A guide for using our resources

Children will identify the differences between fiction and nonfiction.

Vocabulary: ficción, ilustraciones, no-ficción

Literacy Focus: book genres

Simple, spectacular ideas to boost your lessons.

• Henley thinks reading is boring, until the teacher asks him to share his favorite book with the whole class.

• Asking open-ended questions helps build language, vocabulary, and comprehension. As you read the issue, try asking the following:

1. ¿En qué se diferencian las fotografías y las ilustraciones?
2. ¿Con qué cosas puedes hacer una ilustración?
3. El ilustrador es la persona que hace las ilustraciones del libro. ¿Qué puedes decir de las palabras ilustrador e ilustraci.n?
4. ¿Por qué leemos no-fi cción? ¿Por qué leemos ficción?

• Use pages 2-3 of the issue to do this scavenger hunt as a group.

1. Encuentra la foto que muestra a los cerdos comiendo paja. Márcala con un ✓.
2. Encuentra la ilustración que muestra a los cerdos que hablan. Márcala con una ✘.
3. Encuentra la palabra que signifi ca "historia inventada". Rodéala.
4. Encuentra el diagrama del cerdo. Rodea los términos.

Skill: critical thinking, reading and writing

Materials: Mi rese.a de libros skill sheets, variety of classroom or library books

• Use your classroom library or a selection of books from the regular library for this small-group activity.
• First, have kids work together to sort the books into fiction and nonfiction. Encourage children to articulate their reasons for putting each book in the pile they chose.
• Once the books are sorted, pass out the My Book Reviews skill sheets. Have each child choose one fi ction book and one nonfi ction book they’d like to read, writing the titles on the sheet. When they have read each book, they can tell what they thought of it and draw their favorite scene.
• If you like, cut kids’ review sheets in half. Post fiction reviews on one wall and nonfi ction on another. Kids can check out each other’s reviews for recommendations!