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

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

Program Overview
About the Program . . . . . . . . . . . 2 Accessible Academic Content . . . 4 Flexible Use . . . . . . . . . . . . . . . . 6

Learning Masters
Lo que aprendí . . . . . . . . . . Cómo aprendí . . . . . . . . . . . Canción del tema . . . . . . . . . Reproducibles para aprender Enfoque en la familia . . . . . . . . . . . . . . . . 22 23 24 25 29

Los sentidos Lessons
Lesson Lesson Lesson Lesson Lesson Lesson Overview . . . . . . . . . . . . . 8 1 . . . . . . . . . . . . . . . . . 10 2 . . . . . . . . . . . . . . . . . 12 3 . . . . . . . . . . . . . . . . . 14 4 . . . . . . . . . . . . . . . . . 16 5 . . . . . . . . . . . . . . . . . 18

Pre- and Post-Test Assessments
Instructions . . . . . . . . . . . . . . . Answer Key . . . . . . . . . . . . . . . Student Profile . . . . . . . . . . . . . Class Profile . . . . . . . . . . . . . . Pre-Test . . . . . . . . . . . . . . . . . . Post-Test . . . . . . . . . . . . . . . . . 32 33 34 35 36 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

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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

About the Program
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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 . 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. Ventanas a la lectoescritura: Lenguaje. To help children achieve success from the start and prevent them from falling behind. targeted. 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.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. engaging. 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.

With appropriate modifications for different needs. research-based instructional plan to meet the common needs among diverse language learners. lectoescritura y vocabulario gives teachers a sound. children with reading and vocabulary challenges. Teachers told us they wanted one program that they could use with Spanish language learners. Lenguaje. lectoescritura y vocabulario recognizes that every classroom includes diverse language learners as well as children whose background knowledge and oral language require development. and children with learning issues that affect their ability to acquire and process language. Accessible Academic Content 5 .One Program for Your Diverse Classroom Ventanas a la lectoescritura: Lenguaje.

lectoescritura y vocabulario is designed to be used in a variety of classroom situations. Regular Classrooms The chart below shows the suggested pacing for use in the regular classroom. This flexibility allows you to custom fit the program to match your scheduling and program needs.PROGRAM OVERVIEW Flexible Use Ventanas a la lectoescritura: Lenguaje. 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 . Each theme can be completed in five days.

• Pacing Guide: Two Weeks for One Theme Week 1 • Day 1 • Lesson 1 Pre-Test Read Libro de conceptos Introduce Concepts and Vocabulary Model the Reading Week 2 • Day 1 • Lesson 4 Read Second Related Libro del tema Review Concepts and Vocabulary Small Group Reading Apply Comprehension Strategy Week 1 • Day 2 • Lesson 2 Reread Libro de conceptos Develop Concepts and Vocabulary Introduce Comprehension Strategy Small Group Reading Modeled Writing Week 2 • Day 2 • Begin Lesson 5 Assess and Extend Rereading and Assessment Begin Guided Writing Week 1 • Day 3 • Lesson 3 Read First Related Libro del tema Develop Concepts and Vocabulary Small Group Reading Practice Comprehension Strategy Shared Writing Week 2 • Day 3 • Complete Lesson 5 Complete Guided Writing Optional Reading Home Connection Post-Test Summer School Programs Lenguaje. lectoescritura y vocabulario is the perfect fit for your summer school program. five-. Five-Week Program Choose five themes. For programs that meet three times per week. one theme can be completed every two weeks. Flexible Use 7 After-School Programs . Use the Pacing Guide on page 6. Use the suggested plan shown below. the program can easily be adjusted to meet your scheduling needs. or sixweek program. The five-day lesson plan allows you to complete one theme during each week of your summer school program. lectoescritura y vocabulario works within a variety of after-school programs.Lenguaje. Whether your after-school program meets every day or only three days a week. When time is short and results matter. your class time must be productive. and social studies while developing strong literacy skills. one theme can be completed each week of the program. Four-Week Program Choose four themes. science. • For programs that meet every day. Six-Week Program Choose six themes. Whether your summer school plan includes a four-. you can select developmentally appropriate themes that focus on the content areas of math.

and speaking Spanish Los sentidos Theme Materials Libro de conceptos Libros del tema Level 8 Level 8 SCIENCE • Name the five senses and related body parts (sense organs) • Discuss how we use the five senses in everyday situations Organizador del tema Reproducibles para aprender 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 Before Theme Assessment Lección en audio Librito para la casa Los sentidos To compare progress before and after teaching this theme. use the Pre-Test and Post-Test Assessments. writing. listening to. por ✁ 8 . pages 32–39.Overview <None> STANDARDS ACADEMIC LANGUAGE/SSL • 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.

p. 10–11 Read Los sentidos• Administer Pre-Test.Instructional Highlights Key Concepts • We have five senses: sight. hearing. taste. and touch. 14–15 Read Hornear pan Teacher’s Guide pp. Comprehension Strategy Making Connections Text Features Highlighted Words Captions Theme Planner Lesson 1* Lesson 2 Lesson 3 Lesson 4 Lesson 5 Teacher’s Guide pp. 36 Teacher’s Guide pp. p. Key Concept Words lengua manos nariz oídos oír ojos oler saborear sentidos tocar ver • We have a sense organ for each of the five senses. 12–13 Reread Los sentidos Teacher’s Guide pp. smell. 38 • Review Concepts and Vocabulary • Introduce Concepts and Vocabulary • Introduce the Comprehension Strategy: Making Connections • Small Group Reading • Practice the Comprehension Strategy: Making Connections • Rereading • Guided Writing • Assessment Tools • Optional Reading • Home Connection • Small Group Reading • Apply the Comprehension Strategy: Making Connections • Model the Reading • Small Group Reading • Modeled Writing • Shared Writing • Guided Writing 9 . 18–19 Assess and Extend • Develop Concepts and Vocabulary • Develop Concepts and Vocabulary • Administer Post-Test. • The five senses give us information about the world. 16–17 Read Usar los sentidos en la escuela Teacher’s Guide pp.

