Teaching Plan. Many of the foods we
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1 Teaching Plan EDL Level 8 Guided Reading Level E Intervention Level 8 Many of the foods we eat for breakfast come from farms. De dónde viene el desayuno? shows how some foods get from the farm to the breakfast table. Nonfiction Genre Informational Text Nonfiction Features Labels Numbered Picture Sequence Text Structure Explanation Cause and Effect Vocabulary desayuno alimentos granjas Comprehension Activate Prior Knowledge Writing Write an informational text. Content Area Connections: History Understand where goods come from. Understand the concepts of time and chronology. Curriculum Support You may want to use De dónde viene el desayuno? when teaching the following social studies topics: Basic needs Goods and services
2 1 Introduce the Book Introduce the Nonfiction Genre: Informational Text Display the book cover. Read the title and the author s name. Explain that this book gives information about breakfast foods and how they are produced. Qué notas sobre el título del libro que es diferente del título de otros libros? Por qué crees que la autora usó ese título? Qué crees que puedes aprender de este libro? Nonfiction Text Features Labels: Turn to page 2 and read aloud the labels. Explain that each label names the food in a particular photograph. Numbered picture sequence: Look at page 4. Explain that the series of pictures on the page shows three stages of a process. Tell children to count with you as you point to the numbers. Explain that the numbers help readers order the stages of the process. Introduce Vocabulary You may want to introduce the following words before reading: desayuno: la primera comida del día alimentos: lo que comen las personas o los animales granjas: tierras que la gente usa para sembrar cosechas o criar animales Activate or Build Background Discuss what foods children eat and drink for breakfast each day. As children respond, record their ideas on the chalkboard in a chart like the one below. Lo que comemos en el desayuno cereal tostadas panqueques tocino huevos Lo que bebemos en el desayuno leche jugo chocolate caliente Preview and Predict Display the book cover and reread aloud the book title. Then turn to and read page 2 with children. Qué notas acerca de la oración de la página 2? Por qué crees que se hace esta pregunta en el título y en la página 2? Sobre qué alimentos de desayuno crees que la autora escribirá en este libro? Por qué piensas así? Have children describe the process of making breakfast at home. Encourage them to tell who makes their breakfast, how it is made, how their family gets the food, and so on.
3 2 Read the Book page 1 Vocabulary desayuno pages 2 3 Vocabulary alimentos granjas Point to the word desayuno in the title. Esta palabra está impresa en un tamaño mucho mayor que el de las demás palabras del libro. Por qué crees que es así? Understand Context Clues Have children look back at the photograph on the cover. En qué se diferencia esta fotografía de la fotografía de la página 1? Compare and Contrast Por qué crees que estas dos fotografías diferentes están en el mismo libro? Make Inferences; Understand Author s Purpose Read the pages aloud, tracking the print as you read. Cómo sabes que la oración de la página 2 es una pregunta? Understand Context Clues Una pregunta generalmente es seguida por una respuesta. Qué tipo de respuesta sigue a la pregunta de la página 2? Identify Text Organization and Structure; Summarize Point to the photograph on page 3. Has visto alguna vez una granja como ésta? En qué se diferencia de la granja de la página 1? Activate Prior Knowledge; Compare and Contrast Qué alimento de desayuno podría venir de esta granja? Predict FOCUS ON NONFICTION FEATURES Qué crees de las fotografías de la página 2? Crees que están en su lugar en esa página? Qué información dan los rótulos de la página 2 que no da el texto principal? pages 4 5 Read aloud the text on page 4. Cómo responden las palabras de esta página la pregunta De dónde viene el desayuno? Summarize Cómo responden las fotografías de la página 4 la pregunta De dónde viene el desayuno? Identify Steps in a Process/Procedure; Use Picture Clues Repeat the above questions using the text and photographs on page 5. FOCUS ON NONFICTION FEATURES Have children look at the photographs on page 4. Qué sucede en cada una de estas fotografías? Cuál fotografía muestra lo que sucede primero? Cuál muestra lo que sucede luego? Cuál muestra lo que sucede al final? Cómo lo sabes?
