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ISBN-13:978-0-547-03550-5ISBN-10:0-547-03550-0
HOUGHTON MIFFLIN
1033756
1.5.5
Nivel: J
EDL: 18
Género:Ficción realista
Estrategia:Resumir
Destreza:Comprender a los personajes
Número de palabras: 355
por Rachael Stein
Toño, ¡mipequeño hermano!
HOUGHTON MIFFLIN
Libritos nivelados en línea
ilustrado por George Ulrich
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Characteristics of the Text Genre • Realistic fi ction
Text Structure • Third-person narrative• Some character development
Content • Sibling relationships• Helping younger children
Themes and Ideas • Younger siblings can be annoying, but there is real satisfaction in helping them learn something new.
Language and Literary Features
• Information and characterization developed through dialogue• Conversational language
Sentence Complexity • Some simple sentences: Tú decides.• Many longer sentences: “O llevas a tu hermano al parque, o te quedas en casa”.
Vocabulary • Words relating to emotions: enfado, furia, cuidan, ayudar, cariñoWords • Many high frequency words: comprar, ciudad, familia, yo mismo, fi esta, por favor,
escuela, siete• Some challenging words: sufi ciente, castillo, especial
Illustrations • Pictures support each page of text, including the emotional content.Book and Print Features • Nine pages of text, illustrations on every page
• Five to eleven lines of text on a page• Some sentences begin mid-line; some three-line sentences
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Number of Words: 360
L E S S O N 2 5 T E A C H E R ’ S G U I D E
Toño, ¡mi pequeño hermano!by Rachael Stein
Fountas-Pinnell Level KRealistic FictionSelection SummaryAndrés is annoyed by his little brother, Toño who wants to do everything he does. But Andrés fi nds satisfaction in helping Toño learn how to stack blocks carefully.
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Toño, ¡mi pequeño hermano! by Rachael Stein
Build BackgroundRead the title to children and ask them how the two characters in the cover illustration might feel about each other. Encourage children to use their knowledge of getting along with younger children to think about the story. Anticipate the text with questions such as these: ¿Cómo se sienten cuando alguien más chico quiere hacer todo lo que hacen ustedes? ¿Alguna vez han querido ir con alguien a todas partes?
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:
Pages 2–3: Explain that this story is about an older brother Andrés and his younger brother Toño. Remind children that they can use information in the pictures to help them read.Vayan a la página 2 y miren el dibujo. ¿Dónde creen que está por ir Andrés? ¿Cómo creen que se siente por tener que llevar a su hermanito Toño?
Page 6: Vayan a la página 6 y miren el dibujo. Andrés recibe un regalo especial por su cumpleaños. ¿Cómo puede sentirse Andrés de que Toño quiera ir con él?
Page 8: En la página 8, se supone que Andrés tiene que ser un buen ejemplo para Toño y enseñarle a pintar. Miren el dibujo. ¿Toño aprendió del ejemplo de Andrés? ¿Por qué sí? ¿Por qué no?
Page 9: ¿Qué ven en este dibujo? ¿Por qué creen que se estrelló la torre de Toño?
Ahora, vuelvan al comienzo y lean para descubrir si Andrés y Toño encuentran la manera de llevarse bien.
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ReadAs the children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability.
Respond to the TextPersonal ResponseAsk children to share their personal responses to the story. Begin by asking what they liked best about the book, or what they found most interesting.Suggested language: ¿Por qué Toño quiere ir a todos lados donde va Andrés?
Ways of ThinkingAs you discuss the text, help students understand these teaching points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• Andrés has a hard time with his little brother, Toño who wants to follow him all the time.
• Their parents want Andrés to let Toño join in his activities.
• Andrés willingly helps his little brother when Toño tries and fails to build a block tower.
• Younger siblings can be annoying, but there is real satisfaction in helping them learn something new.
• The author uses words that help the reader know a lot about the main characters.
Choices for SupportFluencyInvite children to choose a passage from the text to read aloud. Remind children to think about how characters are feeling to help them read with expression.
Phonics and Word WorkProvide practice as needed with words and sounds, using one of the following activities:
• Consonant Blends Say words from the book that begin with consonant blends, and have children name other words that begin with the same blend. Words to use: bloques, grandes, prometido, trató, claro.
• Ending -ó Display these words from the book: miró, sintió, cumplió, preguntó. Have children name the base word in each. Then list these story words, and have children add the ending -ó to each and say the longer word: pintar, regresar, construir, embarrar.
Target Comprehension Skill Explain to children that they can use details
from a story to tell more about characters. Model how to use details to understand characters:
Think Aloud
Pueden entender mucho sobre Andrés pensando en los detalles del cuento. Cuando Andrés no quiere que Toño vaya al parque con él, pero su mamá lo obliga, las mejillas se le ponen rojas. Mira con enfado a Toño. Andrés tampoco quiere que Toño vaya al paseo especial a comprar pinturas. Pero se ofrece a ayudar a Toño a construir una torre de bloques. Creo que Andrés quiere mucho a su hermano pequeño y está feliz de ayudarlo, pero también quiere tener tiempo para hacer sus cosas solo.
Practice the SkillHave children choose another book and use details to tell about a character in that story.
Writing PromptRead aloud the following prompt. Have children write their response, using the writing prompt on page 6.
Is Andrés a good big brother to Toño? Why or why not? Write a paragraph telling what you think. Use details from the book to support what you say.
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Toño, ¡mi pequeño hermano!¿Andrés es un buen hermano mayor con Toño? ¿Por qué sí? ¿Por qué no? Escribe un párrafo que cuente lo que piensas. Usa detalles del libro para fundamentar lo que escribes.
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ISB
N-13
: 978-0
-547-32252-0
ISB
N-10
: 0
-547-32252-6
97
80
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Estudiante Fecha Lección 25
H O J A R E P R O D U C I B L E 2 5 . 1 2
Toño, ¡mi pequeño hermano!NIVEL K
Toño, ¡mi pequeño hermano!
Registro 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
Andrés iba al parque a jugara la pelota. Su pequeño hermanoToño dijo: —Yo quiero ir también.—No puedes ir —dijo Andrés—.Este juego es para niños grandesque van a la escuela.Toño miró a Mamá: —Por favor,¿puedo ir al parque con Andrés?
Mamá le dijo a Andrés: —Estoysegura de que Toño se va a portarbien.Andrés sintió que sus mejillasse pusieron rojas.