Puentes grandes by Elizabeth West

Transcripción

1 LESSON 4 TEACHER S GUIDE by Elizabeth West Fountas-Pinnell Level M Nonfiction Selection Summary Bridges have been built since ancient times. Starting with a simple log over a stream, bridges have become more complex over time as people s needs have changed. Modern bridges are stronger, safer, longer, and last longer than bridges in the past. HOUGHTON MIFFLIN Number of Words: 420 Characteristics of the Text Genre Nonfi ction Text Structure Events in chronological order Content Themes and Ideas Language and Literary Features Sentence Complexity Section heads History of bridges Different kinds of bridges Their effect on people s lives People have used stronger and stronger materials to build bridges. Changes in design are made as people s needs change. The need for each bridge is unique and so is each bridge. Question-and-answer format in some places Mix of short and complex sentences Compound and complex sentences with phrases: Pero los trenes son muy pesados, y los puentes no eran sufi cientemente fuertes para sostenerlos. Vocabulary Some place names that might be unfamiliar: San Francisco, Michigan, Virginia del Oeste Words Some multisyllabic words that might be challenging: equilibrio, hermosos, desaparece, agitación, ferrocarriles Illustrations Photos on most pages with captions Bar graph Book and Print Features Ten pages of text with mix of black-and-white and four-color photographs (and one graph) on all pages 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 Elizabeth West Build Background Help students to recall bridges they have seen or used. Build interest by asking such questions as these: Caminaron por el puente o lo atravesaron en auto? De qué material era el puente? Qué unía el puente? Read the title and author s name and talk about the cover photo. Tell students that this book is nonfiction, so they will notice special nonfiction features like photos, captions, and section heads. Introduce the Text Guide students through the text, noting important ideas and nonfiction features. Help with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions: Page 2: Explain that this book is about bridges of all kinds. Suggested language: Vayan a la página 2 y lean la primera oración: La construcción de un puente siempre causa agitación. Lean el rótulo de la fotografía. Dice que hace mucho tiempo, los puentes eran de cuerdas. Eso también puede causar mucha agitación. Page 3: Explain that this book starts in the distant past and ends in modern times. Point out that the ancient bridge in the picture seems to have two parts, with one part haciendo equilibrio on another. Page 6: Explain that there are bridges in every state. El gráfi co de esta página los ayuda a comparar el número de puentes en cuatro estados. Qué estado tiene la mayor cantidad de puentes? Por qué creen que algunos estados tienen más puentes que otros? Page 7: Ask students to look at the picture on page 7. Cómo sería caminar por el Puente Golden Gate en un día con neblina, cuando partes del puente parecen desaparecer? Les gustaría intentarlo? Pages 7 10: Have students look at the pictures of bridges on pages 7 through 10. Estos son algunos de los puentes más famosos de Estados Unidos. Por qué creen que son diferentes? Ahora, vuelvan al comienzo para descubrir por qué se construyeron los puentes. Target Vocabulary aferrarse pegarse o sostenerse fuerte, p. 9 agitación mucho movimiento, p. 2 desaparecer dejar de estar a la vista, p. 7 equipo un grupo de personas que hace un trabajo, p. 5 extenderse desplegarse, p. 3 hacer equilibrio mantenerse firme, p. 3 marea la subida y bajada del nivel del mar, p. 5 neblina niebla fina o nubes bajas, p. 7 2 Lesson 4:

3 Read Have students silently read while you listen to individual students read. Support their problem solving and fluency as needed. Remind students to use the Infer/Predict Strategy them figure out more about the selection. to find clues to help Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the book. Suggested language: Se han preguntado alguna vez cómo se construyen los puentes? Qué aprendieron sobre eso en este libro? 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 Bridges are not all alike because they re built in different places. Bridges can be made of wood, stone, iron, steel, and even rope. Bridges need to be safe. Some bridges are beautiful as well as useful. Bridge designers have to be sure each bridge fits its place. Over time, bridges got more complicated in design because they needed to be stronger and last longer Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The author s language makes it easy to understand the subject. The author makes it clear that she appreciates the craft of building bridges. The book is full of photographs of examples of many kinds of bridges. Choices for Further Support Fluency Invite students to choose a passage from the text to read aloud. Suggest that they try reading pages 7 10 as though they are conducting a tour of famous bridges. 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. Point out that phrases with más and an adjective or noun are used when the author compares two things, as on page 3: Estos puentes duraban más tiempo, y también eran más seguros. Help students identify what bridges are being compared. 3 Lesson 4:

