pdf fuerza y movimiento

8/4/2019 PDF Fuerza y Movimiento

1/52

Gua del maestro por

Fuerza y movimientoTemprano: CienciasIncluye:

Planificaciones de las lecciones

Reproducibles para aprender

Evaluaciones de examen preliminar y examen posterior

Libritos para la casa


2/52

Copyright 2008 The Hampton-Brown Company, Inc., a wholly owned subsidiary ofThe National Geographic Society, publishing under the imprints National GeographicSchool Publishing and Hampton-Brown.

All rights reserved. No part of this book may be reproduced or transmitted in any formor by any means, electronic or mechanical, including photocopying, recording, or by aninformation storage and retrieval system, without permission in writing from the Publisher.

National Geographic and the Yellow Border are registered trademarks of the NationalGeographic Society.

National Geographic School PublishingHampton-BrownP.O. Box 223220Carmel, California 93922www.NGSP.com

Printed in the United States of America.

ISBN 978-07362-57558

08 09 10 11 12 13 14 15 16 17

10 9 8 7 6 5 4 3 2 1


3/52

Program Overview

About the Program . . . . . . . . . . . 2

Accessible Academic Content . . . 4

Flexible Use . . . . . . . . . . . . . . . . 6

Fuerza y movimientoLessons

Lesson Overview . . . . . . . . . . . . . 8

Lesson 1 . . . . . . . . . . . . . . . . . 10

Lesson 2 . . . . . . . . . . . . . . . . . 12

Lesson 3 . . . . . . . . . . . . . . . . . 14

Lesson 4 . . . . . . . . . . . . . . . . . 16

Lesson 5 . . . . . . . . . . . . . . . . . 18

Learning Masters

Lo que aprend . . . . . . . . . . . . 22

Cmo aprend . . . . . . . . . . . . . 23

Cancin del tema . . . . . . . . . . . 24

Reproducibles para aprender . . 25

Enfoque en la familia . . . . . . . . 29

Pre- and Post-Test

Assessments

Instructions . . . . . . . . . . . . . . . 32

Answer Key . . . . . . . . . . . . . . . 33

Student Profile . . . . . . . . . . . . . 34

Class Profile . . . . . . . . . . . . . . 35

Pre-Test . . . . . . . . . . . . . . . . . . 36

Post-Test . . . . . . . . . . . . . . . . . 38

Take-Home Book Masters


4/52

PROGRAM OVERVIEWAbout the Program

2

Content and Literacy Development

for Diverse Language LearnersNational Geographics Ventanas a la lectoescritura: Lenguaje, lectoescritura yvocabulario program is designed for todays classroomdiverse, challenging,and complex. Many children come to school without the basic backgroundknowledge and oral language development needed for academic success.

Lenguaje, lectoescritura y vocabulario provides the extra support young learnersneed to experience success from the start.

National GeographicsLenguaje, lectoescritura y vocabulario program offers richopportunities for beginning learners to build background knowledge, develop

vocabulary and oral language, and learn grade-level content. Throughoutthe nation, teachers told us they needed materials that scaffolded the learningso that children from diverse language backgrounds, at-risk readers, andchildren with learning challenges would have opportunities to achieve theirfull potential. TheLenguaje, lectoescritura y vocabulario program meets thisneed 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


5/52

A b

h

P

Consulting Author: Linda Hoyt

Linda Hoyt is an educational consultant who strivesto help teachers and school districts implement bestpractices in literacy instruction. She has had a richarray of experiences in education, ranging fromclassroom teaching to working as a reading specialist,curriculum developer, Title 1 teacher, staff developer,and Title 1 District Coordinator. She is the authorof numerous books, articles, and videos and conductspresentations and workshops on literacy throughoutthe 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 withdiverse language backgrounds. She has taught English as a Second Languagein Mexico, worked with migrant and refugee children in Indiana, and studiedin Latin America. In recent years, she has been instrumental in developingSpanish 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 UnifiedSchool District, Reedley, California

Paula Olson, retired teacher, Fairfax County Public Schools, Fairfax, Virginia

Sheryl Powell, Pre-Kindergarten Teacher, Wells Branch Elementary School,Austin, Texas


6/52

4

Accessible Academic Content

Success From the Start!

Achieving academic success is essential for children to make adequate yearlyprogress and for continued academic growth. Conclusive data and researchshow that children who fall behind on their acquisition of academic contentand vocabulary during the K2 years will fall further behind as they advancethrough the grade levels. To help children achieve success from the startand prevent them from falling behind, Ventanas a la lectoescritura: Lenguaje,lectoescritura y vocabulario gives children access to the core grade-level contentthey 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

PROGRAM OVERVIEW

por

El tiempo ylas estaciones


7/52

A i b l A d i

C

One Program for Your Diverse Classroom

Ventanas a la lectoescritura: Lenguaje, lectoescritura y vocabulario recognizes thatevery classroom includes diverse language learners as well as children whosebackground knowledge and oral language require development. Teacherstold us they wanted one program that they could use with Spanish languagelearners, 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 yvocabulario gives teachers a sound, research-based instructional plan to meetthe common needs among diverse language learners.


8/52

PROGRAM OVERVIEW

6

Flexible Use

Ventanas a la lectoescritura: Lenguaje, lectoescritura y vocabulario is designed to beused 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.

Day 5 Lesson 5

Day 1 Lesson 1

Day 3 Lesson 3

Rereading and AssessmentGuided WritingOptional ReadingHome ConnectionAdminister Post-Test

Administer Pre-Test

Read Libro de conceptosIntroduce Concepts and VocabularyModel the Reading

Read First Related Libro del temaDevelop Concepts and VocabularySmall Group ReadingPractice Comprehension StrategyShared Writing

Day 2 Lesson 2 Reread Libro de conceptosDevelop Concepts and VocabularyIntroduce Comprehension StrategySmall Group ReadingModeled Writing

Day 4 Lesson 4 Read Second Related Libro del temaReview Concepts and VocabularySmall Group ReadingApply Comprehension Strategy

Guided Writing

Pacing Guide:One Week for One Theme


9/52

F l

i b l UAfter-School Programs

Lenguaje, lectoescritura y vocabularioworks 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.

