Teaching Plan. Saber viajar walks the

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1 Teaching Plan EDL Level 38 Guided Reading Level P Lexile Measure 500L Saber viajar walks the reader through the steps of planning a trip. It begins with instructions for choosing where to go. Then, it leads the reader through planning a route, choosing transportation, and packing. Nonfiction Genre Procedural Text Nonfiction Features Captions Contents Featured Text Glossary Headings Labels Lists Maps Photographs Text Structure Sequential Description viaje globo terráqueo atlas cuadrícula escala transporte tiempo folletos Comprehension Draw Conclusions Writing Write a procedure. Content Area Connections: Geography Compare and contrast a globe and a map. Identify features of a map. Curriculum Support You may want to introduce Saber viajar while teaching the following social studies topics: Map reading Climates Cross-Text Reading Vida en las islas, an iopeners Grade 3 social studies title

2 1 Introduce the Book Introduce the Nonfiction Genre: Procedural Text Display the book cover and read the title and the author s name. Explain to students that the main reason to read a procedural text is to learn how to do something. Authors of procedural texts often provide the reader with a list of materials needed to make or do something. They also provide numbered steps to tell the reader what to do and when to do it. Point out that the author of Saber viajar provides photographs to show visually what to do at each step. Nonfiction Text Features Contents: Point out the contents on page 2. Explain that the chapter titles show how the text is organized, which is the order of the steps students will follow as they learn to travel smart. Maps: Point out the map on page 8. Explain that maps show landforms and where to locate places. Maps often have keys that tell what the symbols on the map mean. They also often have scales that show distances. Lists: Use the Materials list on page 8 as an example. Explain that how-to text often includes a list of materials. Point out that this list appears in a green and yellow box so the reader can find it easily. Glossary: Use page 16 to show an example of a glossary. Point out that the glossary provides definitions for important vocabulary words that are shown in boldface in the text. Tell students to use the glossary when they are unsure of a boldface word s meaning. Activate or Build Background Invite students to name places they or their families have traveled to, how they decided to go there, and what they did to get ready. Then, have students identify a place they are currently studying and pretend the class is going on a trip to that place. Discuss how they would get there, what they would need to take, and what they would do there. Write the steps in order on the board. Tell students that Saber viajar will also present steps needed to plan a trip. As students read the book, have them compare the steps the book discusses to the steps listed on the board. Preview and Predict Show students the cover again and discuss what it pictures. Flip through the book and display the photographs and other graphics. Then have students read the contents page. Qué partes de planear un viaje podrían ser discutidas en este libro? Qué podrías aprender acerca de qué hacer antes de salir de viaje? Qué más podría haber en este libro? Cuándo crees que usarías un libro como éste? Introduce You may want to introduce the following words and concepts before reading: viaje: acto o proceso de trasladarse de un lugar a otro globo terráqueo: una bola redonda con un mapa de la Tierra impreso en su superficie atlas: una colección de mapas, generalmente en forma de libro cuadrícula: patrón de líneas a distancias iguales que van de lado a lado y de arriba a abajo escala: manera en que se miden las distancias en un mapa transporte: el negocio de llevar personas o mercancías de un lugar a otro tiempo: condición del aire exterior con respecto a temperatura, humedad, viento y nubosidad folletos: pequeños libritos o panfletos

3 2 Read the Book SET THE PURPOSE pages 3 7 Focus Attention As students read pages 3 7, encourage them to think about how a person would choose where to go on a trip and how she or he would figure out how to get there. viaje, globo terráqueo, atlas, cuadrícula pages 8 11 Focus Attention Discuss with students why they think it might be important to plan a route to where they are traveling. Encourage them to keep their ideas in mind as they read. escala, transporte GUIDE THE READING En la lista de materiales de la página 4 hay revistas de viaje o de actividades al aire libre. En qué paso o pasos las usarías? Sequence of Events Si no tienes una computadora conectada a la Internet, qué podrías usar para llevar a cabo el Paso 3 en Escoge adonde ir? Make Inferences Si usas un mapa para planear un viaje, por qué necesitarías empezar por buscar tu propia calle en el mapa? Make Inferences FOCUS ON NONFICTION FEATURES Direct students attention to the photograph on page 4. Por qué hay dos fotografías en burbujas de pensamiento sobre las cabezas de la niña? Cómo te ayudan a comprender el texto principal? Mira el título de la página 6. Qué te dice este título? Compáralo con el título de la página 4. Cómo se relacionan? Mira el mapa grande y el mapa más pequeño insertado de la página 6. Cuál es el propósito del mapa más pequeño insertado? Por qué crees que la autora lo incluyó aquí? GUIDE THE READING Es mejor siempre planificar tu ruta antes de escoger tu medio de transporte? Por qué? Draw Conclusions Si no hallas la longitud de tu ruta antes de viajar, qué podría pasar? Predict Have students retell, in their own words, how to choose the right transportation. Summarize FOCUS ON NONFICTION FEATURES Observa los rótulos de la leyenda del mapa en la página 8. Cómo sabes lo que significa cada símbolo? Por qué crees que la autora decidió usar estos símbolos? Point out the boldface words on page 9. Estas palabras están en letras en negrita porque son palabras importantes del vocabulario. Dónde buscarías las definiciones de estas palabras?

