Vocabulary parque nacional accidentes geográficos peligro de extinción glaciar sabana conservación extinción

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1 Teaching Plan EDL Level 40 Guided Reading Level Q Lexile Measure 840L National parks are unique, beautiful areas of the world that are protected for people to enjoy. Parques nacionales brings to life the land, people, plants, and wildlife of six national parks with stunning photographs and interesting facts and features. Nonfiction Genre Informational Text Nonfiction Features Captions Contents Diagrams Featured Text Glossary Labels Maps Sidebars Text Structure Explanation Enumerative Description parque nacional accidentes geográficos peligro de extinción glaciar sabana conservación extinción Comprehension Skill Understand Author s Purpose Writing Write an informational text. Content Area Connections: Geography Understand that the regions of the world have different landforms, climates, and wildlife. Recognize the diversity in the world s national parks. Curriculum Support You may want to use Parques nacionales while teaching: Conservation Natural habitats Cross-Text Reading En las montañas and Diccionario de términos geográficos, two iopeners Grade 4 Social Studies titles

2 1 Introduce the Book Introduce the Nonfiction Genre: Informational Text Display the cover. Read the title and the author s name. Explain to students that informational texts are written to classify and report on things in the natural and social world. Explain that topics in an informational text are often grouped so that they can be categorized or compared and contrasted. Show students the cover of Parques nacionales and page through the book. Point out that the author uses text, photographs, captions, diagrams, labels, and section headings to present the information. Activate or Build Background Begin a conversation with students about state or national parks, forest preserves, and other protected areas they have visited or read about. Next, ask students to describe the natural and man-made features of one or more of these parks. Focus on the landscape, wildlife, and special attractions. Discuss what visitors to the park can do and how the parks are protected. Nonfiction Text Features Maps: Use the map on page 6 to explain how maps help readers understand text. Point out that different colors indicate the borders of the United States and of Arizona, and that a square symbol indicates the location of Grand Canyon National Park. Sidebars: Use page 10 to point out an example of a sidebar. Explain that sidebars give readers additional information. Sidebars are separated from the body text because the information is not essential to understand the main topic. Diagrams: Have students turn to the diagram on page 11. Explain that diagrams illustrate or define how something works. This diagram illustrates the process of how glaciers change the land. Captions: Point out and have students read aloud the captions on pages 24 and 25. Explain that authors use captions to describe photographs and other illustrations and to add interesting or useful information. Introduce You may want to introduce the following words and concepts before reading: parque nacional: área protegida por el gobierno de una nación accidentes geográficos: formas que toma la superficie de la Tierra peligro de extinción: peligro de desaparecer por siempre de la Tierra glaciar: concentración de hielo que se mueve lentamente sabana: región abierta y plana, con pocos árboles conservación: cuidado y protección de los bosques, el agua y otros recursos naturales extinción: estado en que todas las plantas o los animales de una especie han muerto Preview and Predict Have students look again at the cover and flip through the book to preview the photographs and headings. Ask them to read the contents page. Al mirar las fotografías y leer la página de contenido, te das cuenta que este libro presenta información acerca de diferentes parques nacionales y del terreno y la vida silvestre en ellos. Qué tipos de información crees que aprenderás de este libro?

3 2 Read the Book SET THE PURPOSE pages 4 9 Have students preview this section by reading the subheads and predicting what the chapter will be about. Por qué la autora ha dividido el capítulo en secciones? parque nacional, accidentes geográficos, peligro de extinción pag es Explain that students will be reading about a national park in Canada and one in England. Encourage students to predict how the landscape, wildlife, and activities in these parks will be different. glaciar pages Explain that students are now going to read about Kruger National Park. Suggest that students pay attention to the different species of plant and animal life that this park conserves. Cómo es este parque en comparación con otros? sabana, conservación Have students reread the text on pages 4 and 5. Por qué razones un gobierno establecería un parque nacional? Synthesize Direct students to read the last paragraph on page 9. De qué manera crees que los visitantes afectan un parque? Generalize Qué tipo de reglas crees que ayudarían a conservar el parque? Make Judgments Have students examine the world map on page 5. Point out that each national park is indicated by a colored dot. Cómo te dice este mapa qué parque nacional corresponde a cada punto? Qué información adicional aprendiste al leer la columna lateral de la página 7? Por qué crees que la autora incluyó esta información en una columna lateral? Have students create a simple diagram showing how the climate and vegetation varies with elevation in Glacier National Park. Visualize Qué sucede cuando una concentración de hielo empieza a deslizarse lentamente cuesta abajo, arrastrando rocas y grava a su paso? Identify Cause and Effect En qué se parecen y en qué se diferencian el Parque Nacional de los Glaciares y el Parque Nacional del Distrito de los Lagos? Compare and Contrast Point out the captions on page 16. Cómo te ayudan estos pies de foto a comprender por qué y cómo el gobierno británico está protegiendo el Distrito de los Lagos como un parque nacional? Have students examine the diagram on page 11. Cómo te ayudan los rótulos y las flechas a comprender este diagrama? Have students use the text and their own ideas to identify plants and animals that live on the savanna, in the forest, and at the rivers. Classify/Categorize Invite students to think about why the park has certain rules. Qué sucedería si los visitantes del Parque Nacional Kruger no permanecieran en campamentos de descanso cercados? Predict En esta sección, la autora está expresando sus sentimientos personales acerca de este parque nacional, o dando al lector información acerca del parque? Understand Author s Purpose Discuss the map on page 18. Qué información adicional se da en este mapa para ayudarte a aprender acerca del Parque Nacional Kruger? Turn to the sidebar on page 19. Cómo te ayuda la fotografía del árbol baobab a comprender la información de esta columna lateral?