Then have children sing along with you. tocar. Puedo oler la manzana con la nariz. Row. Repeat for oír. and feels. saborear. ¿Con qué huele una flor la niña? Ella huele una flor con la nariz. Display this Banco de palabras throughout the theme. (Chew the apple. Then have children work with learning partners to talk about the scene and practice using the language forms for asking and answering questions.) Puedo oír cuando muerdo la manzana con los oídos. Sing the song. Show children an item they might find at a picnic. Tell children that they can use all five senses when telling about an apple. ¿Con qué oye la música el niño? Él oye la música con los oídos. to comprehend text Materials Realia: a piece of fruit such as an apple or an orange Organizador del tema Los sentidos Reproducibles para aprender page 24 Lección en audio 1 Develop Oral Language Display a piece of a fruit such as an apple or an orange. Sentidos oír oler saborear tocar ver Partes del cuerpo oídos nariz lengua manos ojos • Use text features. Introduce Key Vocabulary Use the Pensar y conversar scene on the Organizador del tema to teach Key Concept Words and model language forms. Invite pairs of children to practice using the words and the language forms for asking questions about the senses. Continue by naming other senses in questions about the remaining photos. Puedo saborear la manzana con la lengua. jot them down on chart paper. Organizador del tema (Canción) Organizador del tema (Escena) Introduce the Theme Song Display the Canción del tema on the Organizador del tema (tune: “Row. 10 . Model a sentence: Puedo ver una manzana. Repeat for the remaining senses: Puedo tocar la manzana con las manos. Record their descriptions of how an apple looks. tocar y ver en una comida campestre? Vamos a conocer cada uno de los cinco sentidos. oler. and saborear. Ask children: ¿Qué notan? As children share observations. As you introduce words. tastes. Point to your eyes and say with children: Puedo ver la manzana con los ojos. such as an apple. pointing to their eyes. Have pairs of children use Reproducibles para aprender page 24 to practice using the language for talking about the senses. guide them to use natural language forms. Row Your Boat”). Build Background Display the Pensar y conversar scene on the Organizador del tema again. such as highlighted words. oler. pointing to your eyes. smells. sounds (when being cut or bitten into).Lesson 1 Read Los sentidos OBJECTIVES • Understand that the five senses are related to the five sense organs and that the five senses give us information about the world • Learn and use vocabulary related to the five senses • Use photos to predict vocabulary Introduce Concepts and Vocabulary Introduce Theme Question Ask children: ¿Qué podrían oír. Children will also learn the language to use when talking about the five senses.

and una taza. hear. • Children who can read the book Developing Have children point to a part of their bodies and say a related sentence. Encourage children to ask questions and make observations. Have them use complete sentences. Quiero encontrar un ejemplo para cada uno de los cinco sentidos: ver. • Los dibujos de las partes del cuerpo. Pages 4–5 Think Aloud Esta ilustración es igual a la escena de Pensar y conversar del Organizador del tema. 11 . Customize the Reading Children can read and talk about Los sentidos on their own to build fluency. As you page through the book. Por ejemplo. Add these words to the Banco de palabras. Row. tocar. See Customize the Reading. Read aloud the title and the author’s name. dos ojos. oír. Have children talk with a partner and use the words ver. Pages 6–7 Think Aloud Puedo leer la palabra en la parte de arriba de la página: ver. lisas. saborear: Puedo saborear el helado. touch. ✁ ver oír Copyright © 2008 National Geographic Society tocar oler Se canta con la melodía de “Row. Con éste podemos ¡Ay. por ejemplo. smell. Expanding/Bridging Have children say what they might see. point out: Reproducibles para aprender Nombre page 24 • Casi todas las páginas dicen algo sobre uno de los cinco sentidos. calientes y frías.” might read independently or aloud with partners. pause to think aloud. un muñeco de nieve. For example. que aparecen en los pies de foto. Pages 10–11 Think Aloud Miro la página 11. and taste. que divertido! . en la parte de arriba de la página. smell. veo las flores. oler y saborear. • Los pies de foto describen las ilustraciones. Las palabras ver y ojos están resaltadas. Esto me ayuda a entender palabras como ásperas. Pienso en lo que sentiría si tocara las cosas de las fotos. As you read. • Children who need extra support can reread the book while listening to the Lección en audio. Predict Vocabulary Encourage children to use pictures to predict vocabulary: ¿Qué palabras creen que verán en este libro? Display page 11 and cover the words: ¿Qué palabras creen que verán en esta página? Children may mention the objects on the page—such as una piedra. Pages 14–15 Think Aloud Esta foto muestra a muchas personas en la playa. saborear Read Aloud Invite children to follow along as you read Los sentidos aloud. oler.Model the Reading Preview the Book Distribute copies of Los sentidos. Son importantes. muestran los órganos sensoriales. Row Your Boat”. hear. Reread for Fluency Have children reread the entire book independently to build fluency. children might point to their ears and say: “Oigo con los oídos. Continue with other pages as time allows. Canción del tema Vamos a aprender los cinco sentidos. Customize Instruction for SSL Beginning Say a part of the body from the lesson and have children point to the body part on their own bodies. Puedo fijarme en el Banco de palabras y formar oraciones usando los objetos de las fotos y palabras relacionadas con los sentidos como. Me gusta el olor de las flores. • Children who are not yet able to read the book can look at the photos and point to things that they could see. and tocar to describe the items. and taste at a fair or carnival. Sé que las flores huelen bien. Pages 12–13 Think Aloud Las fotos me ayudan a entender las palabras de los pies de foto. Puedo ver las partes del cuerpo. touch.

