manglares Fountas-Pinnell Level S Informational Text by Elspeth Leacock

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1 LESSON 8 TEACHER S GUIDE by Elspeth Leacock Los manglares por Elspeth Leacock Fountas-Pinnell Level S Informational Text Selection Summary Mangrove swamps are home to many kinds of animals. People once cut down mangrove trees, destroying the delicate balance of living things in the ecosystem. Today mangrove trees are protected by laws. It is our job to protect the mangrove swamps and the animals that live there. HOUGHTON MIFFLIN Number of Words: 994 Characteristics of the Text Genre Informational Text Text Structure Underlying structures of description and compare and contrast Content Explanation of why mangrove swamps are important Themes and Ideas Language and Literary Features Sentence Complexity Description of animal life in mangrove swamps The importance of protecting the mangrove swamp It is important to learn about habitats and the consequences of damaging them. Destroying one thing can lead to the destruction of many other things. People have a responsibility to protect the environment. Descriptive language to help understand an unfamiliar setting Sentences with nouns and verbs in series divided by commas Questions and answers to deliver content Vocabulary Many new vocabulary words that readers must derive from context or use dictionaries Many content-specifi c words, most defi ned in the text Words Many multisyllable proper nouns that are diffi cult to decode Many multisyllable words: científi cos, medioambiente, gobierno, alimento Illustrations Colorful photographs support the text Book and Print Features Easy-to-read section headings and photographs on most pages Photographs with captions Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Copyright by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida Printed in the U.S.A If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

2 by Elspeth Leacock Build Background Help students use their knowledge of animal life such as alligators, fish, shrimp, and birds to visualize the selection. Build interest by asking questions such as the following: Qué tipo de lugar se imaginan cuando piensan en un manglar? En general, a las personas les gustan los manglares o no? Read the title and author and talk about the cover illustration. Tell students that this book is nonfiction, so the facts and descriptions are true. Introduce the Text Guide students through the text, noting important ideas and nonfiction features. Help with unfamiliar language so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions: Pages 3 4: Draw students attention to the pictures and read the caption. Suggested language: son un tipo de árbol que crece en aguas poco profundas. Son un tipo de vegetación única. En qué se diferencian estos árboles de otros árboles que hayan visto? Page 6: Muchos peces grandes son atraídos hacia los manglares. Miren las fotografías. Por qué creen que los peces grandes querrían ir a los manglares? Pages 8 9: Point out that captions can give clues about information in the text. Miren las fotografías y los títulos. Qué otros animales viven en los manglares? Algunos de estos animales han cambiado, o se han adaptado, para vivir en los manglares. Qué le puede pasar a un animal que no puede adaptarse a las condiciones del manglar? Page 12: Miren la fotografía y lean el rótulo. Por qué creen que un animal como el cocodrilo necesita leyes que lo protejan? Ahora, vuelvan al comienzo del libro para descubrir sobre los animales que viven en los manglares. Target Vocabulary adaptar cambiar, p. 10 atraer hacer que la atención y el interés vayan hacia algo, p. 6 conservar usar algo con cuidado, para no gastarlo, p. 14 en peligro de extinción un grupo de animales o plantas que están en peligro de morir, p. 12 guardián persona que protege o cuida a otros, p. 14 regular controlar o dirigir según reglas, p. 5 responsabilidad un trabajo o deber, p. 14 restablecer hacer que algo vuelva al estado original, p. 5 único que sólo esa cosa o persona pertenece a su especie, p. 4 vegetación las plantas que pertenecen a un área, p. 4 2 Lesson 8:

3 Read Have students read silently while you listen to individual students read aloud. Support their understanding of the text as needed. Remind students to use the Analyze/Evaluate Strategy as they read and think carefully about the information in the text to form an opinion about what they read. Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the book. Suggested language: Qué información sobre los manglares les pareció más interesante? Sobre qué animal de los manglares les gustó más leer? Por qué? Ways of Thinking As you discuss the text, help students understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text Mangroves are trees that live in a mixture of salt and fresh water. Mangrove swamps are home to pink shrimp, baby lobsters, fish, baby sharks, pelicans, raccoons, crocodiles, and alligators. There are laws to protect and restore mangrove swamps in order to provide homes to the many animals that live there. It is important to create laws to protect the environment in order to prevent the extinction of animals. If one part of a habitat is destroyed, the animals that rely on that habitat can no longer live. People must discover what lives in an area and the importance of the area before they build in or change the area Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Section heads help the reader understand what is described in that section. The captions explain the photographs and help readers understand what is described in the text. The author includes many details about the habitat and animals in the mangrove swamp to help the reader visualize the area. Choices for Further Support Fluency Invite students to choose a passage from the text to use for a readers theater. Remind them to pay attention to punctuation and to stress certain words in order to sound as if the narrator is actually speaking. Comprehension Based on your observations of the students reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas. Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Explain to students that adjectives are used to describe. Adjectives help visualize the information more clearly. For example, on page 3, the word molestosos describes the word mapaches. Other examples are: raíces altas (p. 4), refugios seguros (p. 6), almuerzo perfecto (p. 7). 3 Lesson 8:

