L EDL: 20–24 6 Abejas laboriosas -...
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por Raymond Henslowe HOUGHTON MIFFLIN Number of Words: 400 LESSON 6 TEACHER’S GUIDE Abejas laboriosas by Raymond Henslowe Fountas-Pinnell Level L Informational Text Selection Summary There are three kinds of bees—queens, workers, and drones—each with its own kind of work to do. The queen lays eggs; workers gather food; drones are the fathers of the queen’s eggs. Bees live in beehives made of wax cells called combs. They sting only if they or their hives are attacked. 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 Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-32351-0 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09 If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. Characteristics of the Text Genre • Informational Text Text Structure • Three sections with titles, each two to five pages Content • Characteristics of bees • Specific jobs that each type of bee does: the queen lays eggs, the workers feed the queen and drones, the drones are the fathers of the queen’s eggs • Life within the beehive Themes and Ideas • Bees have to work at their jobs. • When a group of animals live together, they are dependent on each other. Language and Literary Features • Conversational language • Writer talks directly to the reader: Imagina que vas por un sendero... Sentence Complexity • Mostly simple sentences • A few complex sentences, one with an introductory clause: Si no las molestas, no te picarán. Vocabulary • Terms specific to bees: colmenas, reinas, obreras, zánganos, polen, néctar, celdillas, panales Words • Words with suffixes –ado, –ada: ocupadas, afilados • Mostly one-and two-syllable words • A few three- and four-syllable words: importante, colmenas, animales, alimentan, recolectan Illustrations • Photographs closely linked to text; one half-page photo per page • One diagram labeled with parts of a bee Book and Print Features • Nine pages of text; easy-to-read section headings • A few sentences continuing over several lines © 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Transcript of L EDL: 20–24 6 Abejas laboriosas -...
por Raymond Henslowe
HOUGHTON MIFFLIN
1034670
2.2.1
Nivel: L
EDL: 20–24
Género: Texto informativo
Estrategia: Revisar/Aclarar
Destreza: Texto y características grafi cas
Número de palabras: 405
HOUGHTON MIFFLIN
Libritos niveladosen línea
2_043678_LR2_1OL_SPA_COVER_abeja1 1 4/14/08 11:36:01 AMNumber of Words: 400
L E S S O N 6 T E A C H E R ’ S G U I D E
Abejas laboriosas by Raymond Henslowe
Fountas-Pinnell Level LInformational TextSelection SummaryThere are three kinds of bees—queens, workers, and drones—each with its own kind of work to do. The queen lays eggs; workers gather food; drones are the fathers of the queen’s eggs. Bees live in beehives made of wax cells called combs. They sting only if they or their hives are attacked.
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. 978-0-547-32351-0 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09
If you have received these materials as examination copies free of charge, Houghton Miffl in Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited.
Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
Characteristics of the Text Genre • Informational Text
Text Structure • Three sections with titles, each two to fi ve pagesContent • Characteristics of bees
• Specifi c jobs that each type of bee does: the queen lays eggs, the workers feed the queen and drones, the drones are the fathers of the queen’s eggs
• Life within the beehiveThemes and Ideas • Bees have to work at their jobs.
• When a group of animals live together, they are dependent on each other.Language and
Literary Features• Conversational language • Writer talks directly to the reader: Imagina que vas por un sendero...
Sentence Complexity • Mostly simple sentences• A few complex sentences, one with an introductory clause: Si no las molestas, no te
picarán.Vocabulary • Terms specifi c to bees: colmenas, reinas, obreras, zánganos, polen, néctar, celdillas,
panalesWords • Words with suffi xes –ado, –ada: ocupadas, afi lados
• Mostly one-and two-syllable words• A few three- and four-syllable words: importante, colmenas, animales, alimentan, recolectan
Illustrations • Photographs closely linked to text; one half-page photo per page• One diagram labeled with parts of a bee
Book and Print Features • Nine pages of text; easy-to-read section headings• A few sentences continuing over several lines
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
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Target Vocabulary
colgar – sostenido de algo elevado que impide que toque el suelo, p. 10
destruir – hacer que algo se separe o se rompa en pedazos, p. 9
estanque – un cuerpo de agua más pequeño que un lago, p. 10
forma – cómo se ve algo, p. 7.pico – parte dura y puntiaguda de
la boca de las aves, p. 9
profundo – hondo, p. 7 rama – partes del árbol que
crecen del tronco, p. 8serpenteante – que va de un
lado a otro, p. 10
Abejas laboriosas by Raymond Henslowe
Build BackgroundHelp children use their knowledge of bees. Build interest by asking questions such as the following: ¿Qué saben acerca de las abejas? ¿Alguna vez los picó una? Read the title and author’s name and talk about the cover photograph. Tell children that this book is informational text, so the words and photos will give factual information about the topic of bees.
