Teaching Plan. In Construcción de un
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1 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 and snow. Readers follow the fascinating process from forming the outer shell out of blown snow to carving the final icy details. Nonfiction Genre Nonfiction Narrative Nonfiction Features Captions Contents Featured Text Illustrations Index Labels Maps Sidebars Text Structure Cause and Effect Description Problem and Solution lugar moléculas compactada cristales arcos exposición artefactos Comprehension Understand Author s Purpose Writing Write a nonfiction narrative. Content Area Connections: Physical Science Identify properties of water. Understand how structural forces and gravity affect design. Curriculum Support You may want to use Construcción de un hotel de hielo when teaching the following science topics: States of matter Structural forces
2 1 Introduce the Book Introduce the Nonfiction Genre: Nonfiction Narrative Display the book cover, and read the title and the author s name. Explain to students that nonfiction narratives are written to retell events from history, from a great undertaking, or from someone s life. Point out that a nonfiction narrative usually explains who, where, when, why, and how. It also typically presents a series of events in chronological order. The author may use photographs, captions, diagrams, labels, sidebars, and section headings to present the information. Activate or Build Background Invite students to share experiences they have had shaping things out of sand, mud, or snow. Discuss what was easy and what was difficult about building with each material and making it hold a shape. Then ask students to predict steps workers might follow in building a hotel made of snow and ice. Ask students to record their predictions on the graphic organizer on the back cover. Encourage them to confirm, revise, and add to their charts as they read Construcción de un hotel de hielo. Introduce You may want to introduce the following words and concepts before reading: lugar: la posición o ubicación de algo moléculas: las menores cantidades en que se pueden dividir elementos o compuestos químicos sin cambiar sus propiedades químicas compactada: empacada densa o apretadamente cristales: cuerpos de forma regular con ángulos y superficies planas, en las que se convierten muchas sustancias cuando se solidifican arcos: estructuras curvas capaces de soportar el peso del material encima de ellas exposición: una presentación pública artefactos: objetos hechos por las destrezas o trabajo del ser humano, especialmente herramientas o armas Nonfiction Text Features Maps: Draw attention to the maps on page 6. Explain that a map can visually show information such as landforms, roadways, and places. The larger map shows where the first two Ice Hotels were built near Québec City, and the smaller map shows where Québec City is located in Canada. Illustrations: Use the illustrations on page 10 as an example. Explain that illustrations show things that text alone cannot describe effectively. Sometimes they picture things that are too small to be seen with the human eye or not available as photographs. Sidebars: Turn to the sidebar on page 21. Explain that sidebars allow the author to give the reader additional information related to the main text. They can include visuals that help clarify the text. Sidebars are usually set off by a border or background tint. Labels: Point out the labels on the illustration on page 22. Tell students that the labels identify specific parts or pieces of information in an illustration or diagram. Preview and Predict Allow students an opportunity to look again at the cover photo and skim the book to preview the photographs and other graphics. Ask them to read the contents. Después de ver las ilustraciones y leer el contenido, cómo crees que el autor organizó la parte del libro sobre la construcción del hotel? Sobre qué otros temas aparte de la construcción del hotel crees que leerás en Construcción de un hotel de hielo?
