Sentidos Ingles Español

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Guía del maestro por

Los sentidos
Temprano: Ciencias
Incluye:
• Planificaciones de las lecciones
• Reproducibles para aprender
• Evaluaciones de examen preliminar y examen posterior
• Libritos para la casa
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Copyright ©2008 The Hampton-Brown Company, Inc., a wholly owned subsidiary of

The National Geographic Society, publishing under the imprints National Geographic
School Publishing and Hampton-Brown.
All rights reserved. No part of this book may be reproduced or transmitted in any form
or by any means, electronic or mechanical, including photocopying, recording, or by an
information storage and retrieval system, without permission in writing from the Publisher.
National Geographic and the Yellow Border are registered trademarks of the National
Geographic Society.
National Geographic School Publishing

Hampton-Brown
P.O. Box 223220
Carmel, California 93922
www.NGSP.com
Printed in the United States of America.
ISBN 978-07362-57565
08 09 10 11 12 13 14 15 16 17
10 9 8 7 6 5 4 3 2 1
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Program Overview Learning Masters
About the Program . . . . . . . . . . . 2 Lo que aprendí . . . . . . . . . . . . 22

Accessible Academic Content . . . 4 Cómo aprendí . . . . . . . . . . . . . 23
Flexible Use . . . . . . . . . . . . . . . . 6 Canción del tema . . . . . . . . . . . 24
Reproducibles para aprender . . 25
Los sentidos Lessons Enfoque en la familia . . . . . . . . 29
Lesson Overview . . . . . . . . . . . . . 8
Pre- and Post-Test
Lesson 1 . . . . . . . . . . . . . . . . . 10
Assessments
Lesson 2 . . . . . . . . . . . . . . . . . 12
Lesson 3 . . . . . . . . . . . . . . . . . 14 Instructions . . . . . . . . . . . . . . . 32
Lesson 4 . . . . . . . . . . . . . . . . . 16 Answer Key . . . . . . . . . . . . . . . 33
Lesson 5 . . . . . . . . . . . . . . . . . 18 Student Profile . . . . . . . . . . . . . 34
Class Profile . . . . . . . . . . . . . . 35
Pre-Test . . . . . . . . . . . . . . . . . . 36
Post-Test . . . . . . . . . . . . . . . . . 38
Take-Home Book Masters

PROGRAM OVERVIEW
About the Program
Content and Literacy Development

for Diverse Language Learners
National Geographic’s Ventanas a la lectoescritura: Lenguaje, lectoescritura y
vocabulario program is designed for today’s classroom—diverse, challenging,
and complex. Many children come to school without the basic background
knowledge and oral language development needed for academic success.
Lenguaje, lectoescritura y vocabulario provides the extra support young learners
need to experience success from the start.
National Geographic’s Lenguaje, lectoescritura y vocabulario program offers rich
opportunities for beginning learners to build background knowledge, develop
vocabulary and oral language, and learn grade-level content. Throughout
the nation, teachers told us they needed materials that scaffolded the learning
so that children from diverse language backgrounds, at-risk readers, and
children with learning challenges would have opportunities to achieve their
full potential. The Lenguaje, lectoescritura y vocabulario program meets this
need through:
• Thematic units built around essential key concepts in science, social studies,
and math
• Academic vocabulary development
• Age-appropriate and engaging nonfiction texts
• Considerate text with strong picture-text match
• Scaffolded, multilevel instruction for students at different levels
of language proficiency
• Springboards to related reading and writing
• Customized instruction for English language learners (ELLs)
• Research-based instructional strategies
• Rich and varied teacher support and tools
2
About the Program

Consulting Author: Linda Hoyt
Linda Hoyt is an educational consultant who strives
to help teachers and school districts implement best
practices in literacy instruction. She has had a rich
array of experiences in education, ranging from
classroom teaching to working as a reading specialist,
curriculum developer, Title 1 teacher, staff developer,
and Title 1 District Coordinator. She is the author
of numerous books, articles, and videos and conducts
presentations and workshops on literacy throughout
the country.
Program Advisor: Mary Hawley

Mary Hawley is an educational consultant who has worked with teachers,
educators, and publishers to implement best practices for teaching students with
diverse language backgrounds. She has taught English as a Second Language
in Mexico, worked with migrant and refugee children in Indiana, and studied
in Latin America. In recent years, she has been instrumental in developing
Spanish reading programs and products for English language learners.
Program Reviewers
Susan Brandt, Director of Staff Development and Support Programs,
Arlington Heights School District 25, Arlington Heights, Illinois
Theresa Castelan, English Language Development Resource Teacher,
Clovis Unified School District, Clovis, California
Dr. Beverly Ann Chin, Professor of English, University of Montana
Danielle Clayton, Director of English Learners, Kings Canyon Unified
School District, Reedley, California
Paula Olson, retired teacher, Fairfax County Public Schools, Fairfax, Virginia
Sheryl Powell, Pre-Kindergarten Teacher, Wells Branch Elementary School,
Austin, Texas
3
PROGRAM OVERVIEW
Accessible Academic Content
Success From the Start!

Achieving academic success is essential for children to make adequate yearly
progress and for continued academic growth. Conclusive data and research
show that children who fall behind on their acquisition of academic content
and vocabulary during the K–2 years will fall further behind as they advance
through the grade levels. To help children achieve success from the start
and prevent them from falling behind, Ventanas a la lectoescritura: Lenguaje,
lectoescritura y vocabulario gives children access to the core grade-level content
they need for standards-based academic success through these features:
• Explicit instruction in core academic content and vocabulary to build

a foundation for future success
• Focused, targeted, standards-based content
• Alignment with TESOL standards
• Multiple exposures to and applications of academic vocabulary
• Carefully leveled developmental texts
• Picture glossaries of key content vocabulary
• Simple, engaging, and visually striking student book pages
• Strong picture-text match
• Familiar language and simple sentence structures
• Multiple opportunities for oral language development
• Theme Builders for building background and developing oral language
• Opportunities for writing and related reading
El tiempo y
las estaciones
por
4
Accessible Academic Content

One Program for Your Diverse Classroom
Ventanas a la lectoescritura: Lenguaje, lectoescritura y vocabulario recognizes that
every classroom includes diverse language learners as well as children whose
background knowledge and oral language require development. Teachers
told us they wanted one program that they could use with Spanish language
learners, children with reading and vocabulary challenges, and children
with learning issues that affect their ability to acquire and process language.
With appropriate modifications for different needs, Lenguaje, lectoescritura y
vocabulario gives teachers a sound, research-based instructional plan to meet
the common needs among diverse language learners.
5
PROGRAM OVERVIEW
Flexible Use
Ventanas a la lectoescritura: Lenguaje, lectoescritura y vocabulario is designed to be
used in a variety of classroom situations. This flexibility allows you to custom
fit the program to match your scheduling and program needs.
Regular Classrooms
The chart below shows the suggested pacing for use in the regular classroom.
Each theme can be completed in five days.
Pacing Guide:
One Week for One Theme
Day 1 • Lesson 1 Administer Pre-Test
Read Libro de conceptos
Introduce Concepts and Vocabulary
Model the Reading
Day 2 • Lesson 2 Reread Libro de conceptos