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 summerschool program. Whether your summer school plan includes a four-, five-, or six-

week program, you can select developmentally appropriate themes that focus on thecontent areas of math, science, and social studies while developing strong literacy skills.

Four-Week Program

Choose four themes.

Five-Week Program

Choose five themes.

Six-Week Program

Choose six themes.

Week 1 Day 1 Lesson 1

Pre-TestRead Libro de conceptosIntroduce Concepts and Vocabulary

Model the Reading


Reread Libro de conceptosDevelop Concepts and VocabularyIntroduce Comprehension StrategySmall Group ReadingModeled Writing


Read First Related Libro del temaDevelop Concepts and VocabularySmall Group ReadingPractice Comprehension StrategyShared Writing

Week 2 Day 3 Complete Lesson 5

Complete Guided WritingOptional ReadingHome ConnectionPost-Test

Week 2 Day 2 Begin Lesson 5

Assess and ExtendRereading and AssessmentBegin Guided Writing


Read Second Related Libro del temaReview Concepts and VocabularySmall Group Reading

Apply Comprehension Strategy

Pacing Guide:Two Weeks for One Theme


10/52

Overview Fuerza y movimiento

8

Use academic vocabulary relatedto the study of force and motion

Use appropriate language formsto discuss force and motion and

to ask questions

Develop fluency in reading, writing,listening to, and speaking Spanish

SCIENCE

Understand that force can make

things move

Classify different types of forces

Understand that a magnet attractssome metal things

READING/LANGUAGE ARTS

Learn and apply the comprehensionstrategy: Asking Questions

Use the text features:Highlighted Words and Chart

Write about force and motion

Learn and use vocabulary related toforce and motion

To compare progress before and after

teaching this theme, use the Pre-Test and

Post-Test Assessments, pages 3239.

Before Theme Assessment

STANDARDS Theme Materials

Librito para la casa

Leccin en audio

Organizador del tema Reproducibles para aprende

Libro de conceptos Libros del tema

Fuerza y movimiento

por

Level 8

Level 8


11/52

Instructional HighlightsKey Concepts

A force is a push or a pull thatmakes an object move.

A magnet can pull, or attract,some metal things.

Different types of forces canbe classified.

Comprehension Strategy

Asking Questions

Key Concept Words

Text Features

Highlighted Words

Chart

arrastrar/jalar

atraer

empujar

fuerza

imn

metal

mover

Lesson 1*Teachers Guide

pp. 1011

Read

Fuerza y movimiento

Administer Pre-Test,p. 36

Introduce Conceptsand Vocabulary

Model the Reading

Lesson 2Teachers Guide

pp. 1213

Reread

Fuerza y movimiento

Develop Conceptsand Vocabulary

Introduce theComprehension Strategy:

Asking Questions

Small Group Reading

Modeled Writing


pp. 1415

Read

Empujar o arrastrar?

Develop Conceptsand Vocabulary

Small Group Reading

Practice theComprehension Strategy:

Asking Questions

Shared Writing


pp. 1617

Read

Mi imn

Review Conceptsand Vocabulary

Small Group Reading

Apply theComprehension Strategy:

Asking Questions

Guided Writing


pp. 1819

Assess

and Extend

Administer Post-Test,p. 38

Rereading

Guided Writing

Assessment Tools

Optional Reading

Home Connection

Theme Planner


12/52

10

Understand that a force is a push orpull that makes an object move

Learn and use vocabulary related toforce and motion

Use photos to predict vocabulary

Use text features, such as highlightedwords, to comprehend text

Realia: coin, book, plant, cupOrganizador del tema

Fuerza y movimiento

Reproducibles para aprenderpage 24

Leccin en audio 2

Materials

OBJECTIVES

Introduce Theme Question

Ask children:Cul es la diferenciaentre empujar y jalar o arrastrar? Vamosa conocer distintas fuerzas que podemosusar para mover las cosas. Childrenwill learn the language to use whentalking about forces.

Have children draw pictures of oneobject that is moved by pushing

and one object that is moved bypulling. Then put their pictureson a bulletin board. Explain:Empujamos la tachuela para sujetarel dibujo y la jalamos para quitarlo.

Develop Oral Language

Display a number of different-sizedobjects, such as a coin, a book, aplant, and a cup. Slowly push thecup along the surface and modelthe sentence: Puedo empujar la taza.

Next, slowly pull the cup towardyou. Model the sentence: Puedoarrastrar la taza.

Help children understand thatboth pushing and pulling are waysto make an object move. Invitelearning partners to use thelanguage forms for cause andeffect as they take turns pushingand pulling the remaining objects.

Qu hizo que (el libro) se moviera?

(Nombre) lo empuj.

Tell children: Para mover un objeto,aplicamos una fuerza.

Introduce the Theme Song

Display the Cancin del tema onthe Organizador del tema (tune:Theres a Hole in the Bucket).Sing the song as you make pushing

motions with your hands and bodyRepeat, inviting children to singand use pushing gestures along wityou. Group children in pairs, andhave them useReproducibles para

aprenderpage 24 to practice usingthe language of force and motion.

Introduce Key Vocabulary

Use thePensar y conversarsceneto teach Key Concept Words andmodel language forms.

Qu hace que la vagoneta se mueva?

La nia la arrastra.

Qu hace que los sujetapapeles sepeguen al imn?

El imn atrae los sujetapapeles.

Repeat with various classroomobjects. As you introduce words, jothem down on chart paper. Displathis Banco de palabrasthroughoutthe theme. Invite pairs of childrento practice using the words and thlanguage forms of cause and effec

arrastrar/jalar fuerza move

atraer imn

empujar metal

Build Background

Display thePensar y conversarsceneon the Organizador del temaagain. Ask children:Qu notan?Aschildren share observations, guidethem to use the words empujaranarrastrar/jalarto discuss forces.Then have children work togethein pairs to talk about the scene anpractice using the language formsfor describing forces.