3 2 Read the Book SET THE PURPOSE pages 4 7 Have students describe what they see in the photographs on pages 4 5. Point out that neither of the structures shown is the Ice Hotel mentioned in the book s title. Ask students to read and discover the significance of the two structures. lugar pages 8 15 As students read, have them think about how building the Ice Hotel is different from constructing other types of buildings. Remind students to confirm or revise the ideas on their prediction charts as they read. moléculas, compactada, cristales, arcos Qué pudo haber sido riesgoso acerca de la idea de Jacques de construir un hotel de hielo? Make Inferences Qué hizo que Jacques se decidiera a construir el primer Hotel de Hielo cerca de la ciudad de Quebec? Identify Cause and Effect Qué puedes decir acerca del primer Hotel de Hielo basándote en el hecho de que Jacques pudo construir un segundo hotel un año después? Draw Conclusions Por qué crees que el autor incluyó un pie de foto con la fotografía del Hotel de Hielo en Suecia en las páginas 4 5? Mira los mapas de la página 6. A qué distancia estaba el primer Hotel de Hielo del segundo Hotel de Hielo? Cómo lo sabes? Qué le pasa a las moléculas de agua cuando el agua se congela? Synthesize Por qué el autor explica cómo funcionan los arcos en la columna lateral de la página 13? Identify Author s Purpose En qué se parece el proceso de construcción del Hotel de Hielo al proceso de construcción de cualquier otro edificio? En qué se diferencia? Compare and Contrast Have students use the illustrations on page 10 to describe in their own words the three forms of water. Have students examine the labels in the illustration on page 13. Tendría sentido esta ilustración sin los rótulos? Hay alguna otra parte de esta ilustración a la que le pondrías rótulos? pages As students read, encourage them to list three ways Jacques added decoration to the hotel. Suggest that they try to visualize the sensation of being inside the Ice Hotel. exposición, artefactos Después de leer el primer párrafo de la página 16, qué crees que significa interior? Understand Context Clues Sabiendo que todo en el hotel está hecho de hielo y que la mayoría de las actividades se realizan afuera, cómo crees que están vestidos los visitantes? Draw Conclusions Por qué un fotón sería rojo en vez de azul? Identify Cause and Effect Examina los pies de foto de las páginas 18 y 19. Qué información adicional le dan al lector estos pies de foto? Cuál información es un hecho y cuál es una opinión? Ask students why they think the author used a question as the title of the sidebar on page 21. Cómo te ayuda la respuesta a esa pregunta a entender lo que ves en muchas de las fotografías del libro?
4 pages As students read, have them think about why the builder chose a site in the woods near lakes and mountains. Suggest they predict winter activities visitors could do. Qué sucede cuando la cuchilla de los patines de hielo presiona contra el hielo? Identify Cause and Effect Have students list activities that visitors could participate in at the Ice Hotel. Then have them think of ways they could group and classify the activities. Classify/ Categorize Por qué crees que el autor incluyó el pie de foto que aparece junto a la fotografía de la motonieve de la página 25? Identify Author s Purpose Have students study the featured text on page 23. Cuál es el propósito de esta información? Por qué crees que el autor colocó a un lado un signo de exclamación rojo? Examine the caption on page 24. Por qué esta fotografía podría ser confusa si no tuviera el pie de foto? pages Ask students to predict what happens to the hotel when the winter ends. Have them read to find out what the end of the season made Jacques feel and think. Por qué Jacques piensa que alguien podría resultar herido si se dejara que el hotel se derritiera por sí solo? Make Inferences Por qué Jacques piensa que el turismo de invierno es tan popular? Identify Main Ideas and Details Cuáles de los sucesos de las páginas hace la descripción del autor más fácil de visualizar? Critique Mira los pies de foto de las páginas Cuáles pies de foto resumen la información que aparece en el texto y cuáles ofrecen información nueva? Examina el índice de la página 32. Cómo están organizadas estas entradas? Por qué piensas que el autor decidió incluir estos temas en lugar de otros? ESL/ELL Strategy Have students use basic content words such as snow, ice, wood, and wall to answer simple questions about the hotel. Use photographs in the text to reinforce the meaning of more difficult words such as mold, brace, and arch. Have them explain in simple language three steps in building the hotel. Reread the Book As students reread the text, have them review their completed prediction charts. Then have them summarize the steps in building the Ice Hotel. Next discuss the time frame for building the hotels. Por qué la construcción empezó en ese tiempo? Por qué el hotel tenía que estar listo para una cierta fecha y cerrar en otra cierta fecha? Guide students to understand that the Ice Hotel s existence was directly linked to the weather. Ask students what they would and would not like about a vacation at the Ice Hotel. Invite them to tell what features, furniture, or activities they would suggest adding to Jacques next Ice Hotel. Answers to Student Book Questions 1. Los sucesos están organizados en el orden en que ocurrieron. 2. Las respuestas variarán pero pueden incluir: El clima no cooperaba ni proveía suficiente nieve, los fondos para el proyecto y la creación de un diseño que pudiera realizarse. 3. Un techo arqueado es el más resistente porque la presión aumenta la capacidad de un techo para soportar peso. 4. No, porque los cambios repentinos a clima cálido aun en pleno invierno podría hacer que se derritiera. 5. Las respuestas variarán.
