Teaching Plan. Sabores de Estados. Unidos gives a brief overview of the many ethnic foods brought to this country by immigrants,
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- José Murillo Suárez
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1 Teaching Plan EDL Level 40 Guided Reading Level S Lexile Measure 820L Sabores de Estados Unidos gives a brief overview of the many ethnic foods brought to this country by immigrants, as well as local and native foods of the United States. The book explains why certain foods and dishes are associated with different areas of the United States. Nonfiction Genre Informational Text Nonfiction Features Captions Contents Featured Text Glossary Headings Labels Maps Sidebars Timeline Text Structure Cause and Effect Enumerative Sequential autóctonos inmigrantes recetas ingredientes criolla cajún briquetas próspera Comprehension Summarize Writing Write an informational text. Content Area Connections: History Understand ways that people use natural resources. Identify the contributions of various groups to the United States. Curriculum Support You may want to use Sabores de Estados Unidos when teaching the following social studies topics: Human adaptations to the environment Contributions of various racial and ethnic groups Cross-Text Reading Cruzando fronteras: Relatos de inmigrantes, an iopeners Grade 4 social studies title
2 1 Introduce the Book Introduce the Nonfiction Genre: Informational Text Show students the book cover, and read the title and the author s name aloud. Explain to students that some informational texts are written to classify and report on things in the natural and social world. Point out that topics in an informational text are often grouped together so they can be easily categorized, compared, or classified. Tell students that informational texts usually include illustrations with captions, chapter and section heads, maps, and even timelines to help readers understand the information. Nonfiction Text Features Featured text: Use page 4 to point out an example of featured text. Explain that featured text, like a sidebar, is usually set off from the main text in some way. The featured text in this book provides short, interesting facts about food. Sidebars: Draw students attention to the sidebar on page 5. Explain that sidebars give the reader additional information related to the main text. Sidebars are often separated from the main text by a rule or a tint box. Maps: Have students look at the map on page 6. Explain that maps sometimes show the boundaries between areas of land. Add that maps often include map keys to explain what the different symbols mean. In this particular map, food icons are included to indicate which foods are most plentiful in each region. Timeline: Draw students attention to the timeline on pages Point out that the dates are arranged in chronological order. Explain that the dates and statements on the timeline summarize some important events related to food in the United States. This timeline also includes illustrations, which give the reader additional information about the time period. Preview and Predict Encourage students to skim the book to preview the headings and illustrations. Direct students attention to the contents, and ask them to read it. Echar un vistazo a las fotografías e ilustraciones y leer la página de contenido y los títulos, te ayudó a tener una idea de qué trata este libro. Qué crees que podrías aprender acerca de las comidas y las diferentes regiones de Estados Unidos al leer este libro? Introduce You may want to introduce the following words and concepts before reading: autóctonos: que ocurren naturalmente en una región dada; que son nativos de un área inmigrantes: gente que se establece en otro país recetas: conjuntos de instrucciones para preparar algo de comer ingredientes: elementos que componen una mezcla criolla: preparada al sofreír o saltear tomates, pimientos, cebollas y especias cajún: preparada con pimientos dulces y picantes, cebollas y especias sazonadas briquetas: bloques hechos de polvo de carbón que se usan como combustible próspera: que tiene éxito, que progresa o florece Activate or Build Background Ask students what their favorite foods are and family specialties. Begin a list of foods on the chalkboard. Ask students how they came to like these particular foods. Point out that everyone in the world has special foods they like to eat. If students mention a favorite food that you know originated in another country, mention that people in that country liked that food so much that they continued to make it in the United States. That way, other people in the United States learned to enjoy it, too. Lead the discussion toward certain foods common in your area that reflect your geographical location. Tell students that in this book they will find out more about the reasons certain foods are connected to the history and geography of certain areas of our country.
