L EDL: 20–24 23 El puesto de...
8
HOUGHTON MIFFLIN El puesto de limonada por Molly Kuhl • ilustrado por Ilene Richard Characteristics of the Text Genre • Realistic fiction Text Structure • Third-person narrative with simple, straightforward plot • Events presented in sequential order • Surprise ending: Lalo and Mari end up buying two soccer balls. Content • Siblings work together • Steps in making lemonade Themes and Ideas • Working together to achieve a goal is a key to success. • There are fun ways for kids to earn money. • It’s fun to work with your sibling on a project. Language and Literary Features • Conversational language • Setting important to plot • Exclamations for emphasis Sentence Complexity • Simple, compound, and complex sentences with phrases and clauses • Questions in dialogue • Descriptive words and phrases Vocabulary • Content-specific words: puesto de limonada, sedientos, ingredientes, amarga, cáscara • Variety of words to assign dialogue: dijo, exclamó, gritó Words • Many two- and three- syllable words • All parts of speech • Plurals, contractions: (niños; del, al) Illustrations • Lively drawings support the text. Book and Print Features • Nine pages of text with an illustration on every page • Longer sentences continue over several lines • One to four paragraphs per page © 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. 978-0-547-32245-2 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. Number of Words: 364 LESSON 23 TEACHER’S GUIDE El puesto de limonada by Molly Kuhl Fountas-Pinnell Level J Realistic Fiction Selection Summary Mari and Lalo lose their soccer ball. They decide to set up a lemonade stand at the playground to earn money. After some experimentation with their recipe, they sell enough lemonade to make enough money to buy two new soccer balls.
Transcript of L EDL: 20–24 23 El puesto de...
HOUGHTON MIFFLIN
ISBN-13:978-0-547-03545-1ISBN-10:0-547-03545-4
1.5.3
1033752
El puesto de limonada
por Molly Kuhl • ilustrado por Ilene Richard
Nivel: L
EDL: 20–24
Género:Ficción realista
Estrategia:Revisar/Aclarar
Destreza:Causa y efecto
Número de palabra: 363
HOUGHTON MIFFLIN
Libritos nivelados en línea
1_035451_LR5_3CV_LEMON.indd 1 4/4/08 2:31:21 PM
Characteristics of the Text Genre • Realistic fi ction
Text Structure • Third-person narrative with simple, straightforward plot• Events presented in sequential order• Surprise ending: Lalo and Mari end up buying two soccer balls.
Content • Siblings work together• Steps in making lemonade
Themes and Ideas • Working together to achieve a goal is a key to success.• There are fun ways for kids to earn money.• It’s fun to work with your sibling on a project.
Language and Literary Features
• Conversational language • Setting important to plot• Exclamations for emphasis
Sentence Complexity • Simple, compound, and complex sentences with phrases and clauses• Questions in dialogue• Descriptive words and phrases
Vocabulary • Content-specifi c words: puesto de limonada, sedientos, ingredientes, amarga, cáscara• Variety of words to assign dialogue: dijo, exclamó, gritó
Words • Many two- and three- syllable words• All parts of speech• Plurals, contractions: (niños; del, al)
Illustrations • Lively drawings support the text.Book and Print Features • Nine pages of text with an illustration on every page
• Longer sentences continue over several lines• One to four paragraphs per page
© 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. 978-0-547-32245-2 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.
Number of Words: 364
L E S S O N 2 3 T E A C H E R ’ S G U I D E
El puesto de limonadaby Molly Kuhl
Fountas-Pinnell Level JRealistic FictionSelection SummaryMari and Lalo lose their soccer ball. They decide to set up a lemonade stand at the playground to earn money. After some experimentation with their recipe, they sell enough lemonade to make enough money to buy two new soccer balls.
1_322452_AL_LRTG_L23_LemonadeStand_SPA.indd 1 1/23/10 1:57:10 AM
El puesto de limonada by Molly Kuhl
Build BackgroundRead the title and author with children and talk about what is happening in the cover illustration. Encourage children to use their knowledge of earning money to think about the story. Ask questions such as the following: ¿Alguna vez vendieron comida, como limonada o galletas, en un puesto casero? ¿Qué sucedió? ¿Qué hicieron con el dinero que ganaron?
