Text Structure Cause and Effect Description Explanation

Transcripción

1 Teaching Plan EDL Level 38 Guided Reading Level O Lexile Measure 660L Nuevos idiomas, nuevos amigos presents several reasons why a person might want to learn to speak more than one language: to make friends, to learn about the world, and to discover interesting opportunities. Nonfiction Genre Persuasive Text Nonfiction Features Featured Text Glossary Graph Index Labels List Map Pronunciation Guides Sidebars Survey Text Structure Cause and Effect Description Explanation oportunidades inmigrante pronunciación cultura transporte local comunicarse internacionales Comprehension Identify Fact and Opinion Writing Write a persuasive text. Content Area Connections: World Cultures Explore cultural differences. Examine world communities. Curriculum Support You may want to introduce Nuevos idiomas, nuevos amigos when teaching the following social studies topics: World cultures World languages Cross-Text Reading En busca de un nuevo hogar, an iopeners Grade 3 social studies title

2 1 Introduce the Book Introduce the Nonfiction Genre: Persuasive Text Display the book and read the title and the author s name. Explain to students that persuasive texts are written to convince the reader to do something or to accept an idea that the author supports. Point out that authors often use facts to support their opinions. The facts can be backed up by charts, graphs, and photographs. Explain that persuasive texts often begin with a statement about the author s point of view. Then the author presents facts and examples to support his or her ideas. Nonfiction Text Features Graph: Use page 4 to point out an example of a graph. Explain that a graph is a visual way to compare numbers. Help students identify this graph as a pie graph. Point out that the author used color, labels, and photographs to help readers understand the information. Pronunciation guide: Point out the pronunciation guide on page 9. Explain that this feature helps the reader pronounce words from other languages. Featured text: Use the Sugerencia sobre idiomas on page 14 as an example of featured text. Explain that featured text is set apart from the main text. It often allows the author to include a fun fact or a short, helpful bit of information. Map: Point out the map on pages 6 7. Explain that a map can show information such as the location of landforms, places, or people. Tell students that this map shows the country where each of the children described on the pages lives. Activate or Build Background Survey students to find out what languages they or their families speak. List the languages in the first column of a two-column chart. For each language listed, have students give a greeting in that language. For example, hello for English or hola for Spanish. Write their responses in the second column. Discuss with students reasons they might want to know these greetings. Preview and Predict Direct students attention to the contents page. Remind students that this is a persuasive text. Basándote en el título del libro y los títulos de los capítulos, de qué crees que el autor tratará de persuadirte a que hagas o creas? Invite students to flip through the book to preview the photographs and other graphics. Cómo crees que el autor tratará de interesarte en aprender otro idioma? Qué razones podría dar el autor para aprender un nuevo idioma? Introduce You may want to introduce the following words and concepts before reading: oportunidades: buenas posibilidades para hacer algo inmigrante: persona que se va a vivir a otro país pronunciación: manera de articular una palabra cultura: las artes, creencias y tradiciones de un grupo de gente transporte: el negocio de llevar personas o mercancías de un lugar a otro local: de cierto lugar, especialmente cercano, no lejos comunicarse: intercambiar ideas o información con alguien internacionales: que incluyen personas de más de un país

3 2 Read the Book SET THE PURPOSE pages 3 9 As students read, have them identify some ways they could make friends with someone who speaks a different language. oportunidades, inmigrante, pronunciación pages Have students think about ways they could learn a new language right in their own neighborhood. cultura Cuáles son tres razones para aprender un segundo o tercer idioma? Identify Main Idea/Details Cómo trata de persuadirte el autor a que hagas amistad con alguien que habla otro idioma? Identify Persuasive Devices En qué se parecen Sophie, Aseye y Ngawaiata? En qué se diferencian? Compartes alguno de los mismos intereses con alguno de ellos? Compare and Contrast Point to the photograph on page 3. Cómo te hace saber el autor que los niños hablan diferentes idiomas? En qué otro lugar verás usar burbujas de diálogo? Mira la gráfica de la página 4. Cuántas personas hablan chino mandarín? Cuántas hablan español? Qué conclusiones puedes sacar con sólo mirar las áreas coloreadas de la gráfica? Imagina que aprendiste un segundo idioma. Cuáles son algunas maneras de practicarlo? Identify Main Idea/Details De qué manera puede un restaurante ser un buen lugar para practicar un nuevo idioma? Summarize De qué manera escuchar un CD o una cinta de audio te puede ayudar a pronunciar palabras nuevas? Make Inferences Point to the sidebar on page 13. Explain that this text feature gives additional information that the reader might find helpful. Cómo te ayuda esta columna lateral a comparar y contrastar palabras de diferentes idiomas? pages As they read, have students think about whether they agree with the author that traveling to another country is more enjoyable if you can speak the language. transporte, local Cuál de las siguientes oraciones es un hecho y cuál es una opinión? Thank you es como se dice Gracias en inglés. Viajar es más divertido cuando puedes hablar un poco el idioma. Identify Fact and Opinion Por qué es importante conocer las palabras de las señales locales cuando uno viaja? Identify Cause and Effect Direct students attention to the chart on page 15. Cómo hace el cuadro más fácil de comprender la información que leerla en un párrafo? Cómo te ayudan los rótulos de la página 16 a comprender las diferentes señales? Si hablaras estos idiomas, necesitarías los rótulos para leer las señales?

