Text Structure Chronological Description Explanation Cause and Effect. Vocabulary científicos descubrimientos expedición comunidad desconocidos
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1 Teaching Plan EDL Level 30 Guided Reading Level M What is it like at the bottom of the ocean? Expeditions to the seafloor are retold in Viaje a los jardines submarinos. Nonfiction Genre Nonfiction Narrative Nonfiction Features Boldface Captions Contents Diagram Glossary Headings Introduction Italics Labels Map Sidebars Text Structure Chronological Description Explanation Cause and Effect científicos descubrimientos expedición comunidad desconocidos Comprehension Visualize Writing Write a nonfiction narrative. Content Area Connection: Earth Science Understand features of the Earth. Curriculum Support You may want to use Viaje a los jardines submarinos when teaching the following science topic: Features of the Earth Cross-Text Reading Cómo cambia la Tierra, an iopeners Grade 2 science title
2 1 Introduce the Book Introduce the Nonfiction Genre: Nonfiction Narrative Display the book cover and read aloud the title and the authors names. Explain that this book tells what happened during two expeditions scientists made to explore areas of the seafloor. It describes the different parts of the expeditions in the order in which they happened. En qué piensas que se diferenciaría este libro de un texto informativo acerca de los océanos? En qué se diferenciaría de la biografía de un científico? Nonfiction Text Features Introduction: Turn to page 3 and read the heading. Point out that the introduction gives an overview of what the book is about and provides background information for the topic. This prepares the reader for the content and gets the reader interested in the topic. Read aloud the introduction. Cómo te ayuda esta página a prepararte para leer el libro? Diagram: Draw attention to the diagram on page 5. Explain that this is a cutaway diagram of the seafloor. It allows the reader to see what is below the seafloor. Labels (with connecting leader lines) identify the parts of the diagram. Sidebars: Turn to page 7 and point out the sidebar. Explain that sidebars like this one provide readers with additional information about things described in the main text. Tell students that this sidebar allows the author to give specific information about Alvin, the submarine scientists traveled in, without interrupting the description of the actual undersea journey found in the main text. Introduce You may want to introduce the following words before reading: científicos: personas que son expertas en ciencias descubrimientos: cosas que se hallan por primera vez expedición: un viaje que se hace con un propósito definido comunidad: un grupo de animales que viven en un área desconocidos: no conocidos o familiares Activate or Build Background Ask students to discuss what they know about the undersea world. Begin an S-Q-A chart such as the one on the back cover, and record students observations in the first column. Then ask students what they would like to find out about the undersea world. Record their questions in the second column of the chart. (Note: Save the S-Q-A chart for use after the book has been read.) Lo que sé acerca del mundo submarino El océano es muy profundo. La gente puede viajar debajo del mar en submarinos. Muchos tipos diferentes de peces viven en el océano Lo que quiero saber acerca del mundo submarino A qué profundidad pueden explorar los científicos debajo del mar? Viven animales en el fondo del océano? Lo que aprendí acerca del mundo submarino Preview and Predict Display the book cover, and reread the title. Then turn to the contents page, and read the chapter titles. Por qué piensas que los científicos hicieron más de un viaje al fondo del océano? Qué piensas que aprenderás de este libro acerca del mundo submarino?
3 2 Read the Book pages 1 3 científicos descubrimientos Have students turn to page 3 and read the introduction. En qué es diferente la Rosaleda de otros jardines? Compare and Contrast Por qué piensas que la gente quiere explorar las profundidades del océano? Draw Conclusions Veamos el contenido de la página 2. Qué nos dice acerca de cuándo ocurrieron los sucesos de este libro? Turn to the introduction on page 3. Esta página tiene información que hace que conozcamos más el tema del libro. Por qué piensas que la página se llama introducción? Point out the word exploración in boldface on page 3. Por qué piensas que esta palabra está en negrita? pages 4 6 Qué sucedió primero: el viaje al océano Atlántico o el viaje al océano Pacífico? Cómo lo sabes? Sequence of Events Por qué los científicos piensan que podría haber aguas termales en el fondo marino? Pudieron encontrar alguna? Cómo lo sabes? Recall and Retell Qué piensas que los científicos podrían encontrar en el siguiente capítulo? Predict Veamos el diagrama de la página 5. Muestra cómo se forman las aguas termales debajo de la superficie de la Tierra. Qué partes del diagrama hacen que sea fácil de entender? Qué información aprendes del mapa de la página 6? pages 7 9 expedición Por qué era importante que Alvin llevara luces y cámaras al fondo del océano? Make Inferences Alvin se tardó mucho tiempo en llegar al fondo marino. Cómo crees que los científicos dentro del submarino se sintieron durante el viaje? Cómo te habrías sentido tú? Make Connections Read aloud the last sentence on page 9. Qué piensas que sorprendió a la tripulación acerca de las aguas termales? Predict Point out the date at the top of page 7, and read the chapter heading aloud. Cómo nos ayuda este título a predecir que va a pasar en este capítulo? Qué información te dan los pies de foto de las páginas 7 y 8 que no encontraste en el texto principal?
