Teaching Plan EDL Level

40

Guided Reading Level

P

Lexile Measure ®

650L

In Vida en las islas, the characteristics that make an island unique are explored using Jamaica, the Galápagos Islands, New Zealand, and Prince Edward Island as examples. Each island’s geography, climate, natural resources, and culture are described.

Nonfiction Genre • Informational Text Nonfiction Features • Boldface • Captions • Contents • Featured Text • Glossary • Index • Labels • Maps • Sidebars Text Structure • Enumerative • Compare and Contrast • Description

Vocabulary • cultura • tierra firme • paisajes • tropicales • economía • línea ecuatorial • exportaciones • manufactura Comprehension • Identify Main Idea/Details Writing • Write an informational text.

Content Area Connections: Geography • Understand what islands are. • Describe island communities and their histories, resources, and environments.

Curriculum Support You may want to use Vida en las islas when teaching the following social studies topics: • Communities around the world • Natural resources

Cross-Text Reading • Un año en la Antártida, an iOpeners Grade 3 social studies title

1 Introduce the Book Introduce the Nonfiction Genre: Informational Text • Display the cover of the book, and read aloud the title and the author’s name. Explain that informational texts tell about things in the natural and social world.

• Explain that the information is often arranged by topics so that it can be categorized or compared and contrasted.

• Point out that the book also uses photographs, maps, and captions to present information.

Activate or Build Background • Display a world map or globe. Explain that an island is land that is surrounded by water on all sides.

• Have students identify the color that represents water on the map. Point out an island, such as Greenland. Have students trace the water around the island. Help them identify that Greenland is located in the Atlantic Ocean.

• Create a two-column chart on the board. Label the first column Isla and the second column Lugar. Invite students to suggest the names of islands they know and to tell where the islands are located. If desired, students can use a state map, a world map, or a globe to identify islands and their locations.

• Record students’ ideas in the chart. As students read Vida en las islas, encourage them to add new information to the chart.

Introduce Vocabulary You may want to introduce the following words and concepts before reading:

• cultura: arte, creencias y tradiciones de un grupo de personas

• tierra firme: la más cercana extensión grande de Tierra

• paisajes: áreas de tierra y vegetación que se pueden abarcar de un vistazo

• tropicales: situados en la región cálida cerca de la línea ecuatorial

• economía: sistema de producción y distribución de los productos de un país o zona

• línea ecuatorial: línea imaginaria alrededor de la zona media de la Tierra que la divide en los Hemisferios Norte y Sur

Nonfiction Text Features • Boldface: Point out the boldface words línea ecuatorial on page 10. Explain that the definitions of boldface words can be found in the glossary.

• exportaciones: bienes que se envían a otros países para venderlos

• manufactura: fabricación de productos usando máquinas

• Captions: Draw attention to the captions at the bottom of page 15. Captions provide information about illustrations and photographs. They may explain the content of a photo or summarize information in the text.

• Maps: Use page 18 to show an example of a map. Explain that maps can show where landforms, continents, countries, and so on, are located. Point out how the featured island is shown in green on this map.

Preview and Predict • Have students read the contents page and then flip through the book to preview the photographs. Direct students’ attention to the title page. Have them describe what they see.

• ¿Piensas que todas las islas se ven como la que está en la portada? ¿Por qué? ¿Por qué piensas que la autora escribió acerca de islas en diferentes partes del mundo?

2 Read the Book SET THE PURPOSE pages 3–5 Focus Attention As students read the first section, have them think about why the author began the book this way and how it will help them understand the rest of the book.

Vocabulary cultura, tierra firme

GUIDE THE READING

• Ask students to describe how Jamaica and Greenland are alike and different. Compare and Contrast

• After students read pages 4–5, have them tell in their own words what makes an island special. Summarize

• ¿Por qué es posible que la gente que vive en una isla tenga su propio idioma, cultura y moneda? Make Inferences

FOCUS ON NONFICTION FEATURES

• Have students examine the labels and captions on page 4. ¿Cómo te ayudan los rótulos y los pies de foto a aprender acerca de las islas y la vida en las mismas?

