Vocabulary tifones presión atmosférica mareas crisis deslizamientos de lodo absorber plantaciones reconstrucción. Comprehension Draw Conclusions

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1 Teaching Plan EDL Level 40 Guided Reading Level R Lexile Measure 780L Where do hurricanes form, and what kinds of damage do they cause? Through interesting text and vivid visuals, Huracanes tells what happened during Hurricane Mitch. It also describes how people recovered from this devastating experience. Nonfiction Genre Nonfiction Narrative Nonfiction Features Captions Diagrams Index Labels List Maps Photographs Sidebars Text Structure Chronological Cause and Effect Description tifones presión atmosférica mareas crisis deslizamientos de lodo absorber plantaciones reconstrucción Comprehension Draw Conclusions Writing Write a nonfiction narrative. Content Area Connections: Earth Science Describe how and why changes in weather or Earth s surface occur. Understand how to measure and predict weather. Curriculum Support You may want to use Huracanes when teaching the following science topics: Measuring and predicting weather Changes in Earth s surface Cross-Text Reading Diccionario de términos geográficos, an iopeners Grade 4 social studies title

2 1 Introduce the Book Introduce the Nonfiction Genre: Nonfiction Narrative Display the book cover, and read the title and the author s name. Tell students that nonfiction narratives retell or recount specific events in the lives of real people. They use factual information about the event(s) and tell a story. Explain that the contents lists the chapters or general topics discussed in the book. Events in a nonfiction narrative are usually told in sequential order. Point out that authors of nonfiction narratives often use text, photographs, sidebars, and diagrams to present information. Nonfiction Text Features Maps: Point out the map on page 3. Explain that maps show the location of things such as oceans, countries, and cities. Often a map includes a map key and a compass rose. This map shows the path of Hurricane Mitch. Sidebars: Direct attention to the sidebar on page 6. Tell students that sidebars give readers additional information that goes beyond the main text. Sidebars are often separated from the main text by a rule or box and can include diagrams or photographs. List: Draw attention to the list on page 21. Tell students that lists summarize information in an easy-to-read format. Lists often have a title. Preview and Predict Have students look at the cover and then skim the photographs in the book. Then ask students to read the contents on page 2. Al mirar las fotografías y leer la página de contenido, te das cuenta de que este libro trata acerca de experiencias de personas que han sufrido un huracán. Qué tipos de información piensas que aprenderás acerca de huracanes? Introduce You may want to introduce the following words and concepts before reading: tifones: sistemas de tormenta del tipo huracán con vientos muy fuertes que se forman en zonas tropicales sobre el océano Pacífico presión atmosférica: presión causada por el peso del aire mareas: ascensos y descensos de océano cada doce horas aproximadamente, causados por la fuerza de gravedad de la Luna y el Sol crisis: época de gran dificultad deslizamientos de lodo: flujos peligrosos de lodo que se deslizan cuesta abajo absorber: succionar líquidos plantaciones: granjas o fincas grandes, especialmente en una región tropical o subtropical, en la cuales se siembran cosechas como frutas y café reconstrucción: período durante el cual se vuelve a construir Activate or Build Background Ask students to share what they know about hurricanes. Find out if any of them have ever been someplace when a hurricane struck or seen one on the news or in a movie. Have students talk about the destruction a hurricane s heavy rain and strong winds can cause. Next, ask students what they know about weather prediction. Discuss how people know what the weather will be each day. Explain to students that in reading this book they will learn about how hurricanes begin, the kinds of damage they cause, and how people rebuild after them.

3 2 Read the Book SET THE PURPOSE pages 2 6 As they read, encourage students to think about why people would want to know ahead of time that a hurricane was developing. tifones, presión atmosférica pages 7 11 As they read the next section, have students think about what they might do to prepare for a dangerous storm like a hurricane. mareas, crisis, deslizamientos de lodo After students read page 3, have them predict what people might have done to prepare for the oncoming storm. Predict Cuáles son las etapas de desarrollo de un huracán? Sequence of Events Cómo crees que se sentían los pronosticadores del tiempo acerca del hecho de que Mitch era imprevisible? Draw Conclusions Draw attention to the diagram on page 4. De qué manera te ayuda el diagrama a comprender más claramente cómo son los huracanes? Por qué la autora incluyó en este capítulo la columna lateral de la página 6 acerca del rastreo de tormentas? Cómo se relaciona la información de la columna lateral con la fotografía de la página 6? Cuáles fueron algunas razones por las que las personas que vivían cerca de la costa, en valles de ríos y en islas tuvieron que abandonar sus casas? Identify Cause and Effect Por qué piensas que algunas personas no quisieron dejar sus casas a pesar de saber que el huracán venía en su dirección? Make Inferences Si un huracán peligroso estuviera acercandose, piensas que sería mejor evacuar tu casa, o almacenar comida y suministros y resistir hasta que pase la tormenta? Explica tu respuesta. Make Judgments Have students turn to the map on page 11. Qué te indica la línea discontinua con una flecha? Por qué piensas que se una muestran en este mapa las ciudades de Tegucigalpa y Miramesi? pages As they read, encourage students to think about how the people of Central America may have felt as the hurricane made landfall. absorber Cómo crees que fue estar en un lugar en el cual cayeron casi 25 pulgadas de lluvia en un día y medio? Visualize Direct students attention to the quotation on page 16 that appears at the end of the first paragraph. Por qué crees que la autora incluyó esta cita textual aquí? Understand Author s Purpose Qué efectos a largo plazo puede tener un huracán al tocar tierra? Draw Conclusions De qué manera las imágenes de las páginas apoyan la afirmación de la autora que El huracán Mitch tocó tierra en Honduras con vientos de una velocidad muy peligrosa y fuertes lluvias? Cómo completa la información del texto principal la columna lateral de la página 14?

