Vocabulary especies reptiles de sangre caliente esqueleto hábitats adaptar extinción peligro de extinción nocturnos

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1 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 different from reptiles or birds. Es un mamífero! provides interesting facts and information about these diverse animals. Nonfiction Genre Informational Text Nonfiction Features Captions Charts and Tables Diagrams Glossary Headings Index Labels Photographs Sidebars Text Structure Enumerative Compare and Contrast Description especies reptiles de sangre caliente esqueleto hábitats adaptar extinción peligro de extinción nocturnos Comprehension Compare and Contrast Writing Write an informational text. Content Area Connections: Life Science Categorize and classify some of the basic characteristics of mammals. Understand that the behavior of mammals and the environments in which they live vary greatly. Curriculum Support You may want to use Es un mamífero! when teaching the following science topics: Animal needs Animal habitats Cross-Text Reading Vida en las islas, an iopeners Grade 3 geography title

2 1 Introduce the Book Introduce the Nonfiction Genre: Informational Text Display the book cover. Read the title and the author s name. Explain to students that informational texts are written about things in the natural and social world. Explain that facts about various aspects of the subject are often grouped into topic areas that are organized by chapter, section, or page. Point out that the author also uses additional features such as sidebars and labeled diagrams to help explain the information. Nonfiction Text Features Diagram: Discuss the illustration at the bottom of page 4. Explain that diagrams often show an inside view of a subject, such as the cat shown. The label identifies a structure within the cat. Point out that the backbone would not be labeled if only the outside of the cat were shown. Sidebars: Point out the sidebar on page 5. Tell students that sidebars give additional information about the subject being discussed. Captions: Point to the photograph of the cow and calf on page 6. Tell students that captions are usually short sentences that provide information about the subject of a photograph or illustration. Chart: Direct attention to the chart on page 13. Explain that charts present information in a way that is easy to see and understand. Point out that this chart uses pictures to organize the different places around the world where specific mammals live. Activate or Build Background List the names of several mammals on the chalkboard, including the ones on the cover of the book. Discuss with students how these animals are alike. Explain that these animals are called mammals. Ask students if they have seen any of these animals and where. Discuss the characteristics of mammals. Qué aspecto tienen los mamíferos? Cómo cuidan a sus bebés? Dónde viven? Make a class list of these characteristics. Invite volunteers to contribute names of other animals that share these characteristics. Add these to the class list. Preview and Predict Invite students to look again at the cover photograph and the inside pages of the book. En qué se parecen estos animales? Next, have students read the contents page. Acerca de qué piensas que podrías leer en cada capítulo? Introduce You may want to introduce the following words and concepts before reading: especies: grupos de animales o plantas similares reptiles: animales, como por ejemplo las serpientes o los caimanes, que tienen sangre fría, ponen huevos y tienen la piel seca y escamosa de sangre caliente: que tienen una temperatura corporal independiente de la temperatura exterior esqueleto: una estructura de huesos debajo de la piel de un animal hábitats: lugares donde viven plantas y animales adaptar: cambiar para sobrevivir en un hábitat particular extinción: cuando ya no queda vivo ningún ejemplar de un tipo de animal peligro de extinción: cuando quedan pocos ejemplares vivos de un animal nocturnos: que están activos por la noche

3 2 Read the Book SET THE PURPOSE pages 3 9 Have students review their list of mammals and their characteristics. As they read, students can check their facts and add mammals found in the book to their list. especies, reptiles, de sangre caliente, esqueleto pages Encourage students to think about different climate regions and the types of mammals that might live in each of those habitats. Point out that changes to a habitat can affect the mammals that live there. hábitats, adaptar, extinción, peligro de extinción Ask students to compare and contrast one example of a bird or reptile with one of the mammals pictured on pages 2 3. Compare and Contrast Cuáles piensas que tienen mejor oportunidad de sobrevivir, los bebés reptiles o los bebés mamíferos? Por qué piensas así? Make Judgments Cuáles son algunos mamíferos que hibernan durante el invierno? Make Connections Direct attention to the photographs on pages 2 3. Qué te dicen estas fotografías acerca de los mamíferos? Remind students that sidebars give additional and interesting information that expands on the topic in the main text. Por qué piensas que la autora incluyó la columna lateral en la página 5? Discuss the concept of adaptation with students. Cómo piensas que los seres humanos se han adaptado a la vida en la Tierra? Make Connections Qué piensas que les sucederá a los mamíferos si sus hábitats siguen siendo destruidos? Por qué? Predict Por qué piensas que hay más mamíferos en peligro de extinción que cualquier otro tipo de animal? Make Inferences Point to the close-up photograph of the camel s face on page 10. Por qué piensas que la autora ha incluido una fotografía más pequeña junto a la fotografía grande del camello? Point to the chart on page 13. Por qué piensas que la autora incluyó un cuadro en esta sección del libro? De qué otras maneras podría haber presentado la autora la información que muestra este cuadro?