Introduce the TextGuide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary so that they can read the text successfully. Here are some suggestions:
Page 2: Explain that at the beginning of this story Amari and her brother Leo are playing soccer. Suggested language: Vayan a la página 2. Observen la ilustración. ¿Qué pasó con la pelota de fútbol? ¿Qué creen que Mari y Lalo harán ahora? ¿Cómo creen que se sienten?
Page 3: Vayan a la página 2. Mari y Lalo no tienen sufi ciente dinero para comprar una pelota nueva, entonces necesitan un plan. Mari tiene una idea: ¡Un puesto de limonada! ¿Creen que Mari tiene un buen plan?
Page 4: Ask children to look carefully at the picture on page 4. ¿Dónde están Mari y Lalo en la ilustración? ¿En qué piensan? ¿Cómo lo saben?
Page 6: Vayan a la página 6. Recuerden que las ilustraciones pueden ayudarlos a entender el cuento. Lalo y Mari hicieron limonada para vender en su puesto. Mezclaron todos los ingredientes juntos en una jarra. ¿Qué ingredientes pusieron Lalo y Mari en la limonada? Hallen la jarra en la ilustración.
Ahora vayan al comienzo y lean qué sucede cuando Mari y Lalo hacen su limonada.
jarra montón puesto
Learn More Words
2Grade 1© Houghton Mifflin Harcourt Publishing Company
Lesson 23: El puesto de limonada
1_322452_AL_LRTG_L23_LemonadeStand_SPA.indd 2 1/23/10 1:57:11 AM
ReadHave children read El puesto de limonada silently while you listen to individual students read. Support their problem solving and fl uency as needed.
Respond to the TextPersonal ResponseAsk children to share their personal responses to the story. Begin by asking what they liked best about the story, or what they found interesting.Suggested language: ¿Cómo creen que se sintieron Mari y Lalo después de ganar sufi ciente dinero para comprar pelotas de fútbol nuevas? ¿Cómo se habrían sentido ustedes?
Ways of ThinkingAs you discuss the text, make sure children understand these teaching points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• Mari and Lalo want to make money to buy a new soccer ball.
• Mari and Lalo sell homemade lemonade at a stand in the playground.
• They earn enough money to buy two soccer balls.
• When you work together you can reach your goal.
• Brothers and sisters help each other.
• The lively illustrations made the story more fun to read.
• The language sounds very realistic, the way kids really talk.
• The author includes lots of details about making and selling the lemonade.
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Choices for SupportFluencyHave children choose a page with dialogue to read aloud. Remind them to think about how the character feels and to read with the proper expression.
Phonics and Word WorkProvide practice as needed with words and sounds, using one of the following activities:
• Build Sentences Materials: books, index cards, sentence strips. Have children fi nd pictures of six words in their books and write each word on an index card. Then have them write sentences using the words. Call on volunteers to read their sentences aloud.
• Finding the Letter Display some children’s names with the letter p in the fi rst or last name, pointing out any p’s as you say each name. Afterward, have children point to some p’s in the displayed names. Ask them to open their books to page 3. Have them follow along as you slowly read the sentences on the page and stop you by raising their hands when you get to a word that has a p in it somewhere (podemos, comprar, pelota, puesto, parque). Follow a similar procedure for the letter l (pelota, Lalo, limonada, el, montarlo), using different displayed names and the same book pages.
3Grade 1© Houghton Mifflin Harcourt Publishing Company
Lesson 23: El puesto de limonada
1_322452_AL_LRTG_L23_LemonadeStand_SPA.indd 3 1/23/10 1:57:12 AM
Writing About ReadingCritical ThinkingRead the directions for children on Hoja reproducible 23.8 and guide them in answering the questions.
RespondingRead aloud the questions at the back of the book and help children complete the activities.
Target Comprehension SkillCause and Effect
Target Comprehension Skill Remind children that the effect tells what happened in a
story. The cause tells why it happened. Model how to think about cause and effect.
Think Aloud
En la página 9, leí que Mari y Lalo le agregaron pedazos de cáscara de limón a su limonada. Así consiguieron el sabor justo: ni muy amargo ni muy dulce. Agregar la cáscara del limón fue la causa. El efecto fue una limonada con el sabor justo.
