Vocabulary designada salvavidas corrientes chaleco salvavidas salvamento flotar parado. Comprehension Identify Persuasive Devices

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1 Teaching Plan EDL Level 38 Guided Reading Level P Lexile Measure 650L Boating, swimming, and playing at the beach are all great ways to enjoy the water. Cuidado con el agua! offers advice and tips on how to stay safe while having fun in and around water. Nonfiction Genre Persuasive Text Nonfiction Features Captions Contents Featured Text Glossary Headings Labels Lists Sidebars Text Structure Problem and Solution Cause and Effect Explanation designada salvavidas corrientes chaleco salvavidas salvamento flotar parado Comprehension Identify Persuasive Devices Writing Write a persuasive text. Content Area Connections: Life Science Understand how health and water safety are related. Recognize the different ways in which the human body can be cared for in order to maintain good health. Curriculum Support You may want to use Cuidado con el agua! while teaching the following science topics: The human body Self-care

2 1 Introduce the Book Introduce the Nonfiction Genre: Persuasive Text Display the book cover and read the title and the author s name. Ask students what they think they will learn in this book. Tell students that persuasive texts are written to convince the reader to do something or to accept an idea that the author supports. Authors often use facts to support their opinions. Information can be presented in charts, photographs, illustrations, and lists. Point out that persuasive texts often begin with a statement about the author s point of view. The author presents facts and information and often examples to support his or her ideas. Activate or Build Background Ask students to discuss places in which water is found both natural and man-made. Remind students that water is found in nature in such places as a lake or stream or in a man-made place such as a pool. Encourage students to name some of the water activities they have engaged in or are familiar with. Record their responses on the board. Review the responses and choose one water activity to focus on. Begin a conversation about how an individual would safely enjoy that water activity. Record students responses in a word web. Nonfiction Text Features Sidebars: Introduce the sidebar on page 5. Tell students that sidebar features usually contain additional information that is related to the main text. Point out that the sidebars in this book are set in a different typeface and indicated with an exclamation icon. Illustrations: Draw attention to the flag illustrations that are contained in the sidebar text on page 6. Tell students that the illustrations in this book will teach them about the signals they should learn and look out for in order to learn how to be safe around water. Bulleted lists: Point out the featured text on page 10 and mention that the text is organized in a bulleted list. Explain that the bulleted lists in this book will outline important safety procedures to follow when engaging in a specific water activity. Glossary: Have students turn to the glossary on page 16. Point out that the glossary provides definitions for words in the main text that may be unfamiliar. The glossary entries are organized in alphabetical order and appear in boldface in the main text. Introduce You may want to introduce the following words and concepts before reading: designada: separada para un propósito especial salvavidas: persona entrenada para ayudar a los nadadores en peligro corrientes: aguas que fluyen en una dirección determinada chaleco salvavidas: chaleco que te mantendrá a flote si te caes al agua salvamento: relacionado con salvar vidas humanas flotar parado: mantener el cuerpo derecho y la cabeza fuera del agua moviendo las piernas hacia adelante y atrás Preview and Predict Invite students to look at the photographs on the title page. Qué ves en la portada? Cuándo usa la gente chalecos salvavidas? Direct attention to the contents page and read the section headings. Qué palabra notas que se menciona varias veces? Qué crees que te dirá este libro? Cuándo necesitarías leer un libro como éste?

3 2 Read the Book SET THE PURPOSE pages 3 7 Focus Attention As students read this section, have them think about these questions: Qué actividades acuáticas te gustan? Qué haces para mantener tu seguridad? Por qué siempre debes tener cuidado en el agua y alrededor de ella, aunque sepas nadar? designada, salvavidas, corrientes pages 8 11 Focus Attention Review with students what they have learned about staying safe. As students read about boat safety, have them identify the three steps they think are most important. chaleco salvavidas GUIDE THE READING Cuáles son algunas otras cosas que haces o lugares adonde vas en que las reglas para la seguridad son importantes? Qué haces para mantener tu seguridad en esas ocasiones o esos lugares? Make Connections Cuáles son algunas de las actividades en que la gente toma parte en el agua o cerca de ella? Classify/Categorize Por qué crees que la autora ha decidido escribir un libro sobre la seguridad en el agua? Understand Author s Purpose Por qué algunas áreas no son seguras para nadar? Make Inferences FOCUS ON NONFICTION FEATURES Review the contents page with students. Por qué crees que una lista del contenido es importante? Qué crees que aprenderás en este libro? Point to the chapter title on page 5. Tell students that chapter titles give information about the main idea of a chapter. Basándote en el título, qué crees que te dirá este capítulo? Direct attention to the featured text on page 5. Tell students that sidebar text usually gives interesting information that is related to, but not part of the main text. Mira el título del texto destacado. Ahora, lee el título del capítulo. Crees que la protección solar debe estar dentro de la seguridad en la playa? Por qué? GUIDE THE READING Direct attention to the second sentence on page 8. Piensas que esto es un hecho o la opinión de la autora? Cómo lo sabes? Identify Fact and Opinion Have students review what they read on page 10. Qué debes saber o hacer antes de nadar en aguas profundas? Synthesize After students read pages 10 11, have them summarize what people should do to be safe at a pool. Encourage students to compare their ideas with the featured text on page 10. Summarize FOCUS ON NONFICTION FEATURES Point to the photographs at the top of page 9. Have students read the photograph labels. Explain that these labels tell the reader what is important or what they should focus on in the photograph. Piensas que podrías darte cuenta de lo que las fotografías tratan de enseñarte sin los rótulos? Por qué? Have students look at the featured text on pages 9 and 10. Review that this text is organized in a bulleted list. Guide them to recognize that the items in the lists are important to fully understanding the main text of the chapter.

