Q EDL: 40 LESSON 23 TEACHER’S GUIDE Las telas alrededor ...
8
por Gloria Jasperse HOUGHTON MIFFLIN Number of Words: 892 LESSON 23 TEACHER’S GUIDE Las telas alrededor del mundo by Gloria Jasperse Fountas-Pinnell Level N Informational Text Selection Summary Textiles made by people of different cultures around the world often contain shapes, symbols, and colors that tell stories or have special meanings. For example, the patterns in textiles made by Navajo and Hopi weavers symbolize important parts of their culture. 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. 978-0-547-32208-7 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 • Informational Text Text Structure • Table of contents and six sections with descriptive headings • Introduction and conclusion, plus four sections on textiles from different cultures Content • Textiles around the world • Use of shapes, symbols, and colors in textiles • Textiles made by Navajo, Hopi, Asante, Mayan, and Maori weavers Themes and Ideas • Textiles often tell stories or have special meanings. • Textiles are part of the culture of many people around the world. Language and Literary Features • Clear language with conversational tone • Description but no figurative use of language Sentence Complexity • Longer and more complex sentence structures, some with more than 15 words • Both dependent and independent clauses Vocabulary • Many textile-related terms, some of which might not be familiar: telar vertical, telar horizontal, telar de correas traseras, fibras, lino Words • Many multisyllable words, some of them challenging, such as belleza, únicos, específicos, simbolizan, representan, horizontal, familiares • Many proper nouns and foreign words: navajo, hopi, oveja churro, asante, Ghana, kente, Sika fre mogya, mayas, Guatemala, maguey, quetzal, maori • Words with affixes: significado, inundación, geométricos Illustrations • One or two photos on every page that support the text Book and Print Features • Table of contents • Section headings that indicate content • Short phrases as captions for most photos, and one longer caption © 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Transcript of Q EDL: 40 LESSON 23 TEACHER’S GUIDE Las telas alrededor ...
por Gloria Jasperse
HOUGHTON MIFFLIN
1033906
2.5.3
HOUGHTON MIFFLIN
Libritos niveladosen línea
Nivel: Q
EDL: 40
Género: Texto informativo
Estrategia: Resumir
Destreza: Conclusiones
Número de palabras: 951
2_021560_LR5_3AL_COVER_SPA_telas1 1 4/14/08 11:40:45 AMNumber of Words: 892
L E S S O N 2 3 T E A C H E R ’ S G U I D E
Las telas alrededor del mundoby Gloria Jasperse
Fountas-Pinnell Level NInformational TextSelection SummaryTextiles made by people of different cultures around the world often contain shapes, symbols, and colors that tell stories or have special meanings. For example, the patterns in textiles made by Navajo and Hopi weavers symbolize important parts of their culture.
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. 978-0-547-32208-7 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 • Informational Text
Text Structure • Table of contents and six sections with descriptive headings • Introduction and conclusion, plus four sections on textiles from different cultures
Content • Textiles around the world• Use of shapes, symbols, and colors in textiles• Textiles made by Navajo, Hopi, Asante, Mayan, and Maori weavers
Themes and Ideas • Textiles often tell stories or have special meanings.• Textiles are part of the culture of many people around the world.
Language and Literary Features
• Clear language with conversational tone • Description but no fi gurative use of language
Sentence Complexity • Longer and more complex sentence structures, some with more than 15 words• Both dependent and independent clauses
Vocabulary • Many textile-related terms, some of which might not be familiar: telar vertical, telar horizontal, telar de correas traseras, fi bras, lino
Words • Many multisyllable words, some of them challenging, such as belleza, únicos, específi cos, simbolizan, representan, horizontal, familiares
• Many proper nouns and foreign words: navajo, hopi, oveja churro, asante, Ghana, kente, Sika fre mogya, mayas, Guatemala, maguey, quetzal, maori
• Words with affi xes: signifi cado, inundación, geométricos Illustrations • One or two photos on every page that support the text
Book and Print Features • Table of contents• Section headings that indicate content• Short phrases as captions for most photos, and one longer caption
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
2_322087_AL_LRTG_L23_Textiles_SPA.indd 1 1/22/10 4:52:45 AM
Expand Your Vocabulary
complicados – que tienen muchas partes, complejos, p. 6
geométricos – relacionado con los principios de la geometría o basado en ellos, p. 6
motivo – un elemento de un diseño, p. 13
simétricos – que tienen o muestran un parecido en el tamaño, la forma o la posición de las partes, p. 6
tejidos – material que se teje, p. 6
tela – un conjunto de hilos entrecruzados, p. 3
Las telas alrededor del mundo by Gloria Jasperse
Build BackgroundHelp children use their knowledge of textiles to visualize the book. Build interest by asking questions such as the following: ¿Alguna vez vieron una bonita alfombra o pedazo de tela? ¿Qué patrones y colores tenía? Read the title and author and talk about the cover illustration. Explain that textiles are woven or knitted cloths, and the cover photo shows a textile. Tell students that this book is informational text, so the words and photos will give factual information about the topic.
