Text Structure Explanation Description Cause and Effect. Vocabulary triturar desplazar derrumbarse proteger afectar. Comprehension Summarize
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1 Teaching Plan EDL Level 24 Guided Reading Level L Earth s shores are in a constant state of transition. Costas cambiantes explains why and how shores change. Nonfiction Genre Informational Text Nonfiction Features Boldface Captions Contents Glossary Headings Index Labels Maps Satellite Image Time-Lapse Photographs Text Structure Explanation Description Cause and Effect triturar desplazar derrumbarse proteger afectar Comprehension Summarize Writing Write an informational text. Content Area Connections: Geography Understand landforms and how they change. Understand human-environment interactions. Curriculum Support You may want to use Costas cambiantes when teaching the following social studies topics: Landforms Oceans Cross-Text Reading En busca del viento and Cómo cambia la Tierra, iopeners Grade 2 science titles
2 1 Introduce the Book Introduce the Nonfiction Genre: Informational Text Display the book cover. Read the title and the author s name. Point out that this book explains how ocean shores are created and how they can change. Crees que encontrarás información verdadera en este libro? Qué te hace pensar así? Activate or Build Background Display a world map or globe and point out land and oceans. Trace the edges of the continents and explain that the edge of land near water is sometimes called a costa. Ask students who have visited shores to describe their experiences. Discuss how shorelines can be different, depending on where they are found in the world. Tell students that some shores have sandy beaches, while others have rocky cliffs. Have students use the S-Q-A chart on the back cover to record what they know about shores. In the second column, have them record what they would like to learn about shores. (Note: Save the S-Q-A chart for use after the book has been read.) Nonfiction Text Features Maps: Explain that different types of maps are used in the book to highlight different regions of the world. The maps on pages 4 and 5 show two continents; countries are also indicated on page 5. Locator maps are used on pages 12 and 20 to show where in the world specific areas are found. There is also a flow map on page 20 that shows the path of a hurricane. A heading or caption explains the content of each map. A compass rose is used in each map to show directions, and a map key is present if there are symbols on the map. Satellite image: Display page 19. Tell students that this satellite image is a photograph of a hurricane that was taken from space. Explain that this type of photography is often used to show and track weather conditions. Time-lapse photographs: Turn to page 21. Point out that the two images on this page are before and after photographs of the same location. A certain amount of time had elapsed, or passed, between when the first and the second shots were taken. Introduce You may want to introduce the following words before reading: triturar: frotar o golpear una cosa con otra desplazar: moverse de un lugar a otro derrumbarse: caerse proteger: mantener libre de daño afectar: causar un cambio Preview and Predict Turn to page 2 and read aloud the chapter titles. Por el título del libro, ya sabemos que vamos a leer acerca de costas cambiantes. Cómo nos ayudan los títulos de los capítulos a saber qué tipo de detalles vamos a encontrar? Qué crees que la autora haría para que el libro fuera más interesante de leer? Qué podría incluir el libro que aumentaría tu interés?
3 2 Read the Book pages 1 5 Qué ves en la fotografía de la página 3? Cómo sabes qué son las áreas azules? Use Picture Clues; Make Inferences Have students read the text on page 3 silently. A veces un autor te da pistas acerca de lo que sigue. De acuerdo con la última oración de la página 3, sobre qué esperas leer a continuación? Predict Vamos a pasar a la página 4 para ver si tu predicción estaba en lo correcto. Read the text aloud. Estaba cerca tu predicción de lo que dice el texto? Self-Monitor En la página 5, el pie de foto pregunta cuáles dos países de América del Sur no tienen costa. Cuál es la respuesta? Use Graphic Sources Cómo puedes usar el contenido para buscar información acerca de cómo las tormentas afectan las costas? Cómo te ayudan los mapas de las páginas 4 y 5 a entender lo que es una masa terrestre? Sabemos que los pies de foto dan información adicional para ayudarnos a entender el texto principal. Piensas que los pies de foto de las páginas 4 y 5 lo hacen? Por qué? pages 6 11 triturar desplazar derrumbarse De qué se trata este capítulo? Qué detalles te ayudan a entender el capítulo? Identify Main Idea/Details Piensas que el proceso de erosión sucede rápidamente o lentamente? Por qué? Make Inferences De acuerdo con lo que leíste en la página 11, qué crees que le sucederá al arco que se muestra en la fotografía? Draw Conclusions La palabra erosión en la página 6 está en letras en negrita. Por qué crees que es así? Cómo podemos aprender lo que significa la palabra? Mira las fotografías de las páginas 9 y 11. Cómo te ayudan los rótulos? pages proteger Por qué piensas que la autora cuenta acerca de Holderness Coast en este capítulo? Understand Author s Purpose Por qué piensas que la gente todavía vive cerca de Holderness Coast a pesar de que los acantilados se parten algunas veces? Make Inferences Vamos a comparar las dos imágenes de las páginas 16 y 17. Cómo muestran las imágenes que Holderness Coast ha cambiado con el paso de los años? Compare and Contrast Por qué piensas que se incluye un mapa en la página 13? Qué elementos en el mapa te ayudan a entenderlo? Por qué piensas que la imagen de la página 16 es un dibujo y no una fotografía?
