Teaching Plan. The Earth s surface is. constantly changing. Cómo cambia la Tierra explains how highlands above and below the sea are formed.

Transcripción

1 Teaching Plan EDL Level 30 Guided Reading Level N The Earth s surface is constantly changing. Cómo cambia la Tierra explains how highlands above and below the sea are formed. Nonfiction Genre Informational Text Nonfiction Features Boldface Captions Contents Diagrams Glossary Headings Labels Map Satellite Image Text Structure Explanation Description Vocabulary superficie recientemente cordilleras chocar Comprehension Identify Cause and Effect Writing Write an informational text. Content Area Connections: Earth Science Understand features of the Earth. Understand how forces of nature change the Earth. Curriculum Support You may want to use Cómo cambia la Tierra when teaching the following science topics: Volcanoes Earthquakes Features of the Earth Cross-Text Reading Viaje a los jardines submarinos, an iopeners Grade 2 science title, and Costas cambiantes, an iopeners Grade 2 social studies title

2 1 Introduce the Book Introduce the Nonfiction Genre: Informational Text Display the book cover and read aloud the title and the author s name. Tell students that in this book, they will read information about what causes the Earth s land to change. Tell students that the author explains how highlands are formed. Point out that the information is organized into chapters that describe what causes different kinds of highlands to form. De qué otra manera podrías organizar un libro sobre montañas, volcanes y otros tipos de áreas montañosas? Nonfiction Text Features Diagrams: Point out the diagram on page 6 and read the title aloud. Explain that this diagram is a cross section. This diagram shows the Earth so the reader can see below its surface. It looks like the Earth has been cut. Labels (with connecting leader lines) identify the parts of the diagram. Arrows show the movement of the plates. Numbered captions give the sequence of actions. Satellite image: Show students the photograph on page 13. Tell them that this photograph was taken from a satellite in space. It provides an overhead image of a large area on the Earth. Glossary: Turn to the glossary on page 16. Tell students that a glossary gives definitions of specialized vocabulary from the book. Point out that the words in the glossary are in boldface type and also appear in the main text in boldface type. Explain that this alerts the reader to the fact that the word is defined in the glossary. Model how to find the definition of an unfamiliar word: Si encuentro la palabra lava mientras estoy leyendo y no sé lo que significa, puedo consultar la definición en el glosario y después regresar a donde me quedé en la lectura. Activate or Build Background Tell students that lands that rise higher than other lands around them are called highlands. If possible, display a relief map of the world and point out some mountain ranges, such as the Rocky Mountains, the Alps, and the Himalayas. Tell students that these mountain ranges rise high above the land around them. They are highlands. Display pictures of mountains. Ask students if they have ever seen mountains or been on a mountain. Encourage them to share any experiences they have had. Introduce Vocabulary You may want to introduce the following words before reading: superficie: la parte de afuera de algo recientemente: justo antes del tiempo presente cordilleras: grupos o hileras de montañas chocar: estrellarse uno contra otro Preview and Predict Display the book cover and reread the title. Examine the contents page with students. Qué piensas que este libro te dirá acerca de las áreas montañosas? Qué palabras piensas que encontrarás en este libro?

3 2 Read the Book pages 1 2 Por qué piensas que la autora tituló este libro Cómo cambia la Tierra? Understand Author s Purpose Sobre qué tipos de cambios piensas que leeremos en este libro? Predict Have students examine the contents on page 2. En qué parte del libro es posible que veamos los nombres de estos capítulos de nuevo? pages 3 4 Vocabulary superficie recientemente Qué son las áreas montañosas? Draw Conclusions Cómo explica la autora la manera en que se forman las áreas montañosas? Identify Text Organization and Structure Sobre qué piensas que leeremos en el siguiente capítulo? Predict Cómo puedes saber cuál montaña de la fotografía de las páginas 2 3 es Aoraki? Qué aprendes del pie de foto de la página 4 que no aparece en el texto principal? pages 5 7 Vocabulary cordilleras chocar Cuál es la idea más importante en este capítulo? Identify Main Idea/Details Por qué lleva tanto tiempo para que las placas formen una montaña? Draw Conclusions Cómo podemos averiguar qué significa la palabra placa en la página 6? De qué manera te ayuda el diagrama de la página 6 a entender cómo las placas forman una montaña? pages 8 12 En qué se parecen el magma y la lava? En qué se diferencian? Compare and Contrast Cómo piensas que es un volcán en erupción? Piensas que la gente que vive cerca del volcán está segura? Por qué? Make Inferences Por qué se les llama el Anillo de Fuego a los volcanes alrededor del océano Pacífico? Use Graphic Sources; Draw Conclusions De qué manera la fotografía de la página 9 te ayuda a entender cómo erupciona un volcán? Por qué piensas que la autora incluyó el color anaranjado en el mapa de la página 12?