4 pages Focus Attention Point out that the next step students will read about deals with times when you are traveling a long way and spending the night somewhere. Then suggest that students think about what they could do to help themselves remember a trip after it was over. tiempo, folletos GUIDE THE READING Qué es lo primero que debes hacer antes de comenzar a empacar ropas en una maleta o una mochila? Sequence of Events Imagina que estás empacando para un viaje y que olvidaste pensar en ropas para actividades especiales. Qué problemas puede causar esto? Draw Conclusions Qué es un souvenir? Cuáles son algunos ejemplos de souvenirs? Understand Context Clues Por qué harías un cartel sobre tu viaje? Cómo lo usarías? Draw Conclusions Por qué crees que la autora escribió este libro? Understand Author s Purpose FOCUS ON NONFICTION FEATURES Direct students attention to the Lista para empacar on page 12. Cómo te ayuda hacer una lista a empacar para tu viaje? Necesitarías la misma lista si fueras a viajar a otro lugar? Por qué? Point out the photograph of the boy on page 13. Cómo te ayuda el pie de foto a comprender qué paso ilustra la fotografía? Point to the Sugerencia para viajar featured text on a blue background on page 13. Explain that featured text provides a fun bit of additional information. Por qué crees que la autora habla aquí de pasaportes? ESL/ELL Strategy This book lends itself to practice in responding to the question words where, when, and how. Invite students to use the maps on pages 7 and 8 and the forms of transportation mentioned on pages to answer questions about pretend trips to the zoo, the library, the museum, and the railway station: Where will your trip start and end? Where are these places found on the map? When will you go on your trip? How will you travel from one place to another? Encourage students to answer using complete sentences. Reread the Book After students reread the text, have them use a sequence chart, such as the one on the back cover, to record the steps for planning a trip. After they have completed the chart, have them use the book to check and correct their answers. Write the following sentence on the board: Saber viajar es un ejemplo de un texto del procedimiento, o sea, de un libro acerca de cómo hacer algo. Have students identify features in the book that support this statement. Invite students to name places in your community they would like to visit. Have them use a local map to plan a route from the school to these places. Answers to Student Book Questions 1. Las respuestas variarán pero pueden incluir: Para aprender sobre viajar y sobre cómo viajar. 2. Ellos muestran dónde están los lugares y ayudan a planear una ruta de viaje. 3. Las respuestas variarán pero pueden incluir: Para mayor seguridad, para mejor comunicación y para planear mejor. 4. Las respuestas variarán. 5. Las respuestas variarán.

5 3 Learn Through the Text SOCIAL STUDIES: Map It Out Use Saber viajar to reinforce your teaching of geography and maps. Display a globe and a world map. Compare the globe to the map. En qué se parecen? En qué se diferencian? Cuál se parece más a la Tierra? Por qué? Point out the oceans on the globe. Have students identify the color used to indicate water. Repeat the activity with the map. Using the map, have students find the map key and identify the symbols in the key. Have them use the key to find a feature on the map. Ask them to find the map scale and identify what tool they need in order to use the scale. Have the whole class or student partners complete a Venn Diagram that compares and contrasts a map and a globe. COMPREHENSION: Draw Conclusions Explain to students that readers draw conclusions when they think about how the facts they have read are related and then make a decision about them. Direct students attention to the poster on page 15. Qué conclusión puedes sacar sobre la comida que el niño comió en su viaje a Londres? Qué detalles te ayudaron a llegar a esa conclusión? Create a chart such as the one shown below. Encourage students to use the chart to record information they learned from the poster on page 15 or from the photograph of the girl packing on page 13, and add conclusions they can draw from these facts Datos Conclusiones 3. WRITING Write a Procedural Text Have students use what they have learned about procedural text to write directions for how to do something. Brainstorm with students a list of things they know how to do that they could teach to someone else. Invite each student to pick one thing that takes about three or four steps to complete. Have students list the materials that will be needed. Then, using a sequence chart, have students identify each step and write it in the correct order in the chart. Tell students to begin their directions by stating the goal, or what they will teach the reader to do. Next, have them add the list of needed materials. Have students write their steps using order words such as primero, luego, and finalmente to show when the reader should do each step. Students directions should end with a sentence that tells the result. When students are done, have them exchange papers with a partner. Let the partner pantomime the steps described in the paragraph, and have the class guess what is being done.

6 Saber viajar Organizador gráfico Nombre Completa el siguiente cuadro de secuencia para mostrar los pasos de cómo planear un viaje. Planear un viaje 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