Characteristics of the Text Genre • Nonfi ction
Text Structure • First-person narrator • Last page connects and explains information on preceding pages.
Content • Basic materials needed to make a kite Themes and Ideas • Gather the materials you need before making something.
• A kite can be homemade. Language and
Literary Features • Repetition • Simple straightforward language
Sentence Complexity • Four-word sentences in repeated pattern: Yo veo ___. Vocabulary • Each page introduces name of familiar, depicted object: papel, tijeras, marcadores, cuerda,
cometa • Singular and plural nouns
Words • Highlighted high-frequency words: yo, el, la, y, gusta Illustrations • Vivid color photographs of familiar objects
Book and Print Features • Photo above text on each of fi ve pages • One-line sentences, extra space between words • Last page has two sentences.
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Copyright © by Houghton Mifflin Harcourt Publishing Company
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Number of Words: 23
L E S S O N 5 T E A C H E R ’ S G U I D E
Haz una cometa by Becca Houston
Fountas-Pinnell Level B Nonfiction Selection Summary Children use paper, scissors, markers, and string to make a kite.
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el gusta la y yo
Words to Know
Haz una cometa by Becca Houston
Build Background Read the title to children, and have them share their knowledge of kites. Point out that the kite in the cover photograph is made by hand. Build interest with questions such as: ¿Qué creen que necesitarían para hacer una cometa como esta? ¿Qué harían con ella después de hacerla?
Introduce the Text Guide children through the text, helping with unfamiliar words so that they can read the text successfully. Point out the sentence pattern repeated on each page: Yo veo ___. Here are some suggestions:
Page 2: Explain that on every page of this book, children will see a different thing to use to make a kite. Suggested language: Vayan a la página 2. ¿Qué muestra la foto? Sí, un rollo de papel. La oración dice: Yo veo el papel. Digan Yo. Señalen la palabra Yo con el dedo. La palabra Yo empieza con Y mayúscula porque está al principio de la oración. ¿Qué está enrollado en esta ilustración? Sí, el papel. ¿Qué parte de la cometa estará hecha de papel?
Page 4: Vayan a la página 4. ¿Qué muestra la foto? ¿Qué dirá la oración? ¿Qué color de marcador usarían para decorar la cometa?
Page 5: Vayan a la página 5. ¿Qué vemos en esta página? Sí, la cuerda. La oración dice: Yo veo la cuerda. Digan la. ¿Con qué letra creen que empieza la palabra la? Busquen la palabra la y señálenla con el dedo.
Ahora vuelvan al comienzo para leer sobre las cosas que se necesitan para hacer una cometa.
Words to Know Have children turn to the Palabras que quiero saber at the back of the book. Read each word aloud and then together. Explain any unknown words. Tell children to look for these words as they read.
2 Lesson 5: Haz una cometaKindergarten © Houghton Mifflin Harcourt Publishing Company
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Read Now have children read Haz una cometa softly while pointing under each word. Observe children as they read.
Respond to the Text Personal Response Ask children to share their personal responses to the book. Begin by asking what they liked best about the book, or what they found interesting. Suggested language: ¿Qué harían para volar una cometa como la de este libro?
Ways of Thinking As you discuss the text, make sure children understand these teaching points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• You can make a homemade kite with paper, scissors, markers, and string.
• People can make their own kites instead of buying them in stores.
• You have to know how to put the parts together to make a kite.
• A kite has a shape that helps it stay up in the wind.
• The writer uses the same words on each page.
• The last page shows what to do with the things shown on the pages before.
• The last page tells how the author feels about the kite.
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Choices for Support Concepts of Print Practice early reading behaviors, such as pointing to the fi rst and last words in a sentence.
Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities:
• Making Rhymes Have children name as many words as they can that rhyme with cometa. Start them off with receta and camioneta.
• Initial Sounds Tell children that you are going to say a word twice, but the second time you say it, it will be missing its fi rst sound. Have children say the fi rst sound and then the whole word. Words to use: veo (/b/ eo); cometa (/k/ ometa); papel (/p/ apel); tijeras (/t/ ijeras); marcadores (/m/ arcadores).
• ABC Materials: magnetic or cardboard letters or letter cards. Have children choose letters and put them in ABC order.
3 Lesson 5: Haz una cometaKindergarten © Houghton Mifflin Harcourt Publishing Company
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Writing About Reading Vocabulary Practice Read the directions and have children complete the Vocabulario questions on Hoja reproducible 5.1.
Responding Have children complete the vocabulary activities on page 7.
Building Vocabulary Art Words Build on the objects shown in Haz una cometa to talk about art projects and the materials children use to make pictures, masks, puppets, and other constructions. Suggested language: Pensemos en los materiales de arte de este cuento. Podemos usar marcadores para hacer dibujos. ¿Qué más podemos usar en los proyectos de arte? ¿Podemos usar pegamento? As children suggest art materials, write their words on the board or chart paper. Begin the list with the words: Yo veo.
(Possible suggestions: papel, lápiz, creyones, pintura, bolígrafos, tiza, palitos, calcomanías, cuentas, arcilla, cartón, tijeras)
Read the completed list aloud with children, pointing to each word. ¡Miren todas las cosas que podemos usar para hacer cosas artísticas!
Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6.
Draw a picture to show how you would decorate your own kite.
Write about your kite.
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Palabras que quiero saber
Palabras que quiero saber
Repite las oraciones después
Yo voy en el autobús y en la bicicleta.
Elige la palabra que va en cada oración.
yo gusta el la y
¿Ves autobús?
yo
gusta
el
la
y
3
Nombre Fecha
Lección 5 H O J A R E P R O D U C I B L E 5 . 1
Haz una cometa
Lea las instrucciones a los niños.
el gusta y
7
Formar palabras ¿Has volado
una cometa en el cielo? Usa la
palabra “yo” en tu respuesta.
El texto y tú ¿Qué cosa te
gustaría hacer? Usa las palabras
del vocabulario en tu respuesta.
¡A platicar!
5 Lesson 5: Haz una cometaKindergarten © Houghton Mifflin Harcourt Publishing Company
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Nombre Fecha
Haz una cometa Haz un dibujo para mostrar cómo decorarías tu propia cometa.
Escribe sobre tu cometa.
6 Lesson 5: Haz una cometaKindergarten © Houghton Mifflin Harcourt Publishing Company
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Palabras que quiero saber
Palabras que quiero saber
Repite las oraciones después
Yo voy en el autobús y en la bicicleta.
Elige la palabra que va en cada oración.
yo gusta el la y
¿Ves autobús?
yo
gusta
el
la
y
7 Lesson 5: Haz una cometaKindergarten © Houghton Mifflin Harcourt Publishing Company
Nombre Fecha Lección 5
H O J A R E P R O D U C I B L E 5 . 1
Haz una cometa
I S B
3 3 - 5
I S B
3 3 - 7
Estudiante Fecha Lección 5
H o j a r e p r o d u c i b l e
Haz una cometa Registro de lectura
Haz una cometa nivel b
Behavior Code Error
® lobo
0
Insertion el
ˆlobo 1
2
3
4
5
6
correctly/23 × 100)
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