4 pages 6 7 En qué se parece el texto de estas páginas al texto de las páginas 4 y 5? En qué se diferencia? Compare and Contrast; Identify Text Organization and Structure Qué brinda más información en estas páginas, el texto o las fotografías? Por qué lo crees así? Compare and Contrast Crees que faltan pasos en la página 7? Qué pueden ser? Identify Steps in a Process/Procedure FOCUS ON NONFICTION FEATURES Crees que está claro en las fotografías de las páginas 6 y 7 cómo se hacen el pan y el jugo de naranja? Qué cosas podrías añadir a estas páginas para hacer más claros estos procesos? page 8 Por qué crees que la autora hace aquí una pregunta? Understand Author s Purpose Cuál es tu respuesta a la pregunta de esta página? Personal Response Cuál es tu respuesta a la pregunta del título del libro? Summarize ESL/ELL Strategy To help children understand the concept of a farm, have them turn to pages 1 and 3 of the book. Point to the photographs of different farms and explain that the people who live on farms grow crops and raise animals. Point to and name the different features in the photographs in English, encouraging children to repeat the words after you (for example, farm, barn, cows, field, wheat). You may wish to connect the English words to the corresponding words in the children s native languages. Reread the Book After rereading the text aloud, have children use the graphic organizer on the back cover to draw and label the main idea and details. Discuss how the numbered photographs help the reader follow the process each food goes through. Have children take turns summarizing how each item starts out on a farm and is turned into a breakfast food. En qué te hizo pensar la autora? Qué aprendiste sobre los alimentos de desayuno? Qué más te gustaría saber? Answers to Student Book Questions 1. Las ilustraciones muestran las cosas de las que dicen las palabras. 2. Las respuestas variarán, pero pueden incluir: Sí, porque ella muestra cómo los alimentos de desayuno vienen de las granjas. 3. Las respuestas variarán, pero pueden incluir: Carne, cereal, frutas.
5 3 Learn Through the Text SOCIAL STUDIES: Farm Goods Use De dónde viene el desayuno? to reinforce children s understanding of where some basic goods come from. Explain to children that goods are things that are grown or made by people. This book presents goods that come from a farm. Write the heading Productos de las granjas on the chalkboard. Have children identify the various goods featured in the book and write them on the chalkboard. Challenge children to think of other goods that are grown or found on farms. Add the suggestions to the list on the chalkboard. COMPREHENSION: Activate Prior Knowledge Remind children that to prepare to read this book, they read the title and discussed what they know about breakfast. Tell children they should always think about what they already know to help them understand a book. Model how to think about what you already know as you read. Yo sé que el desayuno es la comida que como todas las mañanas, y por eso no tengo que detenerme y averiguar el significado de la palabra. Ask children to page through the book and point out the breakfast foods that they are familiar with. Cómo te ayuda a comprender la información en el libro saber lo que son huevos, leche, pan y jugo de naranja? WRITING Write an Informational Text Have children use what they have learned about informational text to write a class book about where other foods come from. Pose the question, De dónde viene el almuerzo? Have the class choose several favorite lunch foods. Guide children in discovering how the foods are produced. Divide the class into small groups and assign each group one of the foods. On a sheet of drawing paper, ask children to complete the sentence frame, viene de. Children can use pictures or words to complete the sentence. Ask children to make a cover for the book. Bind the pages together. Donate the book to the school cafeteria or lunchroom for other students to read during lunchtime.
6 De dónde viene el desayuno? Organizador gráfico Nombre Detalle: Gallinas Detalle: Vacas Idea principal: Los alimentos de desayuno vienen de granjas. Detalle: Campos de trigo Detalle: Naranjos 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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