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National Park SOCIAL STUDIES TEACHER’S GUIDE National Park NGL.Cengage.com 888-915-3276 930L Welcome to 3 Days in The Legend Super Yosemite Yosemite of El Capitan Climbers OC_SE_49107_5_U32_AD.indd All Pages 10/7/13 11:12 AM 001-019_OTG_71250_G5.indd 1 1/31/14 6:33 PM Contents Yosemite National Park Literacy Overview . 2 Social Studies Background �������������������������������������������������������� 4 Welcome to Yosemite. 7 3 Days in Yosemite ��������������������������������������������������������������������� 9 The Legend of El Capitan . 11 Super Climbers. 13 Discuss . 15 SOCIAL STUDIES Research & Share . 17 Correlation . 19 Glossary 930L National Park NGL.Cengage.com 888-915-3276 OC_SE_49107_5_U32_AD.indd All Pages Welcome to Yosemite 3 Days in Yosemite The Legend of El Capitan Super Climbers 10/7/13 11:12 AM YOSEMITE NATIONAL Park | CoNTENTS © National Geographic Learning, Cengage Learning, Inc. 001-019_OTG_71250_G5.indd 1 1/31/14 6:33 PM Literacy Overview SOCIAL STUDIES Reading Selections • Welcome to Yosemite (social studies article) • 3 Days in Yosemite (geography tour) • The Legend of El Capitan (legend) • Super Climbers (reference article) TEXAS ESSENTIAL KNOWLEDGE AND SKILLS 110.16. English Language Arts and Reading, Grade 5. Reading/Comprehension Skills. Students use a flexible range National Park of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more NGL.Cengage.com 888-915-3276 complex texts as they become self-directed,930L critical readers. The Super 3 Days in The Legend student is expected to: (A) establish purposes for reading selected Welcome to Climbers Yosemite of El Capitan texts based upon own or others’ desired outcome to enhance Yosemite comprehension; (B) ask literal, interpretive, evaluative, and 10/7/13 11:12 AM universal questions of text; (C)OC_SE_49107_5_U32_AD.indd monitor Alland Pages adjust comprehension (e.g., using background knowledge, creating sensory images, CONTENT GOAL re-reading a portion aloud, generating questions); (F) make Students will read four selections in Yosemite National Park. connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual They will be introduced to the concept of human-environment evidence. interaction as they learn how and why Yosemite became a (b) Knowledge and skills. national park, tour different habitats and ecosystems in the park, (6) Reading/Comprehension of Literary Text/Fiction. Students read a legend about El Capitan, and discover why super climbers understand, make inferences and draw conclusions about the are drawn to Yosemite. structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (B) explain the roles and functions of characters in various plots, including their relationships and conflicts. COMPREHENSION GOAL (11) Reading/Comprehension of Informational Text/Expository Remind students that as thinking-intensive readers they must Text. Students analyze, make inferences and draw conclusions listen to their inner voice to monitor and repair comprehension as about expository text and provide evidence from text to support they read. Find opportunities to model and teach active thinking their understanding. Students are expected to: (B) determine the facts in text and verify them through established methods; strategies to help students access content. You may want to focus (C) analyze how the organizational pattern of a text (e.g., cause- on the following strategies for Yosemite National Park. and-effect, compare-and-contrast, sequential order, logical order, classification schemes) influences the relationships among • Determine Importance: Readers need to sift out the most the ideas; (D) use multiple text features and graphics to gain an important information in a text. They must distinguish the overview of the contents of text and to locate information; important information from the interesting details to answer (E) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or questions and arrive at main ideas. different genres. • Monitor and Repair Comprehension: Readers are (13) Reading/Comprehension of Informational Text/Procedural aware of their thinking as they read, listen, and view. They Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: notice when the text makes sense and use “fix-up” strategies (B) interpret factual or quantitative information presented in (e.g., re-reading) when it doesn’t. maps, charts, illustrations, graphs, timelines, tables, and diagrams. Research Standards (page 17) YOSEMITE NATIONAL PARK LITERAcy OVERVIEW 2 © National Geographic Learning, Cengage Learning, Inc. 001-019_OTG_71250_G5.indd 2 1/31/14 6:33 PM The NG