Un trozo de queso - Houghton Mifflin Harcourt

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Nivel: F
Un tr z
de ques
EDL: 6–12
Género:
Fantasía
Estrategia:
Inferir/Predecir
LESSON 28 TEACHER’S GUIDE
Un trozo de queso
Destreza:
Estructura del cuento
Número de palabras: 173
por Diane Linden
1.6.3
by Diane Linden
ilustrado por
Diana Schoenbrun
Fountas-Pinnell Level G
Fantasy
HOUGHTON MIFFLIN
Libritos nivelados
en línea
Selection Summary
A group of mice try various ways to squeeze a big chunk of cheese
through a small mouse hole. The solution is to break the cheese into
pieces.
ISBN-13:978-0-547-03811-7
ISBN-10:0-547-03811-9
1034034
1_038117_LR6_3CV_CHEES.indd 1
H O U G H T O N MI F F L I N
Number of Words: 171
4/4/08 4:05:30 PM
Characteristics of the Text
Genre
Text Structure
Content
Themes and Ideas
Language and
Literary Features
Sentence Complexity
Vocabulary
Words
Illustrations
Book and Print Features
• Fantasy
• Third-person narrative
• Clear beginning, middle, and ending
• Problem/solution structure
• Mice
• Adversarial relationship between mice and cats
• Problem-solving can be more efficient with a team effort.
• Perseverance is important when solving problems.
• Elements of fantasy: talking animals wearing clothing
• Variety of simple and complex sentences
• All dialogue assigned; some split dialogue (“¡Corre!”, dijo Mamá. “El gato puede
despertarse”.)
• Last page has sentence with ellipsis to build suspense: Ellos empujaron el último
pedazo... ¡justo cuando oyeron al gato despertarse!
• Size words: enorme, gran, pequeño, más grande
• Character names: Max, Mamá Ratona, Ratón Gris, Bebé
• Mostly two- and three-syllable words.
• Action verbs: empujar, jalar, correr, hacer
• Illustrations support text.
• Thought balloon shows consequence of action.
• Nine pages of text, illustrations on every page
• Some picture labels
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
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Un trozo de queso
by Diane Linden
Build Background
Read the title to children and have them look at the cover illustration. Talk with children
about what the mice are doing with the cheese. Build interest by asking a question such
as the following: ¿Cómo creen que los ratones pasarán el queso a través del hueco? Tell
children that this story is fantasy, or a story that could not happen in real life.
Introduce the Text
Guide children through the text, noting important ideas, and helping with unfamiliar
language and vocabulary. Here are some suggestions:
Page 2: Explain that this story is about mice that have a problem with cheese.
Suggested language: Vayan a la página 2. Aquí están Max y Mamá Ratona. La
primera oración dice: Max vio un enorme trozo de queso.Trozo significa casi lo
mismo que pedazo. Si el trozo de queso es enorme, ¿creen que pasará a través del
pequeño hueco que se ve en el dibujo?
Page 3: Remind children that they can use information in the pictures to help them
read. ¿Por qué creen que los ratones quieren empujar rápido el queso a través del
hueco? ¿Qué podría suceder si el gato se despierta?
Page 4: Draw attention to the picture. El trozo de queso es grande. Digan la
palabra grande. ¿Qué letra esperan ver al comienzo de la palabra grande?
Encuentren la palabra grande y pongan el dedo debajo de ella. Los ratones tienen
un problema. ¿Cómo podrían resolver su problema?
Page 5: ¿Cómo están intentando resolver estos tres ratones su problema? ¿Creen
que esto funcionará? ¿Por qué sí? ¿Por qué no?
Ahora, vuelvan al comienzo para descubrir cómo los ratones resuelven su
problema.
Words to Know
bola
cabeza
correr
deber
grande
gritar
oír
segundo
Grade 1
2
Lesson 28: Un trozo de queso
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Read
As children read, observe them carefully. Guide them as needed, using language that
supports their problem solving ability.
Respond to the Text
Personal Response
Ask children to share their personal responses to the story. Begin by asking what they
liked best about the story, or what they found interesting.
Suggested language: ¿Cómo creen que se sienten los ratones después de hacer pasar el
queso a través del hueco? ¿Por qué?
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
• Max finds a big chunk of cheese.
• Everyone can work together to
solve a problem.
• The author teaches a lesson
about solving problems—don’t
give up.
• The mice try different ways
to get the cheese through the
mouse hole, but it will not fit.
• It can take several tries to solve
a problem.
• Max has an idea that works—
moving the cheese through the
hole piece by piece.
• A thought balloon shows why
Mamá doesn’t want to make the
mouse hole bigger.
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Choices for Support
Fluency
Have small groups choose a scene to present as Readers’ Theater. Remind them to use
their voices to show how the characters feel.
Phonemic Awareness and Word Work
Provide practice as needed with words and sounds, using one of the following activities:
• Ending Sounds Say each of the following words one at a time: ratón, queso, enorme,
el, empujar, garras. Have children repeat each word, and then say the ending sound.
• Rhyming Words Say the word cat and have children repeat it. Ask them to name
rhyming words for gato (pato, rato) Follow the same procedure with these words:
queso (eso, peso), casa (pasa, masa), poco (toco, foco, loco).
