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L E S S O N 8 T E A C H E R ’ S G U I D E
¿Qué hay en el viento?by Erik Barneveld
Fountas-Pinnell Level LInformational TextSelection SummaryWhen air warms, it rises; cooler air sinks. This movement of air makes wind. Wind direction and speed can be measured. Wind can be both helpful and harmful.
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Characteristics of the Text Genre • Informational text
Text Structure • Cause-and-effect text structure• Five sections with titles, each section explaining a different aspect of wind
Content • Description of wind and explanation of what causes wind• Helpful and damaging wind
Themes and Ideas • Wind is moving air, caused by warming and cooling air masses.• Wind can be felt and measured; its effects can be seen.• Wind can be useful, but it can cause damage, too.
Language and Literary Features
• Clear, straightforward language• Descriptive, but not fi gurative language
Sentence Complexity • Many short sentences• Some longer compound and complex sentences: Los molinos usan el viento para moler
trigo o maíz, y así hacer harina y otros alimentos.• Sentences with nouns in series: Pueden lastimar a las personas y dañar árboles y
edifi cios.Vocabulary • Words related to wind and weather: dirección, molinos, tornados, huracanes, rayos
Words • Many two- and three-syllable words• Words with complex spelling patterns: caracteriza, dirección, equivale, advierten• Some words with more than three syllables: movimiento, velocidad, electricidad
Illustrations • Illustrations support text.• Diagram showing movement of air, clearly explained in text
Book and Print Features • Nine pages of text, graphics on every page• Headings defi ning sections
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Target Vocabulary
cuidado – atención, precaución, p. 9
dañar – romper, p. 9destello – ráfaga de luz, p. 8
doblar – torcer sin romper, p. 2equivaler – ser igual a, p. 7impedir – hacer que algo no
suceda, p. 9
llegar – acercarse a un lugar, p. 8retumbar - resonar, p. 8
¿Qué hay en el viento? by Erik Barneveld
Build BackgroundHelp children use their knowledge of wind to think about this book. Build interest by asking questions such as the following: ¿Han estado al aire libre en un día muy ventoso? ¿Cómo sintieron el viento? Read the title and author and talk about the cover photograph. Point out that the book is informational text, so the words and photos will give facts about the topic.
Introduce the TextGuide children 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 3: Explain that this book gives a lot of information about wind.Suggested language: Vayan a la página 3 y miren el diagrama. Nos muestra que el viento se produce cuando el aire caliente sube y el aire más frío baja y llena el espacio donde estaba el aire caliente. Según el diagrama, ¿qué es lo que hace que el aire se caliente?
Page 5: Draw attention to the heading at the top of this page. Este libro está dividido en secciones. Pueden leer el título en la parte superior de algunas páginas para saber de qué se tratará la lección. El título de esta sección es: Vientos que ayudan. ¿Para qué piensan que el viento puede ser útil? ¿Qué pista nos da el molino de la fotografía?
Page 7: Vayan a la página 7 y miren la fotografía del tornado. Un tornado es una tormenta muy fuerte. Sus vientos pueden alcanzar una velocidad igual a la de un tren. ¿Qué clase de daño, o mal, creen que puede producir este tipo de vientos?
Pages 8–9: Miren las fotografías en estas páginas. Muestran una tormenta muy fuerte. Los avisos de tormenta le advierten a la gente que debe tener cuidado con las tormentas y que debe protegerse. ¿Por qué creen que es importante estar prevenidos cuando una tormenta peligrosa está por venir?
Ahora, vuelvan al comienzo del libro para aprender más sobre el viento.
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ReadHave children read ¿Qué hay en el viento? silently while you listen to individual students read. Support their problem solving and fl uency as needed.
Remind children to use the Visualize Strategy to picture what is happening as they read.
Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the book. Suggested language: ¿Qué aprendiste sobre el viento luego de leer el texto?
Ways of ThinkingAs you discuss the text, help children understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• Warm air rises, cold air sinks, and this movement of air makes wind.
• Weather vanes measure the direction of wind; wind speed can also be measured.
• Wind helps people stay cool, helps sailboats move, and can grind grains and make electricity.
• The powerful winds in a tornado or hurricane can cause damage.
• Wind is moving air, caused by warming and cooling air masses
• Wind can be felt and measured; its effects can be seen.
• Wind can be useful, but it can be harmful, too.
• Section headings tell what is in each section.
• The author uses description and cause and effect to organize the book.
• A diagram helps explain information in the text.
• The author’s purpose is to inform readers about wind.
Choices for Further Support• Fluency Invite children to choose a passage from the text to read aloud. Remind them
to pay attention to punctuation and to pause at commas in longer sentences.
• Comprehension Based on your observations of the children’s reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind children 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. Remind children that some words, have multiple meanings. Say that the word cometa can mean either “kite” or “comet”. Other examples in the text are cerca (page 3), para (page 5), sobre (page 8).
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Writing about ReadingCritical ThinkingHave students complete the questions on Hoja reproducible 8.7.
RespondingHave children complete the activities at the back of the book. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.
Target Comprehension SkillMain Ideas and Details
Target Comprehension Skill Remind children that they should think about the
important ideas and details in a book. Model the skill, using this “Think Aloud”:
Think Aloud
Puedo mencionar una idea importante sobre el viento si pienso en los detalles que nos da el libro. En días de mucho calor, el viento refresca a las personas. También permite a los barcos veleros moverse sobre el agua. Los molinos usan el viento para moler trigo o maíz, y así hacer harina y otros alimentos. El viento también puede producir electricidad. Estos detalles me ayudan a ver que el viento puede ser muy útil.
Practice the SkillHave children use details from the book to show that wind can also cause trouble.
Writing Prompt: Thinking Beyond the TextHave children write a response to the prompt on page 6. Remind them that when they think beyond the text, they use what they know and their own experience to think about what happens in the book.
Assessment Prompts• What is the author’s purpose for writing this book?
• Which words on page 9 help the reader to understand the meaning of the word impedir?
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Nombre Fecha
¿Qué hay en el viento?Pensar más allá del texto
Imagina que en tu ciudad están pensando en construir turbinas de viento. Escribe una carta al periódico local. Explica por qué piensas que las turbinas de viento son –o no son– una buena idea. Usa información del libro para fundamentar tu opinión.
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