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:
Page 2: Explain that this is a book of information about bees.Suggested language: Vayan a la página 2. Miren el título de la sección: “Tipos de abejas”. ¿Qué información hallarán en esta sección? ¡Miren todas esas abejas! Están afuera de la colmena, que es donde viven. ¿Han visto alguna vez una colmena?
Page 3: Tell children that the big bee in the middle of the photo is the queen bee. ¿Creen que la reina es importante para la colmena? ¿Cómo lo saben?
Page 5: Point out that this photo shows a worker bee, and explain that bees eat nectar which come from fl owers. La abeja obrera saca néctar de esta fl or. Luego lo lleva a la colmena para que todas las abejas puedan comer.
Page 7: Direct children to the illustration. Explain that inside the beehive are hundreds of wax sections that are all formadas the same. Debe llevarles mucho tiempo a las abejas hacer una colmena. La reina pone sus huevos en la parte más profunda de la colmena. ¿Por qué creen que la reina pone los huevos en la cera?
Ahora, vuelvan al comienzo del libro y lean para descubrir cómo las diferentes abejas realizan tareas distintas.
2Grade 2© Houghton Mifflin Harcourt Publishing Company
Lesson 6: Abejas laboriosas
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ReadHave children read Abejas laboriosas silently while you listen to individual children read. Support their problem solving and fl uency as needed.
Remind children to use the Question Strategy and to think of questions as they read.
Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the book.Suggested language: ¿Qué saben ahora de las abejas que antes no sabían?
Ways of ThinkingAs you discuss the text, help children understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• There are three kinds of bees: queens, workers, and drones.
• The queen lays eggs; drones are the fathers of the queen’s eggs; workers gather food and build the hive in which the bees live.
• Bees can sting, but they do that only if they or their hives are attacked.
• Different kinds of bees have different jobs, but all the jobs are necessary to keep all the bees alive.
• There are different kinds of work to do in a group of animals living together.
• The photographs show different kinds of bees and their home.
• A diagram shows the parts of a bee’s body.
• The author includes lots of details about different kinds of bees and what they do.
• The section titles give a good idea of what information will be covered.
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Choices for Further Support• Fluency Invite children to choose a page from the text and demonstrate phrased
fl uent reading. Remind them to use rising and falling tones to show the meaning of the text.
• 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 to create comparatives, we add más before an adjective. Point out the phrases más importante (page 3) and más profunda (page 7).
3 Lesson 6: Abejas laboriosasGrade 2© Houghton Mifflin Harcourt Publishing Company
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Writing about ReadingCritical ThinkingHave children complete the questions on Hoja reproducible 6.7.
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 SkillText and Graphic Features
Target Comprehension Skill Remind children that they can think about how
words work with photos. Model the skill, using a “Think Aloud” like the one below:
Think Aloud
¿De qué manera la foto de la página 8 me ayuda a entender mejor el texto de esa misma página? La foto me muestra cómo se ve un enjambre en la rama de un árbol. Puedo ver que hay cientos de abejas cubriendo las ramas. Esto me ayuda a entender parte de la última oración de la página: Los enjambres pueden posarse en las ramas de los árboles.
Practice the SkillHave children choose two photographs and write two sentences about how each photo helped them better understand the words on that page.
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 is the selection mainly about?
• What is the author’s purpose for writing the section titled Cuándo pican las abejas?