• Finding the Sound Display some children’s names with /p/ in the first or last name,
pointing out any /p/ sounds as you say each name. Afterward, have children point to some
/p/ sounds in the displayed names. Ask them to open their books to pages 8 and 9. Have
them follow along as you slowly read the sentences on each page and stop you by raising
their hands when you get to a word that has a /p/ sound in it somewhere (poco, pedazo,
pasó, por, podemos, pasar). Follow a similar procedure for the sound /k/ (comieron, poco,
queso, hueco), using different displayed names and the same book pages.
Grade 1
3
Lesson 28: Un trozo de queso
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Writing About Reading
Critical Thinking
Read the directions for children on Hoja reproducible 28.6 and guide them in answering
the questions.
Responding
Read aloud the questions at the back of the book and help children complete the activities.
Target Comprehension Skill
Story Structure
Tell children that a story has different parts—who the
story is about, where the story takes place, and what happens in the story. Model how to
think about story structure.
Think Aloud
¿Sobre quién trata el cuento? Trata sobre Max, Mamá Ratona, Ratón
Gris, Bebé Ratón y el gato. ¿Dónde tiene lugar el cuento? Tiene lugar
cerca de un hueco de ratón. ¿Qué sucede? Los ratones prueban
diferentes formas de pasar un trozo de queso a través del hueco. Al final
rompen el queso en pedazos para hacerlo pasar a través del hueco.
Practice the Skill
Guide children in identifying the characters, setting, and events in another story they
have read.
Writing Prompt
Read aloud the following prompt. Have children write their response, using the writing
prompt on page 6.
What part did team work play in solving the problem of the chunk of cheese? Use details
from the story to support what you say.
Grade 1
4
Lesson 28: Un trozo de queso
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Responder
Estructura del
cuento ¿De quién trata el cuento?
¿Dónde ocurre el cuento? ¿Qué
ocurre? Haz un diagrama.
DESTREZA CLAVE
¡A platicar!
El texto y tú Piensa en una
ocasión en que necesitaste ayuda
con un problema. ¿Cuál era el
problema? ¿Quién te ayudó?
¿Qué hiciste?
Lección 28
Nombre
HOJA REPRODUCIBLE 28.6
Fecha
Piénsalo
11
Un trozo de queso
Piénsalo
Escucha la pregunta. Escribe una respuesta.
Las respuestas
pueden variar.
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1. ¿Qué hizo Max para resolver el problema?
Max y los otros ratones partieron
el queso en trozos pequeños para
que pudieran pasar por el hueco.
Hacer conexiones Piensa en algún problema que resolviste.
Escribe varias oraciones acerca de lo que hiciste.
Lea las instrucciones a los niños.
Piénsalo
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
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Grade 1
5
8
Grado 1, Unidad 6: ¡Tres hurras por nosotros!
8/12/09 3:37:33 AM
Lesson 28: Un trozo de queso
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Nombre
Fecha
Un trozo de queso
¿Cómo ayudó el trabajo en equipo a solucionar
el problema del trozo de queso? Da detalles del
cuento para fundamentar lo que dices.
Grade 1
6
Lesson 28: Un trozo de queso
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Lección 28
Nombre
Fecha
HOJA REPRODUCIBLE 28.6
Piénsalo
Un trozo de queso
Piénsalo
Escucha la pregunta. Escribe una respuesta.
1. ¿Qué hizo Max para resolver el problema?
Hacer conexiones Piensa en algún problema que resolviste.
Escribe varias oraciones acerca de lo que hiciste.
Grade 1
7
Lesson 28: Un trozo de queso
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Lección 28
Estudiante
HOJA REPRODUCIBLE 28.10
Fecha
Un trozo de queso
Un trozo de queso
Registro de lectura
NIVEL G
page
2
Selection Text
Errors
Self-Corrections
Accuracy Rate
Self-Correction
Rate
Max alzó la cabeza y vio
un enorme trozo de queso.
—¡Mira ese queso! —dijo
Mamá Ratona.
—Empujaré el queso a
3
través del hueco —dijo
Max.
—¡A correr! —dijo Mamá—.
El gato puede despertarse.
Max empujó el gran trozo
4
de queso.
¡El queso se atascó!
Comments:
(# words read
correctly/45 × 100)
(# errors + #
Self-Corrections/
Self-Corrections)
%
lobo
Repeated word,
sentence, or phrase
®
Omission
lobo
lobo
Grade 1
0
0
1
8
Substitution
Code
lodo
lobo
1
Self-corrects
lodo sc
lobo
0
Insertion
el
1
Word told
T
lobo
lobo

Error
1
1416371
✓
Behavior
Error
9 7 805 4 7 3 2 47 08
Read word correctly
Code
90000
Behavior
ISBN-13: 978-0-547-32470-8
ISBN-10: 0-547-32470-7
1:
Lesson 28: Un trozo de queso
© Houghton Mifflin Harcourt Publishing Company
1_324708_BL_LRTG_L28_Chunkofcheese_SPA.indd 8
1/23/10 2:10:18 AM
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