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HOUGHTON MIFFLIN
1034946
ISBN-13:978-0-547-04662-4ISBN-10:0-547-04662-6
por Sarah Jane Brian
Los osos negros
Nivel: Q
EDL: 40CienciasEstrategia:Visualizar
Número de palabras: 1,422
5.2.2 Construir vocabulario
HOUGHTON MIFFLIN
Libritos niveladosen línea
5_046624_VR2_2BL_BEARS_CVR.indd 1 4/4/08 11:01:08 AMNumber of Words: 1212
L E S S O N 7 T E A C H E R ’ S G U I D E
Los osos negrosby Sarah Jane Brian
Fountas-Pinnell Level SNonfictionSelection SummaryBlack bears are not always black. Surprisingly, they come in white, brown, cinnamon, and even blue-gray. These massive, naturally shy prowlers of the forest can eat anything. Humans who feed them can be attacked. People who go into, or live in, bear country need to understand the bear—for their own good and that of the bear.
Copyright © by Houghton Mifflin Harcourt Publishing Company
All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Miffl in Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-32697-9 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09
If you have received these materials as examination copies free of charge, Houghton Miffl in Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited.
Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
Characteristics of the Text Genre • Nonfi ction
Text Structure • Second-person narration; one to three paragraphs per page• Organized by topic, information on bears, contact with people
Content • Facts about the black bear• Tips on keeping safe in bear country
Themes and Ideas • Black bears are naturally shy but can be dangerous.• We must protect forestland for black bears.• People need to learn how to live peacefully with black bears.
Language and Literary Features
• Informal language and clear presentation• Many descriptive details
Sentence Complexity • Some complex sentences; inverted order; introductory phrases• Many short, simple sentences for emphasis; sentences beginning with pero, y, and
entoncesVocabulary • Names and terms associated with the black bear: merodea, arremetió, osezno, saltar, a
prueba de osos, Parque Nacional YellowstoneWords • Primarily three-syllable words
• Most words are accessibleIllustrations • Photographs in support of text
• Illustration of bear’s paw printBook and Print Features • Thirteen pages of text, eleven with photographs and captions
• Six section, or chapter, headings• Bulleted list
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
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Target Vocabulary
arremeter – hacer andar con ímpetu, p. 2
desesperado – dominado por la desesperación, p. 4
detener – parar, p. 10
echarse al hombro – poner peso sobre el hombro, p. 9
esforzarse – trabajar duro, p. 2girar – voltear; mover en círculos,
p. 2
imaginar – formar una imagen en la mente, p. 3
juego – diversión, p. 6saltar – brincar, p. 10zancada – paso largo, p. 2
Los osos negros by Sarah Jane Brian
Build BackgroundBuild on students’ prior knowledge by asking questions such as the following: ¿Alguna vez vieron un oso negro vivo? ¿Qué saben sobre los osos negros? ¿Creen que son peligrosos para los humanos? Read the title and author and talk about the cover photograph. Tell students that the book is nonfi ction, so they may expect to fi nd facts and information about black bears.
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:
Page 2: Have students read the chapter head and photo caption. Ask: ¿De qué trata el capítulo? ¿Por qué los osos merodean al acecho? ¿Qué están buscando? Miren de cerca la fotografía del oso.
Pages 2–4: Discuss the photos and captions. Suggested language: Intenten imaginarse a dos excursionistas que llegaron a su campamento. Lo que ven los desespera: ¡osos negros que se comen su comida! Uno de los osos giró y los vio. Empezó a arremeter contra ellos. ¿Qué creen que pasó? ¿Qué harían ustedes?
Pages 5–8: Have students preview the chapter headings, photos, and captions. Ask: ¿Qué tipo de información creen que encontrarán es este capítulo? ¿Qué cosa sorprendente acaban de aprender leyendo el rótulo de la fotografía en la página 6? ¿Qué más les gustaría saber?
Ahora, vuelvan al comienzo para descubrir cómo son realmente los osos negros y por qué las personas tienen que aprender más sobre ellos.
2 Lesson 7: Los osos negrosGrade 5© Houghton Mifflin Harcourt Publishing Company
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ReadHave students read softly while you listen to individual students read aloud. Support their understanding of the text as needed.
Remind students to use the Visualize Strategy and to form mental pictures of what they are reading.
Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the text.Suggested language: Según lo que han leído, ¿por qué piensan que las personas deberían saber sobre el oso negro?
Ways of ThinkingAs you discuss the text, help students understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• Black bears will eat almost anything.
• Bears can hurt or kill people, but bear attacks are rare.
• Black bears live in the forest, can climb trees, and hibernate during the winter.
• A main reason black bears are doing well today is because they can eat anything.
• Thinking of bears as dangerous creates danger for both people and bears.
• Feeding bears is harmful, not helpful, to them.
• Photos and captions supply details not included in the text.
• The author’s purpose is to tell how to “mantener a salvo a los osos negros” and “mantenerte a salvo”
• A bulleted list summarizes what the author wants readers to remember.
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Choices for Further Support• Fluency Invite students to work in partners and choose a passage from the text to
read aloud. Remind them to observe punctuation marks and to read exclamations with enthusiasm.
• 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 Tell students that they can change words by adding or taking away the ending -ía. For example, in these words from the text: provenían, vivían, permanecían, comían. Have children fi nd verbs in the book to practice adding, changing and taking away the -ía ending.
3 Lesson 7: Los osos negrosGrade 5© Houghton Mifflin Harcourt Publishing Company
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Writing about ReadingVocabulary PracticeHave students complete the Vocabulario questions on Hoja reproducible 7.1.
RespondingHave students use their Cuaderno del lector to complete the word builder chart on page 15. Remind them to answer the Word Teaser on page 16. (Answer: detener )
Reading Nonfi ctionNonfiction Features: Photos and Captions Remind students that nonfi ction has features such as photos and captions that help readers understand important information. Photos can show examples of what the text describes, as the photographs in the fi rst chapter show examples of bears on the prowl for food. In addition, photos contain many details that the text does not have space to list or describe. They are an important source of information. Explain that photos, like those in this selection, often add information that is not in the text. Have students look at the photo on page 8. Ask what information they can learn from the photo (la comida del oso negro proviene de las plantas) Then have students choose another photo in the book and tell what they can learn from it.
In the same way that photos hablan about the text, captions tell about the photos. They may explain what the photos are showing. They also may supply interesting details that are not in the text. Remind students that they are supposed to read all captions, because they contain valuable information.
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• Which words on page 4 help the reader understand the meaning of the word
desesperan?
• What can the reader tell about varieties of black bears, as described on page 6?
• The chapter on pages 9–11 is mainly about
________________________________________________________________.
4 Lesson 7: Los osos negrosGrade 5© Houghton Mifflin Harcourt Publishing Company
5_326979_BL_VRTG_L07_BlackBears_SPA.indd 4 1/22/10 5:38:35 AM
Vocabulario claveRellena los espacios en blanco del mapa de características con sinónimos, antónimos, ejemplos y no ejemplos para cada una de las palabras de Vocabulario clave de la lista.
juegoesforzarseimaginargirar
echarse al hombrodesesperadoarremeter
detenerzancadasaltar
Vocabulario
desesperado
arremeter
zancada
echarse al hombro
esforzarse
saltar
juego
Sinónimo Antónimo Ejemplo No ejemplo
ancioso calmado llegar tarde a la clase tendido en la playa
empujar retroceder ataque de un tigre esconderse
Palabra deVocabularioclave
Vocabulario clave© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
Grado 5, Unidad 2: Encuentros salvajes
Los osos negrosVocabulario clave
3
Nombre Fecha
Lección 7H O J A R E P R O D U C I B L E 7 . 1
Se muestran respuestas posibles.
paso largo arrastraruna carrera de competencia recoger flores
cargar, soportar descargar, desatender
llevar una bolsa de arena
ir de compras
animarse desanimarse levantarse muy temprano
perder el tiempo
brincar estarse quieto tirarse a la piscina sentarse a la mesa
recreo trabajo ir al estadio visitar al dentista
5_352930RTXSAN_L07_2R.indd 3 1/1/01 1:48:46 PM
arremeter
correr
saltar
15
Responder VOCABULARIO CLAVE Formar palabras ¿Qué
otras palabras podrías usar para describir a un oso que
salta con miedo para mantenerse alejado en territorio
forestal? Copia la red de palabras y añade más palabras.
¡A escribir!
De texto a texto ¿Qué provoca que un oso huya?
Escribe acerca de otro animal del cual hayas leído que
podría huir por la misma razón. Usa las palabras de
Formar palabras.
5_046624_VR2_2BL_BEARS.indd 15 4/7/08 9:08:35 PM
5 Lesson 7: Los osos negrosGrade 5© Houghton Mifflin Harcourt Publishing Company
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Nombre Fecha
Los osos negrosPensar 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 9 del libro dice: “Cuando los osos se acostumbran a obtener su comida de la gente, esto es un gran problema para los osos.” ¿Cómo convencerías a las personas de que no alimenten a los osos? ¿Cuáles son algunos consejos sobre cómo proteger a los osos y a nosotros mismos en territorio de osos?
6Grade 5© Houghton Mifflin Harcourt Publishing Company
Lesson 7: Los osos negros
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Vocabulario claveRellena los espacios en blanco del mapa de características con sinónimos, antónimos, ejemplos y no ejemplos para cada una de las palabras de Vocabulario clave de la lista.
juegoesforzarseimaginargirar
echarse al hombrodesesperadoarremeter
detenerzancadasaltar
Vocabulario
desesperado
arremeter
zancada
echarse al hombro
esforzarse
saltar
juego
Sinónimo Antónimo Ejemplo No ejemplo
ancioso calmado llegar tarde a la clase tendido en la playa
empujar retroceder ataque de un tigre esconderse
Palabra deVocabularioclave
7© Houghton Mifflin Harcourt Publishing Company
Grade 5 Lesson 7: Los osos negros
Los osos negrosVocabulario clave
Nombre Fecha Lección 7
H O J A R E P R O D U C I B L E 7 . 1
5_326979_BL_VRTG_L07_BlackBears_SPA.indd 7 1/22/10 5:38:39 AM
1416
605
Estudiante Fecha Lección 7
H o j a r e p r o d u c i b l e
Los osos negrosRegistro de lectura
Los osos negros • nivel s
Behavior Code Error
Substitution lodo lobo 1
Self-corrects lodo sc lobo 0
Insertion el
ˆlobo 1
Word told T lobo 1
Behavior Code Error
Read word correctly ✓ lobo 0
Repeated word, sentence, or phrase
® lobo
0
Omission lobo 1
page Selection Text Errors Self-Corrections
2 El oso negro estaba hambriento. Olfateó el aire
de la mañana. Los olores de comida provenían de un
campamento en la orilla del bosque. El oso dio
zancadas hacia el olor tentador.
Sobre la tierra había una nevera portátil cerrada
llena de comida. Pero el oso sólo tuvo que esforzarse
un momento para abrirla. Bastó un golpe con su
enorme garra para que la tapa se abriera. El oso
comenzó a comer.
De repente, dos excursionistas llegaron a su
campamento. El oso arremetió contra ellos, también
emitió un profundo gruñido. Los excursionistas
giraron y huyeron.
Comments: Accuracy Rate (# words read
correctly/95 × 100)
%
Self-Correction Rate
(# errors + # Self-Corrections/ Self-Corrections)
1:
8© Houghton Mifflin Harcourt Publishing Company
Grade 5 Lesson 7: Los osos negros
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