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L E S S O N 7 T E A C H E R ’ S G U I D E
La sorpresa de Abuelaby Ann M. Rossi
Fountas-Pinnell Level IRealistic FictionSelection SummaryAbuela tells her young grandson to come to her house with a cabbage from his garden. When he arrives, his cousins are there, too, each with a vegetable. Abuela chops all the vegetables and makes soup for everyone.
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Characteristics of the Text Genre • Realistic fi ction
Text Structure • First-person narrative• Organized chronologically
Content • Vegetables• Family
Themes and Ideas • Something simple can be a good surprise.• Everyone in a family has something to share.
Language and Literary Features
• Simple dialogue, all speakers assigned; none split• Predictable pattern of events• Sequence cues: primero, después, por último
Sentence Complexity • Mostly short, simple sentences, some with phrases• Dialogue with assigned speakers
Vocabulary • Vegetables: repollo, pimientos dulces, chiles picantes, calabaza, papasWords • Mostly one- and two-syllable words
• Some longer words: vegetales, repollo, fl oreciendo• Words with endings –ía and –aba: traía, estaban
Illustrations • Illustrations support text.Book and Print Features • Illustration below text on each of nine pages
• Each sentence begins on a new line.• One- and two-line sentences, some three-line sentences.
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Target Vocabulary
aroma – olor agradable, p. 9arrugado – con arrugas, p. 6asentir – admitir, p. 10
duro – difícil de cortar, masticar o romper, p. 8
fl orecer – cuando crecen fl ores, p. 3
músculo – partes del cuerpo, p. 8pala – herramienta que se usa
para cavar, p. 7simplemente – sencillo, fácil, p. 7
La sorpresa de Abuela by Ann M. Rossi
Build BackgroundHave children name vegetables they like to eat. Build interest by asking questions such as the following: ¿Dónde crecen los vegetales? ¿Cómo se pueden comer? Read the title and author, and have children identify the vegetables they see. Tell them that this story is realistic fi ction. It is a made-up story, but the events could happen in real life.
Introduce the TextGuide children through the text, noting important ideas and helping with unfamiliar language and vocabulary so that they can read the text successfully. Here are some suggestions:
Page 2: Explain that this story is about a family get-together. The boy telling the story is part of the family.Suggested language: Vayan a la página 2. El niño está hablando por teléfono con Abuela. Le pide que la visite y le lleve un repollo de su huerta. ¿Por qué creen que este libro se llama La sorpresa de Abuela?
Page 4: Vayan a la página 4. ¿Qué ven en la ilustración? Todos los primos también llegaron a la casa de Abuela. ¿Qué lleva cada uno?
Page 7: Have children fi nd the words repollo, pimientos and calabaza on the preceding pages. Point out that the cousins on page 7 are carrying potatoes in baskets. Los primos usaron palas para desenterrar las papas. ¿Por qué necesitaban usar palas?
Pages 8–9: ¿Qué está haciendo Abuela en estas páginas? El libro dice: Un exquisito aroma impregnó el aire. ¿De dónde venía ese aroma tan agradable?
Ahora, vuelvan al comienzo del cuento para descubrir más cosas sobre la sorpresa de Abuela.
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ReadAs children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability.
Remind children to use the Analyze/Evaluate Strategy to tell how they feel about the story.
Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the story.Suggested language: ¿Cómo creen que se sienten los primos con la sopa de Abuela?
Ways of ThinkingAs you discuss the text, help children understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• The narrator and his cousins all bring vegetables from their gardens to Abuela house.
• Abuela chops the vegetables and puts them into soup for everyone to enjoy.
• Grandparents enjoy making things for their grandchildren.
• Something that everyone shares can be a good surprise.
• People can eat food they grow themselves in gardens.
• The story could be true.
• The author gives clues about what the surprise will be.
• One illustration has a split frame to show two people in different places talking on the phone.
Choices for Further Support• Fluency Invite children to choose a part of the text that has dialogue to read aloud.
Remind them to pay attention to quotation marks and to sound like the character who is speaking.
• 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. Tell children that they can fi gure out words by looking for endings, like –ía. List these words from La sorpresa de Abuela: traían, dolían, tenía. Use the words to clap and count syllables: tra-í-an, do-lí-an, ten-ní-a.
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Writing about ReadingCritical ThinkingHave children complete the questions on Hoja reproducible 7.6.
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 Explain that readers can put together story details to fi gure
out something that the author did not tell them. Model the skill, using a “Think Aloud” like the one below:
Think Aloud
El niño del cuento recibe una llamada telefónica de Abuela. Le pide que la visite y lleve un repollo. Cuando llega a la casa, todos sus primos tienen diferentes vegetales. Estos detalles me ayudan a darme cuenta de algo que no estaba en el cuento: Abuela debe haber llamado a los otros primos y les debe haber dicho qué debía llevarle cada uno.
Practice the SkillHave children fi nd details in the story that support this conclusion: Families can grow their own food.
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• How can you fi gure out the meaning of fl oreciendo on page 3?