Introduce Concepts and Vocabulary

Organizador del tema (Escena)

Organizador del tema (Cancin)

Lesson 1 Read Fuerza y movimiento


13/52

1

Model the Reading

Beginning Have children respond to simple commands such as: Empujael libro hacia tu pareja. Arrastra el pupitre hasta aqu.

Developing Move an object by either pushing or pulling it. Ask children:Usen una oracin completa para decir si empuj o arrastr el objeto.

Expanding/Bridging Move an object by either pushing or pulling it. Askchildren: Usen una oracin completa para describir el objeto y decir quhice para moverlo.

Customize Instruction for SSL

Customize the Reading

Children can read and talk aboutFuerza y movimiento on their ownto build fluency.

Children who are not yet able toread the book can look at thephotos and decide if the objectsare being pushed or pulled.

Children who need extra suppor

can reread the book while listento theLeccin en audio.

Children who can read the bookmight read independently or alowith partners.

Reproducibles para aprender page 24

Nombre

Cancin del tema

Con la fuerza que uso

yo muevo

las cosas.

Esta fuerza que uso

se llama .

Secantacon lamelodadeTheres a Holein theBucket.

empujar jalar

Preview the Book

Distribute copies ofFuerza ymovimiento. Read aloud the titleand the authors name. As you pagethrough the book, point out:

En las pginas hay rtulos u oraciones.

Algunas de las palabras estnresaltadas.

Todas las pginas muestran objetosque se mueven gracias a una fuerza.

Predict Vocabulary

Encourage children to use picturesto predict vocabulary:Qu palabrascreen que vern en este libro?

Display a page and cover the words:

Qu palabras creen que vern enesta pgina?

Children may mention the objectson the pagesuch aspala, vagoneta,and cortadora de pasto. Point to theBanco de palabrasand encouragechildren to use the words as theytalk about the photos in the book.

Read Aloud

Invite children to follow alongas you readFuerza y movimientoaloud. As you read, pause to thinkaloud. Encourage children to askquestions and make observations.

Pages 67Think Aloud Veo que la palabra empujeest resaltada en el texto, por lo que sque es una palabra importante. Cuandomiro las fotos, noto que todas muestranalgo que est siendo empujado.

Pages 89Think Aloud Ahora veo que la palabraarrastre est resaltada. Eso me hacepensar que todas las fotos de estapgina van a mostrar cosas que estnsiendo arrastradas. Leo las oracionesy veo que tengo razn!

Pages 1011Think Aloud Veo que la palabra imnest resaltada, por lo que pienso que

encontrar fotos e informacin sobreimanes. Es divertido aprender qu cosasson atradas por un imn y cules no.

Pages 1415Think Aloud He visto varias cosas quese pueden empujar y arrastrar o jalar.Puedo usar lo que aprend para decidirsi para mover las cosas de esta pginahace falta empujar o jalar.

Page 16Think Aloud Gracias a que cadapalabra va acompaada de una foto,este Glosario ilustrado me ayuda arecordar lo que significa cada palabra.

Reread for Fluency

Have children reread the entirebook independently to buildfluency. See Customize the Reading.


14/52

12

Understand that motion is caused bythe force of pushing or pulling

Use vocabulary to understand forceand motion

Learn the comprehension strategy:Asking Questions

Write about an object that can bepushed or pulled

Realia: classroom objects

Organizador del tema

Fuerza y movimiento

Reproducibles para aprenderpages 25

and 26

Leccin en audio 2

Materials

OBJECTIVES

Lesson 2


Ask children: Nombren objetos delsaln de clases que se puedan empujaro arrastrar o jalar. Despus, nombrenobjetos que sean atrados por un imn.Encourage children to use theselanguage forms:

Puedo empujar .

Puedo arrastrar/jalar .

Es difcil empujar o jalar .

Un imn atrae .

Revisit the Theme Song Display thesong on the Organizador del tema.This time, replace empujarwitharrastraras you make a pullingmotion with your hands and body.Invite children to use pullinggestures as they sing with you.

Build Background

Display the graphic organizeron the Organizador del tema.Cover each picture, showing onlythe labels.

Point to a label and ask children:Qu mostrar esta foto?Uncoverthe picture and have children usethe objects name in a sentence

using the language forms for causeand effect:

Cul es la causa de que (el carrito de lcompra) se mueva?

(La nia) lo (empuja).

Repeat for the other labels.

Develop Concepts and Vocabulary

Introduce Asking Questions

When children ask questions, theygenerate questions as they read,look for answers that may or maynot be in the text, and self-monitortheir comprehension.

Think Aloud Cuando leo un libro, sueloir pensando en lo que dice el texto y enlo que muestran las ilustraciones. Esto

se llama hacer preguntas. Me hagopreguntas sobre el significado de laspalabras, sobre lo que est pasandoen el libro y sobre otras cosas quequiero averiguar. Busco respuesta amis preguntas en el texto.

Model Asking Questions

Turn to pages 45 and modelthe comprehension strategy andlanguage forms for asking questions.

Think Aloud Antes de leer, me

pregunt:Entiendo esta pgina? Elrtulo de la pgina 5 dice "vagoneta".En la foto veo que una nia pequeaest arrastrando a un hombre grandeen una vagoneta. Cmo es posible?

Mientras lea, me pregunt sobre eltipo de fuerza utilizada. El texto diceque empuje y arrastre son fuerzas quehacen que algo se mueva. La nia debestar usando el arrastre para hacerque el hombre se mueva.

Despus de leer, me pregunt:Qums me gustara averiguar? Me preguncunto esfuerzo tiene que hacer la nipara arrastrar la vagoneta.

For additional practice in askingquestions, have partners complete

Reproducibles para aprenderpage 25.

