R 40 8 Los manglares Número de palabras: 1,116 manglaresforms.hmhco.com/assets/pdf/senderos/Grade-5/Vocab... · 5_046655_VR2_3BL_MANGROVE_CVR.in1 1 Number of Words: ... Leveled Readers
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HOUGHTON MIFFLIN
1034948
ISBN-13:978-0-547-04665-5ISBN-10:0-547-04665-0
por Elspeth Leacock
Losmanglares
Nivel: R
EDL: 40CienciasEstrategia:Analizar/Evaluar
Número de palabras: 1,116
5.2.3 Construir vocabulario
HOUGHTON MIFFLIN
Libritos niveladosen línea
5_046655_VR2_3BL_MANGROVE_CVR.in1 1 4/4/08 11:04:21 AMNumber of Words: 994
L E S S O N 8 T E A C H E R ’ S G U I D E
Los manglaresby Elspeth Leacock
Fountas-Pinnell Level SInformational TextSelection SummaryMangrove 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.
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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
• Description of animal life in mangrove swamps• The importance of protecting the mangrove swamp
Themes and Ideas • 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.
Language and Literary Features
• Descriptive language to help understand an unfamiliar setting
Sentence Complexity • 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 textBook and Print Features • Easy-to-read section headings and photographs on most pages
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Target Vocabulary
adaptar – cambiar, p. 10atraer – 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
Los manglares by Elspeth Leacock
Build BackgroundHelp students use their knowledge of animal life such as alligators, fi sh, 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 nonfi ction, so the facts and descriptions are true.
Introduce the TextGuide students through the text, noting important ideas and nonfi ction 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: Los manglares 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.
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ReadHave 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 TextPersonal ResponseInvite 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 ThinkingAs 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, fi sh, 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.
• 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).
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Writing about ReadingVocabulary PracticeHave students complete the Vocabulario questions on Hoja reproducible 8.1.
RespondingHave 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 Nonfi ctionNonfiction Features: Captions and Photographs Remind students that nonfi ction has many features to help readers fi nd 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 nonfi ction 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 TextHave 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.
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Vocabulario claveCompleta el siguiente mapa de T con tus ideas sobre la protección del medio ambiente. Usa cada una de las palabras de Vocabulario clave al menos una vez en oraciones, para describir ya sea beneficios o desafíos para proteger el medio ambiente.
conservarrestablecerregularvegetación
en peligro de extinciónresponsabilidadatraer
adaptarúnicoguardián
Vocabulario
Protección de nuestro medio ambiente
• salvar a las plantas y a los animales en peligro de extinción es bueno para todo el planeta.
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Nombre Fecha
Los manglaresPensar 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.
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Vocabulario claveCompleta el siguiente mapa de T con tus ideas sobre la protección del medio ambiente. Usa cada una de las palabras de Vocabulario clave al menos una vez en oraciones, para describir ya sea beneficios o desafíos para proteger el medio ambiente.
conservarrestablecerregularvegetación
en peligro de extinciónresponsabilidadatraer
adaptarúnicoguardián
Vocabulario
Protección de nuestro medio ambiente
• salvar a las plantas y a los animales en peligro de extinción es bueno para todo el planeta.