5 3 Learn Through the Text SCIENCE: States of Matter Use Construcción de un hotel de hielo to reinforce your teaching about how heat energy affects matter. Review with students the different states of matter. Explain that the particles that make up a solid are so close together that each stays in place and can only vibrate. Therefore, a solid has a definite shape. Particles in a liquid are farther apart and can move faster and more freely. That is why liquids flow. Gas particles are very far apart and move the fastest. They move around freely to fill any space. Point out that this is why Jacques had to use light sources that didn t emit heat. Tell students that when heat energy is applied to matter, the particles of the matter speed up and move farther apart. With enough heat, a solid can change to a liquid, or a liquid can become a gas. Remove enough heat, and the process reverses. Have students reread the information in the sidebar on page 8. Ask students how water differs from most matter. (Sus partículas se separan cuando cambia de líquido a sólido.) Tell students that the arrangement of atoms in a water molecule causes this unusual characteristic. COMPREHENSION: Understand Author s Purpose Explain to students that nonfiction authors can write for several different purposes. Usually, nonfiction is written to inform the reader. But it can also entertain, persuade, or express an opinion. Point out that if the author s purpose is to inform, the reader will learn facts about a topic, find out about events in history, or understand a process. When an author intends to entertain, the reader will usually feel amused or touched by something in the text. If the author s purpose is to persuade or express an opinion, the reader will be aware of the author s view on an issue and the reasons for that view. Have students reread Construcción de un hotel de hielo and decide whether they learned facts and events, felt amused or touched, or felt persuaded by the author. Discuss their response to the text, and lead them to understand that this author s purpose was primarily to inform. WRITING Write a Nonfiction Narrative Have students use what they have learned about nonfiction narratives to write about the creation of another building or sculpture. Have students brainstorm a list of interesting statues, sculptures, and buildings they might write about. You may wish to start the list with well-known examples such as the Statue of Liberty, Mount Rushmore, and the Empire State Building. Remind students that they will be more likely to find information about the building process for well-known works. Have students research at the library or on the Internet the information for their topic. Discuss ways to narrow students topics by focusing on one interesting part of the creation. Encourage students to use a sequence chart or other graphic organizer to record the order of important events in their narrative. As students create a draft from the notes in their graphic organizer, remind them to elaborate and use sensory words to make each step in the process easy for the reader to visualize and understand. After students have written a first draft, encourage them to review and revise their writing to add variety in the sentence length and structure. Have students present their narratives to the class. Encourage listeners to ask questions and offer comments on information they find interesting.
6 Construcción de un hotel de hielo Organizador gráfico Nombre Antes de la lectura, agrega tus predicciones acerca de la construcción del Hotel de Hielo. Mientras lees, confirma o revisa tus predicciones y agrega una página de referencia. Predicción Confirma o Revisa Referencia 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 detallesTeaching Plan. How has life changed. from the past? How has it stayed the same? Así eran las cosas compares life today with life years ago.
Teaching Plan EDL Level 4 Guided Reading Level C Intervention Level 4 How has life changed from the past? How has it stayed the same? Así eran las cosas compares life today with life years ago. Nonfiction
Más detallesTeaching Plan. Farmers around the
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
Más detallesVocabulary suelo desgaste arcilla légamo marga madrigueras fertilizantes abono compuesto. Comprehension Summarize
Teaching Plan EDL Level 40 Guided Reading Level P Lexile Measure 620L Dig deep into the pages of Todo depende del suelo to find out about the microscopic life forms that help to create soil. See pictures
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 detallesComprehension Make Judgments. Writing Write a nonfiction narrative.