Introduce the Comprehension StrategyOrganizador del tema (Organizador grfico)

Reread Fuerza y movimiento


15/52

1

Modeled Writing

Display the graphic organizer onthe Organizador del temawithonly one picture uncovered. Beginby modeling how to use different

words to describe forces. Childrencan observe as you model the writingprocess. First, decide what to write.

Think Aloud El organizador grficomuestra una nia y un carrito de lacompra. Voy a escribir una oracinsobre esto. Primero, voy a decidir qutipo de fuerza hace falta para mover elcarrito: empuje o arrastre. Puedo usarel Banco de palabras si necesito ayudacon la ortografa.

La nia empuja el carrito de lacompra para hacer que se mueva.

Think Aloud Me hago una pregunta sobrecmo mover el carrito. Parece que la

nia camina sin esfuerzo, lo que me llevaa pensar que no necesita hacer muchafuerza para empujarlo. Voy a escribir otraoracin sobre lo que acabo de descubrir.

El carrito no es difcil de empujar.

Voy a escribir ms oraciones sobre loque aprend.

Las ruedas del carrito ayudan a lania. Hacen que empujar el carritosea ms fcil .


Children reread and talk aboutFuerza y movimiento, using oneof the following options:

Look through the pages, namingthe force that moves the object.

Reread the book while followingalong with theLeccin en audio.

Read independently or read alou

with a partner.

Small Group ReadingReproducibles para aprender page 25

Nombre

Hacer preguntas

Copyright2

008NationalGeographicSociety

Lee la pgina 1213 de Fuerza y movimiento.Despus, completa esta pgina.

Antes de leer, me pregunt

Mientras lea, me pregunt

Despus de leer, me pregunt


Nombre

Fuerza y movimiento

Usa las palabras del Banco de palabras paracompletar las oraciones.Haz un dibujo que muestre cmo una fuerza haceque algo se mueva.Escribe una oracin para tu dibujo.

1. Para mover algunos objetos hace

falta usar ms .

2. Un atrae algunos objetos metlicos.

3. Para mover una carretilla, hay que .

4. Para abrir una gaveta, hay que .

empujar jalar

fuerza imn

Banco de palabras

As children read, invite them toshare what they notice. Use someof the suggestions below toencourage observations and talkabout the book.

Pages 45Support Comprehension Remindchildren that when they read,they should ask themselvesquestions. Encourage them touse the language forms:

Cuando miro las fotos, me pregunto .

Cuando leo los rtulos, me pregunto .

Despus de leer todo el texto de

la pgina, me pregunto .Pages 69Support Comprehension Havechildren look at the photos onthese pages and read the text.Then ask them:En qu se parecen yen qu se diferencian las fotos de laspginas 67 de las de las pginas 89?

Pages 1011Support Comprehension Hagan

preguntas sobre los imanes.Check UnderstandingTienen losimanes una fuerza?(s)Qu tipo defuerza tiene un imn?(arrastre)

Pages 1213Support Comprehension Be surechildren understand that the heavieran object is, the more force it needsto be moved. Have children look atthe pictures and suggest other things

that make an object hard to move.

Pages 1415Check Understanding Children canuse this scene to apply what theyhave learned. Remind children touse the Banco de palabrasto helpthem talk about how the objectsare moved.

Discuss the Book

Invite children to use the words in

the Banco de palabrasto discuss whatthey have learned. Can they nametwo forces of motion? Can theyname objects that are attracted bya magnet?

Children can completeReproducibles para aprenderpage 26.

Reread for Fluency

Have children reread the entire

book independently to buildfluency. See Customize the Reading.


16/52

14

Read to gain fluency in oral andsilent reading

Practice the comprehension strategy:Asking Questions

Understand that a force is a push ora pull that makes an object move

Use highlighted words and other textfeatures to comprehend text

Notice organization to aid

comprehension

Realia: classroom objects




Leccin en audio 2

Materials

OBJECTIVES

Lesson 3


Model the Key Concept Wordsmover, empujar, and arrastrarbyasking a question. Model aquestion and answer:

Por qu se mueve una bicicleta?

Una nia empuja los pedales.

In pairs, children can make up

their own question and response,using the language you havemodeled. Then ask volunteers toshare their sentences.

Revisit the Theme Song Display thesong on the Organizador del tema.This time, sing both verses. Have

children hold up an object that cabe pushed orpulled and makeappropriate gestures as they sing.

Build Background

Distribute copies ofEmpujar oarrastrar?Ask children: Nombrenel objeto en el que viajan las personasQu saben sobre esta forma de viajar

Trabajen en parejas para hacer dibujosde objetos del libro. Si para mover elobjeto hay que arrastrar, dibujen unaflecha que apunte hacia afuera, y si haque empujar dibujen una flecha queapunte hacia el objeto. Despus, hablede sus dibujos.

Develop Concepts and Vocabulary

Small Group Reading

Get Ready to Read

Preview the Book Read aloud the title,the authors name, and thePensary conversarquestion on the backcover:Empujar o arrastrar? Pagethrough the book and tell childrenthe following:

Fjense en que cada grupo de pginasempieza con una pregunta y terminacon una respuesta.

Vamos a hablar de las fotos. Qusaben sobre las cosas que muestran

las fotos? Predigan lo que van a aprender.

Predict Vocabulary Encouragechildren to use photos to predictvocabulary:Qu palabras creen quevern en este libro?

Display a page and cover the words:Qu palabras creen que vern enesta pgina?

List thewords that children mentioAdd Key Concept Words in thebook that children do not mention

Text Feature: Highlighted Words

Introduce Point out the highlighteword on page 3. Las palabras seresaltan para que el lector se fije en ellaCuando vean una palabra resaltada,quiere decir que es importante.

Model Read the sentence on page emphasizing the word empuja. Elviento empuja el velero. La palabra es

importante porque contesta la preguntde la pgina 2. Tambin contesta lapregunta del ttulo.

Practice Trnense con su pareja paraleer las preguntas y leer con nfasisla palabra resaltada que indica larespuesta.

ReadEmpujar o arrastrar?