Develop Concepts and Vocabulary
Introduce Comprehension Strategy
Small Group Reading
Modeled Writing
Day 3 • Lesson 3 Read First Related Libro del tema

Develop Concepts and Vocabulary
Small Group Reading
Practice Comprehension Strategy
Shared Writing
Day 4 • Lesson 4 Read Second Related Libro del tema

Review Concepts and Vocabulary
Small Group Reading
Apply Comprehension Strategy
Guided Writing
Day 5 • Lesson 5 Rereading and Assessment

Guided Writing
Optional Reading
Home Connection
Administer Post-Test
6
After-School Programs
Flexible Use
Lenguaje, lectoescritura y vocabulario works within a variety of after-school programs.
Whether your after-school program meets every day or only three days a week,
the program can easily be adjusted to meet your scheduling needs.
• For programs that meet every day, one theme can be completed each week of the program.
Use the Pacing Guide on page 6.
• For programs that meet three times per week, one theme can be completed every two
weeks. Use the suggested plan shown below.
Pacing Guide:
Two Weeks for One Theme
Week 1 • Day 1 • Lesson 1 Week 2 • Day 1 • Lesson 4
Pre-Test Read Second Related Libro del tema
Read Libro de conceptos Review Concepts and Vocabulary
Introduce Concepts and Vocabulary Small Group Reading
Model the Reading Apply Comprehension Strategy
Week 1 • Day 2 • Lesson 2 Week 2 • Day 2 • Begin Lesson 5

Reread Libro de conceptos Assess and Extend
Develop Concepts and Vocabulary Rereading and Assessment
Introduce Comprehension Strategy Begin Guided Writing
Small Group Reading
Modeled Writing
Week 1 • Day 3 • Lesson 3 Week 2 • Day 3 • Complete Lesson 5

Read First Related Libro del tema Complete Guided Writing
Develop Concepts and Vocabulary Optional Reading
Small Group Reading Home Connection
Practice Comprehension Strategy Post-Test
Shared Writing
Summer School Programs

Lenguaje, lectoescritura y vocabulario is the perfect fit for your summer school program.
When time is short and results matter, your class time must be productive. The five-day
lesson plan allows you to complete one theme during each week of your summer
school program. Whether your summer school plan includes a four-, five-, or six-
week program, you can select developmentally appropriate themes that focus on the
content areas of math, science, and social studies while developing strong literacy skills.
Four-Week Program Five-Week Program Six-Week Program

Choose four themes. Choose five themes. Choose six themes.
7
Overview Los sentidos
<None>
STANDARDS Theme Materials
ACADEMIC LANGUAGE/SSL Libro de conceptos Libros del tema
• Use academic vocabulary related to
the study of the senses
• Use appropriate language forms
to discuss the senses and to
make connections
• Develop fluency in reading, writing, Level 8
listening to, and speaking Spanish
Level 8
SCIENCE
• Name the five senses and related body Organizador del tema Reproducibles para aprender
parts (sense organs)
• Discuss how we use the five senses in
everyday situations
READING/LANGUAGE ARTS
• Learn and apply the comprehension
strategy: Making Connections
• Use the text features: Highlighted
Words and Captions
• Write about the five senses
• Learn and use vocabulary related to
the five senses
Librito para la casa
Before Theme Assessment
Lección en audio
To compare progress before and after Los sentidos
teaching this theme, use the Pre-Test and
Post-Test Assessments, pages 32–39.
por
8
Instructional Highlights
Key Concepts Key Concept Words
• We have five senses: sight, lengua oler
hearing, smell, taste, and touch. manos saborear
• We have a sense organ for each nariz sentidos
of the five senses.
oídos tocar
• The five senses give us
information about the world. oír ver
ojos
Comprehension Strategy
Making Connections Text Features
Highlighted Words
Captions
Theme Planner
Lesson 1* Lesson 2 Lesson 3 Lesson 4 Lesson 5

Teacher’s Guide Teacher’s Guide Teacher’s Guide Teacher’s Guide Teacher’s Guide
pp. 10–11 pp. 12–13 pp. 14–15 pp. 16–17 pp. 18–19
Read Reread Read Read Assess
Los sentidos• Los sentidos Hornear pan Usar los sentidos and Extend
Administer Pre-Test, en la escuela
p. 36 • Develop Concepts • Develop Concepts • Administer Post-Test,
and Vocabulary and Vocabulary • Review Concepts p. 38
• Introduce Concepts and Vocabulary
and Vocabulary • Introduce the • Small Group Reading • Rereading
Comprehension Strategy: • Small Group Reading
• Model the Reading Making Connections • Practice the • Guided Writing
Comprehension Strategy: • Apply the
• Small Group Reading Making Connections Comprehension Strategy: • Assessment Tools
Making Connections
• Modeled Writing • Shared Writing • Optional Reading
• Guided Writing • Home Connection
9
Lesson 1 Read Los sentidos
OBJECTIVES Introduce Concepts and Vocabulary

• Understand that the five senses are
related to the five sense organs and Introduce Theme Question Introduce Key Vocabulary
that the five senses give us information Ask children: ¿Qué podrían oír, Use the Pensar y conversar scene on
about the world saborear, oler, tocar y ver en una comida the Organizador del tema to teach
• Learn and use vocabulary related to campestre? Vamos a conocer cada uno Key Concept Words and model
the five senses de los cinco sentidos. Children will language forms.
also learn the language to use when ¿Con qué oye la música el niño?
• Use photos to predict vocabulary
talking about the five senses.
• Use text features, such as highlighted Él oye la música con los oídos.
words, to comprehend text Show children an item they might
find at a picnic, such as an apple. ¿Con qué huele una flor la niña?
Materials Record their descriptions of how Ella huele una flor con la nariz.
an apple looks, sounds (when being Continue by naming other senses
Realia: a piece of fruit such as an apple cut or bitten into), tastes, smells, in questions about the remaining
or an orange and feels. photos. As you introduce words, jot
Organizador del tema them down on chart paper. Display
Develop Oral Language this Banco de palabras throughout
Los sentidos
Display a piece of a fruit such as the theme. Invite pairs of children
Reproducibles para aprender page 24
an apple or an orange. Model a to practice using the words and the
Lección en audio 1 sentence: Puedo ver una manzana. language forms for asking questions
Point to your eyes and say with about the senses.
children: Puedo ver la manzana con
Organizador del tema (Canción) los ojos. Repeat for the remaining Sentidos Partes del cuerpo
senses: Puedo tocar la manzana con
las manos. Puedo oler la manzana con oír oídos
la nariz. Puedo saborear la manzana
con la lengua. (Chew the apple.) oler nariz
Puedo oír cuando muerdo la manzana
saborear lengua
con los oídos.
Tell children that they can use tocar manos
all five senses when telling about
an apple. ver ojos
Introduce the Theme Song