Ladders on-level eBook for Yosemite National Park is available in .pdf format. Project the eBook on your interactive whiteboard, or have students listen to or SOCIAL STUDIES read it on tablets or other mobile devices. National Park 930L NGL.Cengage.com 888-915-3276 Welcome to 3 Days in Yosemite The Legend Yosemite Super OC_SE_49107_5_U32_AD.indd All Pages of El Capitan Climbers 10/7/13 11:12 AM Why are national parks worth protecting? Ask students to Turn and Talk about what they know about national parks from experience, books, or movies. Students can then Share by adding their ideas to the graphic organizer about what they think they know about the value of protecting national parks. You may want to return to the graphic organizer to add more information after students read each selection. BUILD SOCIAL STUDIES ACTIVATE & BUILD BACKGROUND BACKGROUND Pages 4–6 of this teacher’s guide address how certain Draw the graphic organizer shown above. Ask: Why are social studies concepts relate to each selection in Yosemite national parks worth protecting? Write students’ responses National Park. This information will provide you with in the graphic organizer. social studies background knowledge as you plan your teaching for this book. Model for students by thinking aloud. Say something like: I haven’t visited Yosemite, but I know that it has wide Help students access background knowledge related meadows, gigantic trees, and beautiful mountains with to the social studies concepts. Support the concepts of amazing cliffs and waterfalls. If Yosemite wasn’t a national glaciers, habitat, and grove in ways that are familiar to park, we might not be able to enjoy this beautiful landscape your students. and the wildlife that lives there. National parks protect natural • glaciers: Display pictures of glaciers. Help students habitats. They also provide places where people can spend time understand that glaciers are slow-moving rivers of ice hiking, camping, viewing wildlife, and enjoying the natural that cut and grind away soil and rock as they move. beauty of a place. • habitat: Write bear cub, pine tree, and duck on the Explain that national parks are created to protect the board. Invite students to do a “quick write” of what landscape and natural habitats in special places. Thus would be found in each of these living things’ habitats. visitors need to follow rules. Say: Rules and laws help protect • grove: Explain that a grove is a group of trees standing the land and wildlife in national parks. When we visit national together. Display several small objects, such as paper parks, we need to follow these rules and laws so that plants and clips, to represent trees. Invite students to arrange the animals—and their homes—remain healthy and safe. objects to represent two or more groves. YOSEMITE NATIONAL Park | LITERAcy OVERVIEW 3 © National Geographic Learning, Cengage Learning, Inc. 001-019_OTG_71250_G5.indd 3 1/31/14 6:33 PM SOCIAL STUDIES Social Studies Background Social studies concepts are a critical part of each selection in Yosemite National Park. These pages will help you build content knowledge so that you may more effectively have discussions with students as they read each selection of the book. The following big idea social studies concepts apply to several National Park selections in the book. • A glacier (student book, p. 2) is a huge mass of slow-moving ice. NGL.Cengage.com 888-915-3276 Glaciers form from snow that turns into ice over many, many 930L years. This happens when winter snowfall exceeds summer The Legend Super Welcome to 3 Days in of El Capitan Climbers Yosemite Yosemite melting year after year. Over a long period of time, the layers of 10/7/13 11:12 AM snow compress into glacial ice. OC_SE_49107_5_U32_AD.indd All Pages The two major kinds of glaciers are continental and valley. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS Continental glaciers are huge, thick ice sheets that cover large 113.16. Social Studies, Grade 5. (b) Knowledge landmasses, such as the glaciers that cover Greenland and and skills. Antarctica. Valley, or alpine, glaciers form high in the mountains and slowly flow down the mountain valleys until the ice reaches (7) Geography. The student understands the concept of a point where the climate is warm enough to melt the ice. The regions in the United States. The student is expected to: ice, and the rocks that it carries, grinds against the floor and (B) describe a variety of regions in the United States such sides of the valley, carving out a deep, wide valley over time. as landform, climate, and vegetation
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