j 18 17 la montaña - houghton mifflin...

ISBN-13:978-0-547-03542-0ISBN-10:0-547-03542-X

HOUGHTON MIFFLIN

1.4.2

por Emily de Laurelia • ilustrado por Nicole Rutten

Nivel: J

EDL: 18

Género: Fantasía

Estrategia: Visualizar

Destreza:Comparar y contrastar

Número de palabras: 311

1033744

La montaña

HOUGHTON MIFFLIN

Libritos nivelados en línea

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Characteristics of the Text Genre • Fantasy

Text Structure • Third-person narrative, with dialogue• A problem/solution structure with no real solution at the end

Content • Ways to travel• Friendship and cooperation

Themes and Ideas • Friends like to share their discoveries with each other.• Cooperation isn’t easy and sometimes means giving up things you like to do.

Language and Literary Features

• Meaning provided through integration of pictures with text • Descriptive language: El túnel era cómodo; A Conejo le gustaba sentir el aire en su pelaje.

Sentence Complexity • Many simple sentences: Topo tenía razón.• Some compound sentences• Assigned dialogue, some split

Vocabulary • Words relating to travel: calles, tren, vías, sendas, túnel, bicicletas, globo• Content words: montaña, túnel

Words • Many high frequency words: auto, no, podría, pronto, quizás, seguro, sobre, subió• Mostly one- or two-syllable words; some multi-syllable words: sobrevolar, rápidamente

Illustrations • Humorous pictures support each page of text.Book and Print Features • Nine pages of text, illustrations on every page

• Many two and three line sentences; some sentences begin mid-line.• Dashes used to show elapsing time: —No podemos —dijo Topo—.

© 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. 978-0-547-32212-4 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09

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Number of Words: 314

L E S S O N 1 7 T E A C H E R ’ S G U I D E

La montañaby Emily de Laurelia

Fountas-Pinnell Level JFantasySelection SummaryTopo and Conejo want to go to the other side of a mountain. Topo decides to tunnel through the mountain and Conejo decides to fl y over it in a hot air balloon. Each enjoys the journey, but both decide they would rather travel together. Unfortunately, Conejo wants them both to go ballooning, and Topo wants them both to go through the tunnel.

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La montaña by Emily de Laurelia

Build BackgroundRead the title to children and talk with them about the cover illustration. Encourage children to use what they know about rabbits and moles to think about the story. Then anticipate the plot with questions such as: ¿Cómo pueden llegar al otro lado de una montaña? ¿Cómo lo intentaría un conejo? ¿Cómo lo intentaría un topo?

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:

: Explain that this story is about two animal friends, a rabbit and a mole, who don’t always agree with each other. Suggested language: Vayan a la página 2 de este libro. Encuentren la palabra resaltada, montaña. Este es un cuento acerca de dos animales amigos que deciden ir al otro lado de una montaña. ¿De qué formas podrían viajar al otro lado de la montaña?

Page 4: Remind children that they can use information in the illustrations to help them read. En la página 4, ¿ven las fl echas en la ilustración? ¿Qué les dicen? Topo quiere hacer un túnel para ir al otro lado. ¿Cómo quiere ir Conejo al otro lado? ¿Cómo puede esto causarles un problema?

Page 5: Draw attention to the illustration on page 5. ¿Cómo se sienten ahora estos dos amigos? ¿Cómo lo saben?

Ahora, vuelvan al comienzo para descubrir qué aprenden Conejo y Topo cuando van al otro lado de la montaña.

montaña túnel

Learn More Words

2Grade 1© Houghton Mifflin Harcourt Publishing Company

Lesson 17: La montaña


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 story, or what they found most interesting.Suggested language: ¿Por qué creen que estos amigos no pudieron encontrar una solución a su problema?

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

• Conejo and Topo decide to go to the other side of the mountain.

• Conejo goes by hot air balloon and Topo goes by tunneling, but they both miss each other.

• Though they decide to go together next time, they still can’t decide how best to travel.

• Friends like to share their discoveries with each other.

• Cooperation isn’t easy because it sometimes means giving up things you like to do.

• The characters are animals, but they act the way people do.