Practice the SkillHave children share examples of cause and effect from other stories they have read.
Writing PromptRead aloud the following prompt. Have children write their response, using the writing prompt on page 6.
Think about another way someone your age could earn money. Write a paragraph about what you could do.
4Grade 1© Houghton Mifflin Harcourt Publishing Company
Lesson 23: El puesto de limonada
1_322452_AL_LRTG_L23_LemonadeStand_SPA.indd 4 1/23/10 1:57:12 AM
Lea las instrucciones a los niños.
PiénsaloEscucha la pregunta. Escribe una respuesta. Las respuestas pueden
variar.
1. ¿Qué le pone Mari a la limonada al recordar lo que la
abuela le pone a su pastel de limón?
Mari le agrega pedazos de cáscara
de limón, como su abuela le agrega
al pastel.Hacer conexiones Escribe varias oraciones acerca de
lo que te gusta beber cuando hace calor.
Grado 1, Unidad 5: Mira cómo crecemos
Nombre Fecha
10Piénsalo© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
El puesto de limonadaPiénsalo
Lección 23H O J A R E P R O D U C I B L E 2 3 . 8
1_352879RTXSAN_U5_LR_TAI.indd 10 8/12/09 3:01:22 AM
11
Responder DESTREZA CLAVE Causa y efecto
¿Qué sucedió cuando Mari y Lalo
quisieron comprar una nueva
pelota? ¿Por qué sucedió eso?
Haz una tabla.
De texto a texto Imagina que
Mari entrara en un equipo de
fútbol. ¿Qué podría ocurrir el
primer día? Habla con tus
compañeros sobre eso.
¡A platicar!
1_035451_LR5_3AL_LEMON_L23.indd 11 12/3/09 10:59:05 PM
5Grade 1© Houghton Mifflin Harcourt Publishing Company
Lesson 23: El puesto de limonada
1_322452_AL_LRTG_L23_LemonadeStand_SPA.indd 5 1/23/10 1:57:13 AM
Nombre Fecha
El puesto de limonadaPiensa en alguna otra forma en que alguien de tu edad podría ganar dinero. Escribe un párrafo sobre lo que podrías hacer.
6Grade 1© Houghton Mifflin Harcourt Publishing Company
Lesson 23: El puesto de limonada
1_322452_AL_LRTG_L23_LemonadeStand_SPA.indd 6 1/23/10 1:57:16 AM
PiénsaloEscucha la pregunta. Escribe una respuesta.
1. ¿Qué le pone Mari a la limonada al recordar lo que la
abuela le pone a su pastel de limón?
Hacer conexiones Escribe varias oraciones acerca de
lo que te gusta beber cuando hace calor.
7Grade 1© Houghton Mifflin Harcourt Publishing Company
Lesson 23: El puesto de limonada
Nombre Fecha
El puesto de limonadaPiénsalo
Lección 23H O J A R E P R O D U C I B L E 2 3 . 8
1_322452_AL_LRTG_L23_LemonadeStand_SPA.indd 7 1/23/10 1:57:16 AM
ISB
N-13
: 978-0
-547-32245-2
ISB
N-10
: 0
-547-32245-3
97
80
54
73
22
45
2
90
00
0
1416
102
Estudiante Fecha Lección 23
H O J A R E P R O D U C I B L E 2 3 . 1 2
El puesto de limonadaNIVEL J
El puesto de limonadaRegistro 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
Era un día caluroso de verano.Mari y su hermano Lalo jugabanjuntos al fútbol. Mari pateó lapelota, ¡y vio como esta iba aparar en la copa de un árbol!—Está demasiado alta paraalcanzarla —dijo Lalo—. Tenemosque comprar una nueva pelota.
Ellos fueron a casa y contaronsu dinero.—¡Con esto no podemos comprarni una pelota de tenis! —comentó Lalo.
Comments: Accuracy Rate (# words read
correctly/65 × 100)
%
Self-Correction Rate
(# errors + # Self-Corrections/ Self-Corrections)
1:
8Grade 1© Houghton Mifflin Harcourt Publishing Company
Lesson 23: El puesto de limonada
1_322452_AL_LRTG_L23_LemonadeStand_SPA.indd 8 1/23/10 1:57:17 AM