• Have students look at the map on page 5. Point out the compass rose. Review with students how to use a compass rose. Invite students to identify what the different colors represent on this map.

pages 6–9

GUIDE THE READING

Focus Attention

• Have students reread page 8. ¿Cómo es la cultura de Jamaica en la actualidad?

As students read, have them think about how Jamaica’s location and climate affect life there.

• ¿Por qué la gente de Jamaica puede cultivar varias cosechas al año? Make Inferences • La autora dice que el turismo es una fuente de empleos e ingresos. ¿Por qué querría un

Identify Main Idea/Details

turista visitar Jamaica? Make Judgments

Vocabulary paisajes, tropicales, economía

FOCUS ON NONFICTION FEATURES

• Point out the Archivo de datos on page 6 and the map inside the box. ¿Cómo te ayuda el mapa a comprender que Jamaica es una isla? ¿Qué significa el símbolo de la estrella en el mapa?

• Discuss the sidebar on page 8 with students. Explain that this sidebar provides more information about a topic in the main text. ¿Por qué piensas que la autora incluyó información sobre el reggae en un libro sobre las islas?

pages 10–13 Focus Attention As students read, have them imagine what it would be like to live on an island. Which island would they prefer— Jamaica or one of the Galápagos Islands?

GUIDE THE READING

• ¿Qué hace el clima de las islas Galápagos más seco y fresco que la mayoría de los lugares cerca de la línea ecuatorial? Identify Cause and Effect

• ¿En qué se diferencia la iguana marina de otras lagartijas? Compare and Contrast • ¿Crees que sea inteligente que se permita a pocas personas vivir en las islas Galápagos? Draw Conclusions

FOCUS ON NONFICTION FEATURES

Vocabulary

• Point out the Archivo de datos featured text on page 10. Explain that featured text

línea ecuatorial

often gives fun facts about a topic. ¿En qué se diferencia este texto destacado de la columna lateral de la página 12?

• Have students examine the caption on page 13. ¿Cómo te ayuda este pie de foto a aprender sobre las islas Galápagos?

pages 14–17 Focus Attention Tell students that they are now going to read about New Zealand. Encourage students to think about what they’ve learned about islands to this point as they read about New Zealand.

Vocabulary exportaciones

pages 18–24 Focus Attention Point out that students have read about several very different islands in this book. As they read the last section, have them think about what these islands all have in common.

Vocabulary manufactura

GUIDE THE READING

• La autora de Vida en las islas escribió el libro para informar a sus lectores. ¿Cómo se muestra esto en el texto? Apoya tu respuesta con detalles sacados del texto. Understand Author’s Purpose

• ¿Quiénes vivieron primero en Nueva Zelanda: los maoríes o los británicos? Sequence of Events

• ¿Qué es probable que veas más si viajas a través de Nueva Zelanda: ovejas o personas? Make Inferences

FOCUS ON NONFICTION FEATURES

• Have students examine the map in the Archivo de datos on page 14. ¿Cuántos tipos diferentes de rótulos ves en este mapa? ¿Qué indica cada tipo de rótulo?

GUIDE THE READING

• Compara y contrasta el clima de la Islas del Príncipe Edward con el de Jamaica, las islas Galápagos y Nueva Zelanda. Compare and Contrast

• ¿Qué es importante para la economía de la Isla del Príncipe Edward? Identify Main Idea/Details

• Have students read the Islas del mundo section and suggest why they think the author included this section. Understand Author’s Purpose

FOCUS ON NONFICTION FEATURES

• Have students use just the photographs on pages 18–20 to describe Prince Edward Island. Encourage them to explain how the photographs helped them understand the geography of the island.

