Vocabulary arrecifes de coral especies seres ecosistema depredadores camuflaje. Comprehension Classify/Categorize

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1 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 are found are explained and illustrated with beautiful color photographs in the book Arrecifes de coral. Nonfiction Genre Informational Text Nonfiction Features Captions Charts and Tables Diagrams Glossary Headings Index Labels Maps Photographs Sidebars Text Structure Compare and Contrast Descriptive Enumerative Vocabulary arrecifes de coral especies seres ecosistema depredadores camuflaje Comprehension Classify/Categorize Writing Write an informational text. Content Area Connections: Life Science Identify and classify plant and animal life on a reef. Understand how reef plants and animals interact within an ecosystem. Curriculum Support You may want to use Arrecifes de coral when teaching the following science topics: Ecosystems Coral reefs Cross-Text Reading Diccionario de términos geográficos, an iopeners Grade 4 social studies title

2 1 Introduce the Book Introduce the Nonfiction Genre: Informational Text Display the cover. Read the title and the author s name. Explain to students that informational texts are written to tell about or report on things in the natural and social world. Point out that topics in an informational text are often grouped together so that they can be categorized or compared and contrasted. Explain that, in addition to the text, the author uses photographs, captions, diagrams, labels, and section headings to present information. Nonfiction Text Features Diagrams: Point out the labeled diagram on page 6. Explain that diagrams are illustrations or photos that show how things work or how they are made. Diagrams like the one on page 6 also show information that is very small or hard to see. The title at the top of the diagram explains the subject of the diagram. The labels identify specific parts or pieces of information within the diagram. Sidebar: Use page 12 to point out an example of a sidebar. Explain that sidebars are used to give readers additional information about interesting topics. Sidebars are separated from the body text because the information is ancillary to the main topic. Map: Turn to the world map on page 26 and point out that maps show geographic features such as continents, countries, oceans, rivers, and cities. They identify these features and show where on Earth they are located. Chart: Use the chart on page 28 as an example. Point out that a chart is used to organize information in a way that is easy to understand. A chart also makes it easy to compare and contrast information. Preview and Predict Allow students an opportunity to look again at the cover photo and flip through the book to preview the photographs and other graphics. Ask them to read the contents on page 3. Al mirar las fotos y leer el contenido, pueden darse cuenta que este libro presenta bastante información sobre los arrecifes de coral y los animales y plantas que allí viven. Qué tipos de información piensas que aprenderás acerca de la vida en los arrecifes de coral? Activate or Build Background Begin a conversation with students about the various life forms they know that live under the sea. Encourage them to think about both plant and animal life. Next, ask students to share what they know about special undersea environments and focus the discussion on coral reefs. Ask if anyone knows what a coral reef is. Create an S-Q-A chart to capture students thoughts about what they know about coral reefs and what they would like to learn. As students read Arrecifes de coral, have them fill in the other column on the chart. S Q A Lo que sé sobre Lo que quiero Lo que aprendí arrecifes de coral saber sobre sobre arrecifes arrecifes de coral de coral Introduce Vocabulary You may want to introduce the following words and concepts before reading: arrecifes de coral: plataformas o crestas de coral en la superficie o cerca de la superficie del océano especies: grupos de plantas o animales que se asemejan en ciertos aspectos seres: organismos vivos: humanos o animales ecosistema: todos los animales y plantas que componen una comunidad determinada y viven en un ambiente en particular depredadores: animales que viven matando otros animales para comer camuflaje: un disfraz para asemejarse al entorno

3 2 Read the Book SET THE PURPOSE pages 4 7 As students read, ask them to discover what polyps are and how a coral reef grows. Estás de acuerdo con la autora en que los arrecifes de coral son semejantes a ciudades submarinas? Vocabulary arrecifes de coral, especies, seres De qué trata principalmente el texto de la página 4? Identify Main Idea/Details Algunos científicos pensaban que los pólipos de coral eran plantas. Por qué puede que ellos pensaran así? Make Inferences Discuss with students how coral reefs are made up of polyp exoskeletons and living coral polyps. Then ask students to recall in order the steps of how a coral reef grows. Sequence of Events Have students turn to the diagrams on pages 5 and 6. Point out that these are cutaway diagrams that allow the reader to see what s inside the polyp. Cómo los diagramas te ayudaron a aprender sobre los pólipos? Ask students to look at the diagram on page 7. Point out how it is different from the diagrams on pages 5 and 6. Por qué piensas que el diagrama se diseñó de esta forma? pages 8 11 Have students finish adding information about polyps to the S-Q-A chart and review the chart to see if there s any other information they would like to learn. Have students use the diagram on page 8 and the description of how a polyp eats to draw a polyp feeding on plankton. Visualize Discuss the concept of simbiosis with students. Puedes pensar en algunos ejemplos de este tipo de trabajo en equipo en tu vida propia? Make Connections De qué otras maneras se pudiera clasificar los seis corales en las páginas 10 11? Qué cosas tienen en común? Classify/Categorize Point out the sidebar on page 9. Por qué la autora incluye información sobre la simbiosis en un libro sobre arrecifes de coral? Look at the photographs of corals on pages 10 and 11. Por qué piensas que la autora agrupó los corales de esa manera? Cómo esta manera te ayuda a compararlos? pages As students read about some of the animals and fish that live on a coral reef, suggest they think about how the different animals eat, move, and protect themselves. Vocabulary ecosistema, depredadores, camuflaje Qué le ocurriría a la cadena alimentaria del arrecife de coral si los animales más pequeños no pudieran hallar suficiente plancton para alimentarse? Predict Ask students to compare and contrast the hunting techniques of two types of coral reef predators. Compare and Contrast Write on the chalkboard the names of several sea animals. Cómo puedes clasificar estos animales? Classify/Categorize Have students use the diagram on pages 12 and 13 to describe the food chain on a coral reef. La autora dice que la mayoría de los peces de los arrecifes de coral tienen colores brillantes. Cómo la autora respalda esa afirmación?

