Vocabulary sendas rutas diligencias barcos de fondo plano barco de vapor sistema macadán canal locomotora de vapor. Comprehension Make Inferences

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1 Teaching Plan EDL Level 50 Guided Reading Level V Lexile Measure 840L En busca de un camino recounts the history of some of our country s most important roads and waterways. Historic paintings, illustrations, photographs, maps, and primary documents give readers an authentic look at travel in early America. Nonfiction Genre Informational Text Nonfiction Features Captions Contents Diagrams Glossary Index Maps Sidebars Timeline Text Structure Problem and Solution Description Explanation sendas rutas diligencias barcos de fondo plano barco de vapor sistema macadán canal locomotora de vapor Comprehension Make Inferences Writing Write an informational text. Content Area Connections: Geography Recognize patterns of movement and settlement. Recognize economic patterns and systems. Curriculum Support You may want to use En busca de un camino when teaching the following social studies topics: The westward movement Transportation

2 1 Introduce the Book Introduce the Nonfiction Genre: Informational Text Display the book cover, and read the title and the author s name. Explain to students that an informational text is written to give facts and details about things in nature or culture. The author of an informational text may use captions, diagrams, sidebars, and timelines to present the information. Explain that topics in an informational text are often grouped together so that they can be categorized or compared and contrasted. Nonfiction Text Features Featured text: Use page 8 to point out an example of featured text. Explain that featured text is like a side trip that gives readers interesting details or extra information not included in the main text. This featured text is a quotation from an eighteenth-century traveler s journal. Diagrams: Point out the diagram on page 19. Explain that diagrams show how things work or how they are made. The title tells what the diagram shows and the captions explain the pictures. Caption: Have students turn to the caption on page 20. Explain that captions can summarize information in a photograph or illustration. Sometimes they offer additional information that was not provided in the main text. Maps: Explain that some information can be understood most easily when presented on a map, such as the one on page 28. Point out that this map provides information about the route of the Transcontinental Railroad through colors and symbols, which are explained on the map key. The title tells the subject of the map. Activate or Build Background Display a map of the United States and invite students to point out places they have visited. Ask them to tell why and how they traveled there. Discuss reasons people travel to other cities or states and the kinds of transportation they use. Point out that many of the routes we use today did not exist in the past. Then have students read the introduction to En busca de un camino to discover the main idea of the book. Create a graphic organizer, such as the one shown on the back cover, to record the main idea. As they continue reading, have students complete the organizer by adding supporting details from each section of the book. Introduce You may want to introduce the following words and concepts before reading: sendas: caminos a través de una región sin colonizar rutas: caminos hacia un lugar diligencias: coches jalados por caballos que transportaban pasajeros, paquetes y correo en una ruta regular barcos de fondo plano: barcos grandes con fondo plano, utilizados para transportar mercancías por un río o canal barco de vapor: barco movido por una máquina de vapor que puede transportar pasajeros y mercancías por un río sistema macadán: proceso por el cual se aplanan capas de piedras pequeñas y quebradas hasta que quedan aplastadas para hacer carreteras canal: vía acuática que se cava a través de la tierra para que por ella viajen barcos pequeños o botes locomotora de vapor: máquina de vapor que se usa para arrastar los vagones de un tren de un lugar a otro Preview and Predict Give students an opportunity to look again at the cover photo and page through the book to preview the photographs and other graphics. Ask them to read the contents on page 3. Después de ver las ilustraciones y leer el contenido, cuál crees que es el tema general de En busca de un camino? Sobre qué subtemas relacionados crees que leerás? Cómo crees que los subtemas se relacionan con el tema principal del libro?

3 2 Read the Book SET THE PURPOSE pages 4 9 As students read, encourage them to find out how people first arrived in what is now North America. Cómo viajaban los indígenas estadounidenses por el país? Qué ruta importante se desarrolló durante la época colonial? sendas, rutas, diligencias pages Encourage students to compare and contrast two very different routes as they read the next sections. Remind them to add supporting details from each section to their graphic organizers. barcos de fondo plano, barco de vapor, sistema macadán Cómo se relacionan las rutas modernas con las que usaban los primeros indígenas estadounidenses? Synthesize Describe los pasos que llevaron al desarrollo de autopistas modernas. Sequence of Events Resume cómo era viajar en la Ruta Postal de Boston a principios de los años Summarize Explain that rather than describe a specific topic, the introduction introduces the general topic of the whole book. Qué parte de esta introducción le dice al lector cuál es el tema del libro? Remind students that words shown in boldface type can be found in the glossary. Have students use the glossary to find the definitions of the boldface words on pages 4 9. Ask students to study the map on page 7. Point out the map title, the scale, and the compass rose. Discuss how those features are used. Have students use the scale to find the distance in miles and kilometers between Bridgeport and Hartford. Have students compare and contrast the methods of carrying people and goods on the Mississippi River in the 1700s and the 1800s. Compare and Contrast Por qué crees que era menos costoso enviar mercancías por barco por los ríos Ohio y Mississippi que transportarlas por tierra? Make Inferences Cómo afectó la construcción de la Carretera Nacional la economía y el desarrollo social de Estados Unidos? Identify Cause and Effect Have students study the caption on page 11. Qué puedes aprender acerca de los barcos de fondo plano del pie de ilustración que no hayas encontrado en el texto? En qué se parece y en qué se diferencia la línea cronológica de las páginas de un resumen de los mismos sucesos?