4 pages afectar Por qué piensas que hay un capítulo en el libro acerca de tormentas? Make Inferences Piensas que La fuerza de las tormentas es un buen título para este capítulo? Por qué? Qué otros títulos sugerirías? Personal Response Cómo el huracán Andrew afectó Raccoon Island? Identify Cause and Effect Por qué piensas que las fotografías de las páginas 18 y 19 se usaron para mostrar la fuerza de las tormentas? Describe cómo puedes usar el mapa grande de la página 20 para ver por dónde pasó el huracán Andrew. Cómo te ayuda el mapa localizador de la página 20 a usar el mapa más grande? pages Cómo termina el libro la autora? Summarize Compara las fotografías de la página 22 y la página 1. De qué manera las fotografías apoyan el tema del libro? Use Picture Clues; Compare and Contrast Por qué piensas que la autora incluyó un glosario en este libro? En qué se diferencia el índice del contenido? En dónde buscarías para leer acerca de Raccoon Island? El huracán Andrew? La arena? ESL/ELL Strategy Remind students that many shore areas are sandy beaches. Provide samples of the types of materials that can be found at a beach, such as sand, rocks, and pebbles. Place the materials in different groups on a desk. Have students touch and compare the different materials, saying aloud the name of each one. Then have them rub the objects together and push them around the desk to see how they can be moved and changed. Reread the Book After students reread the text, complete the last column of the S-Q-A chart on the back cover together. Discuss the cause-and-effect text structure in the book. Cuáles son algunas cosas que hacen que las costas cambien? Qué causa una lengua de tierra? Una duna? Un arco? Un pilar? Qué piensas que fue lo mejor que la autora hizo para explicar por qué las costas cambian? Qué información nueva aprendiste del libro? Answers to Student Book Questions 1. Te dicen qué tipo de información leerás en ese capítulo. 2. Las respuestas variarán pero pueden incluir: Te dan una mejor idea sobre cómo se ven las costas. 3. Las respuestas variarán.
5 3 Learn Through the Text SOCIAL STUDIES: Landforms Use Costas cambiantes to reinforce the concept of landforms. Explain that a landform is a kind of shape on the surface of Earth. Tell students that Earth has many different types of landforms. Have students page through the book and point out various landforms. Write the heading Accidentes geográficos on the chalkboard and start a list of the different types. Display a world map or a globe. Explain that major landforms are often shown on maps. Have students take turns pointing out major landforms, such as continents, islands, and mountains, on the map or globe. Add any new landforms to the class list. COMPREHENSION: Summarize Explain that readers can summarize a book by telling what the book is about in their own words. Tell students that a good summary includes the main idea of the book. Mention that a book s title often points readers toward the main idea. Work with students to identify the main idea of this book, Las costas siempre están cambiando, by looking at the title Costas cambiantes. Turn to page 2. Explain that the chapters listed on the contents page sometimes give details that support the main idea. Ask students to name details from each chapter in the book that support the main idea. Challenge students to summarize the book in their own words, using the main idea and details from the book to formulate their summaries. WRITING Write an Informational Text Have students use what they have learned about informational text to write about other landform-changing events in nature, such as earthquakes, tornadoes, or volcanic eruptions. Have students work in pairs. Ask partners to brainstorm topics for their books. Once they have chosen a topic, have them think about what they already know and what they want to learn. Encourage them to use an S-Q-A chart such as the one on the back cover to organize their ideas. Help students research information about their topic at the library or on the Internet. Once students have gathered information, model how they should organize their writing: Empieza con una buena oración inicial que defina el tema. Incluye información de causa y efecto. Haz dibujos, mapas o diagramas que apoyen tu texto. Añade rótulos y pies de dibujo. Have partners create a book cover, including a title. Bind the pages together. Students may place their books in the classroom science area as a resource for the class.
6 Costas cambiantes Organizador gráfico Nombre Lo que sé Lo que quiero saber Lo que aprendí acerca de las costas acerca de las costas acerca de las costas 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
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