Teaching Plan. Buscadores de fósiles

Transcripción

1 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 discoveries show how living things have changed over time. Nonfiction Genre Biography Nonfiction Features Captions Contents Featured Text Glossary Headings Index Labels Sidebars Text Structure Chronological Enumerative Description fósiles paleontólogos reptil armar excavados sequía portarse Comprehension Draw Conclusions Writing Write a biography. Content Area Connections: Earth Science Identify types of ancient life forms. Recognize how fossils help us understand the past. Curriculum Support You may want to use Buscadores de fósiles while teaching the following science topics: Fossil formation Ancient life forms Cross-Text Reading Guía de rocas y minerales, an iopeners Grade 4 science title

2 1 Introduce the Book Introduce the Nonfiction Genre: Biography Display the book cover, and read the title and the author s name. Tell students that a biography contains information about a person s life. Some biographies, like this one, concentrate on only one part of the person s life. Point out that biographies are often presented in chronological order, or the order in which events happened. Mention that many biographies include photographs of the person and of important things and events connected to the individual. Nonfiction Text Features Captions: Have students turn to pages 4 and 5 and look at the captions at the bottom of both pages. Point out that captions give additional information about a photograph or illustration. The captions on these pages help us compare the largest animals from different time periods. Sidebars: Use page 5 to point out an example of a sidebar. Explain that sidebars give interesting information related to the main text. Explain that sidebars are often located at the side or bottom of the page and are set off with a box or rule. Headings: Turn to the headings on pages 6 and 8. Explain that headings help to organize the text and alert readers to the topics that will be discussed. Point out that the subheading relates to the chapter titles and introduces the specific focus of a section. Glossary: Turn to the glossary on page 31. Point out that the glossary provides definitions for words in the main text that may be unfamiliar. The glossary entries are organized in alphabetical order and appear in boldface in the main text. Introduce You may want to introduce the following words and concepts before reading: fósiles: restos de seres que estuvieron vivos paleontólogos: científicos que estudian las formas de vida que existieron en tiempos prehistóricos, representadas por fósiles de animales y plantas reptil: animal de sangre fría con columna vertebral y pulmones, por lo general cubierto de placas córneas o escamas armar: preparar un fósil para exhibirlo excavados: descubiertos al desenterrar sequía: período largo de tiempo seco portarse: manera de actuar Preview and Predict Ask students to look again at the cover photograph and to page through the book to preview the photographs. Read the contents with them. Ahora que has echado un vistazo al libro y leído la página de contenido, sabes qué son los fósiles? Por qué piensas que a las personas que hay en el libro se las llama buscadores de fósiles? Activate or Build Background If possible, bring to class one or more fossils or photographs of fossils collected from encyclopedias, books, magazines, or the Internet. Explain that in the book Buscadores de fósiles students will read about people who found fossils of dinosaurs and other ancient creatures. Invite students to discuss what they know about fossils and about dinosaurs. Distribute the S-Q-A chart on the back cover to students. Have them list what they know about fossils and about dinosaurs in the Lo que sé acerca de fósiles column. Then have students brainstorm what they would like to learn about fossils and dinosaurs and record their thoughts in the second column. Suggest that students fill in the last column as they read the book.

3 2 Read the Book SET THE PURPOSE pages 4 13 Focus Attention Discuss with students why they think studying fossils is important. As they read about Mary Anning, have them think about what her discoveries taught people. fósiles, paleontólogos, reptil pages Focus Attention As students read this section, suggest they pay attention to similarities and differences between Mary and Barnum and their work with fossils. Qué cosas piensas que afectaron más sus diferencias? armar, excavados, sequía GUIDE THE READING De qué manera piensas que estudiar los restos de seres que estuvieron vivos, como huesos, dientes, piel y huellas, ayuda a los paleontólogos a aprender acerca de la vida en el pasado? Draw Conclusions Discuss with students reasons why Mary s career as a paleontologist was unusual. Lead them to compare the possibility of women becoming scientists today to Mary s experience. Compare and Contrast De qué manera afectó la carrera de paleontóloga de Mary Anning el vivir en Lyme Regis? Identify Cause and Effect FOCUS ON NONFICTION FEATURES Draw students attention to the sidebar on page 7. Por qué crees que la autora incluyó estos diagramas acerca de la manera en que se forma un fósil? Have students look at the photographs and illustrations on pages 10 and 11. De qué manera las ilustraciones y los pies de foto y de ilustración ayudan al lector a comprender el trabajo y los descubrimientos de Mary? GUIDE THE READING Por qué pudo haber sido importante para Barnum guardar en su diario registros detallados de sus viajes en busca de fósiles? Make Inferences En qué grupos podrías clasificar los dinosaurios que descubrió Barnum? Classify/Categorize Qué generalización puedes hacer acerca del efecto que los fósiles de dinosaurios de los museos pueden tener en la gente? Generalize FOCUS ON NONFICTION FEATURES Have students examine the photographs and captions on page 16 and the bottom of page 18. Observa con atención estas fotografías y pies de foto. Cómo sabes quién es Barnum en cada fotografía? Point out the boldface word on page 18. Dónde puedes encontrar más información acerca de esta palabra? Por qué piensas que la autora da más información acerca de esta palabra y no de otras?