La foto me recuerda a cuando hago un muñeco de nieve. touch. distribute a piece of an apple to each child. Then use the words in a sentence (Puedo saborear un perro caliente. Pienso en cómo es el objeto o la idea en la vida real y eso me ayuda a entender lo que estoy leyendo. Las manos se me ponen frías. They can use the picture in Pensar y conversar scene or their own ideas. Have children use sentences to name the part of the body they are using. Uso (las manos) para tocar (la manzana). For additional practice in making connections. Encourage children to use the words in language forms for asking and answering questions: ¿Qué usamos para oír una bocina? Para oír una bocina usamos los oídos. invite children to point to the part of their body that they use to hear. This time. such as bocina for hear or limonada for taste.) and have children repeat. For example. the world. and taste Develop Concepts and Vocabulary Develop Oral Language If possible. smell. Encourage them to use these language forms: Uso (la nariz) para oler (la manzana). Name the object pictured for each sense (for example. Say a sense word and have children do a related action. one piece for each child if possible Organizador del tema Los sentidos Reproducibles para aprender pages 25 and 26 Lección en audio 1 Organizador del tema (Organizador gráfico) Build Background Display the graphic organizer on the Organizador del tema. or other texts. they connect a detail in the text they are reading to something they know about from their own experiences. Esta conexión me ayuda a entender que usamos las manos para sentir y la sensación que produce algo frío. Use sticky notes to add to the graphic organizer the words that children suggest. ¿Qué usamos cuando bebemos limonada? Cuando saboreamos una limonada usamos la lengua. Have children look at the Organizador del tema and suggest words to add for each sense. say oler and have children smell the apple. Think Aloud Cuando leo un libro. hear. Introduce the Comprehension Strategy Introduce Making Connections When children make connections. perro caliente). As they sing with you. Revisit the Theme Song Display the song on the Organizador del tema. replace ver with oír. language forms for making connections.Lesson 2 Reread Los sentidos OBJECTIVES • Understand that the five senses are related to five sense organs and that the five senses give us information about the world • Learn and use vocabulary related to the five senses • Learn the comprehension strategy: Making Connections • Write about things that people can see. Me pongo guantes para calentármelas. Model Making Connections Turn to pages 10–11 and model the comprehension strategy and 12 . veo palabras e imágenes que me recuerdan cosas que ya conozco. Puedo hacer una conexión con la fotografía del muñeco de nieve. Materials Realia: an apple cut into pieces. have children work in pairs on Reproducibles para aprender page 25. Esto se llama hacer conexiones.

• Read independently or read aloud with a partner. Pages 12–13 Support Comprehension Invite children to make connections to personal experiences with eating salty foods. Esto me recuerda a . oídos tocar 3. Begin by modeling how to use words relating to the senses when writing. lengua oler 13 Copyright © 2008 National Geographic Society Pages 4–5 Support Comprehension Help children by naming the senses and pointing to the appropriate picture. decide what to write. Think Aloud Puedo seguir escribiendo pies de foto para las demás fotos. invite them to share what they notice. piensa en tus propias experiencias. Can they tell how they use their senses? Can they name the part of the body related to each sense? Children can complete Reproducibles para aprender page 26. have rough and smooth objects in the classroom for children to touch. oír 2. manos ver 4. Al leer el texto. nariz saborear Copyright © 2008 National Geographic Society 5. Escribe una oración sobre una actividad en la que usas los sentidos. See Customize the Reading. La niña usa los ojos para mirarse en el espejo. nombrando las partes del cuerpo que usamos con cada sentido. Use some of the suggestions below to encourage observations and talk about the book. such as: La niña saborea el helado. nombren las cosas de las fotos. Check Understanding ¿Qué ven? ¿Qué tamaños ven? ¿Qué colores ven? ¿Qué figuras ven? Pages 8–9 Support Comprehension Name objects in the pictures. naming or pointing to the sense organ on their own bodies that goes with each set of pages. El niño usa los oídos para oír música. Encourage them to use the language forms: Puedo hacer una conexión con . Remind children to use the Banco de palabras to help them talk about how people are using their senses in the scene. If possible.Small Group Reading As children read. Reproducibles para aprender Nombre page 26 Los sentidos Traza líneas para emparejar los dibujos con las palabras. Model statements. Voy a empezar con la foto de la niña mirándose en el espejo. • Look through the pages. Customize the Reading Children can reread and talk about Los sentidos using one of the following options: Discuss the Book Invite children to use the words in the Banco de palabras to discuss what they read. ojos Modeled Writing Display the Pensar y conversar scene on the Organizador del tema. Children can observe as you model the writing process. • Reread the book while following along with the Lección en audio. Esta conexión me ayuda a entender . Reproducibles para aprender Nombre page 25 Pages 6–7 Support Comprehension Ask children: ¿Qué notan al lado de la oración en la parte de arriba de la página 6? Have children use the graphic to predict what the photos on pages 6 and 7 have in common. Pages 14–15 Check Understanding Children can use this scene to apply what they have learned. Pages 10–11 Support Comprehension Ask children: A medida que las vaya señalando. Reread for Fluency Have children reread the entire book independently to build fluency. Voy a escribir una oración sobre qué sentido está usando. Point to other pictures and help children make similar sentences. Hacer conexiones Lee las páginas 12–13 de Los sentidos. First. Puedo hacer una conexión con Me recordó Hacer esta conexión me ayuda a entender . 1. Los pies de foto ayudan a describir lo que muestran las fotos. Think Aloud Voy a escribir pies de foto para cada una de estas fotos. Have children act out whispering (un sonido suave) and clapping (un sonido fuerte).