Organizador del tema (Escena) Build Background
Display the Canción del tema on the
Organizador del tema (tune: “Row, Display the Pensar y conversar scene
Row, Row Your Boat”). Sing the on the Organizador del tema
song, pointing to your eyes. Then again. Ask children: ¿Qué notan?
have children sing along with you, As children share observations,
pointing to their eyes. Repeat for guide them to use natural language
oír, tocar, oler, and saborear. Have forms. Then have children work
pairs of children use Reproducibles with learning partners to talk about
para aprender page 24 to practice the scene and practice using the
using the language for talking language forms for asking and
about the senses. answering questions.
10
Model the Reading

Preview the Book Pages 4–5
Distribute copies of Los sentidos. Think Aloud Esta ilustración es igual Nombre
Canción del tema
Read aloud the title and the a la escena de Pensar y conversar del
author’s name. As you page Organizador del tema. Puedo fijarme Vamos a aprender
through the book, point out: en el Banco de palabras y formar los cinco sentidos.
oraciones usando los objetos de las
• Casi todas las páginas dicen algo fotos y palabras relacionadas con los Con éste podemos .
sobre uno de los cinco sentidos. sentidos como, por ejemplo, saborear: ¡Ay, que divertido!
• Los dibujos de las partes del cuerpo, Puedo saborear el helado.

en la parte de arriba de la página,
Pages 6–7 ✁
muestran los órganos sensoriales. ver
Think Aloud Puedo leer la palabra en la
• Los pies de foto describen las parte de arriba de la página: ver. Puedo oír
ilustraciones.
Copyright © 2008 National Geographic Society

tocar
ver las partes del cuerpo, dos ojos. Las
Predict Vocabulary palabras ver y ojos están resaltadas. oler
Son importantes. saborear

Encourage children to use pictures Se canta con la melodía de
“Row, Row, Row Your Boat”.
to predict vocabulary: ¿Qué palabras Pages 10–11

creen que verán en este libro? Think Aloud Miro la página 11. Pienso
Display page 11 and cover the en lo que sentiría si tocara las cosas
words: ¿Qué palabras creen que de las fotos. Esto me ayuda a entender
verán en esta página? palabras como ásperas, lisas, calientes y
Children may mention the objects frías, que aparecen en los pies de foto.
on the page—such as una piedra, Pages 12–13
un muñeco de nieve, and una taza. Think Aloud Las fotos me ayudan a
Add these words to the Banco de entender las palabras de los pies de foto.
palabras. Have children talk with Por ejemplo, veo las flores. Me gusta el olor
a partner and use the words ver, de las flores. Sé que las flores huelen bien.
oler, and tocar to describe the items.
Continue with other pages as Pages 14–15
time allows. Think Aloud Esta foto muestra a muchas
personas en la playa. Quiero encontrar un
Read Aloud ejemplo para cada uno de los cinco Customize the Reading
Invite children to follow along sentidos: ver, oír, tocar, oler y saborear.
as you read Los sentidos aloud. As Children can read and talk about Los
you read, pause to think aloud. Reread for Fluency sentidos on their own to build fluency.
Encourage children to ask Have children reread the entire • Children who are not yet able to
questions and make observations. book independently to build read the book can look at the
fluency. See Customize the Reading. photos and point to things that
they could see, hear, touch, smell,
and taste.
Customize Instruction for SSL
• Children who need extra support
Beginning Say a part of the body from the lesson and have children point can reread the book while listening
to the body part on their own bodies. to the Lección en audio.
• Children who can read the book
Developing Have children point to a part of their bodies and say a related might read independently or aloud
sentence. For example, children might point to their ears and say: with partners.
“Oigo con los oídos.”
Expanding/Bridging Have children say what they might see, hear, touch,
smell, and taste at a fair or carnival. Have them use complete sentences.
11
Lesson 2 Reread Los sentidos
OBJECTIVES Develop Concepts and Vocabulary

• Understand that the five senses are
related to five sense organs and that Develop Oral Language Name the object pictured for each
the five senses give us information If possible, distribute a piece of sense (for example, perro caliente).
about the world an apple to each child. Say a sense Then use the words in a sentence
word and have children do a (Puedo saborear un perro caliente.)
• Learn and use vocabulary related to
the five senses related action. For example, say and have children repeat.
oler and have children smell the Have children look at the
• Learn the comprehension strategy:
Making Connections apple. Have children use sentences Organizador del tema and suggest
to name the part of the body they words to add for each sense, such as
• Write about things that people can are using. Encourage them to use bocina for hear or limonada for taste.
see, hear, touch, smell, and taste
these language forms: They can use the picture in Pensar y
Uso (la nariz) para oler (la manzana). conversar scene or their own ideas.
Materials Use sticky notes to add to the
Uso (las manos) para tocar (la manzana). graphic organizer the words that
Realia: an apple cut into pieces, one
piece for each child if possible Revisit the Theme Song Display children suggest. Encourage children
Organizador del tema the song on the Organizador del to use the words in language forms
tema. This time, replace ver with for asking and answering questions:
Los sentidos oír. As they sing with you, invite ¿Qué usamos para oír una bocina?
Reproducibles para aprender pages 25 children to point to the part of
and 26 their body that they use to hear. Para oír una bocina usamos los oídos.
Lección en audio 1 ¿Qué usamos cuando bebemos
Build Background limonada?
Display the graphic organizer Cuando saboreamos una limonada
Organizador del tema (Organizador gráfico) on the Organizador del tema. usamos la lengua.
Introduce the Comprehension Strategy

Introduce Making Connections language forms for making
When children make connections, connections.
they connect a detail in the text they Puedo hacer una conexión con la
are reading to something they know fotografía del muñeco de nieve.
about from their own experiences, La foto me recuerda a cuando hago
the world, or other texts. un muñeco de nieve. Las manos se
Think Aloud Cuando leo un libro, veo me ponen frías. Me pongo guantes
palabras e imágenes que me recuerdan para calentármelas.
cosas que ya conozco. Esto se llama Esta conexión me ayuda a entender
hacer conexiones. Pienso en cómo es el que usamos las manos para sentir y
objeto o la idea en la vida real y eso me la sensación que produce algo frío.
ayuda a entender lo que estoy leyendo.
For additional practice in making
Model Making Connections connections, have children work
in pairs on Reproducibles para
Turn to pages 10–11 and model
aprender page 25.
the comprehension strategy and
12
Small Group Reading

