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Salvemos nuestras tortugas marinas

1409686

por Rachel W. Brookes

Salvemos nuestras tortugas marinasSalvemos nuestras tortugas marinas

HOUGHTON MIFFLIN

Libritos nivelados en línea

HOUGHTON MIFFLIN HARCOURT

Ciencias

Estrategia:Preguntar

5.2.6 Desarrollar el vocabulario

5_269856RTXS_VR2_1BL_CVR_TURTLES1 1 3/4/09 12:01:01 AMNumber of Words: 862

L E S S O N 6 T E A C H E R ’ S G U I D E

Salvemos nuestras tortugas marinasby Rachel W. Brookes

Fountas-Pinnell Level RNonfictionSelection SummaryFemale loggerhead sea turtles crawl up on a Florida beach at night, dig a nest, and deposit their eggs. When they hatch, the baby loggerheads head to the sea. They swim all over the Atlantic and return to their birthplace in 2–3 years. Endangered by fi shing boats and by the market for their eggs, meat, and shells, these fascinating marine animals need our help if they are to survive.

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Characteristics of the Text Genre • Nonfi ction

Text Structure • Third-person narration; one to two paragraphs per page• Six chapters

Content • Facts about sea turtles• Dangers to sea turtles from humans

Themes and Ideas • Humans are the major threat to the survival of sea turtles.• Individuals need to protect sea turtles before it is too late.• Sea turtles are amazing marine animals worth protecting.

Language and Literary Features

• Supporting descriptive details• Conversational language

Sentence Complexity • Some complex sentences• Some questions directed to the reader

Vocabulary • Terms associated with marine life: cangrejos ermitaños, caguamas, medusas and aletasWords • Multisyllable words: jóvenes, fascinante, termina

• Compound words and words with affi xesIllustrations • Photographs in support of text

• Map showing route of loggerheads• Diagrams of sea turtle nest and shrimp net

Book and Print Features • Thirteen pages of text, most with illustrations and captions• Chapter headings

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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Target Vocabulary

analizar – examinar en detalle, p. 10

aturdido – confundido, p. 6deleitarse – estar cómodo,

disfrutar, p. 2intensivo – que requiere

concentración, p. 11

joven – de poca edad, p. 3marino – relacionado con el mar,

p. 5mortal – que causa la muerte,

p. 12tratar – cuidar algo, intentar

mejorarlo, p. 13

trauma – una experiencia difícil y dolorosa, p. 6

vocación – una tarea o profesión que se realiza con entusiasmo, p. 9

Salvemos nuestras tortugas marinas by Rachel W. Brookes

Build BackgroundHelp students use their knowledge of turtles to visualize the story. Build interest in the story by asking a question such as the following: ¿Qué animal marino creen que pone sus huevos en las playas de Florida y pesa más de 500 libras? Read the title and author and talk about the cover photograph. Explain that sea turtles are very large and very interesting animals.

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 2: Have students preview the heading, caption, and photo. Ask: Imaginen que se están deleitando bajo el sol en la playa y ven unas tortugas un poco aturdidas, arrastrándose hacia el mar. ¿Qué pensarían? ¿Cuánto creen que pesa cada una de las tortugas jóvenes o bebés de las fotografías?

Pages 3–4: Point out that captions can give clues about information in the text. Have students preview the heading, photographs, and captions. Suggested language: La tortuga caguama es un animal marino, es decir, un animal que vive en el océano. Ask: ¿Qué pueden aprender sobre las tortugas caguamas sólo con leer las leyendas de las fotografías?

Page 6: Have students examine the picture and read the caption. ¿Por qué la manera en que las tortugas marinas se arrastran hacia la arena seca es un trauma, o una situación difícil?

Page 9: Have students read the heading and study the map. ¡Qué viaje tan largo hacen las tortugas caguamas! Parece un viaje de ida y vuelta. Ask: ¿Por qué creen que las tortugas caguamas regresan a las costas de Florida?

Ahora, vuelvan al comienzo y lean para descubrir los detalles sobre la vida de las tortugas marinas y sobre los peligros que las amenazan.

2 Lesson 6: Salvemos nuestras tortugas marinasGrade 5© Houghton Mifflin Harcourt Publishing Company


ReadHave students read silently while you listen to individual students read aloud. Support their understanding of the story as needed.

Remind students to use the Question Strategy as they read. Suggest that they begin by turning the headings into questions and then read to fi nd the answers to the questions.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the text. Suggested language: ¿Qué información sobre las tortugas caguamas te sorprendió? ¿Qué más te gustaría aprender sobre estas tortugas?

Ways of ThinkingAs you discuss the text, help students understand these points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• Loggerheads are very large sea turtles.

• Loggerheads swim in the Atlantic and return to Florida to lay their eggs.

• The market for loggerhead eggs, meat, and shells threatens the survival of these giant marine turtles.

• During nesting season, lights should be turned off at night where loggerheads lay eggs.

• People need to be educated on how to save the loggerhead.

• Loggerheads have a remarkable instinct to return to their birthplace to lay their eggs.

• Photos and diagrams aid visualization and add information.

• A map locates and shows the extent of loggerheads’ movement in the Atlantic.

• Section headings help readers understand the organization of the text.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for Further Support• Fluency Invite students to choose a passage from the text to read aloud. Remind

them to pay careful attention to punctuation, pausing appropriately. Tell students to increase the rate at which they are speaking when they read a section where something exciting seems to be happening.

• 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 that the word marino (page 5) comes from the Latin word mare, meaning mar. Explain that other words that share the same root include marinero, submarino, marítimo y aguamarina.



Writing about ReadingVocabulary PracticeHave students complete the Vocabulario questions on Hoja reproducible 6.1.

RespondingHave students use their Cuaderno del lector to complete the vocabulary activities on page 15. Remind them to answer the Word Teaser on page 16. (Answer: trauma)

Reading Nonfi ctionNonfiction Features: Photos and Diagrams Remind students that nonfi ction has many features to help readers fi nd and understand important information. Explain that photos and diagrams are two of these features. Photos like those in this text enable you to ver con tus propios ojos what the text is describing. In addition, you can leer much from a photo, just as you “read” expressions on people’s faces. Have students look back over the photos in this selection and to write down what they learned from them.

Diagrams, like those in this text, are an important source of visual information. They help readers picture how things are made and put together or how they work. A diagram’s labels identify the parts of a whole or show where each part belongs. Ask students what they can learn from the diagram on page 7 (cómo es el nido de las tortugas). Have students choose a passage from the text that they feel would benefi t from being described in a diagram.

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.

Assessment Prompts• How does the author organize information on page 7?

• Why does the author begin the book with the description given in the fi rst two paragraphs?

• Which words on page 5 help readers understand the meaning of the word marinos?



Vocabulario claveCompleta el diagrama de flujo con oraciones en las que uses las demás palabras de Vocabulario clave. Tus oraciones deben contar un cuento sobre las tortugas marinas. Los primeros sucesos del cuento se dan como ejemplo.

marinotrataranalizarvocación

joventraumaaturdido

deleitarsemortalintensivos

Vocabulario

La tortuga marina estaba deleitándose en el mar.

La clase estaba observando y analizando el comportamiento de la tortuga.

Vocabulario clave© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Grado 5, Unidad 2: Encuentros salvajes


Vocabulario clave

3

Nombre Fecha

Lección 6H O J A R E P R O D U C I B L E 6 . 1

Se muestran respuestas posibles.

El tamaño pequeño de la tortuga les indicaba que era una de las tortugas jóvenes.

5_352930RTXSAN_L06_2R.indd 3 1/1/01 1:30:06 PM

mortal

saludable

ResponderVOCABULARIO CLAVE Armapalabras En base a

mortal haz una red de palabras. ¿Conoces palabras

opuestas? Copia esta red y amplíala.

¡A escribir!

El texto y el mundo Escribe un párrafo narrativo

que cuente sobre las aventuras de una tortuguita

marina que acaba de nacer en su camino de la playa

al océano. Comienza tu historia con una descripción

o una acción que haga que el lector se interese en los

que escribas.

15

5_269856RTXS_VR2_1BL_TURTLES_L0615 15 10/30/09 10:05:27 AM

5Grade 5© Houghton Mifflin Harcourt Publishing Company

Lesson 6: Salvemos nuestras tortugas marinas


Nombre Fecha

Salvemos nuestras tortugas marinasPensar más allá del texto

Piensa en las siguientes preguntas. Después, escribe tu respuesta en dos o tres párrafos.

Recuerda que cuando piensas más allá del texto, usas tu conocimiento personal para comprender las cosas de un modo nuevo.

¿De qué forma la contaminación daña a las tortugas marinas? ¿Crees que las poblaciones de tortugas marinas seguirán desapareciendo? ¿Por qué sí? ¿Por qué no? ¿Qué cosas pueden hacer las personas, además de contaminar menos, para que las tortugas puedan sobrevivir? Da detalles del texto para fundamentar tu respuesta.



Vocabulario claveCompleta el diagrama de flujo con oraciones en las que uses las demás palabras de Vocabulario clave. Tus oraciones deben contar un cuento sobre las tortugas marinas. Los primeros sucesos del cuento se dan como ejemplo.

marinotrataranalizarvocación

joventraumaaturdido

deleitarsemortalintensivos

Vocabulario

La tortuga marina estaba deleitándose en el mar.

La clase estaba observando y analizando el comportamiento de la tortuga.


Vocabulario clave

Nombre Fecha Lección 6

H O J A R E P R O D U C I B L E 6 . 1

Lesson 6: Salvemos nuestras tortugas marinas7© Houghton Mifflin Harcourt Publishing Company

Grade 5


1416

604

Estudiante Fecha Lección 6

H o j a r e p r o d u c i b l e


Registro de lecturaSalvemos nuestras tortugas marinas • nivel r

Behavior Code Error

Read word correctly ✓ lobo 0

Repeated word, sentence, or phrase

® lobo

0

Omission lobo 1

Behavior Code Error

Substitution lodo lobo 1

Self-corrects lodo sc lobo 0

Insertion el

ˆlobo 1

Word told T lobo 1

page Selection Text Errors Self-Corrections

2

3

Imagina que estás caminando por una playa en Florida. Se

está poniendo el sol y de repente notas unos animalitos

arrastrándose sobre la arena. Hay docenas de ellos saliendo de

sus cascarones. ¿Qué son?

¿Serán acaso cangrejos ermitaños deleitándose bajo el

sol? ¡No! ¡Los pequeños animalitos son tortugas bebés de

camino al océano!

Es poco común ver nacer tortugas jóvenes. Y no hay que

tocarlas pues no necesitan ayuda para salir de sus cascarones.

Es mejor que lo observes todo en silencio hasta que ellas

lleguen al agua y empiecen a nadar.

¿Te gustaría aprender más sobre estas curiosas

criaturas?

Comments: Accuracy Rate (# words read correctly/100 ×

100)

%

Self-Correction Rate

(# errors + # Self-Corrections/ Self-Corrections)

1:

Lesson 6: Salvemos nuestras tortugas marinas8© Houghton Mifflin Harcourt Publishing Company

Grade 5


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