4 pages Focus Attention Before students read this section, remind them that both Mary and Barnum lived and worked many years ago. Ask students to look for how the methods used to discover and study fossils changed over time. portarse GUIDE THE READING Maiasaura es un buen nombre para el dinosaurio que Jack descubrió en la Montaña de los Huevos? Por qué? Make Inferences Describe una posible secuencia de sucesos desde el descubrimiento de un fósil enterrado hasta el estudio de un fósil por paleontólogos en un museo. Sequence of Events Qué tipos de información usan los paleontólogos para sacar conclusiones acerca de cómo vivían diferentes tipos de dinosaurios? Summarize FOCUS ON NONFICTION FEATURES Qué elemento de este libro ayuda al lector a comparar y contrastar rápidamente información acerca de cada persona? Have students study the label under Jack s photograph on page 22. En qué se diferencia este rótulo del rótulo que está debajo de la fotografía de Mary (página 6) y del rótulo debajo de la fotografía de Barnum (página 14)? Por qué? ESL/ELL Strategy Before reading the book, list for students some of the difficult words in English with their pronunciations and meanings. Indicate which words are in the glossary. Go over the list with students, pronouncing the words and talking about what they mean. Reread the Book After students reread the book, ask them to use the information in their completed S-Q-A charts to summarize information about the importance of fossils. Then discuss the way the book is organized. De qué manera te ayudó a comprender algo acerca de fósiles y dinosaurios leer las biografías de los tres paleontólogos? En qué orden se presentaron las tres biografías? Por qué? Ask students if they would like to be paleontologists. Talk about different educational backgrounds and interests that would be appropriate for paleontologists. Answers to Student Book Questions 1. El contenido y la introducción dan pistas de que el libro es una biografía. 2. Son inteligentes, curiosos, arriesgados, se interesan por los fósiles y por aprender acerca del pasado. 3. Los registros ayudaban a preservar su trabajo para que otros pudieran aprender de sus descubrimientos. 4. Lo ha hecho más fácil porque tienen otros fósiles, registros y modelos como referencia. 5. Las respuestas variarán.

5 3 Learn Through the Text SCIENCE: Fossils Use Buscadores de fósiles to help students understand some facts about fossils. Make sure students understand that a fossil is the preserved remains of something that lived long ago. Point out that many fossils are the remains of plants and other animals, not just dinosaurs. Explain that some fossils are called trace fossils. These are the preserved remains not of an animal itself but of the activity of an animal, such as tracks, droppings, or worm holes. Use the sidebar on page 7 to review how fossils are formed. Point out that most fossils form when layers of mud and sand cover an animal s body quickly after it dies. Burying the body preserves it from being eaten or destroyed by weather. Discuss how trace fossils can show scientists how an animal moved or what it ate. Add that other fossils can show scientists how large an animal was and whether it had scales, fur, feathers, or skin. COMPREHENSION: Draw Conclusions Tell students that as they read, they can draw conclusions about related pieces of information. Explain that conclusions are ideas or thoughts that they come up with by grouping related facts together and thinking about what they might mean. Point out that conclusions are based on facts and information stated in the text. Add that sometimes more than one conclusion can be drawn from a group of facts. By drawing conclusions, students will think more carefully about what they read. On the chalkboard, draw a three-column conclusions chart with the column headings Tema, Datos, and Conclusión. Then have students turn to pages 6 and 7. Ask students what the main idea or topic of the pages is. Ask students what facts or details on the page tell about the main idea. Then ask students what conclusions they can draw from the facts. Record students answers in the chart. Ask students to draw conclusions from facts presented on other pages. Encourage them to use the graphic organizer to record their information and conclusions. WRITING Write a Biography Have students write a biography about an individual whose job they find interesting. Brainstorm with students a list of people whose jobs they find interesting. They can include people they know in the school or community, parents, or people they have read or heard about. Have each student choose a person from the list. You may want to encourage several students to choose the same person so they can work together. Help students decide the best way to find information about the person they have chosen. Suggest they conduct interviews with the people or find information about them at the library or on the Internet. Ask students to write a brief biography about their subject, emphasizing the person s career. Remind students that the author of a biography often presents events of the person s life in chronological order. The author frequently uses description, cause and effect, and explanation in his or her writing. Suggest that writing partners read and edit each other s work before it is finalized. Encourage students to share their biographies with their classmates. Then bind the biographies together to make a classroom reference book on interesting careers.

6 Buscadores de fósiles Organizador gráfico Nombre Añade información al cuadro antes de la lectura, según lees y después de la lectura. Lo que sé acerca Lo que quiero saber Lo que aprendí de fósiles acerca de fósiles acerca de fósiles 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