17/52

1

Shared Writing

Have children name objects that canbe moved. As a group, choose anobject. Have children suggest wordsand sentences that help answer thequestion: Cmo se podra movereste objeto?Then model writingwith input from the children.

You might model how to:

Refer to the Banco de palabrasforwords and spellings.

Use correct punctuation whenasking a question and whengiving an answer.

Beginning Give children examples of objects that can be pushed and/orpulled. Have children say empujar, jalar, or empujar y jalar.

Developing Have children make a two-column chart and list objects thatcan be pushed and objects that can be pulled.

Expanding/Bridging Have children suggest other questions they haveabout how objects can be moved.



Children can reread and talkaboutEmpujar o arrastrar? usingone of the following options:

Look through the pages, pointing

to and naming objects that canonly be pushed.


Read independently or aloudwith a partner.


Nombre


Copyright2


Mira cada dibujo.Qu haramos para que los objetos se muevanempujar oarrastrar/jalar?Escribe empujar o arrastrar/jalar debajo de cada dibujo.

Read the Book


Pages 23

Key Concept Words mover, empujarSupport Comprehension Make surechildren understand that the windblows into the sails, which pushesthe boat forward.

Check UnderstandingQu le pasaraal velero si no hubiera viento?(El velerono se movera.)

Pages 47

Key Concept Word arrastrar/jalar

Support Comprehension Count aloudwith children the number of dogsthat are pulling the sled. Makesure children understand that allof the dogs create enough force tomove the sled, its driver, and theequipment on the sled. For page 7,ask:Qu hace que la rueda se mueva?Har falta mucha o poca fuerza paraque la rueda se mueva?

Pages 811

Practice the Comprehension Strategy

Encourage children toAskQuestions to help themunderstand these pages.

Vi una niveladora cerca de mi casa. Mepregunto por qu haca tanto ruido.

Lead children to understand thatthe noise is the engine, whichcauses the machine to work.

Page 16Support ComprehensionAskchildren:Cmo los ayuda a entenderel libro el orden en que se presentanlas fotos?

Discuss the Book

Invite children to use words in theBanco de palabrasto discuss whatthey have learned. What did theylearn about pushing and pulling?What things do they push andpull at home?

UseReproducibles para aprenderpage 27.

Reread for Fluency

Have children reread the entirebook independently to build

fluency. See Customize the Reading.


18/52

16

Read to gain fluency in oral andsilent reading

Apply the comprehension strategy:Asking Questions

Understand that a magnet can pull,or attract, some metal things

Use a chart and other text featuresto comprehend text

Make and confirm predictions

during reading

Realia: magnets of different shapes,

small metal and nonmetal objects


Mi imn


Librito para la casa:

Fuerza y movimiento

Leccin en audio 2

Materials

OBJECTIVES

Lesson 4


Model the Key Concept Wordsimn and atraer. For example, holda paper clip to a magnet. Un imnpuede atraer un sujetapapeles.

Then pick up a piece of paper andhold it to the magnet. Un imn nopuede atraer un trozo de papel.

Ask pairs of children to tryattracting metal and nonmetalobjects with magnets. Encouragethem to say sentences aloud thatuse these language forms:

Un imn puede atraer .

Un imn no puede atraer .

Revisit the Theme SongDisplaythe song on the Organizador deltema.This time, replace empujarwith arrastrar.As childrensing,invite them to point to items thatare attracted to magnets.

Build Background

Distribute copies ofMi imn.

Tell children:Vamos a hablar sobre

la portada. La nia ha usado un imnpara atraer unos sujetapapeles. Hablensobre sus experiencias jugando conimanes. Qu cosas atrajo su imn?Qu fue lo que ms les sorprendique atrajera?

Review Concepts and Vocabulary

Small Group Reading

Get Ready to Read

Preview the Book Read aloud the title,the authors name, and thePensar yconversarquestion on the back cover:A qu tipo de cosas atrae un imn?

Page through the book and invitechildren to share what they notice:

Fjense en la tabla con fotos que seusa para responder a la pregunta.

Vamos a conversar sobre los objetosde las fotos. Qu nos pueden decirde cada objeto?

Predigan lo que van a aprender enel libro.

Predict VocabularyEncouragechildren to use photos to predictvocabulary:Qu palabras creen quevern en este libro?

Display a page and cover the words:Qu palabras creen que vern enesta pgina?

List words that children mention.Add Key Concept Words in thebook that children do not mention

Text Features: Chart

Introduce Point to the chart onpage 16. sta es una tabla. Nos dainformacin que sirve para contestar lapregunta de arriba. Esta tabla tiene docolumnas. En una columna hay fotos dobjetos que son atrados por un imn.En la otra columna hay fotos de objetoque no son atrados por un imn.

Model Point to the paper clip. Sque un sujetapapeles es atrado por elimn porque se encuentra en la columntitulada El imn atrae a estas cosas.

Practice Name some of the objecton the chart and ask children:Atrae o no el imn a este objeto?Cmo lo saben?

Read Mi imn


19/52

1

Guided Writing

Distribute copies of theLibritopara la casa. Read the title andpage through the book. Explainthat the children are the authors.They will write books about theforces that make objects move.

Work with children to:

Read the Contenido and thepage headings.

Name the pictured objects andtell if they are moved by pushingor pulling.

Share writing ideas for each setof pages.

Record childrens writing ideas forthe pages of their books on chartpaper. For example, children maywant to suggest other objects that

can be moved by pushing andpulling. Then have children beginwriting. Display the Banco de palabrasfor spelling reference. Provideadditional support as needed.


Fuerza y movimiento

por


Nombre

Mi imn

Recorta los dibujos.Coloca cada dibujo en la columna correcta de la tabla.

Lo atrae el imn No lo atrae el imn


Children reread and talk aboutMi imn using one of the followingoptions:

Look through the pages, namingother objects in the girls roomthat the magnet might attract.


Read independently or aloudwith a partner.