As children read, invite them to Pages 12–13
share what they notice. Use some Support Comprehension Invite Nombre
Hacer conexiones
of the suggestions below to children to make connections to
Lee las páginas 12–13 de Los sentidos.
encourage observations and talk personal experiences with eating Al leer el texto, piensa en tus propias experiencias.
about the book. salty foods. Encourage them to use Puedo hacer una conexión con
the language forms:

Pages 4–5
Puedo hacer una conexión con .
Support Comprehension Help children
by naming the senses and pointing Esto me recuerda a .
Me recordó
to the appropriate picture. Model Esta conexión me ayuda a entender
statements, such as: La niña saborea .
el helado. Point to other pictures and
help children make similar sentences. Pages 14–15 Hacer esta conexión me ayuda a entender

Check Understanding Children can
Pages 6–7 use this scene to apply what they
Support Comprehension Ask children: have learned. Remind children to
¿Qué notan al lado de la oración en la use the Banco de palabras to help
parte de arriba de la página 6? Have them talk about how people are
children use the graphic to predict using their senses in the scene.
what the photos on pages 6 and 7 Customize the Reading
have in common. Discuss the Book Children can reread and talk about
Check Understanding ¿Qué ven? Invite children to use the words Los sentidos using one of the
¿Qué tamaños ven? ¿Qué colores ven? in the Banco de palabras to discuss following options:
¿Qué figuras ven? what they read. Can they tell how • Look through the pages, naming or
they use their senses? Can they pointing to the sense organ on their
Pages 8–9 name the part of the body related own bodies that goes with each set
Support Comprehension Name objects to each sense? of pages.
in the pictures. Have children act
Children can complete • Reread the book while following
out whispering (un sonido suave)
Reproducibles para aprender along with the Lección en audio.
and clapping (un sonido fuerte).
page 26. • Read independently or read aloud
Pages 10–11 with a partner.
Reread for Fluency
Support Comprehension Ask
children: A medida que las vaya Have children reread the entire
señalando, nombren las cosas de las book independently to build Reproducibles para aprender page 26
fotos. If possible, have rough and fluency. See Customize the Reading.
smooth objects in the classroom Nombre
for children to touch. Los sentidos
Traza líneas para emparejar los dibujos con las palabras.

Escribe una oración sobre una actividad en la que usas
los sentidos.
Modeled Writing 1. oír
ojos
Display the Pensar y conversar scene escribir una oración sobre qué sentido 2. tocar
on the Organizador del tema. está usando. oídos
Begin by modeling how to use La niña usa los ojos para mirarse 3. ver
words relating to the senses when en el espejo. manos
writing. Children can observe as 4.

Think Aloud Puedo seguir escribiendo saborear
you model the writing process. nariz
pies de foto para las demás fotos,

First, decide what to write.
nombrando las partes del cuerpo que 5. oler
Think Aloud Voy a escribir pies de usamos con cada sentido. Los pies de
lengua
foto para cada una de estas fotos. foto ayudan a describir lo que muestran
Voy a empezar con la foto de la las fotos.
niña mirándose en el espejo. Voy a
El niño usa los oídos para oír música.
13
Lesson 3 Read Hornear pan
OBJECTIVES Develop Concepts and Vocabulary

• Read to gain fluency in oral and
silent reading Develop Oral Language tocar. Invite children to point to the
If possible, distribute a cracker to part of their body that they use to
• Practice the comprehension strategy: touch things as they sing with you.
Making Connections each child. Say a sense word and
have children do a related action.
• Understand that the five senses give us Build Background
information about the world For example, say saborear and
prompt children to taste the Distribute copies of Hornear pan.
• Use highlighting to find key words cracker. Have children use the Invite children: ¿Qué me pueden
and concepts following language form to say a decir sobre la foto de la portada?
• Make and confirm predictions sentence with the sense word and El hombre está sacando pan caliente
while reading part of the body: Saboreo con la del horno. ¿Cómo sabemos que el pan
lengua. For sound/hearing, you está caliente?
Materials might have children break a piece Cuenten sus experiencias horneando
Realia: crackers off the cracker. pan o galletas. Have children name
Revisit the Theme Song Display as many sense words as possible in
Organizador del tema
the song on the Organizador del their descriptions.
Hornear pan tema. This time, replace oír with
Lección en audio 1 Small Group Reading
Get Ready to Read List words that children mention.
Preview the Book Read aloud the Add Key Concept Words in the
title, the author’s name, and the book that children do not mention.
Pensar y conversar question on
the back cover: ¿Con qué les gusta Text Feature: Highlighted Words
comer el pan? Page through the Introduce Display page 3: Las palabras
book and say the following: resaltadas son palabras importantes. La
palabra oír está resaltada. Tiene un color
• Fíjense en los rótulos en las fotos.
distinto a las demás.
• Observen las fotos y descríbanlas.
Model Miro la foto y veo a la niña que
• Predigan lo que van a aprender está oyendo. Ella oye con los oídos. La
Predict Vocabulary Encourage palabra oír está resaltada porque toda
children to use photos to predict la página trata sobre el oído.
vocabulary: ¿Qué palabras creen que Practice Have children turn to
verán en este libro? page 7 and name the highlighted
Display a page and cover the words: word. (oler) Ask them how the
¿Qué palabras creen que verán en highlighted word helps them
esta página? understand page 6.
14
Read the Book Pages 6–7

As children read, invite them to Support Comprehension Encourage Reproducibles para aprender page 27
share what they notice. Use some children to name something they
of the suggestions below to have put on bread, such as peanut Nombre
encourage observations and talk butter, that adds a new smell. Hornear pan
Rotula los artículos del dibujo.