4 pages As students read this section, encourage them to think about the importance of protecting historical and other important sites. La autora escribe que el Uluru es considerado el corazón del país en Australia. Qué lugares o símbolos de Estados Unidos o de nuestro estado podrían considerarse como el corazón del país [o estado]? Make Connections Por qué crees que el gobierno de Australia devolvió las tierras al pueblo aborigen? Make Inferences Qué actividades pueden hacer los visitantes en el Parque Nacional Uluru-Kata Tjuta? Have students summarize their answers in their own words. Summarize Look at the photographs on pages Por qué crees que la autora eligió incluir estas fotografías? Qué información te dan? pages As students finish reading the book, have them think about why it is important to preserve national parks and at the same time to keep them open to visitors. extinción Discuss with students how they could incorporate the environmental issue in this section (preserving the rain forest trees) into their own lives. For example, they could conserve and recycle paper and other products made by trees. Synthesize De qué manera ayudan los parques nacionales a evitar que los animales se extingan? Draw Conclusions Point out the labels on the diagram on page 27. Cómo te ayudan estos rótulos a comprender que una selva tropical tiene capas? Ask students to find a boldface word on page 30. Point out that the boldface words in the text can be found with their definitions in the glossary. Cómo crees que la autora decidió cuáles palabras incluir en el glosario? ESL/ELL Strategy Display pages 4 5 for students and point out the landforms and physical features shown in the photographs. Review English landform and habitat words such as canyon, plain, lake, mountain, desert, and rain forest. Then discuss geographical features of different regions of the world, providing English words as necessary. Reread the Book After students reread the text, use copies of the graphic organizer on the back cover to summarize the landforms, wildlife, people, and special attractions of each park. Then discuss the text organization of the book. Cómo está agrupada la información? De qué manera los diagramas, mapas y columnas laterales ayudan a presentar la información en forma organizada e interesante? Ask students which of these national parks they would most like to visit. Have students work together to create a poster or brochure explaining why national parks and conservation efforts are important. Answers to Student Book Questions 1. Ella cree con firmeza en la conservación de parques nacionales y quiere aumentar el grado de conciencia acerca de las maravillas naturales. 2. Las respuestas variarán pero pueden incluir: La gente en todas partes aprovecha los parques nacionales; los países tienen diferentes reglas sobre el uso de los parques. 3. Porque el gobierno establece reglas para que la gente no dañe los animales ni destruya la tierra. 4. Las respuestas variarán pero pueden incluir: Preservación de paisajes y actividades de pasatiempo y educativas. 5. Las respuestas variarán.

5 3 Learn Through the Text SOCIAL STUDIES: Regional Landforms Use Parques nacionales to reinforce your teaching about the diversity of landforms in different regions of the United States. Explain that the United States is composed of five regions: the Southwest, the Northeast, the Southeast, the Midwest, and the West. Point out that Grand Canyon National Park is located in the Southwest region. Use a map of the United States to show students the area covered by each of these regions. Review with students how the Grand Canyon is a landform located in Grand Canyon National Park. Discuss some of the landforms found in each of the U.S. regions. Point out that the same kind of landform can be found in different regions. Have groups of students conduct research to find a national park in each region and make a list of the landforms found in that park. Invite students to present their findings to the class. COMPREHENSION: Understand Author s Purpose Explain that understanding an author s reason or purpose for writing can help readers better understand and appreciate a text. Tell students that they can better understand an author s purpose by asking themselves questions as they read. Suggest that students pause at the end of a page or section to ask questions such as the following: Cuál es la idea más importante que la autora está tratando de comunicar? Por qué la autora escribió esta sección? Qué siente la autora acerca de este tema? Have students reread the text on pages 6 9 and then ask the questions above and allow students time to discuss the answers. Explain to students that, while authors generally have one primary purpose in writing, they may have other ideas in mind. Have students continue reading each section independently, pausing to answer the questions. Students will likely recognize the author s overall purpose as explanation, while seeing description and persuasion as secondary purposes. WRITING Write an Informational Text Have students use what they have learned about informational text to write a park brochure about a national park. Have students do research to select a national park from their country of choice. Work together as a class to make a list of topics that students park brochures should discuss. For example, students might want to include the park s features and animals, activities, and rules. Have students research at the library or on the Internet to find information about their national park. Encourage students to write strong introductions that will attract visitors to their park and explain why this park would be fun to visit. After students have written a first draft, encourage them to revise their writing, looking for ways to eliminate repetition and add sensory words. Remind students to add pictures, diagrams, and maps to help readers learn more about their national parks. Display the completed brochures in the classroom.

6 Parques nacionales Organizador gráfico Nombre Escribe los datos que aprendiste acerca de cada parque nacional en el círculo correcto de la red. Vida silvestre Accidentes geográficos Parque nacional Gente Atracciones 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

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