4 pages Encourage students to think about whether or not they would like to live or work in another country, and, if they did, how learning the language would help them. comunicarse, internacionales Por qué es fácil en la actualidad comunicarse con gente de muchos países? Identify Main Idea/Details Have students reread page 19 and identify details in the text that tell how the author feels about exchange programs. El autor piensa que los programas de intercambio son una buena idea? Cómo te lo dice? Understand Author s Viewpoint Te persuadió el autor de que sería bueno aprender otro idioma? Por qué? Qué otra cosa hubiera podido hacer para persuadirte? Critique Point out the survey on page 22. Explain that a survey can give you information about a group of people. The information can be put into a chart or graph. Have students conduct the survey among their classmates. Then ask them to make a chart with the information they collect. Point out the sidebar on page 24. Por qué el autor incluyó esta columna lateral al final del libro? ESL/ELL Strategy Have each student make a two-column chart. In the first column, have students write common phrases or sentences in his or her first language and in the second column, write the English translations. Encourage students to use phrases they need to communicate in school, such as thank you, please, very good, what time is it, where is the bus. Help students with the English pronunciations. Encourage students to add to their chart as they think of new phrases and use the chart as a phrase book. Reread the Book After students reread the text, have them use the graphic organizer on the back cover to analyze whether the sentences on page 19 are facts or opinions. After they have completed the chart, have them write their own opinion statement about an exchange program. Talk about how the book is organized. Cómo se divide el libro en secciones? De qué otra manera pudo el autor haber organizado la información? Remind students that the author presented his reasons why a person should learn more than one language. Tuvo buenas razones el autor para aprender otro idioma? Estás de acuerdo con las razones del autor? Piensas que podrías estudiar otro idioma como resultado de haber leído este libro? Answers to Student Book Questions 1. Para convencer a los lectores a aprender otro idioma. 2. Para tener nuevos amigos, para aprender acerca del mundo, y para descubrir oportunidades interesantes. 3. Las respuestas variarán. 4. Las respuestas variarán pero pueden incluir: El inglés, porque lo hablan la mayoria de las personas en Estados Unidos. 5. Las respuestas variarán.

5 3 Learn Through the Text Social Studies: A New Life in America Use Nuevos idiomas, nuevos amigos to reinforce your teaching about immigration and cultural differences. Explain to students that many people came from other lands to live in the United States. These immigrants had to adjust to life in a new land. Have volunteers identify where their families may have emigrated from. Ask students why they think some people might have immigrated to the United States. Have the class brainstorm a list of things that might be different in the United States than in other cultures. Record students ideas on the board. Instruct students to suppose that they had just arrived in the United States and had to learn one thing from the list on the board. Have students work in pairs to create an oral explanation or story telling how they learned that new thing. Let partners share their stories with the class. COMPREHENSION: Identify Fact and Opinion Working with students, define hecho as a statement that can be proved and opinión as a judgment or belief that cannot be proved. Direct students attention to page 3. Then draw on the board a four-column chart like the graphic organizer on the back cover. Have a volunteer read aloud the first sentence on page 3. Have students determine whether the sentence is a fact or an opinion. Then have them explain how they know that it is a fact. Use this procedure to analyze sentences 3, 4, and 6. Record students responses on the chart. Finally, have students work independently to find the opinion statement on page 18. WRITING Write a Persuasive Text Have students use what they have learned about persuasive text to write a letter to a friend or pen pal explaining why the friend should learn something new, such as a language or a skill. Have students choose a topic for their persuasive letter. Then have students make a list of reasons why the reader should learn the new skill or language. Discuss the parts of a letter, including the heading, the greeting, the body, the closing, and the signature. Tell students that the body of the letter can have several indented paragraphs. Ask students to begin their letter with a statement that tells why the reader should learn the new skill or language. Remind them to include their reasons for learning the new skill, using both facts and opinions to support their idea. Have students revise their letters to make sure they have enough fact statements and that each opinion statement is supported by at least one fact statement. Encourage students to check for correct spelling and punctuation as well. Have students create a clean, final draft of their letter. Invite students to share their letter with the class. Encourage them to see if any new reasons for learning something new were identified.

6 Nuevos idiomas, nuevos amigos Organizador gráfico Nombre Completa el cuadro utilizando información del libro. Oración Hecho Opinión Cómo lo sé Copyright 2006 by Pearson Education, Inc., publishing as Celebration Press, an imprint of Pearson Learning Group, 299 Jefferson Road, Parsippany, NJ All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher, except for the Reproducible Graphic Organizer, which may be reproduced for classroom use only. For information regarding permission(s), write to Rights and Permissions Department. Lexile is a U.S. registered trademark of MetaMetrics, Inc. All rights reserved