Es_un_mamifero_TPSpa..

Teaching Plan
EDL Level
40
Guided Reading Level
P
Lexile Measure
®
680L
What do people,
elephants, and whales
have in common? They
are all mammals. All
mammals have unique
characteristics that make
them different from
reptiles or birds. ¡Es un
mamífero! provides
interesting facts and
information about these
diverse animals.
Nonfiction Genre
• Informational Text
Nonfiction Features
• Captions
• Charts and Tables
• Diagrams
• Glossary
• Headings
• Index
• Labels
• Photographs
• Sidebars
Text Structure
• Enumerative
• Compare and Contrast
• Description
Vocabulary
• especies
• reptiles
• de sangre caliente
• esqueleto
• hábitats
• adaptar
• extinción
• peligro de extinción
• nocturnos
Comprehension
• Compare and Contrast
Writing
• Write an informational text.
Content Area Connections:
Life Science
• Categorize and classify some
of the basic characteristics of
mammals.
• Understand that the behavior of
mammals and the environments
in which they live vary greatly.
Curriculum Support
You may want to use ¡Es un
mamífero! when teaching the
following science topics:
• Animal needs
• Animal habitats
Cross-Text Reading
• Vida en las islas, an iOpeners
Grade 3 geography title
1 Introduce the Book
Introduce the Nonfiction Genre:
Informational Text
• Display the book cover. Read the title and the author’s
name. Explain to students that informational texts are
written about things in the natural and social world.
• Explain that facts about various aspects of the subject
are often grouped into topic areas that are organized
by chapter, section, or page.
• Point out that the author also uses additional
features—such as sidebars and labeled diagrams—
to help explain the information.
Nonfiction Text Features
• Diagram: Discuss the illustration at the bottom of page 4.
Explain that diagrams often show an inside view of a subject, such as the cat shown. The label identifies a structure
within the cat. Point out that the backbone would not be
labeled if only the outside of the cat were shown.
• Sidebars: Point out the sidebar on page 5. Tell students
that sidebars give additional information about the subject
being discussed.
• Captions: Point to the photograph of the cow and calf
on page 6. Tell students that captions are usually short
sentences that provide information about the subject of
a photograph or illustration.
• Chart: Direct attention to the chart on page 13. Explain
that charts present information in a way that is easy to see
and understand. Point out that this chart uses pictures to
organize the different places around the world where
specific mammals live.
Activate or Build Background
• List the names of several mammals on the chalkboard, including the ones on the cover of the book.
Discuss with students how these animals are alike.
• Explain that these animals are called mammals.
Ask students if they have seen any of these animals
and where.
• Discuss the characteristics of mammals. ¿Qué
aspecto tienen los mamíferos? ¿Cómo cuidan a sus
bebés? ¿Dónde viven? Make a class list of these
characteristics.
• Invite volunteers to contribute names of other
animals that share these characteristics. Add these
to the class list.
Introduce Vocabulary
You may want to introduce the following words and
concepts before reading:
• especies: grupos de animales o plantas similares
• reptiles: animales, como por ejemplo las serpientes o los
caimanes, que tienen sangre fría, ponen huevos y tienen
la piel seca y escamosa
• de sangre caliente: que tienen una temperatura corporal
independiente de la temperatura exterior
• esqueleto: una estructura de huesos debajo de la piel de
un animal
• hábitats: lugares donde viven plantas y animales
• adaptar: cambiar para sobrevivir en un hábitat particular
• extinción: cuando ya no queda vivo ningún ejemplar de
un tipo de animal
Preview and Predict
• Invite students to look again at the cover photograph and the inside pages of the book. ¿En qué se
parecen estos animales?
• Next, have students read the contents page. ¿Acerca
de qué piensas que podrías leer en cada capítulo?
• peligro de extinción: cuando quedan pocos ejemplares
vivos de un animal
• nocturnos: que están activos por la noche
2 Read the Book
SET THE PURPOSE
pages 3–9
Focus Attention
Have students review
their list of mammals and
their characteristics. As
they read, students can
check their facts and add
mammals found in the
book to their list.