3 2 Read the Book SET THE PURPOSE pages 3 10 Before reading the section on the Northeast, have students discuss details about its location. Invite students to guess what foods might be easy to find there. Have students find out what foods are popular in the Northeast. autóctonos, inmigrantes, recetas, ingredientes pages As students read, ask them to compare the foods people eat in the Southeast to the foods people eat in the Northeast. Also suggest that students list three ingredients that are found in both kinds of cooking. criolla, cajún, briquetas pages Ask students to look at the foods on the map on page 15 and predict why these foods might be popular in the Midwest. Have students read to check their predictions. Por qué razones la gente de Estados Unidos disfruta de muchos tipos de alimentos? Identify Cause and Effect Los indígenas norteamericanos ayudaron a los colonos peregrinos de muchas maneras. Por qué crees que los peregrinos necesitaron la ayuda de los indígenas norteamericanos para aprender a cazar, pescar y cultivar la tierra? Make Inferences Por qué crees que la pizza es una comida favorita de los estadounidenses? Synthesize Observa el mapa de la página 3. Por qué Alaska y Hawai están en los cuadros a la izquierda? A qué región o regiones pertenecen estos estados? Cómo lo sabes? Point out the illustration on page 7. Qué información adicional te da esta ilustración acerca de los peregrinos y los indígenas norteamericanos de los años 1600? Qué sería diferente en tus comidas si vivieras en Florida, junto al océano, en vez de vivir en Kentucky? Synthesize Haz una lista de comidas autóctonas del Sureste. De qué manera crees que el clima influenció los alimentos de esta región? Classify/Categorize Cómo cambiaron los estilos de cocina y la preparación de comidas con el transcurso del tiempo? Por qué? Compare and Contrast Mira el pie de foto de la página 11. Te da un resumen de la información del texto principal o te da información nueva? Qué aprendiste de las columnas laterales de la página 14? Por qué crees que la autora incluyó esta información fuera del texto principal? Qué sucesos contribuyeron a las comidas y tradiciones de panadería del Medio Oeste? Identify Main Idea/Details Por qué los pioneros pudieron saber al llegar al Medio Oeste que el trigo y otros granos crecerían donde antes sólo había bosques? Synthesize De qué manera crees que la invención del refrigerador cambió los estilos de comidas y su modo de preparación? Make Inferences Look at the map on page 15. Cuántos tipos de rótulos puedes encontrar en este mapa? Qué te dicen? En qué se diferencian? Para qué se usaban las Grandes Llanuras antes de utilizarlas para producir trigo? Cómo lo sabes?
4 pages Review with students what foods are eaten in the Northeast, the Southeast, and the Midwest. As students read this section, suggest they pay attention to whether any of these foods are also popular in the Southwest and, if so, why. Muchas comidas del Suroeste son una mezcla de la cocina mexicana, española y pionera. Escribe en orden cronológico tres sucesos que influenciaron la comida del Suroeste. Sequence of Events Por qué una carreta de provisiones necesitaría llevar suficiente equipo de cocina y provisiones para que durara durante todo un traslado de ganado? Make Inferences Qué generalización harías acerca de la comida Tex-Mex? Generalize Point out the featured text on page 22. Qué información te da este texto destacado que no encuentras en el texto principal? De qué manera este texto destacado te ayuda a comprender cómo los vaqueros sobrevivían largas travesías sin disponer de alimentos frescos? Qué rótulos puedes encontrar en esta sección? Qué te dicen acerca de la comida del Suroeste? pages As students read about foods in the West and foods of today, ask them to pay attention to whether new foods are still being introduced into the United States today. próspera Al Medio Oeste se le llamó la canasta de pan de Estados Unidos. Por qué a California se le podría llamar el tazón de ensalada de Estados Unidos? Synthesize En qué se parecen y en qué se diferencian las comidas de las cinco regiones? Por qué? Compare and Contrast Usando tus propias palabras, haz un resumen de lo que aprendiste acerca de los tipos de comidas que la gente disfruta hoy día en todo Estados Unidos. Summarize Observa con atención la línea cronológica de las páginas Crees que es un resumen de los puntos principales del libro? Por qué? De qué manera están organizadas las entradas en el glosario? Cómo te ayudaría esto a encontrar la definición de una palabra rápidamente? ESL/ELL Strategy Ask ESL/ELL students