Read the Book


Pages 23

Key Concept Words imn, atraerSupport Comprehension Point to themagnet on page 2. Ask children:Predigan qu har la nia con el imn.

Pages 46Support Comprehension Point outthat the girl is now curious aboutother objects that the magnetwill attract.

Check UnderstandingCreen que elimn atraer al dinosaurio?(no)Porqu?(porque no es de metal)

Pages 78Support Comprehension Fjense bienen el objeto de la pgina 7. Predigan siser atrado o no por el imn. Despus,miren la pgina 8 para confirmar suspredicciones.

Pages 913Support Comprehension Predigan siel imn atraer o no a cada objeto.

Expliquen sus predicciones antes deconfirmarlas.

Pages 1416

Apply the Comprehension Strategy

Have childrenAsk Questionsabout what they are reading usingthese language forms:

Antes de leer, me pregunt .

Mientras lea, me pregunt .

Despus de leer, me pregunt .

Discuss the Book

Invite children to use the wordsin the Banco de palabrasto discusswhat they have learned. Weretheir predictions about the objectsthat would be attracted by themagnet correct? What objectsdo magnets attract?

UseReproducibles para aprenderpage 28.

Reread for Fluency

Have children reread the entirebook independently to buildfluency. See Customize the Reading.


20/52

18

Use Key Concepts and Key ConceptWords in writing

Demonstrate oral language proficiency

Demonstrate comprehension oftheme selections

Librito para la casa:

Fuerza y movimiento

Reproducibles para aprenderpages 2223, 2930

Materials

OBJECTIVES

Lesson 5 Assess and Extend

Guided Writing

Children continue writing the

Librito para la casa they began inLesson 4. Review the group listof writing ideas. Also display theBanco de palabras.

Page through the theme books toreview the text features, includinghighlighted words and charts. Talkabout text features that childrencould add to theirLibritos para lacasa. For instance, they might addtheir own chart showing things thatmove by pushing and by pulling.

Point out: Los buenos escritores

piensan en las palabras que eligen.En este caso, tienen en cuenta queempujaryjalar/arrastrarsonpalabras opuestas.

revisan las palabras con atencin yusan el Banco de palabras si tienendudas sobre la ortografa.

usan la puntuacin correcta.Recuerda

que las preguntas van entre signosde interrogacin.

Have children review the Contenidfor labels to use to complete theGlosario ilustrado. For help withwritingInformacin sobre el autoro la autora, ask children suchquestions as:

Tienen juguetes que se mueven?Cmo se mueven?

Cul ha sido el imn ms grande

que han visto? Nombren algo que piensan que sera

difcil de mover.

As children write, circulate tocoach and support individuals.Then have partners share theirfinished books. Challenge themto identify text features and factsin each others books.

Beginning Have children dictate sentences and labels for the picturesthey draw.

Developing Provide sentence frames for children, such as: Qu hace quese mueva? lo(la) (empuja/arrastra/jala).

Expanding/Bridging Have children write their own questions andanswers, or complete sentences on their own. They can add labels orcaptions as necessary.



Fuerza y movimiento

por

Allow time for children toindependently reread the themeselections. Display the Word Bankfor childrens reference as they read.

As children reread, meet withindividuals. Use the Post-Test onpages 3839 to evaluate childrensprogress and to update theirrecords.

Rereading and Assessments


21/52

1

Assessment Tools

Self-Assessment

Allow children to reflect and assesstheir own learning by completing

Learning Masterspages 2223.

What I Learned, page 22

How I Learned, page 23

Reading

In addition to the Pre-Test andPost-Test Assessments, thefollowing assessment tools,available online, can help youevaluate and record childrensprogress in reading.

Retelling Guide andScoring Rubric

Fluency Scoring Guide Oral Reading Record

Writing

Use the completed Take-HomeBooks available online and thefollowing tools to assess childrensdevelopment as writers.

Writing Rubric

Developmental Checklist

Content Assessment

Have partners create a large two-column chart. Then have them drawpictures of objects that move bypushing and objects that move bypulling. Have them draw arrows

away from the objects to representpulling and toward the objects torepresent pushing. Have childrenadd their pictures to the two-column chart and label the columns.Then have them use the languageforms of cause and effect to explainwhat they learned.

Vocabulary and Oral Language

Use the following resources,

available online, in addition to theThink and Discuss scene on theTheme Builder, to assess orallanguage development.

Content Vocabulary Checklist

Oral Language DevelopmentalChecklist

Home Connection

TheEnfoque en la familia letters onReproducibles para aprenderpages2930 summarize key conceptsabout force and motion. In the

Conversar y aprenderactivity,family members test objects athome to see if they move bypulling or pushing.

Reproducibles para aprender pages 22

Nombre

Cmo aprend

Los buenos lectores hacen estas cosas cuando leen.Marca con una Xlas cosas que hiciste cuando leste este texto

Hice conexiones.

Pens en lo que sucedera a continuacin.

Me hice preguntas antes de leer.

Me hice preguntas mientras iba leyendo.

Me imagin cmo eran las cosas.

Eleg las ideas ms importantes.

Comprend cosas que el autor no decadirectamente.

Aconseja a otros lectores.

Nombre

Lo que aprend

2


Qu cosas importantes aprendiste en este tema?

Aprend que

Aprend que

Aprend que

Reproducibles para aprender pages 29

Nombre

Dear Family,

Your child has been reading the books Fuerza y movimiento

(Force and Motion),Empuj ar o arrastrar? (Push or Pull?), and

Mi imn (My Magnet) in our unit of study on forces that make

things move. Please use this page to talk with your child about

the different ways that force causes movement.

Your child has written a take-home book. Invite your child

to read the book to you. Use these questions to discuss

the book together:

What forces are describe d in the book?

Can any of the objects in the book be both pushed and

pulled?

What kind of material does a magnet attract?What does weight have to do with force?

Key ConceptsYour child has been learning these important ideas:

A force is a push or a pull that makes

an object move.

A magnet can pull, or attract,

some metal things.

Dif ferent types of forces can

be classified.

