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Number of Words: 1096
Characteristics of the Text Genre • Fantasy
Text Structure • Problem introduced on the fi rst page• Episodic plot
Content • Attachment to childhood toy• Moving• Accidental travel adventure for a lost toy
Themes and Ideas • Being lost, then fi nding the way home• A toy can bring luck and inspiration.
Language and Literary Features
• Third person narration• Serendipitous episodic plot events
Sentence Complexity • Many longer sentences, such as: Cuando este emocionante partido había fi nalizado, había muchos ositos que el personal de limpieza debía recoger, incluyendo el osito de la caseta.
• Some short sentences for emphasis: ¡Strike!Vocabulary • Design words: nueva línea, bosquejar, telas
Illustrations • Illustrations of the teddy bear show the bear’s different reactions to events.Book and Print Features • Thirteen pages of text; illustrations on most pages
• One full page of text• Use of a word that sounds like the action: ¡Zuuummm!
Fountas-Pinnell Level OFantasySelection SummaryWhen Luisito moves to a new home, his stuffed bear, Ursus, gets left behind in the moving van. For the next year, Ursus gets lost and found by a clothing designer, a baseball player, and a photographer. Finally, with the serendipitous help of an eagle and a cat, Ursus gets carried to Luisito’s new home and the two are reunited.
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actualmente – ahora mismo, p. 5conversación – charla entre dos
o más personas, p. 6encantador – hermoso y
adorable, p. 5encuentro – reunión de personas
que estaban separadas, p. 14
inspirar – emocionar a una persona o moverla a hacer una acción, p. 5
lograr – tener éxito en hacer algo, p. 5
montar – subir encima de algo, p. 3
placer – goce, disfrute, p. 5sincero – honesto, p. 6terror – mucho miedo, p. 12
Target Vocabulary
Ursus, el oso viajero by Minnie Timenti
Build BackgroundHelp students imagine the adventures a lost toy might have. Build interest by asking a question such as the following: ¿Alguna vez desearon saber qué sucedió con un juguete que tenían y se perdió? Read the title and author and talk about the cover illustration. Point out that the story is fantasy, and remind students that unlikely things might happen.
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:
Page 2: Explain that this is a story about the adventures a stuffed bear has when he gets lost during a move. Suggested language: Vayan a la página 2. Lean la segunda oración: El primer día en su nuevo hogar, Luisito buscó su oso de peluche. Un niño llamado Luisito y su familia se mudaron, y su osito de peluche favorito, Ursus, se perdió.
Page 4: Draw attention to the illustration. ¿Dónde está Ursus ahora?
Page 5: Una diseñadora de ropa encontró a Ursus. El oso la inspiró, y ella dibujó encantadores bosquejos para una nueva línea de ropa para niños. ¿De qué manera Ursus puede haber ayudado a la diseñadora a tener ideas nuevas?
Pages 6 and 7: Draw attention to the illustrations. Recuerden que este cuento es una fantasía y pasarán cosas poco probables. Usen las ilustraciones para predecir qué pasa a continuación.
Page 12: Point out the word terror in the third sentence. Un águila baja en picada y arrebata a Ursus de las manos de un fotógrafo llamado Dalmiro. Lean la tercera oración: Dalmiro dio un grito de terror. ¿Cómo suena un grito de terror?
Page 13: Vayan a la página 13 y miren la ilustración. ¿Qué les hace pensar que Ursus estuvo perdido mucho tiempo?
Ahora vuelvan al comienzo del cuento para descubrir si alguna vez Ursus vuelve con Luisito.
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ReadHave students read Ursus, el oso viajero silently while you listen to individual students read. Support their problem solving and fl uency as needed.
Remind students to use the Analyze/Evaluate Strategy to think about what they read and form an opinion about it.
Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the story. Suggested language: ¿Qué cosas les parecen reales de las aventuras de Ursus en este cuento? ¿Qué cosas les parecen que no podrían suceder en la vida real?
Ways of ThinkingAs you discuss the text, help students understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• When Luisito’s family moves, his teddy bear Ursus gets left behind in the moving van.
• Ursus gets picked up by different people and gives each of them good luck.
• At the end of his travels, Ursus is reunited with Luisito in his new home.
• Lost things can be found again, sometimes by chance.
• A toy can bring luck and inspiration.
• The language sounds realistic, even though unlikely events take place.
• The use of realistic details makes unlikely events seem possible.
Choices for Further Support• Fluency Invite students to choose a passage from the text to read aloud. Remind them
to use punctuation to help them group words to read with expression.
• Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students 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 students that the prefi x des- means “negation,” so when added to a word, it changes its meaning to its opposite, as in desembalar on page 2. Have students identify words with the prefi x des- on page 3 (descarga), page 12 (desaparecía), page 13 (descubrió), and page 14 (deshecho.)
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Writing about ReadingCritical ThinkingHave students complete the Razonamiento crítico questions on Hoja reproducible 23.7.
RespondingHave students 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 SkillSequence of Events
Target Comprehension Skill Remind students that when they keep track of the
time order in which events happen, they can understand a story better. Model the skill, using this Think Aloud:
Think Aloud
¿Qué paradas hace Ursus durante sus viajes? ¡Hace muchas! Éstas son algunas del comienzo de su viaje. Ursus queda en un camión de mudanzas y luego lo ponen en una caja de sombreros. Después pasa un tiempo con una diseñadora de ropa y se cae de su bolsa de las compras. Luego lo recoge un lanzador de un equipo de béisbol y termina en una tienda de segunda mano.
Practice the SkillHave students list the sequence of events in the remaining part of the book, using such signal words as luego, a continuación, después and fi nalmente.
Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings.
Assessment Prompts• Find a sentence on page 9 that shows that Ursus brings good luck.
• In paragraph 2 on page 5, fi nd the word that means almost the same as en el momento presente.
• Finish this sentence: This story was most likely written to ______________________.
¿Cuáles son las paradas que hace Ursus en su viaje? Copia el gráfico. Escribe las paradas en el orden en que ocurren. Agrega más cajas si es necesario.
Suceso Un empleado pone a Ursus en una caja de sombreros.
Suceso ¿ ?
Suceso ¿ ?
De texto a texto Piensa en otro personaje que conozcas que haya tenido que encontrar su camino a casa. Escribe un párrafo describiendo cómo el personaje regresa a casa.