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: Point out that this book has a table of contents. Remind children that a table of contents lists the parts of a book and the page number on which each section begins.Suggested language: Vayan a la página 2 de este libro. Algunos de los títulos de las secciones pueden ser difíciles de leer. Leamos juntos algunos títulos. La sección que comienza en la página 4 se titula “Los navajos y los hopi”. Estos son los nombres de indígenas estadounidenses del suroeste.
Page 3: Direct attention to the photo on page 3. ¿De qué creen que está hecho este cuadro? Los estambres y las hebras se usan para hacer tela. Describan la escena en esta bonita tela. ¿Qué pistas pueden encontrar en la tela para saber si es vieja o moderna?
Page 6: Tell children that the photos at the top of the page show some patterns that weavers use. Help children read the photo captions. ¿Cómo describirían el patrón simétrico? En un patrón simétrico, las partes a cada lado del centro son iguales. ¿Cómo describirían el patrón geométrico? ¿Qué formas geométricas (triángulos, cuadrados, etc.) ven?
Ahora, vuelvan al comienzo del libro para aprender más acerca de las telas que hacen las personas alrededor del mundo.
2Grade 2© Houghton Mifflin Harcourt Publishing Company
Lesson 23: Las telas alrededor del mundo
2_322087_AL_LRTG_L23_Textiles_SPA.indd 2 1/22/10 4:52:46 AM
ReadHave children read Las telas alrededor del mundo silently while you listen to individual children read. Support their problem solving and fl uency as needed.
Remind children to use the Summarize Strategy , and to stop to tell important ideas as they read.
Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the book. Suggested language: ¿Cuál de las diferentes telas que se muestran en el libro les gustó más? ¿Qué les gustó de ella?
Ways of ThinkingAs you discuss the text, help children understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• The shapes, symbols, and colors in textiles tell stories or have special meanings.
• People all over the world make textiles.
• People from different cultures use different types of looms or other ways to make textiles.
• Textiles are more than just beautiful pieces of cloth.
• The shapes, symbols, and colors in textiles often express important parts of a people’s culture.
• Textiles are like paintings made of fabric.
• The table of contents shows on what page each text section starts.
• The section headings show which group of people will be covered by the text.
• The writer’s attitude about textiles is that they are very interesting and beautiful.
© 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 and demonstrate phrased
fl uent reading. Remind them to group words in a meaningful way to show that they understand what they are reading.
• 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 many longer words are usually made from smaller, familiar words and other parts. Point out the word inundación on page 11. Explain that –ción is added to the verb inundar. Final r is dropped to get inundación.
3 Lesson 23: Las telas alrededor del mundoGrade 2© Houghton Mifflin Harcourt Publishing Company
2_322087_AL_LRTG_L23_Textiles_SPA.indd 3 1/22/10 4:52:47 AM
Writing about ReadingCritical ThinkingHave children complete the questions on Hoja reproducible 23.8.
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 SkillConclusions
Target Comprehension Skill Remind children that they can use details to fi gure out more
about the text. Model the skill, using a “Think Aloud” like the one below:
Think Aloud
La tabla de la página 15 tiene un detalle: “Los colores tienen signifi cado”. Para completar la tabla, tengo que buscar otros dos detalles y después sacar una conclusión a partir de los detalles. En la página 9, el texto explica que los patrones de las telas también tienen signifi cados. Agregaré ese detalle y otro más a la tabla. Después usaré los tres detalles para sacar la conclusión.
Practice the SkillHave children fi nd three details in the book that help them conclude that textiles can be made from different materials.
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• Which words on page 6 help the reader understand the meaning of the word
simétrico?
• Complete this sentence in your own words: Este libro probablemente fue escrito para
________________________________________________________________.
4 Lesson 23: Las telas alrededor del mundoGrade 2© Houghton Mifflin Harcourt Publishing Company
2_322087_AL_LRTG_L23_Textiles_SPA.indd 4 1/22/10 4:52:47 AM
Lea las instrucciones a los niños.
PiénsaloLee y contesta las preguntas.
1. ¿Qué diferencia hay entre el tejido maori y los tejidos de
otras partes del mundo?
En lugar de usar telares, los tejedores maori tejen con
los dedos.
2. Compara la tela hecha por uno de los grupos acerca de
los que leíste con la ropa que tú usas.
Respuesta posible: Algunas de mis camisas tienen franjas
como las telas de los hopi, pero no creo que los patrones de
mis camisas relaten un cuento.