about the book. Banco de palabras
Pages 8–9 Usa las palabras del Banco de
palabras.
tazón mano
pan nariz
Pages 2–3 Support Comprehension oído
Practice the Comprehension Strategy Think Aloud En la foto de la página 8,

el pan ya se ha enfriado. Predigan qué
Encourage children to Make sentirían si tocaran ahora el pan.
Connections to help them Contesta las preguntas.
understand pages 2 and 3. Check Understanding ¿Qué sensación Describe la sensación de tocar pan. Explica si está caliente
o blando. ¿Qué sientes al tocar la corteza?
les daría el pan si lo tocaran?
¿Alguna vez han horneado pan con (templado, blando)
alguien de su familia? ¿Qué recuerdan

sobre cómo se hornea el pan? ¿Qué Page 12 Describe la sensación de saborear pan. ¿Qué se le puede
untar para que tenga otro sabor?
sentidos usaron? Support Comprehension Help
Help children see that making children understand the meaning
connections to their lives can help of “Uhmmmmm.”
them understand the information
in the book. Discuss the Book
Invite children to use the words in
the Banco de palabras to discuss the
Pages 4–5 book. Ask them how they can use
Key Concept Words ver, ojos their senses when they make bread.
Support Comprehension Señalen la Use Reproducibles para aprender
palabra resaltada. ¿Cómo los ayuda page 27. Customize the Reading
esa palabra a entender de qué trata Children can reread and talk about
Reread for Fluency
la página? Hornear pan using one of the
Have children reread the entire following options:
book independently to build
fluency. See Customize the Reading.
• Look through the pages, naming
the sense used in each photo.
• Reread the book while following
Shared Writing along with the Lección en audio.
• Read independently or aloud with
Have children go on a “field trip” You might model how to: a partner.
to some place in or around the • Write sentences that start with Yo
school, such as the cafeteria or puedo followed by the sense words
playground, and write about how ver, oír, tocar, oler, and saborear.
they can use their senses in the
place. Then model writing with • Refer to the Banco de palabras for
input from children. words and spellings.
Beginning Invite children to make simple drawings next to the sentences

to show what people see, hear, touch, smell, and taste.
Developing Have children answer questions such as: “¿Qué vimos?

¿Qué oímos?”
Expanding/Bridging Have children add details, using words that describe

perceptions from the senses, such as fuerte for hear and caliente for touch.
15
Lesson 4 Read Usar los sentidos en la escuela
OBJECTIVES Review Concepts and Vocabulary

• Read to gain fluency in oral and
silent reading Develop Oral Language Encourage children to use the
If possible, have children go on a words ver, oír, tocar, oler and
• Apply the comprehension strategy: saborear and the language forms
Making Connections guided walk around the school,
noticing what they see, hear, smell, for asking questions.
• Understand that the five senses give us
information about the world touch, or taste. After returning, ask Revisit the Theme Song Display
children to describe what they the song on the Organizador del
• Use captions and other text features to noticed. Model language: Vi niños tema. This time, replace tocar with
comprehend text comiendo. Oí niños caminando. Olí que oler. Invite children to point to the
• Make inferences to comprehend estaban haciendo pizza. part of their body that they use to
pictures and text smell as they sing with you.
Then have learning partners
take turns asking and answering
Materials Build Background
questions about their experiences.
Organizador del tema For example: ¿Qué viste? Vi niños Distribute copies of Usar los sentidos
jugando en el patio. ¿Qué tocaste? en la escuela. Tell children: Fíjense en la
Usar los sentidos en la escuela
Toqué la pared del pasillo. ¿Qué sentiste portada. Muestra un salón de clases. ¿En
Reproducibles para aprender page 28 al tocar la pared? La pared estaba fría. qué se parece al nuestro? ¿Cómo están
Librito para la casa: Los sentidos usando sus sentidos los niños de la foto?
Lección en audio 1
Small Group Reading
Get Ready to Read Display a page and cover the words:
Preview the Book Read aloud the ¿Qué palabras creen que verán en
title, the author’s name, and the esta página?
Pensar y conversar question on List words that children mention.
the back cover: ¿Cómo usan ustedes Add Key Concept Words in the
sus sentidos en la escuela? book that children do not mention.
Page through the book and invite
children to share what they notice: Text Features: Captions
Introduce Point to the photo of
• Fíjense en los pies de foto que están
bajo las fotos. the gym and its caption on page 5:
Éste es un pie de foto. Dice un área de
• Muchas páginas de este libro juegos. El pie de foto nombra el lugar
comienzan con una pregunta. Las que muestra la foto.
preguntas siguen el mismo patrón.
Model Point to the other caption
• Predigan lo que van a aprender en on page 5: Este pie de foto dice una
el libro. biblioteca. La foto muestra cosas que
Predict Vocabulary Encourage podemos encontrar en una biblioteca,
children to use photos to predict como libros, mesas y una computadora.
vocabulary: ¿Qué palabras creen que Practice Children can point to
verán en este libro? more photos and their captions.
Lean los pies de foto y usen cada pie
de foto en una oración.
16
Read the Book Pages 8–9

As children read, invite them to Support Comprehension Vuelvan a leer Reproducibles para aprender page 28
share what they notice. Use some cada pie de foto. Busquen en el salón
of the suggestions below to de clases objetos que sean lisos, Nombre
encourage observations and talk pesados y suaves. Tóquenlos. Usar los sentidos en la escuela
Piensa en lo que puedes ver, oír, tocar,

about the book.
Pages 10–11 oler y saborear en la escuela.
Haz un dibujo para cada sentido.
Escribe un rótulo bajo cada dibujo.
Pages 2–3 Key Concept Word oler
Key Concept Word sentidos Support Comprehension Miren las
Support Comprehension Review fotos de estas páginas y describan
the verbs for the senses, and invite cómo huelen estas cosas.
children: Digan lo que ven, oyen y
Page 12
tocan en un parque infantil.
Key Concept Word saborear
Pages 4–5 Support Comprehension ¿Cómo los

Key Concept Word ver ayuda la foto a entender qué sentidos
usamos a la hora del almuerzo?
Apply the Comprehension Strategy Check Understanding ¿Qué palabra
Encourage children to Make relacionada con los sentidos pueden
Connections and use these usar para decir lo que están haciendo
language forms: los niños? (saborear)
Puedo hacer una conexión con .
Discuss the Book
Esto me recuerda a .
Invite children to use Banco de
Esta conexión me ayuda a entender palabras words to share what they
. learned. ¿Qué pueden ver, oír, tocar, Customize the Reading
oler y saborear en la escuela? Children can reread and talk about
Pages 6–7 Use Reproducibles para aprender Usar los sentidos en la escuela using
page 28. one of the following options:
Key Concept Word oír
Reread for Fluency • Look through the pages, naming
Support Comprehension Fíjense en los things that you can see, hear,
pies de foto y hablen sobre lo que Have children reread the entire touch, smell, and taste at school.
hacen las personas en cada foto. book independently to build
fluency. See Customize the Reading.
• Reread the book while following
along with the Lección en audio.
• Read independently or aloud with
Guided Writing a partner.
Distribute copies of the Librito Record children’s writing ideas for

para la casa. Read the title and the pages of their books on chart
page through the book. Explain paper. Then have children begin
that the children are the authors. writing. Display the Banco de palabras
They will write about a picnic. for spelling reference. Provide
Work with children to: additional support as needed. Librito para la casa
• Read the Contenido and the
page headings.
Los sentidos
• Discuss the pictures and tell which
senses each picture relates to. Add
words to the Banco de palabras.
• Share writing ideas for each set
of pages. por
17
Lesson 5 Assess and Extend
OBJECTIVES Rereading and Assessments

• Use Key Concepts and Key Concept
Words in writing Allow time for children to As children reread, meet with
independently reread the theme individuals. Use the Post-Test on
• Demonstrate oral language proficiency
selections. Display the Word Bank pages 38–39 to evaluate children’s
• Demonstrate comprehension of theme for children’s reference as they read. progress and to update their
selections records.
Materials
Guided Writing
Librito para la casa: Los sentidos
Reproducibles para aprender Children continue writing the • usan palabras como ver, oír, tocar, oler
pages 22–23, 29–30 Librito para la casa they began in y saborear.
Lesson 4. Review the group list Have children complete the Glosario
of writing ideas. Also display the ilustrado and Información sobre el autor
Banco de palabras. o la autora last. Remind children
Page through the theme books to that they are the authors. For help
review the text features, including with writing this page, ask such
highlighted words and captions. questions as:
Talk about text features that
• ¿Cuál es su lugar favorito para hacer
children could add to their Libritos una comida campestre?
Librito para la casa para la casa. For instance, they
might use a highlighting marker • ¿Qué pueden ver, oír, tocar, oler y
to highlight the sense words. saborear en ese lugar?
Los sentidos
Point out: Los buenos escritores • ¿Qué alimentos les gusta oler y
saborear en una comida campestre?
• revisan su ortografía con atención.
Usan el Banco de palabras. As children write, circulate to
coach and support individuals.
• usan palabras importantes. En este Then have partners share their
por
caso, nombran las partes del cuerpo finished books. Challenge them
✁ relacionadas con cada sentido. to identify text features and facts
in each other’s books.
Beginning Have children write or dictate labels for the photos. They can
also draw pictures and write additional labels for them.
Developing Provide sentence frames, such as, “Puedo ver ” and

“Puedo saborear .” Encourage children to write their own simple
sentences describing what senses they might use on a picnic.
Expanding/Bridging Have children look through each theme book for ideas
for descriptive words to add to their writing. Encourage children to add any
information they can about picnics based on their experiences.
18
Assessment Tools
Reproducibles para aprender pages 22–23
Self-Assessment Content Assessment
Nombre
Allow children to reflect and assess Provide children with a collection Nombre Lo que aprendí
their own learning by completing of objects that appeal to the senses. Cómo aprendí
¿Qué cosas importantes aprendiste en este tema?
Learning Masters pages 22–23. For example: an orange (naranja), Los buenos lectores hacen estas cosas cuando leen.
Aprendí
Marca que
con una X las cosas que hiciste cuando leíste este texto.
• What I Learned, page 22 a feather (pluma), a cracker (galleta), a Hice conexiones.

flower (flor), and a piece of sandpaper
• How I Learned, page 23 (papel de lija). Ask children: Usen
Pensé en lo que sucedería a continuación.
Reading palabras relacionadas con los sentidos Aprendí que

Me hice preguntas antes de leer.
para describir cada objeto. Me hice preguntas mientras iba leyendo.

In addition to the Pre-Test and
Post-Test Assessments, the Have children make a web diagram. Me imaginé cómo eran las cosas.
following assessment tools, The center circle reads Sentidos, Elegí las ideas más importantes.
available online, can help you with five smaller circles connected, Aprendí que
Comprendí cosas que el autor no decía
evaluate and record children’s each with the name of a sense. Tell directamente.
© 2008 National Geographic Society

progress in reading. children: Dibujen una parte del cuerpo Aconseja a otros lectores.
para cada sentido. Después, escriban

• Retelling Guide and el nombre de cada objeto junto al
Scoring Rubric círculo correspondiente. Remind them
• Fluency Scoring Guide that some objects may appeal to
• Oral Reading Record more than one sense.
Writing Vocabulary and Oral Language

Use the completed Take-Home Use the following resources,
Books available online and the available online, in addition to the
following tools to assess children’s Think and Discuss scene on the
development as writers. Theme Builder, to assess oral
language development.
• Writing Rubric
• Content Vocabulary Checklist
• Developmental Checklist,
• Oral Language Developmental
Checklist
Reproducibles para aprender pages 29–30
Home Connection Nombre
Nombre Enfoque en la familia

Family Focus
The Enfoque en la familia letters family members do an activity such Estimada familia,
Su hijo/a ha estado leyendo los libros Los sentidos, Hornear
pan y Usar los sentidos
Dear Family, en la escuela en nuestra unidad de
Vocabulario
• lengua • oler (smell)

Words to Know
on Reproducibles para aprender as baking a cake, and talk about estudio sobre
para hablar
Your los
proporcionan
cinco
child has sentidos.
con él/ella
Senses)
en lainformación
been reading
sobre
, Hornear pancómo
Por the
favor,
nuestros
(Baking
sobreYour
escuela (Using el mundo.
usenLos
books
Bread)
esta
sentidos
, and Usar
página (The
sentidos
noslos sentidos
Senses at School) in our unit of • manos
(tongue)
• ears • saborear • senses
(oídos) (taste) (sentidos)
pages 29–30 summarize key what they see, hear, touch, smell, study on the five senses. Please use this page to talk with (hands)
Su hijo/ayour
ha escrito
lo lea en voz
un librito
child about
the alta.
how para llevar agive
the senses casa. usPídanle
world.Usen estas preguntas para comentar el
que about
information • sentidos • smell (oler)
• eyes (ojos)
• nariz (nose) (senses)
concepts about the five senses. In and taste. librito juntos.

Your child
• ¿Qué puedes
• Ademásreadde lathe
has written
saborear
comida,
y oler en
book to
a take-home
you.otras
¿qué
una merienda
Use cosas
book.
these questions
campestre?
puedes vertoy discuss
tocar the
• hands
Invite your child •tooídos (ears)(manos)
• tocar
(touch)
• taste
(saborear)
• oír (hear)• hear (oír)
the Conversar y aprender activity, book together:
en una merienda
• Habla sobre
• What
campestre.
campestre?
loscan
sonidos que podrías
you smell and tasteoír en
at auna merienda
picnic?
• What things can you see and touch at a picnic, other
• ojos (eyes)• nose
• tongue
• ver (see) (lengua)
than food?
(nariz) • touch
Ideas clave• Tell me about sounds you might hear at a picnic.
(tocar)
• see (ver)
Su hijo/a ha estado aprendiendo estas ideas importantes:
• TenemosKey cincoConcepts
sentidos: la vista, el oído, el olfato,
Your child
el gusto y el tacto. has been learning these important ideas:
• Cada uno de nuestros
• We have five sentidos tiene un
senses: sight, órgano
hearing, smell, taste, and
sensorial.touch.
• Los cinco sentidos
• We have anos danorgan
sense información
for each sobre
of theel five
mundo
senses.
que nos•rodea.
The five senses give us information about the world.
Conversar y Share and Learn

aprender
Usen los dibujos paraUse the pictures
hablar shownsobre
con su hijo/a to talkloswith your child
cinco
about
sentidos. Luego, escojan unatheactividad
five senses. Then
como choose
hornear un an activity
such la
pastel. Después de hacer asactividad
baking a juntos,
cake. After completing
pídanle que the
use las palabras del activity together,

