LESSON 3 TEACHER’S GUIDE A Visit to the …forms.hmhco.com/.../grade/L03_a_visit_to_the_dominican_republic_N.pdfName Date A Visit to the Dominican Republic Thinking About the Text

Number of Words: 601

L E S S O N 3 T E A C H E R ’ S G U I D E

A Visit to the Dominican Republicby Darleen Ramos

Fountas-Pinnell Level NNonfictionSelection SummaryThe Dominican Republic is on an island located between the United States and South America. There are many things to do, see, and taste in this beautiful island country.

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Characteristics of the Text Genre • Nonfi ction

Text Structure • Third-person narrative• Half pages of text with photographs or illustrations on all pages

Content • Things to do in the Dominican Republic• Things to see in the Dominican Republic• Things to taste in the Dominican Republic

Themes and Ideas • The Dominican Republic is a country that is rich with culture.• Visitors to the Dominican Republic enjoy the time they spend there.

Language and Literary Features

• Descriptive language • Pronunciation guides

Sentence Complexity • A mix of short and complex sentences• Exclamations• Questions

Vocabulary • Some Spanish words, some of which may be unfamiliar, such as Bienvenidos, Hispaniola, merengue, and la bandera

Words • Multisyllable words, such as Caribbean, powerful, delicious, listeningIllustrations • Full color photographs

• MapBook and Print Features • Twelve pages of text; one page has a map, the rest have photographs

• Short captions© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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Target Vocabulary

encouragement – support that makes someone hopeful, p. 10

glances – look for a short period of time, p. 3

honor – a sign of respect, p. 4included – to be part of

something, p. 13

negative – unpleasant or bad, p. 9

observes – sees something, p. 10prepared – created, made ready,

p. 6

sensitive – easily hurt, p. 5unspoiled – untouched, p. 7welcomed – greeted in a friendly

way, p. 14

A Visit to the Dominican Republic by Darleen Ramos

Build BackgroundHelp students use their knowledge of islands to visualize the selection. Build interest by asking questions such as the following: Have you ever been to an island? What things did you do there? What did you see? Did you taste any interesting foods? Read the title and author and talk about the cover photograph. Explain that the Dominican Republic is on an island close to the equator.

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 3: Point out that captions can give clues about information in the text. Explain that this is a book that glances at the sights and sounds of the Dominican Republic. Point out the pronunciation guide for Hispaniola. Have students practice saying the word aloud.

Page 4: Have students look at the picture and read the caption. Suggested language: This lighthouse was built in honor of Christopher Columbus, who visited the island in 1492.

Page 6: Discuss the photograph of the fruit stand and read the caption. Ask: What types of dishes might you prepare with the fruits you see in this picture?

Page 7: Explain to students that many people travel to the Dominican Republic to explore its unspoiled beaches. Ask: How do you think the water and sand look on unspoiled beaches?

Page 9: Have students fi nd and point to the Dominican Republic on the map on page 9. Then have them fi nd and point to the equator. Explain to students that the island is very warm year round because it is so close to the equator.

Now turn back to the beginning of the selection and read about the Dominican Republic.

2 Lesson 3: A Visit to the Dominican RepublicGrade 4© Houghton Mifflin Harcourt Publishing Company


ReadHave students read silently while you listen to individual students read aloud. Support their understanding of the text as needed.

Remind students to use the Visualize Strategy as they read, and to imagine they are on a trip to the Dominican Republic.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the selection.Suggested language: What information did you fi nd the most interesting? What more would you like to learn about the Dominican Republic?

Ways of ThinkingAs you discuss the text, help students understand these points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• Baseball is a very popular sport in the Dominican Republic.

• Many visitors travel to the Dominican Republic to see the beaches.

• The food found in the Dominican Republic is fl avorful.

• The Dominican Republic is a country that is rich with culture.

• Visitors to the Dominican Republic enjoy the time they spend there.

• The pronunciation keys are helpful in understanding the correct way to say a word.

• Captions help to explain the photos.

• The photos and the map contain a lot of helpful information.

© 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 section of the text to read aloud to a partner.

Suggest that they try reading a couple of pages with an expression they would use if they were telling a friend about a trip to the Dominican Republic.

• 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. Explain to students that some words contain r-controlled vowels, such as prepare and sugar. Examples of r-controlled vowels from the book include prepared, farmers, and during. Have students look through the book to fi nd other examples of words with r-controlled vowels.


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Writing about ReadingVocabulary PracticeHave students complete the Vocabulary questions on BLM 3.1.

RespondingHave students use their Reader’s Notebook to complete the vocabulary activities on page 15. Remind them to answer the Word Teaser on page 16. (Answer: negative)

Reading Nonfi ctionNonfiction Features: Photos and Text Clues Remind students that nonfi ction has many features to help readers fi nd and understand important information. Photos and text clues are two of these features. Explain that photos often add information that is not in the text. Have students look again at the photo on page 8. Ask what information they can learn from the photo (what some houses in the Dominican Republic look like, what a rainforest looks like). Then have students choose another photo in the book and tell what they can learn from it.