Text Feature: Highlighted Words Introduce Display page 3: Las palabras resaltadas son palabras importantes. Build Background Distribute copies of Hornear pan. For example. and the Pensar y conversar question on the back cover: ¿Con qué les gusta comer el pan? Page through the book and say the following: List words that children mention. Model Miro la foto y veo a la niña que está oyendo. Tiene un color distinto a las demás. • Fíjense en los rótulos en las fotos. La palabra oír está resaltada. Ella oye con los oídos. This time. • Predigan lo que van a aprender Predict Vocabulary Encourage children to use photos to predict vocabulary: ¿Qué palabras creen que verán en este libro? Display a page and cover the words: ¿Qué palabras creen que verán en esta página? 14 . Have children name as many sense words as possible in their descriptions. (oler) Ask them how the highlighted word helps them understand page 6.Lesson 3 Read Hornear pan OBJECTIVES • Read to gain fluency in oral and silent reading • Practice the comprehension strategy: Making Connections • Understand that the five senses give us information about the world • Use highlighting to find key words and concepts • Make and confirm predictions while reading Develop Concepts and Vocabulary Develop Oral Language If possible. • Observen las fotos y descríbanlas. Invite children to point to the part of their body that they use to touch things as they sing with you. say saborear and prompt children to taste the cracker. ¿Cómo sabemos que el pan está caliente? Cuenten sus experiencias horneando pan o galletas. Add Key Concept Words in the book that children do not mention. Materials Realia: crackers Organizador del tema Hornear pan Reproducibles para aprender page 27 Lección en audio 1 Small Group Reading Get Ready to Read Preview the Book Read aloud the title. La palabra oír está resaltada porque toda la página trata sobre el oído. you might have children break a piece off the cracker. the author’s name. replace oír with tocar. Revisit the Theme Song Display the song on the Organizador del tema. Practice Have children turn to page 7 and name the highlighted word. distribute a cracker to each child. Have children use the following language form to say a sentence with the sense word and part of the body: Saboreo con la lengua. Say a sense word and have children do a related action. For sound/hearing. Invite children: ¿Qué me pueden decir sobre la foto de la portada? El hombre está sacando pan caliente del horno.

Pages 4–5 Key Concept Words ver. ¿Qué sientes al tocar la corteza? Describe la sensación de saborear pan. such as fuerte for hear and caliente for touch. Pages 6–7 Support Comprehension Encourage children to name something they have put on bread. Predigan qué sentirían si tocaran ahora el pan. Ask them how they can use their senses when they make bread. oler. • Read independently or aloud with a partner. oír. tocar. el pan ya se ha enfriado. hear. Check Understanding ¿Qué sensación les daría el pan si lo tocaran? (templado. such as peanut butter. and taste. • Refer to the Banco de palabras for words and spellings.” Reproducibles para aprender Nombre page 27 Hornear pan Rotula los artículos del dibujo. ¿Alguna vez han horneado pan con alguien de su familia? ¿Qué recuerdan sobre cómo se hornea el pan? ¿Qué sentidos usaron? Help children see that making connections to their lives can help them understand the information in the book. invite them to share what they notice. ¿Qué se le puede untar para que tenga otro sabor? Discuss the Book Invite children to use the words in the Banco de palabras to discuss the book. blando) Page 12 Support Comprehension Help children understand the meaning of “Uhmmmmm. touch. Explica si está caliente o blando. Describe la sensación de tocar pan. ¿Cómo los ayuda esa palabra a entender de qué trata la página? Customize the Reading Children can reread and talk about Hornear pan using one of the following options: Reread for Fluency Have children reread the entire book independently to build fluency.Read the Book As children read. Customize Instruction for SSL Beginning Invite children to make simple drawings next to the sentences to show what people see. You might model how to: • Reread the book while following along with the Lección en audio. naming the sense used in each photo. See Customize the Reading. such as the cafeteria or playground. Developing Have children answer questions such as: “¿Qué vimos? ¿Qué oímos?” Expanding/Bridging Have children add details. Use Reproducibles para aprender page 27. Use some of the suggestions below to encourage observations and talk about the book. Pages 8–9 Support Comprehension Think Aloud En la foto de la página 8. using words that describe perceptions from the senses. Banco de palabras tazón pan oído mano nariz Pages 2–3 Practice the Comprehension Strategy Encourage children to Make Connections to help them understand pages 2 and 3. 15 Copyright © 2008 National Geographic Society . ojos Support Comprehension Señalen la palabra resaltada. that adds a new smell. Shared Writing Have children go on a “field trip” to some place in or around the school. Then model writing with input from children. Usa las palabras del Banco de palabras. • Write sentences that start with Yo puedo followed by the sense words ver. • Look through the pages. and saborear. smell. and write about how they can use their senses in the place. Contesta las preguntas.