Teaching Plan EDL Level 20 Guided Reading Level K Intervention Level 20 In Cruzando el Atlántico: La historia de una familia, the Ferguson family embarks on a four-year sail around the world in their home
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 interactuar rebelarse empalizada plantaciones cuerpo médico regimiento fundir. Comprehension Identify Main Idea/Details
Teaching Plan EDL Level 50 Guided Reading Level U Lexile Measure 920L What is a living history site? How can history come alive? Readers will find answers to these questions in Reviviendo la historia.
Más detallesVocabulary temperatura pronóstico del tiempo atmósfera fuerzas magnéticas orientarse precisión inclinados paralelas. Comprehension Use Graphic Sources
Teaching Plan EDL Level 40 Guided Reading Level R Lexile Measure 730L Have you ever gone camping or hiking? What did you bring with you? Using photographs and step-by-step instructions, Traza tu rumbo
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. 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 detallesText Structure Explanation Description Cause and Effect. Vocabulary triturar desplazar derrumbarse proteger afectar. Comprehension Summarize
Teaching Plan EDL Level 24 Guided Reading Level L Earth s shores are in a constant state of transition. Costas cambiantes explains why and how shores change. Nonfiction Genre Informational Text Nonfiction
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 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
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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. Throughout history,
Teaching Plan EDL Level 24 Guided Reading Level L Throughout history, teamwork has helped people accomplish their goals. Three famous partnerships are featured in Ellos trabajaron juntos. Nonfiction Genre
Más detallesVocabulary ciclones sequía cieno hambruna erosión deforestación meteorólogos combustibles fósiles. Comprehension Identify Cause and Effect
Teaching Plan EDL Level 50 Guided Reading Level V Lexile Measure 940L Extreme weather such as a cyclone, a flood, or a drought can cause a devastating natural disaster. Sobrevivir un desastre natural explains
Más detallesVocabulary parque nacional accidentes geográficos peligro de extinción glaciar sabana conservación extinción
Teaching Plan EDL Level 40 Guided Reading Level Q Lexile Measure 840L National parks are unique, beautiful areas of the world that are protected for people to enjoy. Parques nacionales brings to life the
Más detallesAnswering/Asking Different Levels of Questions
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Más detallesVocabulary especies reptiles de sangre caliente esqueleto hábitats adaptar extinción peligro de extinción nocturnos
Teaching Plan EDL Level 40 Guided Reading Level P Lexile Measure 680L What do people, elephants, and whales have in common? They are all mammals. All mammals have unique characteristics that make them
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 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.
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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 detallesVocabulary sistema solar galaxia año luz órbita husos horarios año bisiesto observatorio agujeros. Comprehension Use Graphic Sources
Teaching Plan EDL Level 50 Guided Reading Level S Lexile Measure 840L How and when did time begin? How have people measured it for thousands of years? Qué hora es? looks at time from various perspectives,
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 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 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 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 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 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 detallesTeaching Plan. The Earth has many. different regions. Enciclopedia de lugares describes six of those regions and some of their features.
Teaching Plan EDL Level 6 Guided Reading Level C Intervention Level 4 The Earth has many different regions. Enciclopedia de lugares describes six of those regions and some of their features. Nonfiction
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Más detallesVocabulary arrecifes de coral especies seres ecosistema depredadores camuflaje. Comprehension Classify/Categorize
Teaching Plan EDL Level 40 Guided Reading Level R Lexile Measure 780L What are coral reefs? What kinds of animal and plant life inhabit them? The answers to these questions as well as where coral reefs
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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 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. Put on a shadow show!
Teaching Plan EDL Level 16 Guided Reading Level I Intervention Level 16 Put on a shadow show! That s the idea suggested by A divertirse con sombras!, which instructs readers on how to make different kinds
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 detallesVocabulary indígenas conservación reformar braille rentable boicot sufragio. Comprehension Identify Text Structure and Organization
Teaching Plan EDL Level 50 Guided Reading Level U Lexile Measure 920L Women have had a positive impact on world cultures through their contributions in areas such as the arts, science and exploration,
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
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