Vocabulary volcán erupción zonas apagado extinguido fragmentos formaciones sismómetros. Comprehension Comprehend/Take Notes

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1 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 volcanoes are explained and illustrated. The book also discusses the benefits of living near a volcano, despite the danger. Nonfiction Genre Informational Text Nonfiction Features Boldface Captions Contents Diagrams Glossary Headings Index Labels Map Sidebars Text Structure Explanation Description Cause and Effect volcán erupción zonas apagado extinguido fragmentos formaciones sismómetros Comprehension Comprehend/Take Notes Writing Write an informational text. Content Area Connections: Earth Science Explain the sequence of events in the formation of a volcano. Describe the link between rock formation and classification and volcanic activity. Curriculum Support You may want to use Volcanes when teaching the following science topics: Geology Plate motion 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 book s cover, and read the title and the author s name. Explain that some informational texts are explanations, which are written to explain how something works or why something happens. This book tells how volcanoes form and why they erupt. Point out that topics are often grouped together so the information can be easily categorized or compared and contrasted. Informational texts often use cause and effect to organize information. Explain that the author also uses diagrams, maps, and captions to present the information. Nonfiction Text Features Diagrams: Point out the labeled diagram on page 8. Explain that diagrams are illustrations or photos that show how something works or how it is made. They can also show information that is not visible to the naked eye. The labels identify specific parts within the diagram. Photographs: Use page 5 to point out how photographs show real-life examples of objects, places, and events discussed in the text. Tell students that photographs can also provide new information. Map: Use the map on page 6 as an example. Point out that a map illustrates land and water. It may also show other information, such as climate, languages, population density, or volcanoes and tectonic plates, as this map does. Discuss with students how to read the map key. Indicators: Point out the indicators used with the captions on page 15. Explain that indicators make clear for the reader which photo or illustration a caption belongs to. 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 page. Al echar un vistazo a las fotografías y diagramas y leer la página de contenido, te das cuenta de que este libro presenta información acerca de volcanes. Por qué crees que la autora incluyó tantos diagramas? Qué tipos de información piensas que aprenderás acerca de volcanes? Activate or Build Background Begin a discussion of volcanoes by asking students if they know of any volcanoes or recent volcanic eruptions anywhere around the world. Encourage students to share information they know about those specific volcanoes or volcanic eruptions. Next, ask students to share what they know about volcanoes in general. Lead the discussion with questions about where volcanoes are found, what they do, and what they form. Then, ask students to share what they would like to learn about volcanoes, such as why they form and how they form. Introduce You may want to introduce the following words and concepts before reading: volcán: una abertura en la capa externa o corteza de la Tierra, a través de la cual emerge el magma erupción: acto o proceso de expeler o explotar zonas: áreas o regiones apagado: inactivo por el momento, pero puede volverse activo nuevamente en el futuro extinguido: que no se espera que haga erupción otra vez fragmentos: trozos o pedazos que resultan al romperse algo formaciones: cosas que se forman o crean, a menudo con formas particulares sismómetros: instrumentos especiales para estudiar los movimientos del suelo como los terremotos

3 2 Read the Book SET THE PURPOSE pages 3 6 Encourage students to think about what information they would like to learn about volcanoes as they read this first section. volcán, erupción Have students retell in order what happens when a volcano erupts. Sequence of Events Cómo crees que se formó la isla de Hawai? Make Inferences Qué creen los científicos acerca de la tectónica de placas? Identify Main Idea/Details Have students turn to the diagram of the volcano on page 4. Point out that this is a cross-section diagram. Por qué la autora incluyó un diagrama del interior de un volcán? Cómo te ayuda el diagrama a entender los volcanes? Observa el mapa de la página 6. Cómo te ayuda el mapa a comprender la teoría de la tectónica de placas? Qué representan los triángulos rojos? Qué te dice su ubicación acerca de la tectónica de placas? pages 7 11 As students continue to read, encourage them to discover more about the role of plate tectonics in volcano eruptions. zonas, apagado, extinguido Dónde es más probable que se formen volcanes? Summarize Qué causa la forma de un volcán? Identify Cause and Effect Have students identify two types of volcano shapes and explain how they are alike and different. Compare and Contrast Point to the diagram on page 8. Explain that this diagram can help students define terms. Have them use the diagram and its labels to define magma, lava, and abertura volcánica. Point out the boldface words on page 9. Las definiciones de las palabras en negrita están en el párrafo? En qué otra parte del libro podrías encontrar las definiciones de estas palabras? Por qué piensas que la autora incluyó definiciones de palabras en dos lugares? pages As students read, encourage them to pay special attention to the different kinds of rocks and lava that volcanoes can produce. fragmentos, formaciones Qué efectos podría tener la tefra al explotar desde un volcán? Predict La tabla Tipos de tefra clasifica la tefra según su tamaño. Basándote en la información de las ilustraciones que se presentan en la tabla, de qué otras maneras podría clasificarse la tefra? Classify/Categorize Have students take notes while rereading pages Nombra dos maneras en que la lava puede crear formaciones poco comunes. Comprehend/Take Notes Point out the sidebar on page 13. Explain that sidebars can present additional information that is not part of the main text. Por qué la autora incluye información acerca de arena negra? Cómo se forma la arena negra? Puedes encontrarla en Estados Unidos? On page 15, point out the captions and the indicators that show which photo each caption applies to. Cómo te ayudan los pies de foto a comprender las fotografías?