• The dialogue shows that the characters are friends who have a hard time working out their differences.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for SupportFluency Invite children to choose a passage from the text to read aloud. Remind them to pay attention to punctuation, especially exclamation marks and ellipses, to help them read with meaning.

Phonics and Word WorkProvide practice as needed with words and sounds, using one of the following activities:

• Plurals Have children fi nd plural words in the story, such as mejor/mejores, amigo/amigos, vez/veces. Make a list together and then add more plurals, adding –s, –es and –ces. to base words.

• Listening Game Have children listen for words that begin with the same sound. Have children raise their hands if the words begin with the same sound, and keep their hands in their laps if the beginning letter is different. Say pairs of story words, for example, mejores and montaña; conejo and contar; túnel and topo; globo and llegar; razón and rápida.




Writing About ReadingCritical ThinkingRead the directions for children on Hoja reproducible 17.8 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 SkillCompare and Contrast

Target Comprehension Skill Remind children that when they compare and

contrast they tell how two things are alike or not. Model how to compare and contrast:

Think Aloud

En algunas cosas, Conejo y Topo son parecidos. Los dos quieren llegar al otro lado de la montaña. A los dos les gusta hacer cosas con el otro. A los dos también les gusta hacer las cosas a su manera. Esto causa un problema porque sus maneras de hacer las cosas no son iguales. A Topo le gusta cavar túneles bajo la tierra. Conejo prefi ere estar sobre la tierra.

Practice the SkillHave children tell how two characters in another story are alike and different.

Writing PromptRead aloud the following prompt. Have children write their response, using the writing prompt on page 6.

How do you think the two friends will get back home? Write a paragraph. Tell how Topo and Conejo will get home. Use details from the story to support what you say.




Lea las instrucciones a los niños.

PiénsaloEscucha la pregunta. Escribe una respuesta.

Las respuestas pueden variar.

1. ¿Qué es lo que no querían hacer Topo y Conejo?

Conejo no quería pasar a través de la

montaña. Topo no quería volar por

encima de la montaña.Hacer conexiones Escribe varias oraciones acerca de

lo que te gusta hacer con tus amigos.

Grado 1, Unidad 4: Vamos a explorar

Nombre Fecha

Piénsalo© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

10

La montañaPiénsalo

Lección 17H O J A R E P R O D U C I B L E 1 7 . 8

Piénsalo© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

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11

ResponderDESTREZA CLAVE Comparar y

contrastar ¿En qué se parecen

Conejo y Topo? ¿En qué son

diferentes? Haz un diagrama.

El texto y tú Haz un dibujo de un

lugar que hayas visitado. Escribe

dos oraciones sobre

ese lugar.

¡A escribir!

1_035420_LR4_2AL_MONTAN_L17.indd11 11 12/8/09 10:32:28 AM




Nombre Fecha

La montaña¿Cómo crees que regresarán a casa los dos amigos? Escribe un párrafo en el que digas cómo regresarán a casa Topo y Conejo. Usa detalles del cuento para fundamentar lo que dices.




PiénsaloEscucha la pregunta. Escribe una respuesta.

1. ¿Qué es lo que no querían hacer Topo y Conejo?

Hacer conexiones Escribe varias oraciones acerca de

lo que te gusta hacer con tus amigos.



Nombre Fecha

La montañaPiénsalo

Lección 17H O J A R E P R O D U C I B L E 1 7 . 8


ISB

N-13

: 978-0

-547-32212

-4

ISB

N-10

: 0

-547-32212

-7

97

80

54

73

22

12

4

90

00

0

1416

068

Estudiante Fecha

La montañaNIVEL J

Lección 17H O J A R E P R O D U C I B L E 1 7 . 1 2

La montañaRegistro 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

Topo y Conejo eran los mejoresamigos. Vivían al lado de unamontaña.Un día, Conejo estaba aburrido.No quería buscar piedras. Noquería contar chistes. Quería haceralgo nuevo.

—¡Vamos al otro lado de lamontaña! —dijo Conejo.—No podemos —dijo Topo—.¿Cómo llegaríamos? ¿En auto?¿En tren? ¿En bicicleta?

Comments: Accuracy Rate (# words read

correctly/51 × 100)

%

Self-Correction Rate

(# errors + # Self-Corrections/ Self-Corrections)

1:




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