Family Focus

Words to Know

attract(atraer)

force(fuerza)

magnet(imn)

metal(metal)

move(mover)

pull(arrastrar/

jalar)

push(empujar)

Th ing s That Move b y Pus hing Th ing s Tha t Move b y Pu l ling

Share and LearnWalk around your home with your child.Look

for objects that move by pulling or pushing.

Write their names in the appropriate column

of the chart below.You might ask: Does thisobject require a lot of force or a little forceto make it move?

Nombre

Copyright2


Enfoque en la familia

Vocabulario

arrastrar/jalar (pull)

atraer(attract)

empujar(push)

fuerza(force)

imn(magnet)

metal(metal)

mover(move)

Objetos que se mueven al empujar Objetos que se mueven al jalar

Conversar y aprenderCaminen por su casa con su hijo/a. Busquen objetos

que se mueven al empujar o al jalar.Escriban los

nombres de esos objetos en la columna apropiada

de la tabla de abajo.Pueden preguntarle: Para movereste objeto,tienes que hacer mucha fuerza o poca?

Estimada familia,

Su hijo/a ha estado leyendo los libros Fuerza y movimiento,

Empujar o arrastrar?y Mi imnen nuestra unidad de estudio

sobre las fuerzas que hacen que las cosas se muevan. Por favor,

usen esta pgina para hablar con l/ella sobre las diferentes

maneras de producir movimiento mediante una fuerza.

Su hijo/a ha escrito un librito para llevar a casa. Pdanle que lo

lea en voz alta. Usen estas preguntas para comentar el librito

juntos.

Qu fuerzas se describen en el libro?

Hay alg unos objetos en el libro que se pueden empujar y

tambin jalar o arrastrar?

Qu clase de material es atrado por un imn?

Qu tienen que ver el peso y la fuerza?

Ideas claveSu hijo/a ha estado aprendiendo estas ideas importantes:

Una fuer za es la accin de empujar o

arrastrar que hace que un objeto se mueva.

Un imn puede atraer algunos objetos

hechos de metal.

Podemos clasificar los

diferentes tipos

de fuerzas.


22/52


23/52

Learning Masters

Temprano: Fuerza y movimiento


24/52

22 Fuerza y movimiento | Reproducibles para aprender

Nombre

Lo que aprend

Qu cosas importantes aprendiste en este tema?

Aprend que

Aprend que

Aprend que


25/52


Reproducibles para aprender | Fuerza y movimiento 2

Nombre

Cmo aprend

Los buenos lectores hacen estas cosas cuando leen.

Marca con una Xlas cosas que hiciste cuando leste este texto.

Hice conexiones.

Pens en lo que sucedera a continuacin.

Me hice preguntas antes de leer.

Me hice preguntas mientras iba leyendo.

Me imagin cmo eran las cosas.

Eleg las ideas ms importantes.

Comprend cosas que el autor no decadirectamente.

Aconseja a otros lectores.


26/52


Nombre

Cancin del tema

Con la fuerza que uso

yo muevo

las cosas.

Esta fuerza que uso

se llama .

Se canta con la meloda deTheres a Hole in the Bucket.

empujar jalar


27/52



Nombre

Hacer preguntas

Lee la pgina 1213 de Fuerza y movimiento.

Despus, completa esta pgina.

Antes de leer, me pregunt

Mientras lea, me pregunt

Despus de leer, me pregunt


28/52


Nombre

Fuerza y movimiento

Usa las palabras del Banco de palabras para

completar las oraciones.Haz un dibujo que muestre cmo una fuerza haceque algo se mueva.Escribe una oracin para tu dibujo.

1. Para mover algunos objetos hace

falta usar ms .

2. Un atrae algunos objetos metlicos.

3. Para mover una carretilla, hay que .

4. Para abrir una gaveta, hay que .

empujar jalar

fuerza imn

Banco de palabras


29/52



Nombre


Mira cada dibujo.

Qu haramos para que los objetos se muevanempujar oarrastrar/jalar?Escribe empujar o arrastrar/jalar debajo de cada dibujo.


30/52


Nombre

Mi imn

Recorta los dibujos.

Coloca cada dibujo en la columna correcta de la tabla.

Lo atrae el imn No lo atrae el imn


31/52



Nombre

Enfoque en la familia

Vocabulario

arrastrar/jalar (pull)

atraer(attract)

empujar(push)

fuerza

(force)

imn(magnet)

metal(metal)

mover(move)

Objetos que se mueven al empujar Objetos que se mueven al jalar

Conversar y aprenderCaminen por su casa con su hijo/a. Busquen objetos

que se mueven al empujar o al jalar. Escriban losnombres de esos objetos en la columna apropiada

de la tabla de abajo. Pueden preguntarle: Para movereste objeto, tienes que hacer mucha fuerza o poca?

Estimada familia,

Su hijo/a ha estado leyendo los libros Fuerza y movimiento,

Empujar o arrastrar?y Mi imnen nuestra unidad de estudiosobre las fuerzas que hacen que las cosas se muevan. Por favor,

usen esta pgina para hablar con l/ella sobre las diferentes

maneras de producir movimiento mediante una fuerza.

Su hijo/a ha escrito un librito para llevar a casa. Pdanle que lo

lea en voz alta. Usen estas preguntas para comentar el librito

juntos.

Qu fuerzas se describen en el libro?

Hay algunos objetos en el libro que se pueden empujar y

tambin jalar o arrastrar?

Qu clase de material es atrado por un imn?

Qu tienen que ver el peso y la fuerza?

Ideas claveSu hijo/a ha estado aprendiendo estas ideas importantes:

Una fuerza es la accin de empujar o

arrastrar que hace que un objeto se mueva.

Un imn puede atraer algunos objetos

hechos de metal.Podemos clasificar los

diferentes tipos

de fuerzas.


32/52


Nombre

Dear Family,

Your child has been reading the books Fuerza y movimiento

(Force and Motion), Empujar o arrastrar? (Push or Pull?), andMi imn (My Magnet)in our unit of study on forces that make

things move. Please use this page to talk with your child about

the different ways that force causes movement.