• Muchas páginas de este libro comienzan con una pregunta. or taste. • Predigan lo que van a aprender en el libro. mesas y una computadora. Invite children to point to the part of their body that they use to smell as they sing with you. El pie de foto nombra el lugar que muestra la foto. • Fíjense en los pies de foto que están bajo las fotos. ask children to describe what they noticed. the author’s name. La foto muestra cosas que podemos encontrar en una biblioteca. This time. For example: ¿Qué viste? Vi niños jugando en el patio. Revisit the Theme Song Display the song on the Organizador del tema. and the Pensar y conversar question on the back cover: ¿Cómo usan ustedes sus sentidos en la escuela? Page through the book and invite children to share what they notice: Display a page and cover the words: ¿Qué palabras creen que verán en esta página? List words that children mention.Lesson 4 Read Usar los sentidos en la escuela OBJECTIVES • Read to gain fluency in oral and silent reading • Apply the comprehension strategy: Making Connections • Understand that the five senses give us information about the world • Use captions and other text features to comprehend text • Make inferences to comprehend pictures and text Review Concepts and Vocabulary Develop Oral Language If possible. Add Key Concept Words in the book that children do not mention. Text Features: Captions Introduce Point to the photo of the gym and its caption on page 5: Éste es un pie de foto. touch. Model language: Vi niños comiendo. Dice un área de juegos. smell. hear. Las preguntas siguen el mismo patrón. noticing what they see. Encourage children to use the words ver. Tell children: Fíjense en la portada. Materials Organizador del tema Usar los sentidos en la escuela Reproducibles para aprender page 28 Librito para la casa: Los sentidos Lección en audio 1 Build Background Distribute copies of Usar los sentidos en la escuela. replace tocar with oler. ¿Qué sentiste al tocar la pared? La pared estaba fría. oler and saborear and the language forms for asking questions. Then have learning partners take turns asking and answering questions about their experiences. Practice Children can point to more photos and their captions. ¿Qué tocaste? Toqué la pared del pasillo. ¿En qué se parece al nuestro? ¿Cómo están usando sus sentidos los niños de la foto? Small Group Reading Get Ready to Read Preview the Book Read aloud the title. Muestra un salón de clases. Predict Vocabulary Encourage children to use photos to predict vocabulary: ¿Qué palabras creen que verán en este libro? 16 . After returning. como libros. have children go on a guided walk around the school. Model Point to the other caption on page 5: Este pie de foto dice una biblioteca. Oí niños caminando. Olí que estaban haciendo pizza. Lean los pies de foto y usen cada pie de foto en una oración. oír. tocar.

Customize the Reading Children can reread and talk about Usar los sentidos en la escuela using one of the following options: Pages 6–7 Key Concept Word oír Support Comprehension Fíjense en los pies de foto y hablen sobre lo que hacen las personas en cada foto. Pages 4–5 Key Concept Word ver Apply the Comprehension Strategy Encourage children to Make Connections and use these language forms: Puedo hacer una conexión con Esto me recuerda a . and taste at school. oír. pesados y suaves. Reread for Fluency Have children reread the entire book independently to build fluency. Display the Banco de palabras for spelling reference. Haz un dibujo para cada sentido. Provide additional support as needed. • Look through the pages. tocar. Copyright © 2008 National Geographic Society Librito para la casa • Read the Contenido and the page headings. Discuss the Book Invite children to use Banco de palabras words to share what they learned. Then have children begin writing. Work with children to: Record children’s writing ideas for the pages of their books on chart paper. Guided Writing Distribute copies of the Librito para la casa. Tóquenlos. oler y saborear en la escuela. Use some of the suggestions below to encourage observations and talk about the book. smell. Los sentidos • Share writing ideas for each set of pages. Pages 10–11 Key Concept Word oler Support Comprehension Miren las fotos de estas páginas y describan cómo huelen estas cosas. Read the title and page through the book. See Customize the Reading. Page 12 Key Concept Word saborear Support Comprehension ¿Cómo los ayuda la foto a entender qué sentidos usamos a la hora del almuerzo? Check Understanding ¿Qué palabra relacionada con los sentidos pueden usar para decir lo que están haciendo los niños? (saborear) Reproducibles para aprender Nombre page 28 Usar los sentidos en la escuela Piensa en lo que puedes ver. . Pages 8–9 Support Comprehension Vuelvan a leer cada pie de foto. Esta conexión me ayuda a entender . naming things that you can see. oler y saborear en la escuela? Use Reproducibles para aprender page 28. Escribe un rótulo bajo cada dibujo. hear. tocar. touch. Pages 2–3 Key Concept Word sentidos Support Comprehension Review the verbs for the senses. oyen y tocan en un parque infantil. Explain that the children are the authors. They will write about a picnic. and invite children: Digan lo que ven. por ✁ 17 . • Reread the book while following along with the Lección en audio. • Read independently or aloud with a partner. invite them to share what they notice.Read the Book As children read. oír. • Discuss the pictures and tell which senses each picture relates to. Busquen en el salón de clases objetos que sean lisos. ¿Qué pueden ver. Add words to the Banco de palabras.

