ ?
¡A escribir!
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5Grade 2© Houghton Mifflin Harcourt Publishing Company
Lesson 15: Chispa: El perro bombero
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Nombre Fecha
Chispa: El perro bomberoPensar más allá del texto
Piensa en las siguientes preguntas. Después, escribe tu respuesta en uno o dos párrafos.
¿Qué recompensa recibe Chispa al final del cuento? ¿Crees que es una buena recompensa para Chispa? Dí por qué sí o por qué no. Usa detalles del cuento en tu respuesta.
© Houghton Mifflin Harcourt Publishing Company
Grade 2 6 Lesson 15: Chispa: El perro bombero
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PiénsaloLee y contesta las preguntas.
1. ¿Por qué los bomberos no hacen las camas ni guardan
las mangueras?
2. ¿Por qué los bomberos hacen ahora sus propias tareas?
3. ¿Por qué crees que a los bomberos les gustaría tener
una mascota en la estación de bomberos? Explica tu
respuesta.
Hacer conexiones ¿Qué tarea quisieras que hiciera por ti un
perro? ¿Por qué?
Escribe tu respuesta en tu Cuaderno de lectura.
© Houghton Mifflin Harcourt Publishing Company
Grade 2 7 Lesson 15: Chispa: El perro bombero
Nombre Fecha Lección 15
H O J A R E P R O D U C I B L E 1 5 . 6
Chispa: El perro bombero
Piénsalo
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ISB
N-13
: 978-0
-547-3230
8-4
ISB
N-10
: 0
-547-3230
8-5
97
80
54
73
23
08
4
90
00
0
1416
150
Estudiante Fecha Lección 15
H O J A R E P R O D U C I B L E 1 5 . 9
Chispa: El perro bomberoNIVEL I
Chispa: El perro bomberoRegistro de lectura
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
4
Algo curioso está pasando en la
estación de bomberos.
Un día, suena la alarma de incendio.
Los bomberos salen en el camión.
No hay tiempo de tender las camas.
Cuando los bomberos regresan, ¡las
camas están tendidas!
Los bomberos no saben quién tendió
las camas.
Al día siguiente, la alarma de
incendio suena nuevamente.
Los bomberos salen en el camión.
Comments: Accuracy Rate (# words read
correctly/60 × 100)
%
Self-Correction Rate
(# errors + # Self-Corrections/ Self-Corrections)
1:
© Houghton Mifflin Harcourt Publishing Company
Grade 2 8 Lesson 15: Chispa: El perro bombero
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