• Point out the boldface island names on pages 21–22. Estos nombres se muestran en letra en negrita, o estilo tipográfico, diferente del de los términos del glosario. ¿Por qué crees que la autora hizo esto?

ESL/ELL Strategy Display the map on page 5 and point to the blue part of the map. Help students understand that the blue is the ocean. Have students look through the book and identify pictures of oceans. Then return to the map and point out Australia. Show students that Australia has ocean water on all sides. Help students to define island.

Reread the Book • After students reread the text, have them use the main idea and details graphic organizer on the back cover to record the main idea and supporting details for chapters 2–5. Then, have students use the graphic organizer to help them summarize what they read in those chapters.

• Have students reread the contents page and the last paragraph on page 5. ¿Cómo está organizada la información en este libro? ¿Por qué crees que la autora la presentó de esta manera?

• Have students identify islands that are part of the United States. Invite students to describe an island they have visited or read about.

Answers to Student Book Questions 1. Por isla. 2. Cada una tiene su propio clima, cultura, moneda, idioma y economía. 3. Las respuestas variarán.

4. Las respuestas variarán pero pueden incluir: Debido al paisaje, la cultura, la vida silvestre, el clima. 5. Las respuestas variarán.

3 Learn Through the Text SOCIAL STUDIES: Are All Islands Alike? Use Vida en las islas to reinforce your teaching about different communities, including island communities.

COMPREHENSION: Identify Main Idea/Details • Explain to students that one way to understand what you read is to identify the main idea and supporting details of a passage.

• Have students choose one island in the book and reread its chapter. Create a four-column chart on the board. Label the columns Isla, Historia, Recursos, and Clima. Explain to students that they will use the chart to compare and contrast the island from Vida en las islas with an island near them. Isla

Historia

Recursos

• Tell students that to find the main idea of a passage, they can ask themselves, “¿Sobre qué o sobre quién trata principalmente el párrafo? ¿A qué idea importante se refieren todas las oraciones?” To find the supporting details, ask: “¿Qué oraciones dan información acerca de esta idea principal?”

Clima

• Have students look at the first paragraph on page 15. Identify “El extremo norte de la Isla Norte es casi tropical.” as a supporting detail. Then ask students whether “El clima de Nueva Zelanda varía de norte a sur.” is the main idea of the paragraph or another detail. Remind students to ask themselves whether the statement is what the paragraph is about, or whether it gives information about another idea.

• Let students use the book to find answers to the following questions. Record their responses on the chart. ¿Qué gente se asentó primero en la isla? ¿Cuáles son algunos de los recursos naturales de la isla? Describe el clima de la isla. Repeat the questions for the island located near you. Have students draw on their own knowledge of this island to answer the questions.

• Repeat this process with other passages, varying

• Once the chart is complete, have students identify ways the two islands are alike and ways they are different. Help them express that even though the two places are both islands, they are not exactly alike.

whether you provide students with the main idea or a supporting detail.

WRITING Write an Informational Text Have students use what they have learned about informational text to write a short report on an island in the United States.

• Have students use the Internet, maps, or library resources to identify islands in the United States, and then choose one island to focus on.

• Using copies of a main idea and details graphic organizer, have students research their island. Encourage students to use the island’s history, resources, and climate as main ideas and to record details about each on the graphic organizer.

• Have students use the information to organize their report. Remind them to use their main ideas to stay on topic.

• As students revise their reports, encourage them to look for ways to add more important details or to delete unimportant ones.

• Have students create a clean, final draft. Compile and publish the students’ reports as Islas de Estados Unidos. Invite students to use the book as a classroom library resource.

Vida en las islas Organizador gráfico Nombre Para los capítulos del 2 al 5, escribe la idea principal y los detalles que la apoyan.

Jamaica

Islas Galápagos

Idea principal

Idea principal

Detalles de apoyo

Detalles de apoyo

Nueva Zelanda

Isla del Príncipe Edward

Idea principal

Idea principal

Detalles de apoyo

Detalles de apoyo

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