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por Rachel Fogelbergilustrado por Elizabeth Allen
HOUGHTON MIFFLIN
1033784
2.3.1
HOUGHTON MIFFLIN
Libritos niveladosen línea
Nivel: N
EDL: 30
Género: Cuentos divertidos
Estrategia: Inferir/Predecir
Destreza: Conclusiones
Número de palabras: 925
2_018911_LR3_1AL_COVER_SPA_maest1 1 4/14/08 10:43:07 AMNumber of Words: 965
L E S S O N 1 1 T E A C H E R ’ S G U I D E
Correos electrónicos de la maestraby Rachel Fogelberg
Fountas-Pinnell Level NHumorous FictionSelection SummaryRatón a classroom pet, escapes. Convinced that no one will listen to a mouse, he pretends to be the teacher and e-mails the school principal with requests that will better all the pets’ lives. When his ruse is discovered, Ratón types a request to the class for better care. Everyone agrees to take better care of the classroom pets.
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Characteristics of the Text Genre • Humorous Fiction
Text Structure • Third-person narrative, with embedded e-mails, told in chronological order• Viewpoint keeps shifting from humans to animals, with both merging at the end.
Content • Computer e-mailing• Classroom pets/pet care; classroom jobs
Themes and Ideas • A classroom pet needs care 24/7, not just during classroom hours.• Children learn about responsibilities through classroom jobs.• Using trickery to solve problems is not ultimately effective.
Language and Literary Features
• The animals have human behaviors (e.g., talk, e-mail, have human responses).• Humor builds as Ratón’s e-mail requests escalate.• Repetition is used to humorous effect (p. 3; principal’s reactions to emails).
Sentence Complexity • Variety of sentence lengths and complexity, with statements, questions, exclamations• Commas set off words, clauses, phrases (pp. 2, 3, 4, 5, 6); colon in e-mail (p. 13)
Vocabulary • School-related terms a mix of familiar/unfamiliar: directora, acuario, bedel• Other possibly unfamiliar words: escapó, solución, variedad, dieta, negociar, arreglo,
disculpo, golpeó, impacienteWords • Many compounds, multisyllabic words: responsabilidad, variedad
• Many words with -ción; some affi xes (sinceramente, furiosos); abbreviation (Srta.)• Decoding challenges: quehaceres, zanahorias, calefacción, negociaremos, impaciente
Illustrations • Cartoon-like art that supports text and enhances humorous impact of storyBook and Print Features • Thirteen pages of text, all a mix of text and art with some text (e-mails) part of the art
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Expand Your Vocabulary
arreglo – el acuerdo de una discusión entre dos partes de modo que cada parte ceda algo, p. 11
bedel – persona que cuida los edifi cios de noche, p. 6
consecuencias – algo que sucede como resultado de otra acción, p. 2
negociar – discutir de modo que ambas partes estén de acuerdo en algo, p. 11
solución – la respuesta a un problema o discusión, p. 5
Correos electrónicos de la maestra by Rachel Fogelberg
Build BackgroundUse children’s knowledge of classroom pets to build interest, using a question like this: Imaginen que en su clase tienen un ratón o un hámster de mascota que les dice lo que desea. ¿Qué creen que pediría? Identify the author. Discuss the title (making sure children are familiar with e-mail), and discuss the cover. Tell children that this selection is humorous fi ction, so it is a made-up story that is meant to make readers laugh.
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:
Pages 2–3: Introduce the setting and some of the characters and explain that this is a story about a mouse who fi nds a clever solution to some classroom problems. Suggested language: Este cuento transcurre en una escuela. Las ilustraciones muestran a la Srta. Martínez y a otros niños de su clase mientras hacen los quehaceres del salón. ¿Cuáles son sus quehaceres? La Srta. Martínez le recuerda a su clase que no hacer los quehaceres del salón trae consecuencias. ¿Cuál podría ser el resultado?
Pages 4–5: Talk about the illustrations and the time shift. En la página 4 pueden ver que una mascota llamada Ratón se escapa de su jaula. Se esconde y sale más tarde. ¿Cómo se pueden dar cuenta por la ilustración de la página 5 de que ya es de noche?
Page 10: Ratón habla con las mascotas de la clase y descubre que todas tienen problemas que necesitan resolver. Su solución es escribirle correos electrónicos a la Srta. Silva, la directora de la escuela, acerca de los problemas. Pero Ratón fi rma los correos con el nombre de la Srta. Martínez. ¿Es esta una buena solución? ¿Por qué sí? ¿Por qué no?
Ahora, vuelvan al comienzo del cuento para descubrir cuáles son los problemas de los animales y cómo se solucionan.
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ReadHave children read silently while you listen to individual children read. Support their problem solving and fl uency as needed.
Remind children to use the Infer/Predict Strategy , and to use clues to fi gure out more about story parts.
Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the story.Suggested language: ¿Creen que la solución de Ratón para los problemas de las mascotas fue buena? ¿Por qué sí? ¿Por que 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
• A classroom pet escapes and begins to e-mail the principal about the pets’ problems.
• Because Ratón signs the teacher’s name, the principal gets mad at Srta. Martínez.
• The problem is solved by having Ratón e-mail any problems to Srta. Martínez or to the students.
• It is not good to use trickery to solve a problem.
• Taking care of pets is a full-time job.
• Doing classroom jobs teaches students how to be responsible people.
• The author builds humor by having the e-mails from Ratón get more and more demanding.
• The viewpoint keeps shifting from people (principal, teacher, students) to animals, until the end, when they all get together.
• The author uses repetition to add humor (¡Ay! on page 3).
Choices for Further Support• Fluency Invite children to select one of the e-mails (pp. 6, 8, 10, 11, 13) to read
expressively. Remind them to think about the mood in their e-mail. How does Ratón want his words to sound to the principal? Their voices should match the mood.
• 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 some longer words are compounds, made up of two smaller words. Use girasol (p. 9) as an example, dividing it into gira/sol. Have children practice taking apart and reassembling other compounds.
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Writing about ReadingCritical ThinkingHave children complete the questions on Hoja reproducible 11.8.
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 story details and what they
know to fi gure out more about story characters and what is happening in a story. Model the skill, using a “Think Aloud” like the one below:
Think Aloud
Estoy pensando acerca de algunos de los problemas que tienen los animales: no les gusta que la luz y la calefacción estén apagadas de noche. Yo sé que la Srta. Martínez y sus alumnos sólo están en la clase de día. Puedo concluir que nadie ha pensado acerca de qué pasa con los animales de noche.
Practice the SkillHave children talk about what conclusions they can draw about Ratón’s personality from his actions in this story.
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 word best describes Ratón?