Text clues are another important source of information. They are verbal clues that signal importance, such as On some nights, During the rainy season, and On the negative side. Have students fi nd these text clues in the book and make a classroom chart. Suggest that students add text clues to the chart from their reading throughout the year.

Writing Prompt: Thinking About the TextHave students write a response to the prompt on page 6. Remind them that when they think about the text, they refl ect back on the text. They should notice and evaluate language, genre, literary devices, and how the text is organized.

Assessment Prompts• What words on page 7 help the reader understand what unspoiled means?

• What is the main purpose of the selection?

• What can readers tell about the Dominican Republic from reading this selection?



Target VocabularyMatch the Target Vocabulary words with their examples below.

encouragementglanceshonorincludednegative

observespreparedsensitiveunspoiledwelcomed

Vocabulary

1. said “Hello, come on in!”

2. understanding of a sad friend

3. watches as others cross the street

4. not changed by humans

5. made soup for lunch

6. unhappy thoughts

7. meeting the President

8. looks quickly at a train schedule

9. support for an effort

10. added another player to the team

Target Vocabulary© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Lesson 3B L A C K L I N E M A S T E R 3 . 1

Grade 4, Unit 1: Reaching Out

A Visit to the Dominican Republic

Target Vocabulary

3

Name Date

welcomed

sensitive

observes

unspoiled

prepared

negative

honor

glances

encouragement

included

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First Pass

English Language DevelopmentReading Support Pair advanced and intermediate readers to read the text softly, or have students listen to the audio or online recordings. Remind students that this selection deals with the beauty of the Dominican Republic.

Cognates The text includes many cognates. Explain the English word and its Spanish equivalent: honor (honor), negative (negativo), and prepared (preparar).

Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’ English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the student.

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: What is the Dominican Republican?

Speaker 2: a Caribbean nation on an island

Speaker 1: What do many farmers grow in the Dominican Republic?

Speaker 2: fruit and sugarcane

Speaker 1: Why do many people visit the Dominican Republic?

Speaker 2: They want to see the unspoiled beaches.

Speaker 1: What is the most popular sport in the Dominican Republic?

Speaker 2: Baseball is the most popular sport.

Speaker 1: What are some things to do and see in the Dominican Republic?

Speaker 2: Dancing and baseball are very popular. People buy fresh fruit from the markets. Many people enjoy visiting the beaches.



Name Date

A Visit to the Dominican RepublicThinking About the Text

Think about the questions below. Then write your answer in one or two paragraphs.

Remember that when you think about the text, you reflect back on the text. You notice and evaluate language, genre, literary devices, and how the text is organized.

Look at the text and the map on page 9. Why does the Dominican Republic experience hurricanes? Do you think the risk of hurricanes is worth the benefit of living in a place where the weather is “mild all year round”? Why or why not?


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Lesson 3B L A C K L I N E M A S T E R 3 . 1


Target Vocabulary


Target VocabularyMatch the Target Vocabulary words with their examples below.

encouragementglanceshonorincludednegative

observespreparedsensitiveunspoiledwelcomed

Vocabulary

1. said “Hello, come on in!”

2. understanding of a sad friend

3. watches as others cross the street

4. not changed by humans

5. made soup for lunch

6. unhappy thoughts

7. meeting the President

8. looks quickly at a train schedule

9. support for an effort

10. added another player to the team

Name Date


1414

234

Student Date Lesson 3

B L A C K L I N E M A S T E R 3 . 2 3


Running Record Form

A Visit to the Dominican Republic • LEVEL N

Behavior Code Error

Read word correctly ✓cat 0

Repeated word, sentence, or phrase

®cat

0

Omission —cat 1

Behavior Code Error

Substitution cutcat 1

Self-corrects cut sccat 0

Insertion the

ˆcat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

3

4

Welcome! ¡Bienvenidos! We are just about to land in the

Dominican Republic, a country on the island of Hispaniola

(HISS pen YO luh). Glance out your window. See the sparkling

blue waters of the Caribbean Sea! This lovely island has many

things to do, see, and taste. Are you ready?

The explorer Christopher Columbus came to the island in

1492. He helped build cities. One of them was Santo Domingo,

the capital of the Dominican Republic.

Now let’s visit an interesting Santo Domingo building that

was built in honor of Columbus. On some nights, powerful

lights on the building shine toward the sky.

Comments: Accuracy Rate (# words read correctly/103 ×

100)

%

Total Self- Corrections


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LESSON 3 TEACHER’S GUIDE A Visit to the …forms.hmhco.com/.../grade/L03_a_visit_to_the_dominican_republic_N.pdfName Date A Visit to the Dominican Republic Thinking About the Text