4 pages Remind students about safety tips they learned for oceans and lakes. Encourage them to compare safety tips for swimming in pools. salvamento, flotar parado GUIDE THE READING Direct attention to the sidebar on page 13. Piensas que la información en esta columna lateral ayudaría a persuadir al lector de que la seguridad en la piscina es importante? Qué palabras o frases te ayudaron a tomar tu decisión? Identify Persuasive Devices Have students review the bulleted list on page 15. Ask them to classify each of the items into one of four categories: Seguridad en la playa, Seguridad en un bote, Seguridad en la piscina, or Todo. Classify/Categorize Observa bien los puntos en la lista con puntos negros de la página 15. Hay algo en específico que piensas que debería añadirse a la lista? Por qué crees que es importante? Make Judgments FOCUS ON NONFICTION FEATURES Direct attention to the captions for the photographs on pages 12 and 15. Tell students that captions tell more about, or explain, a photograph or illustration. Cómo describirías cada una de estas fotografías en un pie de foto? Review the text with students to confirm or elaborate on their ideas. Have students look at the sidebars on pages 13 and 14 and read the titles. Por qué crees que estas columnas laterales están en un capítulo llamado Aprende a nadar? ESL/ELL Strategy Divide the class into pairs. For each pair, choose two students who have different levels of proficiency in English. Have each pair work together to write captions for five photographs that appear in the book. Invite students to write their captions on construction paper. Collect the finished work and display it in class. Have students take turns sharing their work. Reread the Book After students complete their reading, have them use the graphic organizer on the back cover to summarize the water safety rules they learned about. Then discuss with students the text organization of the book. Te gustó la manera en que está organizado el libro? Hay algún otro capítulo o tema que piensas que podría haberse incluido? Have students think about future trips they might make on a boat, or to a pool, or to the beach. Discuss some of things they might do differently now that they have learned how to be safe around water. Answers to Student Book Questions 1. Las respuestas variarán. 2. Saber nadar ayuda a disfrutar el tiempo que se pasa en el agua y cerca de ella. 3. Las respuestas variarán, pero pueden incluir: Seguir las reglas; nadar con un compañero; aprender a nadar. 4. Podría haber olas grandes; puedo cansarme; puede ocurrir una emergencia. 5. Las respuestas variarán.

5 3 Learn Through the Text SCIENCE: Being Safe In and Around Water Use Cuidado con el agua! to teach students about safety in and around water. Before students read, ask if they think the children in the boat on page 2 can swim and why they think so. (Some students might say that the children probably can t swim because they are wearing safety vests.) Explain that even a person who swims well should wear a safety vest while boating. In an accident, a person might be injured and be unable to swim. Tell students that everyone should follow the safety tips that they will read about in Cuidado con el agua! After students have read the book, begin a discussion about other sports and their safety rules. Focus on why equipment such as helmets, elbow pads, and kneepads are required in some sports. Point out that even expert inline skaters, skateboarders, or cyclists need to wear protective gear because accidents can happen to anyone, and it s smart to be safe. COMPREHENSION: Identify Persuasive Devices Explain to students that when writing a persuasive piece, authors will use certain words and phrases to stress or highlight important points of an argument. Add that these persuasive words help to express an opinion that the author is trying to convince the reader to accept. Direct attention to the sidebar text on page 5. Invite students to read the feature and identify persuasive words or phrases that appear within the paragraph, such as Sé inteligente, siempre, and especialmente. Explain that words that communicate danger or strong emotion are also used in a persuasive argument to draw particular attention to a fact or opinion. Have students turn to page 7 and identify examples of these words, such as tener cuidado, fuerte, asustarte, and alerta. Tell students to look for other examples of persuasive and highly charged words and phrases as they reread Cuidado con el agua! WRITING Write a Persuasive Text Have students use what they learned about persuasive text to create a safety poster that urges students to follow a set of rules. Ideas include school, travel, or outdoor activities. To get started, invite students to label the left column of a two-column chart Reglas de and the right column Cómo ayudan las reglas. Have each student brainstorm three to four rules they follow for this particular activity. For example, school rules may include: raising their hand to speak, following playground rules, and refraining from running in the hallways. Tell students that these rules will be their main points on their posters. Have them write their ideas in the first column. Next, have students review their rules and consider how each one keeps them safe or the situation more organized. Explain to students that these ideas may be facts or opinions. Have them record their responses in the second column. These reasons for following the rules should also be included on the poster. Encourage students to use persuasive words such as siempre, debes, especialmente, and solamente. Have students create a first draft of their posters. Next, encourage them to revise their writing, making sure they used persuasive language and an easy-to-follow format. Invite students to complete their posters by writing their persuasive information on poster-sized paper and adding illustrations and photographs. Display the completed safety posters in the classroom.

6 Cuidado con el agua! Organizador gráfico Nombre Escribe las reglas de seguridad que aprendiste para las diferentes actividades acuáticas. Seguridad en el agua Lo que hacemos allí Reglas de seguridad en el agua Lo que hacemos allí Reglas de seguridad en el agua Lo que hacemos allí Reglas de seguridad en el agua 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