4 pages Explain to students that the floor of the ocean is similar to the surface of dry land. Encourage students to read to find out how the two are alike. pages Tell students that scientists who study volcanoes are called vulcanólogos. As they read, ask students to think about whether they would enjoy a career as a volcanologist. sismómetros Por qué piensas que hay más volcanes debajo del océano que en tierra? Make Inferences Por qué la tierra cerca de los volcanes es muy fértil? Identify Cause and Effect Qué es la energía geotérmica? Understand Context Clues Point out the diagram on pages Explain that a diagram can show something that is not easy to see in text. Qué aprendiste de este diagrama? Cuáles son los riesgos de vivir cerca de un volcán? Summarize Qué aprendió la gente como resultado de la erupción del monte Pinatubo en 1991? Identify Main Idea/Details Por qué es importante que los vulcanólogos se protejan para recoger muestras? Identify Cause and Effect Point out the photographs on pages 21 and 22. Qué puedes aprender acerca del equipo de los vulcanólogos al observar estas fotografías? Las fotografías ilustran el texto o te dan información adicional? Point out the index on page 24. Remind students that an index lists topics and subtopics contained in the text. Echa un vistazo al índice. Hay temas que te gustaría repasar? Cómo te ayuda el índice a encontrarlos en el texto? ESL/ELL Strategy Have students make word cards or sticky-note labels in English for the main features of a volcano, such as eruption, lava, ash, and vent. Then, have students look in the book at photographs of volcanoes erupting. As they examine each photograph, have them point out and name or label each feature. Reread the Book As students reread the text, have them use the cause-and-effect graphic organizer on the back cover to record key information about volcanoes. For example, encourage them to note what causes a volcano to explode, what effects a volcanic eruption has on land, and the effects of living near a volcano. Discuss the organization of the book with students. Cómo está agrupada la información en este libro? De qué otras maneras podría estar organizada la información para ayudarte a aprender sobre volcanes? Ask students if they would like to visit a volcano. Encourage them to discuss what they would need to do in order to have a safe visit. Answers to Student Book Questions 1. Los mapas muestran información de ubicación; los diagramas muestran y rotulan detalles y partes de cosas y cómo éstas funcionan. 2. Los volcanes submarinos pueden explotar debido al agua hirviendo y humeante. 3. Ayuda a los científicos a predecir el comportamiento futuro de un volcán en particular. 4. Las respuestas variarán pero pueden incluir: Porque muchos de los volcanes en el océano Pacífico forman un anillo o cinturón en esa área. 5. Las respuestas variarán.

5 3 Learn Through the Text SCIENCE: The Earth s Plates Use Volcanes to help students understand the formation of volcanoes and how the Earth s plates form and move. Have students study the picture of the Earth s layers on page 4. Tell them to find each layer as you describe it: La corteza incluye la roca del fondo del océano y los continentes. La mayor parte del manto es roca sólida, pero parte de la roca está parcialmente derretida y fluye como jarabe espeso. El núcleo externo es en su mayoría hierro derretido. El núcleo interno es un sólido muy denso compuesto mayormente de hierro y níquel. Direct students attention to the plates of the Earth s crust shown on the map on page 6. Explain that the plates float on the melted part of the mantle. Explain that most plates form at deep ocean trenches, which are pictured on page 17. Tell students that, as the plates form, they push away from the trench. Supply students with blocks of clay to represent the Earth s plates and have them demonstrate what might happen to the plates as they move and meet other plates. COMPREHENSION: Comprehend/ Take Notes Ask students what they might do to help them remember the information in Volcanes. Suggest that taking notes is one way to remember information. Explain that notes are always brief; in students own words; include only important details; use key words, phrases, or short sentences; and include a summary. Have students reread Volcanes submarinos on pages and identify important details in each paragraph. You may wish to have them identify the main idea in the first paragraph and write it on the board as an example. Then have students work independently to take notes on the rest of the section. After students have jotted down their notes, ask them to write a summary of Volcanes submarinos. Have them share their summaries in small groups. WRITING Write an Informational Text Have students use what they learned about informational text to write an explanation of how the Hawaiian Islands were formed. Have students brainstorm what sources they might use to find information on the topic. Working in small groups, have students research the topic and take notes. Discuss how to identify important details and key ideas to use in their notes. Tell students to use the organization of Volcanes as a guide to organizing and writing their explanations. Remind students that each new paragraph has a main idea and supporting details. Point out that their explanations should end with a summary. Encourage students to revise their draft by making sure each paragraph has a topic sentence and that the end sums up the whole text. Have students edit and proofread their draft for grammar, usage, mechanics, and spelling. Encourage them to include illustrations and maps in their final draft. Bind the explanations together and place them in a classroom library for students use when studying the fifty states.

6 Volcanes Organizador gráfico Nombre Escribe en los siguientes recuadros las causas y efectos que encontraste en Volcanes. CAUSA Por qué sucede? EFECTO Qué sucede? 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