4 Lesson 6: Abejas laboriosasGrade 2© Houghton Mifflin Harcourt Publishing Company
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Lea las instrucciones a los niños.
PiénsaloLee y contesta las preguntas.
1. ¿Para qué usan las abejas su larga lengua?
Usan su larga lengua para chupar el néctar de las � ores.
2. ¿Por qué la reina es la abeja más importante?
La reina es importante porque pone todos
los huevos.
3. ¿De qué modo trabajan las abejas en equipo?
Respuesta posible: Las abejas tienen distintos trabajos en la
colmena. Algunas buscan comida, mientras que otras vigilan la
colmena. Otras cuidan a la reina y sus huevos.
Hacer conexiones Las abejas viven en una colmena. Piensa en
otro insecto que conozcas. ¿Dónde vive? ¿Por qué ese lugar es un
buen hogar para el insecto?
Escribe tu respuesta en tu Cuaderno de lectura.
Nombre Fecha
Grado 2, Unidad 2: Observar la naturaleza9
Abejas laboriosasPiénsalo
Piénsalo© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
Lección 6H O J A R E P R O D U C I B L E 6 . 7
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11
ResponderDESTREZA CLAVE Características
textuales y gráfi cas ¿Para qué se utilizan
las fotografías en este libro y qué te
muestran? Copia y completa la tabla
de abajo.
El texto y tú ¿Cómo es la vida de la abeja
reina? Escribe oraciones que resuman su
vida. Recuerda que debes incluir solo los
detalles más importantes de su vida.
Fotografías Qué te muestran
Abeja reina Abeja sobre una fl or
¿ ?
La reina es la más grande.Cómo recolectan el polen
¿ ?
Página
3¿ ?¿ ?
¡A escribir!
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5 Lesson 6: Abejas laboriosasGrade 2© Houghton Mifflin Harcourt Publishing Company
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Nombre Fecha
Abejas laboriosasPensar más allá del texto
Piensa en las siguientes preguntas. Después, escribe tu respuesta en uno o dos párrafos.
En la página 2 el autor dice que cada abeja de la colmena tiene una tarea. ¿De qué manera la tarea de la reina ayuda a las otras abejas de la colmena? ¿De qué manera las tareas de las obreras ayudan a las otras abejas de la colmena?
6 Lesson 6: Abejas laboriosasGrade 2© Houghton Mifflin Harcourt Publishing Company
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PiénsaloLee y contesta las preguntas.
1. ¿Para qué usan las abejas su larga lengua?
2. ¿Por qué la reina es la abeja más importante?
3. ¿De qué modo trabajan las abejas en equipo?
Hacer conexiones Las abejas viven en una colmena. Piensa en
otro insecto que conozcas. ¿Dónde vive? ¿Por qué ese lugar es un
buen hogar para el insecto?
Escribe tu respuesta en tu Cuaderno de lectura.
7 Lesson 6: Abejas laboriosasGrade 2© Houghton Mifflin Harcourt Publishing Company
Nombre Fecha
Abejas laboriosasPiénsalo
Lección 6H O J A R E P R O D U C I B L E 6 . 7
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Estudiante Fecha
Abejas laboriosasNIVEL L
Abejas laboriosasRegistro de lectura
Lección 6H O J A R E P R O D U C I B L E 6 . 1 0
ISB
N-13
: 978-0
-547-32351-
0ISB
N-10
: 0
-547-32351-
4
97
80
54
73
23
51
0
90
00
0
1416
211Behavior 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
4
Las abejas siempre están ocupadas. Cada
una tiene una tarea y un lugar adonde ir. Las
colmenas tienen tres tipos de abejas. Existen las
reinas, las obreras y los machos o zánganos.
La reina es la más importante en la colmena.
Su trabajo es poner huevos. Ella pone alrededor
de 2,000 huevos ¡todos los días! De ellos saldrán
nuevas obreras, zánganos y reinas.
Algunas obreras trabajan dentro de la
colmena.
Comments: Accuracy Rate (# words read
correctly/70 × 100)
%
Total Self-Corrections
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