4 pages As they read, ask students to look at the ways in which people in Honduras responded when they saw the damage and problems caused by Hurricane Mitch. plantaciones Por qué empezaron a propagarse enfermedades después de que el huracán Mitch azotó a Honduras? Make Inferences Qué crees que tuvo que hacer la gente de Honduras para reconstruir su economía? Predict Qué podrías concluir acerca de por qué las casas de Miramesi quedaron destruidas completamente? Draw Conclusions Point to the photographs at the top of page 18. Cómo te ayudan los rótulos a comprender lo que te muestran las fotografías? Examina las fotografías de la página 20. Por qué crees que la autora incluyó estas fotografías aquí? pages As students read this final section, encourage them to think about how other nations could help Central America recover. reconstrucción Por qué piensas que es importante para las agencias internacionales de rescate ayudar cuando hay emergencias alrededor del mundo? Make Judgments De qué manera piensas que se benefició la gente de Honduras con la ayuda que recibió? Make Inferences Qué tipos de suministros contiene un paquete de supervivencia? Por qué podrían servir de ayuda estos suministros? Summarize Review the list on page 21 with students. Por qué crees que la autora presentó esta información en una lista en vez de escribir un párrafo acerca del contenido de un paquete de supervivencia? Ask students to examine the index on page 24. Qué entradas buscarías si quisieras información acerca de los daños que causan los huracanes cuando tocan tierra? ESL/ELL Strategy Ask pairs of students to work together to write in English a definition for each glossary word or other challenging vocabulary in the book. Encourage students to include illustrations or diagrams if appropriate. Set aside time for students to review their definitions. Reread the Book As students reread the book, have them complete the summary chart shown on the back cover. Then invite them to orally summarize key information about hurricanes in general and Hurricane Mitch specifically. Discuss the way in which the text is organized. Guide students to recognize that the information in the book is presented in mostly chronological order. Por qué piensas que fue importante presentar la información en el orden en que ocurrieron los sucesos? Ask students what they would do first if their community received a hurricane warning. Encourage students to explain why they made their choices. Answers to Student Book Questions 1. Habla acerca de personas y sucesos reales. 2. Muestra la trayectoria de la tormenta. 3. Las respuestas variarán pero pueden incluir: Porque quieren dar a la gente el tiempo suficiente para prepararse para los cambios del tiempo, particularmente si se anticipa un tiempo peligroso. 4. Las respuestas variarán pero pueden incluir: La gente pudo cubrir con tablas las ventanas de sus casas o negocios, evacuar sus casas para ir a lugares más seguros o permanecer en refugios a resistir hasta que pasara la tormenta. 5. Las respuestas variarán.

5 3 Learn Through the Text SCIENCE: Storm Trackers Use Huracanes to reinforce your teaching about how weather is measured and predicted. Review with students the information about storm trackers (or hurricane hunters) on pages 5 6. Divide students into three groups. Help the first group research what jobs each member of the crew of a storm tracker plane does. Help the second group research what kinds of weather instruments are used by storm trackers and how they work. Help the third group research why weather forecasters need to know the information the storm trackers collect, such as the wind speed and air pressure of a storm. Suggest that students try Internet searches for caza-huracanes, Escuadrón 53 de Reconocimiento del Clima, and rastreadores de tormentas to locate information. Invite each group to present its findings to the class. COMPREHENSION: Draw Conclusions Tell students that, as they read the text, they can group related facts together and make a judgment or final decision based on these facts. Explain that this is called drawing conclusions. Invite a volunteer to locate a group of related facts in Huracanes. For example: 1. Los pronosticadores del tiempo pidieron ayuda a la NOAA. 2. La NOAA envió rastreadores de tormentas para que investigaran la tormenta. 3. Los pilotos investigaron la tormenta. Have students use the information to draw a conclusion. For example: Es importante obtener información de fuentes confiables acerca de las tormentas que se aproximan. Review students ideas in class. Encourage them to locate other groups of related facts and to draw other conclusions about hurricanes. WRITING Write a Nonfiction Narrative Have students use what they have learned about nonfiction narratives to write a story about a natural disaster that occurred in the past. Encourage students to choose disasters other than hurricanes, such as tornadoes, northeasters, volcanoes, earthquakes, fires, and avalanches. Have small groups of students choose a natural disaster to focus on and then research online or in the library to learn about one specific occurrence of the disaster. Using the book as a guide, model for students how to write an outline for their story. Explain that the first chapter should detail the general characteristics of the disaster, and the subsequent chapters should describe chronologically the events that occurred. Students should also include a final chapter that draws conclusions about the event. After students have written a first draft, have them review their chapter and section titles, revising them if necessary. Ask students to make sure the events in their story are in the correct order. Encourage students to review their writing to check their spelling, punctuation, and grammar. After students have written their final draft, invite a member of each group to read aloud their story.

6 Huracanes Organizador gráfico Nombre Completa el cuadro de abajo con información del libro. Cómo se forman los huracanes? Cuadro de resumen Cómo se prepara la gente para los huracanes? Cuáles son los peligros de los huracanes? Qué sucede después que pasa un huracán? 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