3. Explica algunos de los parecidos entre las telas de
distintos lugares del mundo.
Tienen diseños especiales y muchas veces tienen un
signi� cado especial.
Hacer conexiones ¿En qué se parece el tejido de telas a otras
artesanías que conoces? ¿En qué se diferencia?
Escribe tu respuesta en tu Cuaderno de lectura.
10
Nombre Fecha
Grado 2, Unidad 5: ¡Cambios en todas partes!
Lección 23H O J A R E P R O D U C I B L E 2 3 . 8
Piénsalo© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
Las telas alrededor del mundoPiénsalo
2_352893RTXSAN_U05_LR_CT.indd 10 8/14/09 12:21:13 PM
1515
ResponderDESTREZA CLAVE Conclusiones ¿Qué
te ayudan a concluir los detalles de este
libro sobre las telas? Copia y completa
el diagrama a continuación.
De texto a texto Este libro describe qué
tejen los pueblos en el mundo entero.
Simula que alguien quiere hacer un viaje
para ver qué tejen los pueblos. Escribe un
párrafo que indique a alguien adónde ir
y qué buscar en las diferentes telas.
Detalle Los colores tienen signifi cado.
Detalle ¿ ?
Detalle ¿ ?
Conclusión ¿ ?
¡A escribir!
2_036830_LR5_3AL_TELAS_L23.indd 15 11/19/09 2:05:46 PM
5Grade 2© Houghton Mifflin Harcourt Publishing Company
Lesson 23: Las telas alrededor del mundo
2_322087_AL_LRTG_L23_Textiles_SPA.indd 5 1/22/10 4:52:49 AM
Nombre Fecha
Las telas alrededor del mundoPensar más allá del texto
Piensa en la siguiente pregunta. Después, escribe tu respuesta en uno o dos párrafos.
En la página 3, la autora dice: “Puedes encontrar figuras, símbolos y colores que cuentan historias o tienen un significado especial”. ¿Qué figuras, símbolos o colores de las telas te interesaron en especial? Explica por qué te gustó un determinado ejemplo. A partir de lo que aprendiste con este libro, ¿qué historias crees que cuenta la tela?
© Houghton Mifflin Harcourt Publishing Company
Lesson 23: Las telas alrededor del mundo6Grade 2
2_322087_AL_LRTG_L23_Textiles_SPA.indd 6 1/22/10 4:52:51 AM
PiénsaloLee y contesta las preguntas.
1. ¿Qué diferencia hay entre el tejido maori y los tejidos de
otras partes del mundo?
2. Compara la tela hecha por uno de los grupos acerca de
los que leíste con la ropa que tú usas.
3. Explica algunos de los parecidos entre las telas de
distintos lugares del mundo.
Hacer conexiones ¿En qué se parece el tejido de telas a otras
artesanías que conoces? ¿En qué se diferencia?
Escribe tu respuesta en tu Cuaderno de lectura.
© Houghton Mifflin Harcourt Publishing Company
Lesson 23: Las telas alrededor del mundo7Grade 2
Nombre Fecha Lección 23
H O J A R E P R O D U C I B L E 2 3 . 8
Las telas alrededor del mundoPiénsalo
2_322087_AL_LRTG_L23_Textiles_SPA.indd 7 1/22/10 4:52:52 AM
ISB
N-13
: 978-0
-547-3220
8-7
ISB
N-10
: 0
-547-3220
8-9
97
80
54
73
22
08
7
90
00
0
1416
058
Estudiante Fecha
Las telas alrededor del mundoNIVEL N
Registro de lectura
Lección 23H O J A R E P R O D U C I B L E 2 3 . 1 1
Las telas alrededor del mundo
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
3
4
¿Qué ves cuando miras un hermoso pedazo de
tela? Si miras de cerca, verás más que un simple
estambre o hilos. Puedes encontrar figuras,
símbolos y colores que cuentan historias o
tienen un significado especial.
Los navajos y los hopi han estado tejiendo
durante cientos de años. Hoy, estas dos naciones
viven principalmente en los estados de Nuevo
México y Arizona.
En el pasado, tanto los navajos como los hopi
cultivaban algodón y lo usaban para tejer ropas,
mantas y tapetes. Más tarde, estos comenzaron a
usar un tipo especial de lana procedente de la oveja
churro para tejer.
Comments: Accuracy Rate (# words read
correctly/99 × 100)
%
TotalSelf-Corrections
© Houghton Mifflin Harcourt Publishing Company
Lesson 23: Las telas alrededor del mundo8Grade 2
2_322087_AL_LRTG_L23_Textiles_SPA.indd 8 1/22/10 4:52:53 AM