oler y saborear en ese lugar? Los sentidos • ¿Qué alimentos les gusta oler y saborear en una comida campestre? As children write. Have children complete the Glosario ilustrado and Información sobre el autor o la autora last. Then have partners share their finished books. Customize Instruction for SSL Beginning Have children write or dictate labels for the photos. Display the Word Bank for children’s reference as they read. “Puedo ver ” and “Puedo saborear . • revisan su ortografía con atención. tocar. Usan el Banco de palabras. They can also draw pictures and write additional labels for them. Review the group list of writing ideas. oír. ask such questions as: • ¿Cuál es su lugar favorito para hacer una comida campestre? Librito para la casa • ¿Qué pueden ver. Materials Librito para la casa: Los sentidos Reproducibles para aprender pages 22–23. oler y saborear. they might use a highlighting marker to highlight the sense words. meet with individuals. Expanding/Bridging Have children look through each theme book for ideas for descriptive words to add to their writing. circulate to coach and support individuals. For help with writing this page. Challenge them to identify text features and facts in each other’s books. Developing Provide sentence frames. For instance. Use the Post-Test on pages 38–39 to evaluate children’s progress and to update their records. including highlighted words and captions. oír. tocar. As children reread. por • usan palabras importantes. 18 .Lesson 5 Assess and Extend OBJECTIVES • Use Key Concepts and Key Concept Words in writing • Demonstrate oral language proficiency • Demonstrate comprehension of theme selections Rereading and Assessments Allow time for children to independently reread the theme selections. nombran las partes del cuerpo relacionadas con cada sentido. Encourage children to add any information they can about picnics based on their experiences. Talk about text features that children could add to their Libritos para la casa. Point out: Los buenos escritores • usan palabras como ver. Page through the theme books to review the text features. En este ✁ caso. such as. Remind children that they are the authors.” Encourage children to write their own simple sentences describing what senses they might use on a picnic. 29–30 Guided Writing Children continue writing the Librito para la casa they began in Lesson 4. Also display the Banco de palabras.

at School) in our unit of • manos en información sobre el Senses (oídos) (taste) (sentidos) study on the five senses. • Writing Rubric • Developmental Checklist. pídanle que the use las palabras del activity together. a cracker (galleta). Después. Después de hacer la actividad juntos. hear. • lengua • oler to Words(smell)Know estudio sobre los cinco sentidos. The center circle reads Sentidos. Aprendí que © 2008 National Geographic Society • What I Learned. Vocabulary and Oral Language Use the following resources. usen esta página (tongue) para hablar con él/ella sobre cómo nuestros sentidos noslos sentidos Senses). and sensorial. • Retelling Guide and Scoring Rubric • Fluency Scoring Guide • Oral Reading Record Writing Use the completed Take-Home Books available online and the following tools to assess children’s development as writers. • hands • taste • Your saborear y oler a una merienda campestre? to • ¿Qué puedeschild has writtenen take-home book. escriban el nombre de cada objeto junto al círculo correspondiente. • Tell • see (ver) Su hijo/a ha estado aprendiendo estas ideas importantes: Key Concepts • Tenemos cinco sentidos: la vista. Reproducibles para aprender Nombre Nombre pages 22–23 Content Assessment Provide children with a collection of objects that appeal to the senses. smell. and a piece of sandpaper (papel de lija). • What things can you see and touch at a picnic. Usen estas preguntas para comentar el • nariz (nose) (senses) the world. Aprendí que Me hice preguntas mientras iba leyendo. information • sentidos • smell (oler) • eyes (ojos) lo lea en voz alta. After completing pastel. Remind them that some objects may appeal to more than one sense. touch. • Cada unoWe nuestros sentidos sight. Then choose sentidos. to you. Luego. un órgano • de have five senses: tiene hearing. and talk about what they see. can help you evaluate and record children’s progress in reading. each with the name of a sense. family members do an activity such as baking a cake. librito juntos. el olfato. In the Conversar y aprender activity. page 23 Reading In addition to the Pre-Test and Post-Test Assessments. Lo que aprendí Cómo aprendí ¿Qué cosas importantes aprendiste en este tema? Los buenos lectores hacen estas cosas cuando leen. Tell children: Dibujen una parte del cuerpo para cada sentido. to assess oral language development. • Content Vocabulary Checklist • Oral Language Developmental Checklist Reproducibles para aprender pages 29–30 Home Connection The Enfoque en la familia letters on Reproducibles para aprender pages 29–30 summarize key concepts about the five senses. Me hice preguntas antes de leer. • Los cincoWe have anos danorgan for each of the five senses. ask yoursobre ella. escojan una actividad como hornear un an activity such as baking a cake. Copyright © 2008 National Geographic Society 19 Copyright © 2008 National Geographic Society Copyright © 2008 National Geographic Society Comprendí cosas que el autor no decía directamente. a flower (flor).touch. page 22 • How I Learned. Marca con Hice conexiones. and taste. el oído. rodea. available online. the Words Vocabulario para hablar child to use to Know to talk about it. available online. • sentidos sense información sobre el mundo que nos• The five senses give us information about the world. a feather (pluma). Please use this page to talk with (hands) Su hijo/ayourescritoabout how para sensesagive usPídanle que about ha child un librito the llevar casa. other (nariz) • touch than food? (tocar) Ideas claveme about sounds you might hear at a picnic. Hornear pan y Usar los sentidos en la escuela en nuestra unidad de Dear Family. Use cosas questions to discuss the de the book ¿qué otras these puedes ver y tocar • oír (hear)• hear (oír) • tongue book together: en una merienda campestre? • ver (see) (lengua) • Habla sobre loscan you smellpodrías oír en a picnic? • What sonidos que and taste at una merienda • ojos (eyes) nose • campestre. Me imaginé cómo eran las cosas. Elegí las ideas más importantes. Pensé en lo que sucedería a continuación. Nombre Nombre Enfoque en la familia Family Focus Estimada familia. the following assessment tools. in addition to the Think and Discuss scene on the Theme Builder. Vocabulario Su hijo/a ha estado leyendo los libros Los sentidos. Your child has been learning these important ideas: el gusto y el tacto.Assessment Tools Self-Assessment Allow children to reflect and assess their own learning by completing Learning Masters pages 22–23. Aconseja a otros lectores. . Por the books Los sentidos (The Your child has been reading favor. Conversar y Share and Learn aprender Use the con su shown to talk with your Usen los dibujos para hablar pictureshijo/a sobre los cinco child about the five senses. and Usar • ears • saborear • senses proporcionanla escuela (Using Yourmundo. smell. Aprendí que una X las cosas que hiciste cuando leíste este texto. Ask children: Usen palabras relacionadas con los sentidos para describir cada objeto. For example: an orange (naranja). Hornear pan (Baking Bread). taste. with five smaller circles connected. Invite your child • oídos (ears)(manos)tocar (saborear) (touch) • Ademásreadla comida. Have children make a web diagram.