Vocabulary
especies, reptiles,
de sangre caliente,
esqueleto
GUIDE THE READING
• Ask students to compare and contrast one example of a bird or reptile with
one of the mammals pictured on pages 2–3. Compare and Contrast
• ¿Cuáles piensas que tienen mejor oportunidad de sobrevivir, los bebés reptiles o los
bebés mamíferos? ¿Por qué piensas así? Make Judgments
• ¿Cuáles son algunos mamíferos que hibernan durante el invierno?
Make Connections
FOCUS ON NONFICTION FEATURES
• Direct attention to the photographs on pages 2–3. ¿Qué te dicen estas
fotografías acerca de los mamíferos?
• Remind students that sidebars give additional and interesting information that
expands on the topic in the main text. ¿Por qué piensas que la autora incluyó la
columna lateral en la página 5?
pages 10–13
Focus Attention
Encourage students to
think about different
climate regions and the
types of mammals that
might live in each of
those habitats. Point out
that changes to a habitat
can affect the mammals
that live there.
Vocabulary
hábitats, adaptar,
extinción, peligro de
extinción
GUIDE THE READING
• Discuss the concept of adaptation with students. ¿Cómo piensas que los seres
humanos se han adaptado a la vida en la Tierra? Make Connections
• ¿Qué piensas que les sucederá a los mamíferos si sus hábitats siguen siendo
destruidos? ¿Por qué? Predict
• ¿Por qué piensas que hay más mamíferos en peligro de extinción que cualquier
otro tipo de animal? Make Inferences
FOCUS ON NONFICTION FEATURES
• Point to the close-up photograph of the camel’s face on page 10. ¿Por qué
piensas que la autora ha incluido una fotografía más pequeña junto a la fotografía
grande del camello?
• Point to the chart on page 13. ¿Por qué piensas que la autora incluyó un cuadro
en esta sección del libro? ¿De qué otras maneras podría haber presentado la
autora la información que muestra este cuadro?
pages 14–19
Focus Attention
Have students review the
mammals they have read
about so far. Encourage
them to think about the
different ways in which
each of these mammals
moves and the body
parts that aid in each
motion.
Vocabulary
nocturnos
GUIDE THE READING
• Have students write the following headings: Mamíferos que saltan, Mamíferos
que vuelan, and Mamíferos que nadan. Have them classify the mammals they
read about on pages 14–19. Classify/Categorize
• ¿Piensas que la capacidad de saltar grandes distancias ayuda a algunas
especies de mamíferos y a su capacidad para sobrevivir? ¿De qué manera?
Make Inferences
• Remind students that both kangaroos and bats are mammals. ¿En qué se
parecen los canguros a los murciélagos? ¿En qué se diferencian? Compare
and Contrast
FOCUS ON NONFICTION FEATURES
• Point to the diagram on page 16. ¿Por qué piensas que la autora incluyó rótulos
en este diagrama?
• Have students review the headings on pages 14–18. Encourage them to use
an outline form to show which of the headings are chapter titles and which
ones are section titles. ¿Por qué piensas que la autora organizó la información de
esta manera?
pages 20–24
Focus Attention
Encourage students
to think about how
mammals they have read
about or know about use
their five senses. Guide
students to recognize
that like humans,
mammals also have
certain senses that they
depend upon more
than others.
GUIDE THE READING
• Have students classify the mammals on pages 20–21 according to their most
developed sense. Classify/Categorize
• ¿Qué piensas que les pasaría a estos mamíferos si perdieran el sentido del que
dependen más? Predict
• Direct attention to page 22. ¿Por qué piensas que la autora terminó el libro con
el capítulo Mamíferos asombrosos? ¿Qué muestra esto sobre lo que ella piensa
acerca de los mamiferos? Understand Author’s Purpose
FOCUS ON NONFICTION FEATURES
• Invite a volunteer to read the caption accompanying the rabbit photograph
on page 20. ¿Qué propósito tiene este pie de foto? ¿Piensas que es importante
para el texto? ¿Por qué?