4 Writing about Reading Vocabulary Practice Have students complete the Vocabulario questions on Hoja reproducible 4.1. Responding Have students complete the vocabulary activities on page 11. Remind them to answer the Word Teaser on p. 12. (Answer: aferrar) Reading Nonfiction Nonfiction Features: Captions and Photos Remind students that nonfiction books like Big Bridges have many features to help readers find and understand important information. Photos with captions are examples. Explain that captions can be short phrases or full sentences. Captions tell what a photo, map, or diagram is about. The photos themselves are an important source of information. Have students look at the photo on page 7. Ask students what information they can learn from this photo and its caption.(el puente está cerca del océano. La pintura anaranjada protege al acero del aire salado). Have students choose two photos from the book and write new captions for them. Writing Prompt: Thinking Beyond the Text Have students write a response to the prompt on page 6. Assessment Prompts In paragraph 2 on page 3, fi nd the word that means almost the same as estar en posición fi rme On page 5, which words help the reader to know the meaning of equipo? How does the picture on page 9 and its caption help readers to understand the meaning of the word aferrarse? 4 Lesson 4:

5 Responder VOCABULARIO CLAVE Formar palabras La palabra neblina describe un tipo de clima. Haz una red de palabras con otros tipos de clima. Copia esta red de palabras y añade más palabras. soleado tipos de clima A escribir! El texto y tú Escribe un párrafo sobre un día con neblina. Describe cómo es el ambiente con la neblina. Después menciona qué haces en un día con neblina. 11 Nombre Fecha Completa otros dos ejemplos y no ejemplos de se extenderá. Luego, haz un mapa de cuatro cuadros con cada una de las demás palabras de. Lección 4 HOJA REPRODUCIBLE 4.1 3_041056_VR1_4BL_Bridges_L04.ind /2/09 3:10:40 PM Vocabulario equipo marea se aferran hace equilibrio neblina desaparece se extenderá agitación Definición se hará más grande o más largo una banda Respuesta de ejemplo: elástico Ejemplo Respuesta de ejemplo: un caramelo masticable Oración Si tiras de los dos extremos, la goma se extenderá. se extenderá No ejemplo una madera Respuestas de ejemplo: un autito, una galleta Lea las instrucciones a los estudiantes.. All rights reserved. Grado 3, Unidad 1: Civismo 5 Lesson 4:

6 Nombre Fecha Pensar más allá del texto Piensa en las siguientes preguntas. Después, escribe tu respuesta en uno o dos párrafos. En la página 2, la autora dice: La construcción de un puente siempre causa agitación. Por qué creen que la construcción de un puente puede causar agitación? Responde usando tus propias palabras. 6 Lesson 4:

7 Nombre Fecha Lección 4 HOJA REPRODUCIBLE 4.1 Completa otros dos ejemplos y no ejemplos de se extenderá. Luego, haz un mapa de cuatro cuadros con cada una de las demás palabras de. Vocabulario equipo marea se aferran hace equilibrio neblina desaparece se extenderá agitación Definición se hará más grande o más largo una banda Ejemplo Oración Si tiras de los dos extremos, la goma se extenderá. se extenderá una madera No ejemplo 7 Lesson 4:

8 Estudiante nivel m Fecha Lección 4 Hoja reproducible Registro de lectura page Selection Text Errors Self-Corrections 2 La construcción de un puente siempre causa agitación. Los puentes cambian la vida de la gente. Permiten ir a lugares nuevos y ahorran tiempo. Pueden ser pequeños o grandes, de madera, piedra, hierro o acero. 3 La gente necesita puentes para cruzar ríos y valles. Antiguamente los puentes eran muy simples. La gente ponía un tronco de árbol que se extendía a través de un riachuelo. Después se podía cruzar, haciendo equilibrio cuidadosamente. Después, la gente construyó puentes de piedra o de madera. Estos puentes duraban más tiempo, y también eran más seguros. 4 Entonces la gente empezó a construir ferrocarriles. Comments: Accuracy Rate (# words read correctly/99 100) % 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 4: