Teaching Plan EDL Level

40

Guided Reading Level

S

Lexile Measure ®

810L

Why are mountains such a valuable part of the environment? En las montañas reveals how mountains are formed, highlights unique mountain communities, and describes work and leisure activities related to mountain regions.

Nonfiction Genre • Informational Text Nonfiction Features • Captions • Diagram • Glossary • Headings • Index • Labels • Maps • Sidebars Text Structure • Cause and Effect • Compare and Contrast • Explanation

Vocabulary • altitud • nivel del mar • tradiciones • paja • escarpados • energía hidroeléctrica • erosión Comprehension • Identify Main Idea/Details Writing • Write an informational text.

Content Area Connections: Geography • Explain how mountains are formed and how they affect people. • Identify basic characteristics of mountain communities.

Curriculum Support You may want to use En las montañas when teaching the following social studies topics: • Earth’s resources • Transportation and communication in different regions

Cross-Text Reading • Diccionario de términos geográficos, an iOpeners Grade 4 social studies title

1 Introduce the Book Introduce the Nonfiction Genre: Informational Text • Display the book cover, and read the title and the author’s name. Tell students that informational texts report events that happen in the natural or social world.

• Explain that authors of informational texts use organizational methods such as comparing and contrasting categories of information and providing detailed explanations about the topic.

• Point out that the author uses text features such as diagrams, captions, sidebars, maps, and labels to further explain information.

Activate or Build Background • Talk with students about mountain regions. Encourage them to think about how mountains are formed.

Nonfiction Text Features • Maps: Have students turn to the world map on page 4. Point out that it shows geographic features such as continents, oceans, and mountain ranges. Add that the compass rose shows direction on the map.

• Headings: Use pages 7–9 to point out examples of chapter headings and subheadings. Point out how the chapter heading is related to the contents on page 3. Explain that the subheading relates to the chapter title and introduces the specific focus of that section of text.

• Sidebars: Use page 29 to point out an example of a sidebar. Explain to students that sidebars give readers additional information about a topic related to the main text. Sidebars can display the information in a variety of formats, such as bulleted or numbered lists, questions, outlines, and graphics.

• Glossary: Point out the glossary on page 31. Explain that a glossary is an alphabetical list of key vocabulary with definitions. Tell students that the words in the glossary are also boldface in the body of the text.

• Next, elicit further information from students by asking them how humans use mountains for travel, work, and leisure activities.

• Use the S-Q-A chart on the back cover to record students’ thoughts about what they know about mountains and what they would like to learn. As students read En las montañas, have them fill in the last column on the chart.

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

• altitud: elevación o altura sobre la superficie de la Tierra • nivel del mar: altura a que está la superficie del mar • tradiciones: conjunto de costumbres y creencias transmitidas y conservadas de generación en generación

Preview and Predict • Direct students’ attention to the contents and ask them to read it. Then have students page through the book to preview the photographs and headings.

• ¿Por qué leerías acerca de comunidades especiales de las montañas? ¿Qué tipos de empleos crees que tiene la gente que trabaja en las montañas? ¿Qué te gustaría aprender acerca de comunidades y actividades de las montañas?

• paja: conjunto de tallos o cañas secas usadas para techar o cubrir

• escarpados: con subidas peligrosas, inclinados y desnivelados

• energía hidroeléctrica: la que se genera aprovechando la fuerza de corrientes o saltos de agua

• erosión: proceso por el cual se desgasta la corteza terrestre por efecto de glaciares, corrientes de agua, olas o viento

2 Read the Book SET THE PURPOSE pages 4–6 Focus Attention Direct students’ attention to the S-Q-A chart to see what information they would like to learn about mountains. Encourage them to keep these questions in mind as they read this section.

Vocabulary altitud, nivel del mar

GUIDE THE READING

• En la página 4, el texto dice que “En algunos lugares, las montañas forman límites naturales entre países o continentes”. ¿Cómo sabes qué significa la palabra límites? Use Context Clues

• ¿Cuál es la idea principal de la página 5? ¿Cuáles son dos detalles que apoyan esta idea principal? Identify Main Idea/Details

• ¿En qué se diferencian el límite de las nieves perpetuas y el límite de la vegetación arbórea? Compare and Contrast

FOCUS ON NONFICTION FEATURES

• ¿De qué manera el mapa de la página 4 reafirma una idea importante del texto principal? • ¿Cómo te ayudan los diagramas de corte longitudinal de la página 5 a comprender las dos maneras diferentes en que se forman las montañas?

pages 7–10 Focus Attention Direct students’ attention to the chapter heading “La gente y las montañas.” Have them predict what information might be presented in this chapter and then read to confirm their predictions.

Vocabulary tradiciones, paja

pages 11–18 Focus Attention As students read, have them think about what makes each mountain community unique and what characteristics they have in common.

Vocabulary escarpados

GUIDE THE READING

• ¿Por qué era una creencia común en diferentes grupos de gente que las montañas eran poderosas? Make Inferences

• Discuss how mountains provided natural protection from enemies. ¿Qué otros accidentes geográficos podrían ofrecer el mismo tipo de protección? Make Connections

• ¿Qué efecto tuvo el aislamiento en la vida diaria del pueblo dani? Identify Cause and Effect

FOCUS ON NONFICTION FEATURES

• Have students note that several words in this section are in boldface type. ¿Por qué están resaltadas de esta manera en el texto?

• ¿Cómo te ayudan los pies de foto de las páginas 8–11 a comprender las fotografías? GUIDE THE READING

• ¿De qué manera sirven de ayuda los yaks y las llamas a la gente que vive en extremas altitudes? Summarize

• ¿Cómo es la vida de los habitantes de los montes Apalaches en comparación con la vida de los habitantes de Bután, Bolivia y Papúa Nueva Guinea? Compare and Contrast

• ¿Qué datos de esta sección apoyan la afirmación “Los transportes deben adaptarse para atender las necesidades de la gente que vive en las montañas”? Identify Main Idea/Details

FOCUS ON NONFICTION FEATURES

• Point out the map that accompanies the section on each mountain community. Have students locate the mountain range and community on each one. ¿Cómo te ayudan los mapas a comprender qué es especial acerca de cada comunidad?

pages 19–25 Focus Attention Ask students to think about what jobs people who live in mountain communities might have. As students read, have them identify the types of work that people in the mountains can do.

GUIDE THE READING

• Have students make a list of resources that can be gathered in the mountains and a list of products that can be made from these resources. Classify/Categorize

• ¿Qué sucedería si no se impusieran límites a las empresas madereras? Predict • ¿Qué efecto ha tenido el aumento de turistas en los habitantes de Nepal? Identify Cause and Effect

FOCUS ON NONFICTION FEATURES

Vocabulary

• Point out the sidebar on page 20. ¿Qué te dice esta columna lateral acerca de

energía hidroeléctrica, erosión

• ¿En qué se parece el título de la página 19 a los títulos de las páginas 20–25?

cómo la gente utiliza los recursos naturales? ¿En qué se diferencia?

pages 26–32 Focus Attention As students read, encourage them to think about which mountain activities and sports they would like to participate in.

GUIDE THE READING

• ¿Cuál de los deportes destacados en esta sección crees que es el más seguro para principiantes? Explica tu respuesta. Make Judgments

• ¿Cuál es el sentimiento de la autora respecto a las actividades y deportes de montaña? ¿Qué palabras usa para demostrar cómo se siente? Understand Author’s Viewpoint/Bias

• ¿Cuál es la idea principal de la página 30? ¿Qué detalles apoyan esta idea principal? Identify Main Idea/Details

FOCUS ON NONFICTION FEATURES

• Tell students to look at the glossary on page 31. ¿Por qué crees que un glosario muestra las palabras en orden alfabético?

• Point out the index on page 32. Explain that an index helps you quickly locate information about specific topics without paging through the whole book. ¿Qué página buscarías si quisieras aprender acerca de centrales eléctricas?

ESL/ELL Strategy Point out the compass rose on the map on page 4. Tell students that the English words for the directions are north, south, east, and west. Have volunteers complete the following sentence aloud: [Name of place] is [direction] of [name of another place]. Start the activity off by giving examples such as England is north of Spain or My house is east of the school.

Reread the Book • After students reread En las montañas, have them fill in the third column of their S-Q-A chart and use the information to summarize what they have learned about life in the mountains.

• Then discuss the text organization of the book. ¿De qué manera el orden en que se presenta la información te ayuda a comprender cómo vive y trabaja la gente de las montañas?

• Ask students what they would like to see and do if they were to visit a mountain. Answers to Student Book Questions 1. Proveen material visual e información para ayudar a explicar el texto principal. 2. Muchas producen sus propios alimentos, siembran cosechas y crían animales; desarrollan su propia lengua y oficios; los viajes se dificultan en la mayoría de las comunidades montañesas. 3. Primero se construyeron puentes de cuerdas y luego puentes más fuertes

para los ferrocarriles; posteriormente también se excavaron túneles y se construyeron carreteras y aeropuertos. 4. Las montañas proporcionan vivienda, alimento, recursos naturales, lugares para esparcimiento y belleza natural. 5. Las respuestas variarán pero pueden incluir: Excursionismo, alpinismo/ andinismo, ciclismo de montaña, esquí y snowboarding.

3 Learn Through the Text SOCIAL STUDIES: Locating Unique Mountain Communities Use En las montañas to help students locate mountain communities around the world.

• Provide each student with an outline of a world map and instruct them to label the continents. Have them use the world map shown on page 4 to draw and label some mountain ranges around the world.

• Have students locate the chapter about unique mountain communities. Ask them which communities are featured on pages 12–15. (Bután, Bolivia, Papúa Nueva Guinea, los Apalaches) Instruct students to use the maps on these pages to help them label these four communities on their world map.

• Have students turn to page 29 and look at the diagram of Las Siete Climas. Using an atlas, help students find and label the locations of these mountains on their maps.

COMPREHENSION: Identify Main Idea/Details • Tell students that identifying the main idea of a section will help them understand what each chapter is about. Explain that, as students read, they can look for details that support the main idea. Point out that chapter headings and subheadings provide clues about the main idea of corresponding sections.

• Turn to page 6 and use the following think-aloud to model the process of finding the main idea of a section: El subtítulo Clima montañoso me dice de qué trata principalmente esta sección. Esta sección afirma que muchos factores afectan el clima de una montaña. Uno de ellos es la altitud. Las otras oraciones son detalles que dicen cómo la altitud afecta el clima. Una buena oración como idea principal sería “La altitud afecta el clima de una montaña”.

• Have students use the process you just illustrated to locate the main idea of another page.

• If time allows, have students use the information in the remaining chapters to label additional mountain communities.

WRITING Write an Informational Text Have students write a report about communities in another type of region, such as a desert, a wetland, or an arctic area.

• Ask students to brainstorm ideas about their topic and then choose one to focus on.

• Have students research their topic at the library or on the Internet. • Using the organization of the chapter “Trabajar en las montañas,” model how to create an outline. I. Trabajar en las montañas (tema principal) A. Minería (subtema) B. Centrales eléctricas C. Industria maderera D. Agricultura E. Turismo

• Remind students that the information they include should be interesting and accurate, and their writing should be clear.

• Have students prepare a final draft by revising sentences and checking for correct spelling, grammar, and punctuation.

• Ask students to present their report to the class. Then create a contents and bind students’ work to make a classroom book on communities.

En las montañas Organizador gráfico Nombre Lee los títulos del cuadro. Completa el cuadro antes, durante y después de la lectura. Lo que sé acerca de las montañas

Lo que quiero saber acerca de las montañas

Lo que aprendí acerca de las montañas

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