4 pages Cuál fue la gran sorpresa que los científicos encontraron alrededor de las aguas termales? Identify Main Idea/Details Imagínate que el libro no tuviera fotografías de gusanos tubícolas. Cómo podrías usar el texto de la página 11 para averiguar cómo son los gusanos tubícolas? Visualize Qué era tan poco usual acerca de cómo sobrevivían los animales cerca del respiradero? En qué se diferencia de la manera en que otros animales sobreviven? Compare and Contrast Read aloud the question on page 15. Qué piensas que le pasará a los marcadores de los científicos en el siguiente capítulo? Predict Qué aprendes acerca de los gusanos tubícolas de la columna lateral de la página 11? De qué manera la fotografía de la página 13 te ayuda a entender por qué los gusanos que se muestran se llaman gusanos espaguetis? pages comunidad desconocidos Have students read silently pages 16 and 17. Estaba correcta tu predicción acerca de los marcadores? Qué piensas que le sucedió a la Rosaleda? Predict Have students read pages Qué tan acertada estuvo tu predicción de la Rosaleda? Self-Monitor Cómo averiguaron los científicos que el respiradero era nuevo? Identify Cause and Effect Por qué crees que los científicos nombraron el área nueva Capullo de Rosa? Understand Context Clues Qué nueva información aprendes de la columna lateral de la página 23? Te pareció útil el glosario cuando leíste este libro? Por qué? ESL/ELL Strategy Write the word garden on the chalkboard. Tell students that most gardens have plants growing in them. If possible, show them pictures of gardens. Flowers in a garden sway back and forth in the breeze. Then turn to page 11, and point out the tubeworms. Explain that they are animals, although they look like flowers. The tubeworms sway back and forth in the water. Have students pantomime being a tubeworm. Reread the Book After students reread the text, help them complete the S-Q-A chart they started in the Activate and Build Background section. Discuss the chronological text structure in the book. Por qué las autoras usaron fechas en este libro? Por qué era importante describir los sucesos en el orden en que ocurrieron? Imagínate que puedes entrevistar a uno de los científicos del libro. Qué preguntas harías? Answers to Student Book Questions 1. Las respuestas variarán pero pueden incluir: Los títulos agrupan la información de acuerdo con lo que pasó primero, segundo y último. 2. Las respuestas variarán pero pueden incluir: Querían ver cómo habían cambiado los animales en la Rosaleda; querían buscar animales nuevos; querían mejorar sus mapas de la Rosaleda. 3. Las respuestas variarán.
5 3 Learn Through the Text SCIENCE: Features of the Earth Use Viaje a los jardines submarinos to reinforce the concept of features of the Earth. Reread pages 4 and 5 with students. Point out that the scientists saw lava rock around the underwater volcanoes. Explain that Earth s surface is made up of non-living things such as rocks and soil. Tell students that this is true of the seafloor as well as on land. Tell students that other features of Earth are also found under the oceans. These features include landforms such as mountains, volcanoes, hills, and valleys. Point out that some undersea mountains are actually taller than Mount Everest, the tallest mountain on land. Write these words on the chalkboard: llanura, colina, montaña, valle, volcán. Divide the class into five groups and assign each group one of the landforms listed on the chalkboard. Have the groups draw and label pictures of their features on land and under the ocean. COMPREHENSION: Visualize Explain that visualizing is like painting a picture in your mind as you read. Tell students that readers form mental pictures of the events, people, and places in a text. Point out that information in the text also helps you to visualize. Have students turn to page 11. Read aloud the description of the tubeworms. Have students identify the words that help them visualize a tubeworm. Then have them read the information in the sidebar and identify words that describe tubeworms. Imagina que el libro no tuviera fotografías de gusanos tubícolas. Cómo usarías estas palabras para visualizar cómo se ve un gusano tubícola? Have students turn to page 18. Follow the same procedure for the description of lava rock on the seafloor. WRITING Write a Nonfiction Narrative Have students use what they have learned about nonfiction narratives to write about another underwater discovery, such as the discovery of the Titanic. Have students work in pairs. Help partners brainstorm ideas about their topic. Guide students research at the library or on the Internet. Encourage them to note a few important events that led to the discovery. Model for students how to organize and draft their information into a nonfiction narrative. Empieza por escribir un título en la parte de arriba de la página. Escribe una oración acerca del suceso que describirás. Escribe más oraciones que describan cómo ocurrió el suceso. Asegúrate de describir las cosas en el orden en que sucedieron. Haz un dibujo y añade un rótulo o pie de ilustración. Encourage students to revise their writing, adding dates or time words to clarify the sequence of events. Have students share their narratives with another class studying undersea exploration.
6 Viaje a los jardines submarinos Organizador gráfico Nombre Lo que sé acerca Lo que quiero saber acerca Lo que aprendí acerca del mundo submarino del mundo submarino del mundo submarino 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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