Vocabulario paraask yoursobre
hablar child ella.
to use the Words
to Know to talk about it.
19
Learning Masters
Temprano: Los sentidos
Nombre
Lo que aprendí
¿Qué cosas importantes aprendiste en este tema?
Aprendí que
Aprendí que
Aprendí que
22 Los sentidos | Reproducibles para aprender

Nombre
Cómo aprendí
Los buenos lectores hacen estas cosas cuando leen.

Marca con una X las cosas que hiciste cuando leíste este texto.
Hice conexiones.
Pensé en lo que sucedería a continuación.
Me hice preguntas antes de leer.
Me hice preguntas mientras iba leyendo.
Me imaginé cómo eran las cosas.
Elegí las ideas más importantes.
Comprendí cosas que el autor no decía

directamente.
Aconseja a otros lectores.
Reproducibles para aprender | Los sentidos 23

Nombre
Canción del tema
Vamos a aprender
los cinco sentidos.
Con éste podemos .
¡Ay, que divertido!
✁
ver
oír
tocar
oler
Se canta con la melodía de

saborear
“Row, Row, Row Your Boat”.

Nombre
Hacer conexiones
Lee las páginas 12–13 de Los sentidos.

Al leer el texto, piensa en tus propias experiencias.
Puedo hacer una conexión con
Me recordó
Hacer esta conexión me ayuda a entender


Nombre
Los sentidos
Traza líneas para emparejar los dibujos con las palabras.

Escribe una oración sobre una actividad en la que usas
los sentidos.
1. oír
ojos
2. tocar
oídos
3. ver
manos
4. saborear
nariz
5. oler
lengua

Nombre
Hornear pan
Rotula los artículos del dibujo. Banco de palabras

Usa las palabras del Banco de
tazón mano
palabras.
pan nariz
oído
Contesta las preguntas.
Describe la sensación de tocar pan. Explica si está caliente

o blando. ¿Qué sientes al tocar la corteza?
Describe la sensación de saborear pan. ¿Qué se le puede

untar para que tenga otro sabor?

Nombre
Usar los sentidos en la escuela
Piensa en lo que puedes ver, oír, tocar,

oler y saborear en la escuela.
Haz un dibujo para cada sentido.
Escribe un rótulo bajo cada dibujo.

Nombre
Enfoque en la familia
Estimada familia,
Su hijo/a ha estado leyendo los libros Los sentidos, Hornear
Vocabulario
pan y Usar los sentidos en la escuela en nuestra unidad de
• lengua • oler (smell)
estudio sobre los cinco sentidos. Por favor, usen esta página
(tongue)
para hablar con él/ella sobre cómo nuestros sentidos nos • saborear
proporcionan información sobre el mundo. • manos (taste)
(hands)
Su hijo/a ha escrito un librito para llevar a casa. Pídanle que • sentidos
lo lea en voz alta. Usen estas preguntas para comentar el • nariz (nose) (senses)
librito juntos.
• ¿Qué puedes saborear y oler en una merienda campestre? • oídos (ears) • tocar
• Además de la comida, ¿qué otras cosas puedes ver y tocar (touch)
en una merienda campestre?
• oír (hear)
• Habla sobre los sonidos que podrías oír en una merienda
• ver (see)
• ojos (eyes)
campestre.
Ideas clave
Su hijo/a ha estado aprendiendo estas ideas importantes:
• Tenemos cinco sentidos: la vista, el oído, el olfato,
el gusto y el tacto.
• Cada uno de nuestros sentidos tiene un órgano
sensorial.
• Los cinco sentidos nos dan información sobre el mundo
que nos rodea.
Conversar y aprender
Usen los dibujos para hablar con su hijo/a sobre los cinco
sentidos. Luego, escojan una actividad como hornear un
pastel. Después de hacer la actividad juntos, pídanle que
use las palabras del Vocabulario para hablar sobre ella.

Nombre
Family Focus
Dear Family,
Your child has been reading the books Los sentidos (The
Words to Know
Senses), Hornear pan (Baking Bread), and Usar los sentidos
• ears • senses
en la escuela (Using Your Senses at School) in our unit of
(oídos) (sentidos)
study on the five senses. Please use this page to talk with
your child about how the senses give us information about • eyes (ojos) • smell (oler)
the world.
• hands • taste
Your child has written a take-home book. Invite your child to (manos) (saborear)
read the book to you. Use these questions to discuss the
book together: • hear (oír) • tongue
• What can you smell and taste at a picnic? (lengua)
• What things can you see and touch at a picnic, other
• nose
than food?
(nariz) • touch
• Tell me about sounds you might hear at a picnic.
(tocar)
• see (ver)
Key Concepts
Your child has been learning these important ideas:
• We have five senses: sight, hearing, smell, taste, and
touch.
• We have a sense organ for each of the five senses.
• The five senses give us information about the world.
Share and Learn

Use the pictures shown to talk with your child
about the five senses. Then choose an activity
such as baking a cake. After completing the
activity together, ask your child to use the Words
to Know to talk about it. © 2006 National Geographic Society

Assessments
Administering the Tests
About the Pre-Test and Post-Test

The Pre-Test and Post-Test measure students’ performance in four skill
domains:
• Concept Words
• Key Concepts
• Comprehension Strategies
• Text Features
The Pre-Test gives information about each student’s baseline proficiency

with the theme of study. Analyzing student results will help you select
appropriate teaching strategies and target areas of need. The Post-Test,
when compared with the Pre-Test data, captures students’ gains and
serves as a useful tool in documenting student progress.
Administering the Test

1 Before distributing the test, be sure that students have their Concept and
Related Nonfiction books accessible These texts are often referred to
in both the Pre- and Post-Tests.
2 Distribute the test.
3 Look to make sure that each student is working on the correct page.
Read all directions and test items out loud to students. Have students
work individually on sections and allow a reasonable amount of time
for them to complete each item.
4 Collect all tests and score them using the Answer Key on page 33.
Copyright © 2008 NGSP & HB
32 Los sentidos | Evaluación