4 pages Have students review the mammals they have read about so far. Encourage them to think about the different ways in which each of these mammals moves and the body parts that aid in each motion. nocturnos Have students write the following headings: Mamíferos que saltan, Mamíferos que vuelan, and Mamíferos que nadan. Have them classify the mammals they read about on pages Classify/Categorize Piensas que la capacidad de saltar grandes distancias ayuda a algunas especies de mamíferos y a su capacidad para sobrevivir? De qué manera? Make Inferences Remind students that both kangaroos and bats are mammals. En qué se parecen los canguros a los murciélagos? En qué se diferencian? Compare and Contrast Point to the diagram on page 16. Por qué piensas que la autora incluyó rótulos en este diagrama? Have students review the headings on pages Encourage them to use an outline form to show which of the headings are chapter titles and which ones are section titles. Por qué piensas que la autora organizó la información de esta manera? pages Encourage students to think about how mammals they have read about or know about use their five senses. Guide students to recognize that like humans, mammals also have certain senses that they depend upon more than others. Have students classify the mammals on pages according to their most developed sense. Classify/Categorize Qué piensas que les pasaría a estos mamíferos si perdieran el sentido del que dependen más? Predict Direct attention to page 22. Por qué piensas que la autora terminó el libro con el capítulo Mamíferos asombrosos? Qué muestra esto sobre lo que ella piensa acerca de los mamiferos? Understand Author s Purpose Invite a volunteer to read the caption accompanying the rabbit photograph on page 20. Qué propósito tiene este pie de foto? Piensas que es importante para el texto? Por qué? Direct attention to the glossary and the index. Por qué piensas que este libro incluye un índice y un glosario? ESL/ELL Strategy As students read Es un mamífero!, encourage them to use sticky notes to label each animal with its English name. Encourage students to review their labels with a partner. You may also want to have students name other mammals that are similar in appearance to each labeled mammal. Reread the Book After the students reread the text, have them fill out the word web on the back cover to summarize important points about mammals. Then discuss the text organization of the book. Cómo está organizada la información? Cómo te ayuda el orden de la información a aprender acerca de los mamíferos? Ask students what mammal they would like to learn more about and why. Suggest Web sites or public places such as zoos or wildlife centers that students might visit to learn more about the mammal. Answers to Student Book Questions 1. La gente leería este libro para aprender lo que son los mamíferos y en qué se diferencian de otros animales. 2. Puede que mucha gente no se dé cuenta de que los seres humanos y algunos animales poseen características parecidas. 3. Las respuestas variarán pero pueden incluir: Los cuerpos de algunos mamíferos se adaptan a almacenar comida y mantenerse calientes. 4. La ecolocalización puede ser más fuerte que el sentido de la vista del murciélago. 5. Las respuestas variarán.

5 3 Learn Through the Text SCIENCE: Meeting Animals Needs Use Es un mamífero! to teach how mammals meet their needs. Discuss how all animals obtain their needs, such as food, water, air, and shelter from their surroundings. Talk about how adaptations help animals meet their needs. Have students compare the camel and the polar bear on pages Ask them to tell how each is adapted to meet its needs in its particular environment. Explain that animals learn how to provide for some of their needs from other animals. Ask what the bear cubs on page 7 are learning from their mother. Have students select different habitats. Then ask them to draw a mammal that could live in that habitat. Remind them to consider how the mammal would move, what it would eat, and how it would get its food. COMPREHENSION: Compare and Contrast Point out that although mammals share many common characteristics, each kind of mammal is unique. Draw a Venn diagram on the chalkboard, and invite students to draw their own copies. Have students use their diagrams to compare and contrast two of the mammals in the book. Encourage them to record facts from the book as well as what they might already know. Remind them that the center section of the Venn diagram is for traits shared by both mammals. Then begin a class discussion that compares and contrasts mammals with nonmammals such as birds or reptiles. You may want to draw a Venn diagram on the chalkboard to record students ideas. WRITING Write an Informational Text Have students use what they learned about informational texts to write a mammal fact card. Organize students into pairs to choose and write about a mammal. Encourage them to select mammals that are not discussed in the book. Tell students to use a variety of sources to research their mammal, such as reference books, children s Web sites, and Web sites sponsored by specific zoos. Have partners use their notes to collaborate on a rough draft of their fact card. Encourage them to begin their card with a strong lead-in that identifies the animal and gives basic information about its size and habitat. Tell them to use sensory words to describe their animal. Give each pair a sheet of construction paper on which to write their final draft. Encourage them to include some of the nonfiction features from Es un mamífero! in their work. Collect the finished fact cards and organize them into a booklet that students can use as a study and a review tool.

6 Es un mamífero! Organizador gráfico Nombre Completa la red de palabras para resumir lo que has aprendido acerca de los mamíferos. Qué es un mamífero Cómo se mueven los mamíferos Mamíferos Dónde viven los mamíferos Sentidos en los mamíferos 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