4 Writing about Reading Vocabulary Practice Have students complete the Vocabulario questions on Hoja reproducible 8.1. Responding Have students use their Reader s Notebook to complete the vocabulary activities on page 15. Remind them to answer the Word Teaser on page 16. (Answer: atraer ) Reading Nonfiction Nonfiction Features: Captions and Photographs Remind students that nonfiction has many features to help readers find and understand important information. Captions and photographs are two of these features. Explain that captions can be short phrases or longer sentences, as in this book. Captions tell what a photo is about. Reading the captions in a nonfiction book is a good way to preview the book before reading the main text. Photos are another important source of information. They often add information that is not in the text. Have children look again at the photo on page 8. Ask what information they can learn from the photo (el tamaño de los pelícanos, el color de la cabeza de un pelícano, el color de los huevos). Then have children choose a photo in the book and write a different caption for the photo, based on what they see in the photo. Writing Prompt: Thinking Beyond the Text Have students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings. Assessment Prompts Page 6 is mainly about. The main purpose of the text on pages 13 and 14 is to. Which words on page 8 help the reader understand what cadena alimenticia means? 4 Lesson 8:

5 Responder VOCABULARIO CLAVE Formar palabras Qué otras palabras significan lo mismo que restablecer? Copia la red de palabras y añade más palabras. reponer restablecer A escribir! El texto y el mundo Muchas personas trabajan arduamente para restablecer las cosas. Qué te gustaría restablecer? Escribe sobre algo que pienses que debe ser restablecido. Menciona qué es, cómo sería restablecido y por qué debe ser restablecido. Usa palabras de la red en tu escrito. Nombre Fecha Lección 8 HOJA REPRODUCIBLE Completa el siguiente mapa de T con tus ideas sobre la protección del medio ambiente. Usa cada una de las palabras de al menos una vez en oraciones, para describir ya sea beneficios o desafíos para proteger el medio ambiente. Se muestran respuestas posibles. Vocabulario conservar restablecer regular vegetación en peligro de extinción responsabilidad atraer adaptar único guardián Protección de nuestro medio ambiente Beneficios Desafíos salvar a las plantas y a los animales en peligro de extinción es bueno para todo el planeta. Preservar las áreas naturales puede atraer visitantes y ayudar a la economía local. conservar energía y reciclar requiere esfuerzo las personas no se ponen de acuerdo en cuál es la mejor manera de regular el uso de las áreas naturales.. All rights reserved. 3 Grado 5, Unidad 2: Encuentros salvajes RTXSAN_L08_2R.indd 3 1/1/01 1:51:08 PM 5 Lesson 8:

6 Nombre Fecha Pensar más allá del texto Piensa en las siguientes preguntas. Después, escribe tu respuesta en uno o dos párrafos. Recuerda que cuando piensas más allá del texto, usas tu conocimiento personal para comprender las cosas de un modo nuevo. En la página 14, el texto nos dice que debemos ser guardianes del planeta. Qué significa esto? Por qué es importante ser un guardián del planeta? Qué cosas puedes hacer para ser un guardián del planeta? Usa ejemplos del texto para fundamentar tu respuesta. 6 Lesson 8:

7 Nombre Fecha Lección 8 HOJA REPRODUCIBLE 8.1 Completa el siguiente mapa de T con tus ideas sobre la protección del medio ambiente. Usa cada una de las palabras de al menos una vez en oraciones, para describir ya sea beneficios o desafíos para proteger el medio ambiente. Vocabulario conservar restablecer regular vegetación en peligro de extinción responsabilidad atraer adaptar único guardián Protección de nuestro medio ambiente Beneficios Desafíos salvar a las plantas y a los animales en peligro de extinción es bueno para todo el planeta. conservar energía y reciclar requiere esfuerzo 7 Lesson 8:

8 Estudiante Fecha Lección 8 Hoja reproducible n i v e l s Registro de lectura page Selection Text Errors Self-Corrections 2 Qué tienen en común los cocodrilos grandes, los mapaches molestosos, el pelícano pardo y el camarón rosado? Su dirección! Todos ellos viven en un manglar, y yo te voy a llevar allí. Así que ponte tu traje de baño y rocíate con mucho repelente de insectos. Después cúbrete con una gorra y una camisa de manga larga. crecen en agua poco profunda así que tomaremos un hidrodeslizador. Mi nombre es Sara. Bienvenidos a bordo! 3 Observa a tu alrededor. Durante muchas millas la única vegetación que ves son manglares. Hay una buena razón para esto. son únicos. Comments: Accuracy Rate (# words read correctly/ ) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Corrections) 1: Behavior Code Error Read word correctly Repeated word, sentence, or phrase Omission Behavior Code Error Substitution lodo 1 Self-corrects Insertion Word told lodo sc el 0 ˆ 1 T Lesson 8: