N 30 LESSON 25 TEACHER’S GUIDE La búsqueda de oro
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HOUGHTON MIFFLIN Number of Words: 641 LESSON 25 TEACHER’S GUIDE La búsqueda de oro by Sienna Jagadorn Fountas-Pinnell Level L Informational Text Selection Summary In January 1848, gold was discovered in a northern California river. This was the start of the Gold Rush of 1849. Gold-seekers—known as 49ers—flooded into California. Although not all miners grew rich, people who opened stores, hotels, banks, and other businesses did. Mining camps became cities, and California changed forever. Characteristics of the Text Genre • Informational text Text Structure • Nine sections with headings • Each section a different subtopic of the main topic: the California Gold Rush Content • The cause of the California Gold Rush of 1849 • How gold-seekers traveled to California by land and water • Facts about 49ers, boomtowns, and the growth of cities in California Themes and Ideas • People will often face hardships in order to become rich. • Businesses that meet people’s needs can make their owners rich. • People’s success can lead to the growth of cities and even states. Language and Literary Features • Simple, clear language • Meaning provided through integration of illustrations with text. Sentence Complexity • Sentences with introductory clauses • Some sentences beginning with conjunctions: Y nunca buscaron oro. Vocabulary • Words whose meaning may be unfamiliar: aserradero, suministros, pueblos fantasmas Words • Proper nouns that may be difficult to decode: enero, California, San Francisco • Some three-syllable words: viajeros, explosión, mineros • Open compound words: América del Sur, pueblos en auge Illustrations • Historical map of California • Historical engravings and photographs Book and Print Features • Section heads indicate content • Labels that help clarify text and art information © 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. 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 Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-32250-6 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 Mifflin 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.
Transcript of N 30 LESSON 25 TEACHER’S GUIDE La búsqueda de oro
ISBN-13: 978-0-547-04085-1ISBN-10: 0-547-04085-7
1034340
HOUGHTON MIFFLIN
3.5.5
Nivel: N
EDL: 30
Género: Texto informativo
Estrategia:Preguntar
Destreza: Texto y características gráfi cas
Número de palabras: 786
HOUGHTON MIFFLIN
Libritos niveladosen línea
3_040851_LR5_5CV_GoldRush.indd 1 08/04/2008 13:10:30Number of Words: 641
L E S S O N 2 5 T E A C H E R ’ S G U I D E
La búsqueda de oroby Sienna Jagadorn
Fountas-Pinnell Level LInformational TextSelection SummaryIn January 1848, gold was discovered in a northern California river. This was the start of the Gold Rush of 1849. Gold-seekers—known as 49ers—fl ooded into California. Although not all miners grew rich, people who opened stores, hotels, banks, and other businesses did. Mining camps became cities, and California changed forever.
Characteristics of the Text Genre • Informational text
Text Structure • Nine sections with headings• Each section a different subtopic of the main topic: the California Gold Rush
Content • The cause of the California Gold Rush of 1849• How gold-seekers traveled to California by land and water• Facts about 49ers, boomtowns, and the growth of cities in California
Themes and Ideas • People will often face hardships in order to become rich.• Businesses that meet people’s needs can make their owners rich.• People’s success can lead to the growth of cities and even states.
Language and Literary Features
• Simple, clear language• Meaning provided through integration of illustrations with text.
Sentence Complexity • Sentences with introductory clauses• Some sentences beginning with conjunctions: Y nunca buscaron oro.
Vocabulary • Words whose meaning may be unfamiliar: aserradero, suministros, pueblos fantasmasWords • Proper nouns that may be diffi cult to decode: enero, California, San Francisco
• Some three-syllable words: viajeros, explosión, mineros• Open compound words: América del Sur, pueblos en auge
Illustrations • Historical map of California• Historical engravings and photographs
Book and Print Features • Section heads indicate content• Labels that help clarify text and art information
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
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. 978-0-547-32250-6 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.
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La búsqueda de oro by Sienna Jagadorn
Build BackgroundHelp students use their knowledge of valuable minerals such as gold to anticipate the text. Build interest by asking questions such as the following: ¿Alguna vez oyeron hablar de la búsqueda de oro en California? ¿Qué saben acerca de ella? Read the title and author and talk about the cover illustration. Tell students that this book is informational text, so the words and photos will give factual information about the topic.
Introduce the TextGuide students through the text, noting important ideas and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions:
Page 2: Explain that this book is about the California Gold Rush of 1849, when many people became rich. Suggested language: Vayan a la página 2. El título de la sección es “¡Oro en las montañas!”. ¿Sobre qué esperan leer en esta sección?
Page 5: Read the section heading, “El viaje por tierra” with students. La búsqueda de oro tuvo lugar en 1849, mucho antes de que hubiera aviones o trenes. La foto muestra uno de los modos en que la gente viajaba a California. ¿Cuán difícil creen que era subir con una carreta por las empinadas laderas de las montañas? ¡Tanto bajar como subir una ladera puede ser un problema!
Page 8: Draw attention to the photo, and read the caption and labels. Help students understand the meanings of prisa and tina. El minero movía el agua y el lodo del río en una tina metálica para encontrar el oro. ¿Cuánto tiempo creen que tardaba un minero para buscar en una sección o parte del río de esta manera?
Pages 10–11: Explain that the photos on these pages show real Gold Rush miners. Las fotos muestran parte del equipo que usaban los mineros. ¿Para qué crees que el minero de la página 11 usó el pico y la azada? ¿Para qué otras clases de trabajo se usa este equipo?
Ahora, vuelvan al comienzo del libro para descubrir acerca de la búsqueda de oro en California en 1849.
altitud – altura medida desde la superfi cie de la tierra
aproximarse – acercarse, p. 2avalancha – gran cantidad de
nieve o de rocas que se desliza por una montaña
detenerse – dejar de moverse, frenar
incremento – aumentoequipo – cosas que se necesitan
para determinada actividad, p. 11
éxito – lograr hacer lo que se intentó, p. 10
ladera – una extensión de algo que está inclinada hacia arriba o hacia abajo, p. 5
sección – una parte de algo, p. 8tanque – recipientes que
contienen líquidos o gases
Target Vocabulary
2© Houghton Mifflin Harcourt Publishing Company
Grade 3 Lesson 25: La búsqueda de oro
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ReadHave students read La búsqueda de oro silently while you listen to individual students read. Support their problem solving and fl uency as needed.
Remind students to use the Infer/Predict Strategy and fi gure out more about the story as they read.
Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the book. Suggested language: Si ustedes hubieran vivido durante la búsqueda de oro en California en 1849, ¿qué hubieran preferido hacer: buscar oro o tener una empresa, como una tienda o un banco? ¿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
• After gold was discovered in a river in northern California in 1848, thousands of people rushed there in hope of becoming rich.
• Travel to California by land and by sea was dangerous.
• Business owners grew rich by meeting the needs of the gold-seekers.
• Because of the Gold Rush, California cities grew.
• The hope of becoming rich can cause people to face dangers and hardships.
• Opening a business that meets people’s needs may lead to success.
• Successful businesses can aid the growth of cities and even states.
• Gold is something that has always had great worth.
• The captions and labels help describe what is shown in the photos.
• The author includes many details about the California Gold Rush and how it helped make California grow.
• The section heads give a good idea of what information will be covered.
© 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 and demonstrate phrased
fl uent reading. Remind them to pay attention to punctuation and to stress certain words to sound as if the author were reading the text.
• 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. Guide students to take apart words with suffi xes to get at their meaning: crecimiento, rápidamente, peligrosos.
3© Houghton Mifflin Harcourt Publishing Company
Grade 3 Lesson 25: La búsqueda de oro
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Writing about ReadingCritical ThinkingHave students complete the Razonamiento crítico questions on Hoja reproducible 25.6.
RespondingHave students complete the activities at the back of the book. Use the strategy below as needed to reinforce or extend understanding of the comprehension skill.
Target Comprehension SkillText and Graphic Features
Target Comprehension Skill Remind students that paying attention to how
words, photos, and other graphics work together can help them understand what they are reading. Model the skill, using a “Think Aloud” like the one below:
Think Aloud
Cuando leo, pienso por qué la autora incluyó títulos, fotos y leyendas. Mientras leo, miro todas estas partes del libro. En la página 12, el título es Algunos se hicieron ricos. La foto muestra pepitas de oro. La leyenda me da más información acerca de cómo la gente se hacía rica con las pepitas.
Practice the SkillHave students share an example of the way in which they used the words and illustrations in a favorite book to help them understand what they were reading.
Writing Prompt: Thinking About the TextHave students respond to the prompt on page 6. Remind them that when they think about the text, they refl ect back on the text. They notice and evaluate language, genre, literary devices, and how the text is organized.
Assessment Prompts• What can the reader tell about the 49ers from this book?
• What are pages 12 and 13 mostly about?
• On page 8, fi nd the word that means almost the same as derramaban.
4© Houghton Mifflin Harcourt Publishing Company
Grade 3 Lesson 25: La búsqueda de oro
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Lea las instrucciones a los estudiantes.
Razonamiento críticoLee y contesta las preguntas.
1. Piensa dentro del texto ¿Por qué San Francisco creció muy rápido en un año?
La gente iba allí para encontrar oro y hacerse rica.
2. Piensa dentro del texto ¿Por qué era tan difícil viajar en barco?
Los barcos estaban llenos de gente, había ratas y el agua enfermaba a la gente.
Además, los barcos pasaban por fuertes tormentas.
3. Piensa más allá del texto ¿Por qué crees que Levi Strauss se mudó a California?
Sabía que los mineros necesitaban ropa, así que fabricaba pantalones de mezclilla
y se los vendía a los mineros.
4. Piensa acerca del texto ¿Por qué la autora incluyó el mapa de la página 4?
Muestra cómo se ve un mapa antiguo y muestra que se encontró oro en una gran
parte de California.
Hacer conexiones Piensa en otro cuento que hayas leído sobre personas que viajaban hacia el Oeste. ¿En qué se parece a este cuento?
Escribe tu respuesta en tu Cuaderno de lectura.
Razonamiento crítico© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
Nombre Fecha
8 Grado 3, Unidad 5: Viajes extraordinarios
Lección 25H O J A R E P R O D U C I B L E 2 5 . 6
La búsqueda de oroRazonamiento crítico
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15
ResponderDESTREZA CLAVE Características
textuales y gráficas ¿Qué características textuales y gráficas encontraste en este libro? Copia la tabla que está abajo. Escribe un ejemplo más de cada característica de este libro.
Encabezados Fotografías Rótulos
¡Oro en las montañas!
¿ ?
Una pepita de oro
¿ ?
No todos los mineros encontraron oro.
¿ ?
El texto y tú Imagínate que eres uno de Los del 49 durante la búsqueda de oro. Escribe un cuento sobre cómo buscas el oro. Usa Yo para comenzar tus oraciones y escribe como si contaras tu cuento a un amigo o amiga.
¡A escribir!
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5© Houghton Mifflin Harcourt Publishing Company
Grade 3 Lesson 25: La búsqueda de oro
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Nombre Fecha
La búsqueda de oroPensar en el texto
Piensa en las siguientes preguntas. Después, escribe tu respuesta en uno o dos párrafos.
El mapa de la página 4 es del siglo XIX. Muchas de las fotos e ilustraciones de este libro también son del pasado. ¿Por qué crees que la autora incluyó verdaderos mapas, fotos e ilustraciones viejas en el libro? ¿Cómo te ayudan a imaginar cómo era la vida de los del 49?
6© Houghton Mifflin Harcourt Publishing Company
Grade 3 Lesson 25: La búsqueda de oro
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Razonamiento críticoLee y contesta las preguntas.
1. Piensa dentro del texto ¿Por qué San Francisco creció muy rápido en un año?
2. Piensa dentro del texto ¿Por qué era tan difícil viajar en barco?
3. Piensa más allá del texto ¿Por qué crees que Levi Strauss se mudó a California?
4. Piensa acerca del texto ¿Por qué la autora incluyó el mapa de la página 4?
Hacer conexiones Piensa en otro cuento que hayas leído sobre personas que viajaban hacia el Oeste. ¿En qué se parece a este cuento?
Escribe tu respuesta en tu Cuaderno de lectura.
Lesson 25: La búsqueda de oro7© Houghton Mifflin Harcourt Publishing Company
Grade 3
Nombre Fecha Lección 25
H O J A R E P R O D U C I B L E 2 5 . 6
La búsqueda de oroRazonamiento crítico
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1416
108
Estudiante Fecha Lección 25
H O J A R E P R O D U C I B L E 2 5 . 9
La búsqueda de oroRegistro de lectura
La búsqueda de oroNIVEL L
Behavior Code Error
Substitution lodolobo 1
Self-corrects lodo sclobo 0
Insertion el
lobo 1
Word told Tlobo 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
12
13
14
Muchos de los primeros mineros en llegar sí se hicieron
ricos. La gente encontraba oro por casi todos lados en el norte
de California. Unos mineros encontraron una pepita que
pesaba 160 libras. El día de hoy, ¡valdría un millón de dólares!
No todos los que se hicieron ricos eran mineros. Algunas
personas se fueron a California durante la búsqueda de oro
para abrir tiendas u otros negocios como hoteles y bancos.
Como los mineros pagaban altos precios, estos empresarios
se hicieron ricos. Y nunca buscaron oro.
La búsqueda de oro de 1849 cambió todo en el norte de
California.
Comments: Accuracy Rate (# words read correctly/100 ×
100)
%
Total Self-Corrections
Lesson 25: La búsqueda de oro8© Houghton Mifflin Harcourt Publishing Company
Grade 3
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