4 pages Have students read to find out how new water and land routes changed, how Americans traded, and where they lived in the 1800s. canal Qué avances en la ingeniería hicieron posible conectar el río Hudson y el lago Erie? Synthesize Cómo habría sido diferente el desarrollo del Camino de Oregón si hubiera habido menos vías fluviales o recursos naturales en el Oeste? Make Inferences Identifica la secuencia de sucesos durante un viaje en el Camino de Oregón de Independence, Missouri, a Oregon City. Sequence of Events Have students use the map on page 20 to describe the route of the Erie Canal. Mira el diagrama de una goleta de la pradera de la página 24. Describe cómo crees que cada parte del carromato se usaba y porqué era necesaria. pages As students read, ask them to imagine what it was like to be a worker on the Transcontinental Railroad. locomotora de vapor Cuáles fueron algunos de los problemas que hubo durante la construcción del Ferrocarril Transcontinental y como los resolvieron? Summarize Por qué crees que era importante construir un ferrocarril que atravesara Estados Unidos? Make Judgments La conclusión te ayudó a entender mejor la importancia de desarrollar nuevas rutas de viaje? Por qué? Make Judgments Have students examine the map on page 28. Qué información provee este mapa que no estaba incluida en el texto? Have students study the chart about Morse Code on page 29. Usa la información en la tabla para averiguar cómo transmitir la palabra ayuda en código Morse. ESL/ELL Strategy Before students read En busca de un camino, review the names of the routes in the contents. Ask What is it? Why was it built? How was it used? Invite students to share with a partner any answers they found. Reread the Book After students reread the text, have them add any missing information to the graphic organizer and then use it to summarize the book. Have students study the headings and subheadings in the book and explain how the topics in this book are organized. Por qué la autora organizó la información de esta manera? Ask students which route they would most like to travel and why. Invite them to tell what vehicle they would travel in and describe places they would see along the way. Answers to Student Book Questions 1. Todas son autopistas o rutas de especial importancia en la historia de Estados Unidos. 2. Nueva York y Boston eran dos de los centros de actividad más importante y las áreas más pobladas durante la época colonial en Estados Unidos. 3. Muestran escenas y documentos históricos junto con escenas más modernas de los lugares descritos. 4. El barco de vapor hizo más fácil los viajes y el comercio por el río Mississippi. 5. Las respuestas variarán.

5 3 Learn Through the Text GEOGRAPHY: A Nation on the Move Use En busca de un camino to reinforce your teaching of patterns and reasons for movement and settlement in a population. Explain how the concentration of people in the United States has shifted over time. Have students discuss ways that the routes in En busca de un camino played a part in this change. Discuss reasons why people wanted to move to different parts of the United States at different times in history. For example, talk about the desire for cheap land, the Gold Rush, and migrations to escape slavery. List ideas on the chalkboard. Invite pairs of students to choose one of the ideas from the chalkboard and role-play a conversation between two young people from that era. Suggest that one be a young person whose family is moving to another part of the country, while the other stays behind. Encourage students to include in their roleplays where, how, and why the family is moving. After students have presented their role-plays in class, encourage the group to discuss the dramatizations. COMPREHENSION: Make Inferences Explain to students that reflecting on facts and events in a nonfiction text can help readers see patterns or relationships that are not stated directly. Point out that readers make inferences by using what they already know and applying it to what they read. They may think about experiences they have had, information they have read, or things they have learned in other ways. Have students consider what they know about taxes and city services as you read the following information: Después que se construyó una nueva autopista cerca de una ciudad pequeña a la orilla de un lago, la industria turística empezó a crecer. En pocos años, la ciudad pudo construir una escuela comunitaria y una biblioteca nueva. Ask students why the town was able to build the new college and library. Then, read the first paragraph on page 4 to students and have them use what they know about land and water to brainstorm reasons the land bridge might have disappeared. WRITING Write an Informational Text Have students use what they have learned about informational text to write a report about a historic trail or settlement in your state or region. Provide tourist guides and history books for students to use as they brainstorm a list of places and trails they might write about. Have students research information for their topic at the library or on the Internet. Encourage students to write a main idea statement for their report that will help them include in their notes only relevant information. Have students use copies of a graphic organizer, such as the main idea and details chart on the back cover, to record their notes. Remind students to begin their first draft with an introduction that states the main idea and to end with a conclusion that sums up the important points in the report. After students have written a first draft, encourage them to review and revise their writing. Suggest that they combine or reword short, choppy sentences to make their writing more fluent. Remind them to correct any mistakes in spelling, grammar, and punctuation. Have students present their reports to the class. Encourage listeners to find and discuss connections between the routes and places in the reports and those in En busca de un camino.

6 En busca de un camino Organizador gráfico Nombre Cuál fue la idea principal de En busca de un camino? Qué detalles de apoyo aportaron más información acerca de esta idea principal? Escribe la idea principal en el centro de esta gráfica. Luego completa los detalles que la apoyan. Idea principal 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