Your child has written a take-home book. Invite your child

to read the book to you. Use these questions to discuss

the book together:

What forces are described in the book?

Can any of the objects in the book be both pushed and

pulled?

What kind of material does a magnet attract?

What does weight have to do with force?

Key ConceptsYour child has been learning these important ideas:

A force is a push or a pull that makes

an object move.

A magnet can pull, or attract,

some metal things.Different types of forces can

be classified.

Family Focus

Words to Know

attract(atraer)

force(fuerza)

magnet(imn)

metal

(metal)

move(mover)

pull(arrastrar/jalar)

push(empujar)

Things That Move by Pushing Things That Move by Pulling

Share and LearnWalk around your home with your child. Look

for objects that move by pulling or pushing.

Write their names in the appropriate column

of the chart below. You might ask: Does thisobject require a lot of force or a little forceto make it move?


33/52

Assessments



34/52

32 Fuerza y movimiento | Evaluacin

About the Pre-Test and Post-TestThe Pre-Test and Post-Test measure students performance in four skilldomains:

Concept Words Key Concepts Comprehension Strategies Text Features

The Pre-Test gives information about each students baseline proficiencywith the theme of study. Analyzing student results will help you selectappropriate teaching strategies and target areas of need. The Post-Test,when compared with the Pre-Test data, captures students gains andserves as a useful tool in documenting student progress.

Administering the TestBefore distributing the test, be sure that students have their Concept andRelated Nonfiction books accessible These texts are often referred toin both the Pre- and Post-Tests.

Distribute the test.

Look to make sure that each student is working on the correct page.Read all directions and test items out loud to students. Have studentswork individually on sections and allow a reasonable amount of timefor them to complete each item.

Collect all tests and score them using the Answer Key on page 33.4

3

2

1

Administering the Tests


35/52

Evaluacin | Fuerza y movimiento 3

Copyright2008NGSP&H

B

Answer Key

Scoring the Pre-Test and Post TestEach item is worth one point. There are ten points total. Open-ended answers such asa 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

Post-Test

Concept Words(14)

Key Concepts(5 & 6)

ComprehensionStrategy (7 & 8)

Text Features(9 & 10)

1 point each 1 point each 1 point each 1 point each

1. (d) 5. (a) 7. Answers will vary. 9. Answers will vary.

2. (b) 6. (b) 8. Answers will vary. 10. Answers will vary.

3. (a)

4. (c)

Concept Words(14)

Key Concepts(5 & 6)

ComprehensionStrategy (7 & 8)

Text Features(9 & 10)

1 point each 1 point each 1 point each 1 point each

1. (d) 5. (a) 7. Answers will vary. 9. sailboat and

waterwheel2. (c) 6. (b) 8. Answers will vary. 10. sled and train

3. (a)

4. (b)


36/52


Student Profile for Pre-Test and Post-Test

Name

Test& Date

ConceptWords

KeyConcepts

Compr.Strategy

TextFeatures

PointScore

PercentScore

Pre-Test

Date: ___ /4 /2 /2 /2 /10 %

Post-Test

Date: ___ /4 /2 /2 /2 /10 %


37/52


Copyright2008NGSP&H

B

Class Profile

Teacher Name

Student Name

Pre-Test

Date:

Post-Test

Date:PointScore

PercentScore

PointScore

PercentScore

/10 % /10 %


38/52


Examen preliminar

Nombre _________________________________________________ Fecha ___________________

Escucha las palabras. Traza una lnea a la figura correcta.

1. empujar a.

2. imn b.

3. metal c.

4. arrastrar/jalar d.

Rodea con un crculo la figura correcta.

5. Atraer a. b.

6. Fuerza a. b.

Conceptos clave

Palabras conceptuales


39/52


Copyright2008NGSP&H

B

Examen preliminar

Nombre _________________________________________________ Fecha __________________

Lee las pginas 10 y 11 en el libro Fuerza ymovimiento. Escribe dos cosas ms quedeseas saber acerca de imanes.

7. Deseo saber

8. Deseo saber

Abajo ves una tabla vaca de empujar y arrastrar. Traza lneas desdecada dibujo al lado correcto de la tabla. La primera ya la tienes hecha

Caractersticas del texto

Estrategia de comprensin

9. Empujar 10. Arrastrar


40/52


Examen posterior

Nombre _________________________________________________ Fecha ___________________

Escucha las palabras. Traza una lnea a la figura correcta.

1. empujar a.

2. arrastrar/jalar b.

3. atraer c.

4. imn d.

Rodea con un crculo la figura correcta.

5. Este dibujo muestra mover. a. b.

6. Este dibujo muestra empujar. a. b.

Conceptos clave

Palabras conceptuales


41/52


Copyright2008NGSP&H

B

Examen posterior

Nombre _________________________________________________ Fecha __________________

Lee las pginas 8 y 9 en el libro Fuerza ymovimiento. En qu te hace pensar?

7. Me pregunto

8. Con respecto a esto, me pregunto

En los recuadros de abajo, dibuja una cosa que un imn atrae.Luego dibuja otra cosa que un imn no atrae.

Caractersticas del texto

Estrategia de comprensin

9. El imn atrae esto. 10. El imn no atrae esto.


42/52


43/52

Take-Home Book Masters



44/52


45/52

2

006NationalGeographicSoc

iety

Fuerza y movimiento

3

Contenido

por

Empujar 4

Arrastrar/Jalar 6

Cunta fuerza? 8

Imanes 10

Glosario ilustrado 12


46/52

2

4

Informacin sobre el autor o la autora

Empujar


47/52

2


iety

5

7


48/52

6

8

Cunta fuerza?Menos fuerza Ms fuerza

Arrastrar/Jalar


49/52

2


iety

9

1


50/52

10

12

Glosario ilustrado

Imanes


51/52


52/52

Temprano

Temas

pdf fuerza y movimiento

Documents