4 pages Qué hizo que se formaran las islas Hawaianas? Identify Cause and Effect Por qué piensas que la autora incluyó diagramas en este libro? Understand Author s Purpose Qué hemos aprendido hasta ahora acerca de cómo se forman las áreas montañosas? Summarize Vamos a leer el título de la página 13. Cómo te ayuda saber qué es diferente acerca de las áreas montañosas en este capítulo? En qué se parece la fotografía de la página 13 a un mapa? En qué se diferencia? Cómo sabes qué partes de la fotografía son las islas Hawaianas? pages La autora termina el libro diciendo que es seguro que las áreas montañosas de la Tierra seguirán cambiando. Piensas que tiene razón? Qué información del libro te hace pensar así? Draw Conclusions Piensas que la autora explicó claramente cómo cambia la Tierra? Por qué? Critique Qué tienen en común las fotografías de la página 15? Por qué se muestran ambas en la página? Por qué piensas que este libro tiene un glosario en lugar de un índice? ESL/ELL Strategy To help students conceptualize different landforms, write the words mountain, island, and volcano on the chalkboard. Draw an outline of each landform next to its name. Point to the mountain and say, This is a mountain. Have students repeat the word. Follow the procedure for island and volcano. Then display various photographs of mountains, islands, and volcanoes and follow the same procedure. Ask students who are more proficient in English to name each landform as you point to it. Reread the Book After students reread the text, use the graphic organizer on the back cover to help them isolate the main idea and details of the text. Discuss the book s explanation text structure. Qué explica la autora acerca del movimiento de las placas? Los volcanes? Las áreas montañosas submarinas? Qué piensas que la autora quiere que entiendas acerca de los cambios de la Tierra? Answers to Student Book Questions 1. Las respuestas variarán pero pueden incluir: El título describe lo que hay en el libro (información sobre maneras diferentes en que cambia la superficie de la Tierra). 2. Las respuestas variarán pero pueden incluir: Los diagramas ilustran las ideas que se describen en el texto. 3. Las respuestas variarán.

5 3 Learn Through the Text SCIENCE: Earthquake! Use Cómo cambia la Tierra to help students understand the changes an earthquake can cause. Remind students that the movement of plates below the Earth s surface can cause mountains to form. Explain that the movement of plates is also what causes an earthquake. In an earthquake, two plates move toward each other, away from each other, or over each other. This movement causes the Earth to shake back and forth. Tell students that earthquakes sometimes change the Earth by opening up cracks in the Earth s surface. To demonstrate how an earthquake can affect bridges, buildings, and other structures, have students stack blocks, coins, or other items onto a sheet of paper or cardboard. Then have them shake the paper or cardboard back and forth. Ask students to describe what happens. COMPREHENSION: Identify Cause and Effect Explain that knowing which events cause other events can help readers understand what is happening and why it happens. Explain that the reason something happens is the cause. What actually happens is the effect. Tell students that así que, porque, and como resultado are signal words. Often, they are used to link a cause with an effect. When readers see these words, they know to look for a cause and an effect. Turn to page 6 and review the diagram with students. Qué hacen las placas? Explain that this is the cause. Qué le sucede a la roca? Explain that this is the effect. Follow the same procedure with the diagrams on pages 10 and 14. WRITING Write an Informational Text Have students use what they have learned about informational text to write about the formation of famous landforms such as the Grand Canyon or Carlsbad Caverns. Brainstorm topics with the class. Group students into pairs and have partners choose a topic. Assist students as they research their topics at the library or on the Internet. Once students have gathered information, discuss how they might organize their writing. (They may want to use a graphic organizer like the one on the back cover.) Empieza con una oración o párrafo con la idea principal que defina el tema. Escribe más oraciones o párrafos que expliquen cómo se crean los accidentes geográficos. Incluye diagramas para mostrar cómo se creó el accidente geográfico. Añade rótulos y pies de ilustración. Encourage students to revise their writing, adding words that clearly signal cause-and-effect relationships, such as porque, así que, como resultado, and si/entonces. Have students read aloud their finished writing to the class. You may want to collect their work in a three-ring binder labeled Accidentes geográficos que conocemos and place it in a classroom social studies center as a reference source.

6 Cómo cambia la Tierra Organizador gráfico Nombre Idea principal: Las áreas montañosas se forman de diferentes maneras. Detalle: Detalle: Detalle: 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