4 pages Sabías que algunos peces cambian de colores para evitar depredadores? Ask students to compare and contrast how the animals students will read about in this section protect themselves. Qué ocurre cuando un pulpo se enoja? Por qué razón el cuerpo de una sepia lanza un líquido oscuro? Identify Cause and Effect Resume en tus propias palabras algunos alimentos que comen los cangrejos, las langostas y los camarones. Summarize Te ayudaron las fotografías de las páginas a comprender mejor cómo los animales con concha usan sus conchas? Qué otras fotografías pueden ayudar? Critique Mira los títulos de esta sección. Cómo la autora organizó la información? Por qué piensas que lo hizo de esta manera? Point out the close-up photograph of the cowrie on page 24. En qué se diferencia ésta de las otras fotografías? Qué información te da esta ilustración? pages Encourage students to think about how coral reefs are different from one another and what kind of animals might live on them as they read this section. After students read pages 26 27, have them summarize in their own words what they have learned about different types of coral reefs. Summarize Cuáles son las mejores cosas que la gente puede hacer para proteger los arrecifes de coral? Make Judgments Por qué piensas que la autora terminó el libro de la manera que lo hizo? Qué muestra esto sobre sus sentimientos acerca de los arrecifes de coral? Understand Author s Purpose Qué tipo de información te da el mapa de la página 26 que no se incluyó en el texto? Point out the chart on page 28 and remind students that charts present information in a way that is easy to understand. Have students compare the different numbers of species. ESL/ELL Strategy Divide students into four groups and give each group an index card with the Spanish name of one of the types of reefs discussed in Arrecifes de coral (barreras de coral, arrecifes de coral, arrecifes costeros and atolones). Have groups use the Internet or other research material to find the name of the type of reef in English, and where that type of reef can be found. Have a volunteer from each group read the information aloud. Reread the Book After students reread the text, have them use the S-Q-A graphic organizer on the back cover to summarize information about the different plants and animals that live on a reef. Then discuss the text organization of the book. Cómo se agrupó la información? De qué manera el orden en que se presenta la información te ayuda a comprender la vida en un arrecife? Ask students if they would like to visit a coral reef. Talk about different ways of seeing a coral reef without harming it. Answers to Student Book Questions 1. Ofrecieron recursos visuales e información como ayuda para explicar el texto principal. 2. Por el color y la forma parecen más plantas que animales. 3. Las respuestas variarán pero pueden incluir: peces, morenas, anémonas marinas, pulpos y langostas. 4. Les toma un largo tiempo crecer; son un hábitat importante; son el hogar de miles de plantas y seres vivos. 5. Las respuestas variarán.

5 3 Learn Through the Text SCIENCE: Living Together on a Coral Reef Use Arrecifes de coral to reinforce your teaching about how plants and animals interact in an ecosystem. Discuss the food chain on page 13 and reinforce the idea that an ecosystem like a coral reef works because there are a variety of fish and plants and there is enough food for all of them. Point out the progression along the chain of larger animals feeding on smaller animals. Explain that the food chain not only provides food, it also keeps the ecosystem in balance. Talk about what would happen if there were too many of one kind of animal or if one kind died out. Using the food chain as a model, assign each small group of students a specific plant or animal in the coral reef. Give the students time to confer among themselves and then have them arrange themselves in the order they would appear in the food chain and tell what they eat and how they get their food. COMPREHENSION: Classify/Categorize Tell students that as they read (or reread), they can group together or classify information that is similar. Explain that grouping ideas and words makes it easier to remember and summarize information. Make a two-column chart with the headings Lo que comen and Cómo capturan su alimento. Have students reread the text, and for each plant or animal discussed, identify what it eats and how it catches its food. Fill in the chart as a group. Then have students work independently to categorize the information based on these traits. For example, they may want to group all the animals who swim after food to catch it, or who catch food with their tentacles, or those that eat plants and those that eat small fish. Lo que comen plancton Cómo capturan su alimento picadas con tentáculos WRITING Write an Informational Text Have students use what they have learned about informational text to write a report about plants and animals living in an ecosystem such as a desert or rain forest. Organize students into small groups. Have each group brainstorm ideas for a reasearch topic. Have students research at the library or on the Internet. Discuss how to identify the main idea. Using the organization of the book as a guide, model how to create an outline. Point out that Roman numerals stand for the main ideas of topics of a section. Subtopics or supporting information are indicated by capital letters. I. Arrecifes de coral y pólipos (main idea or topic) A. Qué son los pólipos de coral? (subtopic or supporting information) B. De pólipo a arrecife C. Pólipos vivos Encourage students to include diagrams, illustrations, and maps to enhance the reader s understanding of the ecosystem. After students have written a first draft, encourage them to revise their writing, looking for ways to eliminate unneccesary words and to add sensory words. Have each group present their reports to the class. Then display their reports in a classroom library.

6 Arrecifes de coral Organizador gráfico Nombre Llena la primera columna del cuadro antes de la lectura, la segunda columna según lees, y la tercera columna después de la lectura. S Lo que sé sobre arrecifes de coral Q Lo que quiero saber sobre arrecifes de coral A Lo que aprendí sobre arrecifes de coral 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