• Direct attention to the glossary and the index. ¿Por qué piensas que este libro
incluye un índice y un glosario?
ESL/ELL Strategy
Reread the Book
As students read ¡Es un
mamífero!, encourage
them to use sticky notes
to label each animal with
its English name.
Encourage students to
review their labels with a
partner. You may also
want to have students
name other mammals that
are similar in appearance
to each labeled mammal.
• After the students reread the text, have them fill out the word web on the back
cover to summarize important points about mammals.
• Then discuss the text organization of the book. ¿Cómo está organizada la información? ¿Cómo te ayuda el orden de la información a aprender acerca de los mamíferos?
• Ask students what mammal they would like to learn more about and why. Suggest
Web sites or public places such as zoos or wildlife centers that students might visit
to learn more about the mammal.
Answers to Student Book Questions
1. La gente leería este libro para aprender
lo que son los mamíferos y en qué se
diferencian de otros animales.
2. Puede que mucha gente no se dé cuenta
de que los seres humanos y algunos animales poseen características parecidas.
3. Las respuestas variarán pero pueden
incluir: Los cuerpos de algunos
mamíferos se adaptan a almacenar
comida y mantenerse calientes.
4. La ecolocalización puede ser más
fuerte que el sentido de la vista del
murciélago.
5. Las respuestas variarán.
3 Learn Through the Text
SCIENCE: Meeting Animals’ Needs
Use ¡Es un mamífero! to teach how mammals meet
their needs.
• Discuss how all animals obtain their needs, such as
food, water, air, and shelter from their surroundings.
• Talk about how adaptations help animals meet their
needs. Have students compare the camel and the polar
bear on pages 10–11. Ask them to tell how each is
adapted to meet its needs in its particular environment.
• Explain that animals learn how to provide for some of
their needs from other animals. Ask what the bear
cubs on page 7 are learning from their mother.
• Have students select different habitats. Then ask them
to draw a mammal that could live in that habitat.
Remind them to consider how the mammal would
move, what it would eat, and how it would get its food.
COMPREHENSION: Compare and
Contrast
• Point out that although mammals share many
common characteristics, each kind of mammal is
unique.
• Draw a Venn diagram on the chalkboard, and invite
students to draw their own copies. Have students use
their diagrams to compare and contrast two of the
mammals in the book. Encourage them to record facts
from the book as well as what they might already know.
Remind them that the center section of the Venn
diagram is for traits shared by both mammals.
• Then begin a class discussion that compares and
contrasts mammals with nonmammals such as birds
or reptiles. You may want to draw a Venn diagram
on the chalkboard to record students’ ideas.
WRITING Write an Informational Text
Have students use what they learned about informational texts to write a
mammal fact card.
• Organize students into pairs to choose and write about a mammal.
Encourage them to select mammals that are not discussed in the book.
• Tell students to use a variety of sources to research their mammal, such
as reference books, children’s Web sites, and Web sites sponsored by
specific zoos.
• Have partners use their notes to collaborate on a rough draft of their fact
card. Encourage them to begin their card with a strong lead-in that identifies
the animal and gives basic information about its size and habitat. Tell them
to use sensory words to describe their animal.
• Give each pair a sheet of construction paper on which to write their final
draft. Encourage them to include some of the nonfiction features from
¡Es un mamífero! in their work.
• Collect the finished fact cards and organize them into a booklet that
students can use as a study and a review tool.
¡Es un mamífero! Organizador gráfico
Nombre
Completa la red de palabras para resumir lo que has aprendido acerca de los mamíferos.
Qué es un mamífero
Cómo se mueven
los mamíferos
Mamíferos
Dónde viven
los mamíferos
Sentidos en
los mamíferos
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