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Learning Masters Temprano: Los sentidos .

Nombre Lo que aprendí ¿Qué cosas importantes aprendiste en este tema? Aprendí que Aprendí que Aprendí que © 2006 National Geographic Society 22 Los sentidos | Reproducibles para aprender .

Me hice preguntas mientras iba leyendo. Marca con una X las cosas que hiciste cuando leíste este texto. Elegí las ideas más importantes. Comprendí cosas que el autor no decía directamente. Me hice preguntas antes de leer. Pensé en lo que sucedería a continuación. Reproducibles para aprender | Los sentidos 23 . Hice conexiones. © 2006 National Geographic Society Aconseja a otros lectores. Me imaginé cómo eran las cosas.Nombre Cómo aprendí Los buenos lectores hacen estas cosas cuando leen.

Row. Con éste podemos ¡Ay. ✁ ver oír © 2006 National Geographic Society tocar oler Se canta con la melodía de “Row. que divertido! . saborear Los sentidos | Reproducibles para aprender 24 .Nombre Canción del tema Vamos a aprender los cinco sentidos. Row Your Boat”.

piensa en tus propias experiencias.Nombre Hacer conexiones Lee las páginas 12–13 de Los sentidos. Puedo hacer una conexión con Me recordó Hacer esta conexión me ayuda a entender © 2006 National Geographic Society Reproducibles para aprender | Los sentidos 25 . Al leer el texto.

manos ver 4. nariz saborear lengua 26 Los sentidos | Reproducibles para aprender © 2006 National Geographic Society 5.Nombre Los sentidos Traza líneas para emparejar los dibujos con las palabras. Escribe una oración sobre una actividad en la que usas los sentidos. ojos oír 2. 1. oídos tocar 3. oler .

Usa las palabras del Banco de palabras.Nombre Hornear pan Rotula los artículos del dibujo. Banco de palabras tazón pan oído mano nariz Contesta las preguntas. Describe la sensación de tocar pan. Explica si está caliente o blando. ¿Qué se le puede untar para que tenga otro sabor? Reproducibles para aprender | Los sentidos 27 . ¿Qué sientes al tocar la corteza? © 2006 National Geographic Society Describe la sensación de saborear pan.

Nombre Usar los sentidos en la escuela Piensa en lo que puedes ver. Escribe un rótulo bajo cada dibujo. tocar. oler y saborear en la escuela. oír. Haz un dibujo para cada sentido. 28 Los sentidos | Reproducibles para aprender © 2006 National Geographic Society .

Después de hacer la actividad juntos. Su hijo/a ha escrito un librito para llevar a casa. el oído. Usen estas preguntas para comentar el librito juntos. Por favor. Hornear pan y Usar los sentidos en la escuela en nuestra unidad de estudio sobre los cinco sentidos. pídanle que use las palabras del Vocabulario para hablar sobre ella. el olfato. ¿qué otras cosas puedes ver y tocar en una merienda campestre? • Habla sobre los sonidos que podrías oír en una merienda campestre. usen esta página para hablar con él/ella sobre cómo nuestros sentidos nos proporcionan información sobre el mundo. © 2006 National Geographic Society Reproducibles para aprender | Los sentidos 29 . • Cada uno de nuestros sentidos tiene un órgano sensorial. Su hijo/a ha estado leyendo los libros Los sentidos. • ¿Qué puedes saborear y oler en una merienda campestre? • Además de la comida. Luego. • Los cinco sentidos nos dan información sobre el mundo que nos rodea. el gusto y el tacto. Pídanle que lo lea en voz alta. escojan una actividad como hornear un pastel. Vocabulario • lengua (tongue) • manos (hands) • nariz (nose) • oídos (ears) • oír (hear) • ojos (eyes) • oler (smell) • saborear (taste) • sentidos (senses) • tocar (touch) • ver (see) Ideas clave Su hijo/a ha estado aprendiendo estas ideas importantes: • Tenemos cinco sentidos: la vista.Nombre Enfoque en la familia Estimada familia. Conversar y aprender Usen los dibujos para hablar con su hijo/a sobre los cinco sentidos.