to choose one of the foods mentioned in the book and describe it to a partner or a small group. Suggest that students choose a food that reflects their own ethnicity. Also encourage them to illustrate the food or how they prepare it, and share their illustration with their partner or group. Reread the Book Have students work in pairs to reread the book and fill in the graphic organizer on the back cover. Then have each group use this information to summarize the book. Discuss the way the book is organized. De qué manera está organizada la información? Crees que fue una buena manera de presentar la información de este libro? Por qué? Invite students to discuss which kinds of foods mentioned in the book they would like to try. Also ask them to think about how an increase in pollution and population has changed what we eat. Answers to Student Book Questions 1. Porque la línea cronológica es una manera fácil de resumir algunos de los sucesos principales del libro. 2. Porque necesitaban comida durante sus viajes y querían los alimentos preparados como estaban acostumbrados. 3. Las respuestas variarán pero pueden incluir: Los gustos de la gente y los ingredientes disponibles cambian constantemente. 4. El libro me dice que la gente de otras épocas vivía una vida más simple y no tenía los lujos y opciones que tenemos hoy día. 5. Las respuestas variarán.
5 3 Learn Through the Text SOCIAL STUDIES: Human Adaptations to Environment Use Sabores de Estados Unidos to discuss various ways in which people use natural resources. Recall with students that the first people in certain regions of the United States used as their main food sources plants that grew naturally in the area, the fish and seafood in nearby waters, and animals that lived in the area. Have students look again at the map on page 3 to identify the region they live in. Invite students to speculate about what the first people to move into your region would have done to shelter, feed, and clothe themselves with what was available in the region. Ask questions such as Qué tipos de refugios hubieran sido apropiados para la nieve y frío de nuestros inviernos? or De qué manera la gente cosecharía alimentos en el desierto caliente de nuestra región? COMPREHENSION: Summarize Explain to students that summarizing something they have read can help them remember and understand the most important points. Tell students that a summary is much shorter than the book. The summary should include only the most important ideas. Make sure students realize that a summary should always be in their own words. That will help them remember the main points better. Work together with students to write a group summary of the chapter about the region in which you live. Begin by having students write one sentence that describes the main idea of each paragraph. Then have students read those sentences and combine several to make the summary even shorter. WRITING Write an Informational Text Encourage students to use what they have learned about informational texts to write a newspaper article about foods in their own community. Help students brainstorm information about the history of their region that might add to the information already covered in the book. Lead a discussion about the ways in which the history and the geography of their region might have influenced the kinds of foods early immigrants to their particular community ate. Divide students into three groups. Ask one group to do research to find out what they can about the foods that are special in their community. Have the second group find out about the geography of their community, including what kinds of foods grow well there and what kinds thrive naturally. The third group should concentrate on the early history of their community, especially what early residents ate and what kinds of foods immigrants to their community brought with them. Ask students in each group to work together to use the information they found to write a newspaper article. Have the three groups combine their articles and work together to write an introduction. Then bind the reports together to use as a class resource about foods in their community.
6 Sabores de Estados Unidos Organizador gráfico Nombre Escribe los datos que aprendiste acerca de las comidas de cada región en la columna correcta de la tabla. Comidas de las regiones de Estados Unidos Región Comida Fuente Noreste Sureste Medio Oeste Suroeste Oeste 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
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Más detallesComprehension Understand Author s Purpose. Writing Write a biography.