Answer Key
Scoring the Pre-Test and Post Test

Each item is worth one point. There are ten points total. Open-ended answers such as
a drawing need to show an understanding of the key word or concept to receive the
point. Do not penalize students for incorrect spelling or grammar.
Pre-Test
Concept Words Key Concepts Comprehension Text Features
(1–4) (5 & 6) Strategy (7 & 8) (9 & 10)
1 point each 1 point each 1 point each 1 point each
1. (c) 5. (a) 7. Answers will vary. 9. (b)
2. (d) 6. (a) 8. Answers will vary. 10. (c)
3. (b)
4. (a)
Post-Test
Concept Words Key Concepts Comprehension Text Features
(1–4) (5 & 6) Strategy (7 & 8) (9 & 10)
1 point each 1 point each 1 point each 1 point each
1. (b) 5. (a 7. Answers will vary. 9. (a)
2. (d) 6. (a) 8. Answers will vary. 10. Answers will vary.
3. (a)
4. (c)
Evaluación | Los sentidos 33

Student Profile for Pre-Test and Post-Test

Name
Test Concept Key Compr. Text Point Percent

& Date Words Concepts Strategy Features Score Score
Pre-Test
Date: ___ /4 /2 /2 /2 /10 %

Post-Test
Date: ___ /4 /2 /2 /2 /10 %

Class Profile
Teacher Name
Pre-Test Post-Test
Date: Date:
Student Name
Point Percent Point Percent
Score Score Score Score
/10 % /10 %

Examen preliminar
Nombre _________________________________________________ Fecha ___________________
Palabras conceptuales
Escucha las palabras. Traza una línea a la figura correcta.
1. lengua a.
2. nariz b.
3. ojos c.
4. manos d.
Conceptos clave
Rodea con un círculo la figura correcta.
5. Para tocar algo, usamos a. b.
esta parte.
6. Para saborear una golosina, a. b.

necesito usar esta parte de
mi cuerpo.

Examen preliminar
Nombre _________________________________________________ Fecha ___________________
Estrategia de comprensión
Lee las páginas 10 y 11 en el libro Los sentidos.
Haz una conexión con tus propias experiencias.
7. Puedo hacer una conexión
8. Me recuerda
Características del texto

Abajo verás 2 dibujos. Rodea con un círculo el rótulo
correcto para cada dibujo.
9. 10.
a. oír b. pan c. cuchillo a. recreo b. fuego c. almuerzo

Examen posterior
Nombre _________________________________________________ Fecha ___________________
Palabras conceptuales
Escucha las palabras. Traza una línea a la figura correcta.
1. oír a.
2. oler b.
3. ver c.
4. saborear d.
Conceptos clave
Rodea con un círculo la figura correcta.
5. Para saber si me gusta el a. b.
almuerzo de hoy, necesito
usar esta parte de mi cuerpo. Copyright © 2008 NGSP & HB
6. Esto muestra “oler.” a. b.

Examen posterior
Nombre _________________________________________________ Fecha ___________________
Estrategia de comprensión
Lee las páginas 8 y 9 en el libro Los sentidos.
Haz una conexión con tus propias experiencias.
7. Puedo hacer una conexión
8. Me recuerda
Características del texto

9. Abre la página 9 de tu libro Hornear pan. La palabra “tocar”
está destacada. ¿Por qué piensas que está destacada? Rodea con
un círculo la respuesta correcta.
a. La página es acerca del sentido “tocar”.
b. Al papá le gusta hacer pan. c. Es difícil hacer pan.
10. Escribe una oración sobre algo que pienses que tiene buen olor.
Destaca la palabra oler.

Take-Home Book Masters

Los sentidos
por
✁
Contenido
Ver y oír 4
Los sentidos
Tocar 6
Oler 8
Saborear 10
Glosario ilustrado 12
3
Información sobre el autor o la autora
2
✁
Ver y oír
4
5
✁
7
Tocar
6
✁
Oler
8
9
✁
11
Saborear
10
✁
Glosario ilustrado
12
Temprano
Temas

Sentidos Ingles Español

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Guía del maestro por

Copyright ©2008 The Hampton-Brown Company, Inc., a wholly owned subsidiary of

National Geographic School Publishing

Printed in the United States of America.

Program Overview Learning Masters

About the Program . . . . . . . . . . . 2 Lo que aprendí . . . . . . . . . . . . 22

Take-Home Book Masters

Content and Literacy Development

About the Program

Program Advisor: Mary Hawley

Success From the Start!

• Explicit instruction in core academic content and vocabulary to build

Accessible Academic Content

Day 2 • Lesson 2 Reread Libro de conceptos

Day 3 • Lesson 3 Read First Related Libro del tema

Day 4 • Lesson 4 Read Second Related Libro del tema

Day 5 • Lesson 5 Rereading and Assessment

Week 1 • Day 2 • Lesson 2 Week 2 • Day 2 • Begin Lesson 5

Week 1 • Day 3 • Lesson 3 Week 2 • Day 3 • Complete Lesson 5

Summer School Programs

Four-Week Program Five-Week Program Six-Week Program

Overview Los sentidos

Lesson 1* Lesson 2 Lesson 3 Lesson 4 Lesson 5

Lesson 1 Read Los sentidos

OBJECTIVES Introduce Concepts and Vocabulary

Introduce the Theme Song

Model the Reading

Canción del tema

• Los dibujos de las partes del cuerpo, Puedo saborear el helado.

Copyright © 2008 National Geographic Society

Son importantes. saborear

to predict vocabulary: ¿Qué palabras Pages 10–11

Lesson 2 Reread Los sentidos

OBJECTIVES Develop Concepts and Vocabulary

Introduce the Comprehension Strategy

Small Group Reading

the language forms:

Copyright © 2008 National Geographic Society

for children to touch. Los sentidos

Traza líneas para emparejar los dibujos con las palabras.

writing. Children can observe as 4.

pies de foto para las demás fotos,

nombrando las partes del cuerpo que 5. oler

Lesson 3 Read Hornear pan

OBJECTIVES Develop Concepts and Vocabulary

Read the Book Pages 6–7

Rotula los artículos del dibujo.

Practice the Comprehension Strategy Think Aloud En la foto de la página 8,

Copyright © 2008 National Geographic Society

Customize Instruction for SSL

Beginning Invite children to make simple drawings next to the sentences

Developing Have children answer questions such as: “¿Qué vimos?

Expanding/Bridging Have children add details, using words that describe

Lesson 4 Read Usar los sentidos en la escuela

OBJECTIVES Review Concepts and Vocabulary

Read the Book Pages 8–9

Piensa en lo que puedes ver, oír, tocar,

Copyright © 2008 National Geographic Society

Distribute copies of the Librito Record children’s writing ideas for

Lesson 5 Assess and Extend