taste. and touch. ask your child to use the Words to Know to talk about it. Words to Know • ears (oídos) • eyes (ojos) • hands (manos) • hear (oír) • nose (nariz) • see (ver) • senses (sentidos) • smell (oler) • taste (saborear) • tongue (lengua) • touch (tocar) Key Concepts Your child has been learning these important ideas: • We have five senses: sight. Use these questions to discuss the book together: • What can you smell and taste at a picnic? • What things can you see and touch at a picnic. • We have a sense organ for each of the five senses. other than food? • Tell me about sounds you might hear at a picnic. Invite your child to read the book to you. hearing. smell. Hornear pan (Baking Bread). After completing the activity together. Your child has been reading the books Los sentidos (The Senses). © 2006 National Geographic Society 30 Los sentidos | Reproducibles para aprender . Your child has written a take-home book. Please use this page to talk with your child about how the senses give us information about the world. and Usar los sentidos en la escuela (Using Your Senses at School) in our unit of study on the five senses.Nombre Family Focus Dear Family. Then choose an activity such as baking a cake. Share and Learn Use the pictures shown to talk with your child about the five senses. • The five senses give us information about the world.

Assessments Temprano: Los sentidos .

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

4. Answers will vary. (a) Comprehension Strategy (7 & 8) 1 point each 7. (a 6. Pre-Test Concept Words (1–4) 1 point each 1. Answers will vary. (d) 3. (a) Key Concepts (5 & 6) 1 point each 5. (c) Evaluación | Los sentidos 33 . Text Features (9 & 10) 1 point each 9. There are ten points total. (b) 2. Do not penalize students for incorrect spelling or grammar. (d) 3. (a) Comprehension Strategy (7 & 8) 1 point each 7. 10. (c) Post-Test Concept Words (1–4) 1 point each 1.Answer Key Scoring the Pre-Test and Post Test Each item is worth one point. (a) 8. 10. Open-ended answers such as a drawing need to show an understanding of the key word or concept to receive the point. Answers will vary. (a) Copyright © 2008 NGSP & HB Key Concepts (5 & 6) 1 point each 5. Text Features (9 & 10) 1 point each 9. Answers will vary. Answers will vary. (a) 6. (c) 2. (b) 8. (b) 4.

Strategy Text Features Point Score Percent Score Date: ___ Post-Test /4 /2 /2 /2 /10 % Date: ___ /4 /2 /2 /2 /10 % 34 Los sentidos | Evaluación Copyright © 2008 NGSP & HB .Student Profile for Pre-Test and Post-Test Name Test & Date Pre-Test Concept Words Key Concepts Compr.

Class Profile Teacher Name Student Name Pre-Test Post-Test Date: Date: Point Percent Point Percent Score Score Score Score /10 /10 % % Copyright © 2008 NGSP & HB Evaluación | Los sentidos 35 .

b. usamos a. Para saborear una golosina. manos d. nariz b. Conceptos clave Rodea con un círculo la figura correcta. 3. lengua a. 1. esta parte. 4. 5. 36 Los sentidos | Evaluación .Examen preliminar Nombre _________________________________________________ Fecha ___________________ Palabras conceptuales Escucha las palabras. Traza una línea a la figura correcta. a. necesito usar esta parte de mi cuerpo. b. Para tocar algo. ojos c. Copyright © 2008 NGSP & HB 6. 2.

pan c. cuchillo a. Puedo hacer una conexión 8. almuerzo Evaluación | Los sentidos 37 . Rodea con un círculo el rótulo correcto para cada dibujo. fuego c. 7. recreo b.Examen preliminar Nombre _________________________________________________ Fecha ___________________ Estrategia de comprensión Lee las páginas 10 y 11 en el libro Los sentidos. oír b. 9. Copyright © 2008 NGSP & HB a. 10. Haz una conexión con tus propias experiencias. Me recuerda Características del texto Abajo verás 2 dibujos.

3. saborear d. necesito usar esta parte de mi cuerpo. oler b. ver c.” a. 5. b.Examen posterior Nombre _________________________________________________ Fecha ___________________ Palabras conceptuales Escucha las palabras. Traza una línea a la figura correcta. 6. 4. 1. Esto muestra “oler. Para saber si me gusta el a. 2. . b. oír a. 38 Los sentidos | Evaluación Copyright © 2008 NGSP & HB almuerzo de hoy. Conceptos clave Rodea con un círculo la figura correcta.

Destaca la palabra oler. Es difícil hacer pan. Me recuerda Características del texto 9. Copyright © 2008 NGSP & HB 10. a. La página es acerca del sentido “tocar”. c. b. La palabra “tocar” está destacada. Al papá le gusta hacer pan. Escribe una oración sobre algo que pienses que tiene buen olor. Abre la página 9 de tu libro Hornear pan.Examen posterior Nombre _________________________________________________ Fecha ___________________ Estrategia de comprensión Lee las páginas 8 y 9 en el libro Los sentidos. ¿Por qué piensas que está destacada? Rodea con un círculo la respuesta correcta. Haz una conexión con tus propias experiencias. 7. Puedo hacer una conexión 8. Evaluación | Los sentidos 39 .

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Take-Home Book Masters Temprano: Los sentidos .

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Los sentidos por ✁ Contenido Ver y oír Tocar © 2006 National Geographic Society 4 6 8 10 12 3 Los sentidos Oler Saborear Glosario ilustrado .

Información sobre el autor o la autora 2 ✁ Ver y oír 4 © 2006 National Geographic Society .

© 2006 National Geographic Society ✁ 7 5 .

8 6 ✁ Tocar Oler © 2006 National Geographic Society .

© 2006 National Geographic Society ✁ 11 9 .

12 10 Saborear ✁ Glosario ilustrado © 2006 National Geographic Society .

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Temprano Temas .

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