Teaching Plan EDL Level 14 Guided Reading Level H Intervention Level 14 Beekeeper Eva Prieto takes care of bees and their bee hives. Eva tells why she enjoys beekeeping in Eva la apicultora. Nonfiction
Más detallesVocabulary demolición estabilidad gravedad energía potencial energía cinética más denso desmantelar recuperar. Comprehension Draw Conclusions
Teaching Plan EDL Level 50 Guided Reading Level U Lexile Measure 930L Knocking down an old building isn t easy! The job requires powerful machinery and skilled technicians. Using photographs and diagrams,
Más detallesTeaching Plan. Is it better to wear. cloth or plastic to keep dry in rainy weather? An experiment helps readers decide in Qué debemos llevar puesto?
Teaching Plan EDL Level 8 Guided Reading Level E Intervention Level 7 Is it better to wear cloth or plastic to keep dry in rainy weather? An experiment helps readers decide in Qué debemos llevar puesto?
Más detallesText Structure Enumerative Compare and Contrast. Vocabulary exactamente par absorber único. Comprehension Understand Context Clues
Teaching Plan EDL Level 24 Guided Reading Level K Intervention Level 19 Different animals often look similar. Animales parecidos compares and contrasts the characteristics of common animal pairs. Nonfiction
Más detallesTeaching Plan. In Ben mudó un diente,
Teaching Plan EDL Level 8 Guided Reading Level E Intervention Level 7 In Ben mudó un diente, a child discovers that wiggling a loose tooth can have interesting results: the loss of a baby tooth and the
Más detallesTeaching Plan. Buscadores de fósiles
Teaching Plan EDL Level 40 Guided Reading Level S Lexile Measure 810L Buscadores de fósiles tells about three famous fossil collectors. Their skill and dedication led to some important discoveries. These
Más detallesTeaching Plan. Why have different
Teaching Plan EDL Level 38 Guided Reading Level P Lexile Measure 640L Why have different groups of people left their homes and moved to new places? En busca de un nuevo hogar explains why Viking people
Más detallesTeaching Plan. Empuja y hala explains. how pushing and pulling affect swing sets, merry-go-rounds, wagons, and other playground activities.
Teaching Plan EDL Level 8 Guided Reading Level E Intervention Level 8 Empuja y hala explains how pushing and pulling affect swing sets, merry-go-rounds, wagons, and other playground activities. Nonfiction
Más detallesVocabulary segregación racial marchas huelgas peticiones trabajadores migratorios sindicato trabajo infantil. Comprehension Compare and Contrast
Teaching Plan EDL Level 40 Guided Reading Level P Lexile Measure 700L Who are some people who have changed the world? How did these people help others make the world a better place to live? Read about
Más detallesVocabulary atlas lugares de interés fronteras capital. Comprehension Use Graphic Sources. Writing Write a reference text.
Teaching Plan EDL Level 28 Guided Reading Level L Atlas mundial presents detailed maps of eight regions of the world, along with map-reading strategies and fun facts about world landmarks. Nonfiction Genre
Más detallesTeaching Plan. This book looks at
Teaching Plan EDL Level 40 Guided Reading Level R Lexile Measure 840L This book looks at three kinds of bridges: arch, cantilever, and suspension. Construir puentes tells the stories of three famous examples
Más detallesVocabulary generaciones medio ambiente población crías conservar hábitat selvas tropicales dosel vegetal. Comprehension Make Inferences
Teaching Plan EDL Level 50 Guided Reading Level U Lexile Measure 800L How do the characteristics of many animal species change over time to help the species survive? In Supervivencia: Adaptaciones de los
Más detallesVocabulary volcán erupción zonas apagado extinguido fragmentos formaciones sismómetros. Comprehension Comprehend/Take Notes
Teaching Plan EDL Level 40 Guided Reading Level R Lexile Measure 800L Volcanes explains how volcanoes form, what causes them to erupt, and how scientists learn about them. Different kinds and shapes of
Más detallesTeaching Plan. Clouds come in all. shapes and sizes. Three types of clouds and how they form are featured in Las nubes.
Teaching Plan EDL Level 16 Guided Reading Level I Intervention Level 16 Clouds come in all shapes and sizes. Three types of clouds and how they form are featured in Las nubes. Nonfiction Genre Informational
Más detallesVocabulary madriguera especímenes crustáceos hábitat aves rapaces camuflaje nocturnos extinción. Comprehension Sequence of Events
Teaching Plan EDL Level 50 Guided Reading Level S Lexile Measure 870L Frank Greenaway, a wildlife photographer and researcher, has captured amazing images of fascinating wildlife from around the world.
Más detallesVocabulary accesorios capa adornar joyas broche pasar papel maché esquimal. Comprehension Identify Steps in a Process/Procedure
Teaching Plan EDL Level 38 Guided Reading Level O Lexile Measure 540L People around the world wear many types of clothing and accessories. Hazlo y póntelo provides examples from different cultures and
Más detallesTeaching Plan. Could we call the Moon
Teaching Plan EDL Level 28 Guided Reading Level M Could we call the Moon home someday? How well could the Moon provide everything we need to live? Vivir en la Luna explores several human needs and examines
Más detallesVocabulary sendas rutas diligencias barcos de fondo plano barco de vapor sistema macadán canal locomotora de vapor. Comprehension Make Inferences
Teaching Plan EDL Level 50 Guided Reading Level V Lexile Measure 840L En busca de un camino recounts the history of some of our country s most important roads and waterways. Historic paintings, illustrations,
Más detallesVocabulary talentos campeón donaciones campo deportivo recetas ingredientes beca rechazos. Comprehension Identify Persuasive Devices
Teaching Plan EDL Level 40 Guided Reading Level R Lexile Measure 670L Inténtalo! tells the stories of several people and what they discovered about themselves because they did not give up. The book encourages
Más detallesText Structure Description Enumerative Explanation. Vocabulary gestos comunidades cultura representar indígena inmigrantes festival costumbre
Teaching Plan EDL Level 40 Guided Reading Level Q Lexile Measure 710L Many cultures combine movement, music, and costumes to create distinctive, fascinating dances. Through colorful photographs and lively
Más detallesVocabulary astronauta satélite cohetería astronomía trasbordador espacial orbitar gravedad robots
Teaching Plan EDL Level 38 Guided Reading Level P Lexile Measure 610L Los astronautas vuelan al espacio tells the stories of five astronauts who traveled into space. Learn about how these men and women
Más detallesTeaching Plan. Using special tools. and skills, Matsumura turns a block of ice into a beautiful swan in La escultura de hielo de Matsumura.
Teaching Plan EDL Level 12 Guided Reading Level I Intervention Level 15 Using special tools and skills, Matsumura turns a block of ice into a beautiful swan in La escultura de hielo de Matsumura. Nonfiction
Más detallesTeaching Plan. Sam Sacchetti explains. how he makes music in his autobiography, Soy un baterista. Vocabulary tocar música
Teaching Plan EDL Level 6 Guided Reading Level D Intervention Level 6 Sam Sacchetti explains how he makes music in his autobiography, Soy un baterista. Nonfiction Genre Autobiography Nonfiction Features
Más detallesTeaching Plan. Learning traditional
Teaching Plan EDL Level 50 Guided Reading Level T Lexile Measure 770L Learning traditional crafts is a great way to get to know the people and characteristics of a culture. Colorful photographs and clear,
Más detallesLearning Masters. Fluent: Wind, Water, and Sunlight
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Teaching Plan EDL Level 28 Guided Reading Level M Farmers around the world produce many different things, depending on the land and the climate where they live. En la granja tells about a busy day on three
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Más detallesVocabulary astrónomo atmósfera lanzamiento imágenes enfocar satélite mantenimiento datos. Comprehension Understand Author s Purpose
Teaching Plan EDL Level 38 Guided Reading Level P Lexile Measure 680L Mira el cielo tells the story of how and why scientists built the Hubble Space Telescope. Learn how scientists solved problems that
Más detallesTeaching Plan. Qué es esto? shows. readers how to play a game in which they guess the identity of objects based on physical properties.
Teaching Plan EDL Level 6 Guided Reading Level E Intervention Level 7 Qué es esto? shows readers how to play a game in which they guess the identity of objects based on physical properties. Nonfiction
Más detallesTeaching Plan. El coco: semilla o fruta?
Teaching Plan EDL Level 20 Guided Reading Level L El coco: semilla o fruta? explains the answer to the question in the title and describes why the coconut palm tree is a valuable resource for people. Nonfiction
Más detallesTeaching Plan. What natural resources
Teaching Plan EDL Level 40 Guided Reading Level R Lexile Measure 660L What natural resources do people need to survive? Salvemos nuestra Tierra identifies these important resources, tells how pollution
Más detallesVocabulary altitud nivel del mar tradiciones paja escarpados energía hidroeléctrica erosión. Comprehension Identify Main Idea/Details
Teaching Plan EDL Level 40 Guided Reading Level S Lexile Measure 810L Why are mountains such a valuable part of the environment? En las montañas reveals how mountains are formed, highlights unique mountain
Más detallesVocabulary designada salvavidas corrientes chaleco salvavidas salvamento flotar parado. Comprehension Identify Persuasive Devices
Teaching Plan EDL Level 38 Guided Reading Level P Lexile Measure 650L Boating, swimming, and playing at the beach are all great ways to enjoy the water. Cuidado con el agua! offers advice and tips on how
Más detallesAnswering/Asking Different Levels of Questions
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Más detallesTeaching Plan. Esqueletos por dentro y
Teaching Plan EDL Level 40 Guided Reading Level R Lexile Measure 770L Esqueletos por dentro y por fuera looks at many fascinating types of skeletons. The book describes and explains the difference between
Más detallesLearning Masters. Fluent: Animal Habitats
Learning Masters Fluent: Animal Habitats What I Learned List the three most important things you learned in this theme. Tell why you listed each one. 1. 2. 3. 22 Animal Habitats Learning Masters How I
Más detallesLearning Spanish Like Crazy. Spoken Spanish Lección Uno. Listen to the following conversation. Male: Hola Hablas inglés? Female: Quién?
Learning Spanish Like Crazy Spoken Spanish Lección Uno. Listen to the following conversation. Male: Hola Hablas inglés? Female: Quién? Male: Tú. Hablas tú inglés? Female: Sí, hablo un poquito de inglés.
Más detallesFORMAT B2 SPEAKING EXAM
FORMAT B2 SPEAKING EXAM PRODUCCIÓN ORAL 25% 1 2 3 El examinador, de manera alternativa, hará preguntas a los dos alumnos. (4-5 min en total) Cada candidato tiene 15 segundos para preparar un tema determinado
Más detallesTeaching Plan. In Construcción de un
Teaching Plan EDL Level 50 Guided Reading Level T Lexile Measure 880L In Construcción de un hotel de hielo, lively text and beautiful color photographs tell how Jacques Desbois creates hotels out of ice
Más detallesText Structure Chronological Description Explanation. Vocabulary tierra virgen clima muestras de hielo hipotermia térmico glacial hábitats especímenes
Teaching Plan EDL Level 40 Guided Reading Level P Lexile Measure 630L How cold is Antarctica? What is it like to live there? Scientists from around the world do research in Antarctica. Some stay for just
Más detallesTeaching Plan. A house is an
Teaching Plan EDL Level 6 Guided Reading Level D Intervention Level 6 A house is an important part of any neighborhood. In Haz una casa, some creative construction helps readers turn a paper bag and newspaper
Más detallesFORMAT B1 SPEAKING EXAM
FORMAT B1 SPEAKING EXAM PARTE 1 El examinador, de manera alternativa, hará preguntas a los dos alumnos (4-5 min en total) PRODUCCIÓN ORAL 25% PARTE 2 PARTE 3 Cada candidato tiene 15 segundos para preparar
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