Teaching Plan. In Ben mudó un diente,

Transcripción

1 Teaching Plan EDL Level 8 Guided Reading Level E Intervention Level 7 In Ben mudó un diente, a child discovers that wiggling a loose tooth can have interesting results: the loss of a baby tooth and the appearance of a permanent tooth. Nonfiction Genre Nonfiction Narrative Nonfiction Features Checklist Heading Labels Text Structure Chronological diente flojo crecer Comprehension Sequence of Events Writing Write a nonfiction narrative. Content Area Connection: Life Science Understand that living things change as they move from infancy to childhood. Curriculum Support You may want to use Ben mudó un diente when teaching the following science topic: Health (oral hygiene) Cross-Text Reading Así eran las cosas, an iopeners Grade K social studies title

2 1 Introduce the Book Introduce the Nonfiction Genre: Nonfiction Narrative Display the book cover. Read the title and the author s name. Explain that this book tells about what happens when a boy loses a tooth. Tell children that the book also shows how to take care of teeth. Echa un vistazo a las fotografías del libro. Cómo te ayudan a saber que es una historia real? Introduce You may want to introduce the following words before reading: diente: una parte ósea que crece en la mandíbula y se usa para morder y masticar flojo: que no está sujeto con firmeza crecer: desarrollar Activate or Build Background Explain that teeth are an important part of our bodies. Por qué necesitamos dientes sanos? Talk about how people care for their teeth by brushing, flossing, visiting a dentist, and eating healthy foods. Discuss with children the actions shown in the pictures on page 8. Ask children to raise their hand if they have lost a tooth. Qué se sintió al mudar un diente? Cómo ocurrió? Preview and Predict Page through the book with children, pointing out the photographs of Ben. Qué crees que le sucedió a Ben después que mudó su diente? Por qué crees que la autora quiere hablarte acerca de los dientes? Nonfiction Text Features Labels: Draw attention to the two labels on pages 5 and 6, and read them aloud to children. Explain that the labels help the reader identify parts of the photographs. Checklist: Turn to page 8, and identify this feature as a checklist. Explain that a checklist helps people keep track of things that need to be done. Tell children that a list has items written one under the other. Point to the entries and track the print as you read them aloud.

3 2 Read the Book page 1 diente Track the print under the word diente as you say it. Qué notas acerca de esta palabra? Por qué crees que la autora quiso que fuera más oscura que las otras palabras? Understand Context Clues Point to the photograph of the boy. Crees que este niño sea Ben? Por qué? pages 2 3 En estas páginas, veo algunas palabras que dicen cuándo ocurrieron las cosas. Qué son esas palabras? Identify Text Organization and Structure Cuándo fue que Ben no tenía dientes? Make Inferences Qué crees que podría pasar después? Predict Observa las fotografías. Cómo muestran las maneras en que Ben ha cambiado? Qué notas acerca de los números de la página? Por qué crees que tienen ese aspecto? pages 4 5 flojo Por qué salió el diente de Ben? Identify Cause and Effect Cómo crees que se sintió Ben cuando mudó su diente? Make Judgments Qué crees que sucederá después? Predict Cómo te ayudan las fotografías a comprender lo que dicen las palabras? Point to the photograph of Ben on page 5. Cómo sabes lo que Ben sostiene en los dedos?

4 pages 6 7 crecer En la página 6 podemos ver que Ben tiene ahora un diente permanente. En qué se diferencia este diente del diente de leche que mudó? Compare and Contrast Perderá Ben su diente permanente? Por qué? Activate Prior Knowledge Qué crees que pasará al siguiente diente flojo de Ben? Por qué? Predict Por qué crees que hay un rótulo en la página 6? Point to the toothbrushes at the bottom of the pages. Cada página en este libro tiene cepillos de dientes en la parte inferior. Por qué crees que esos cepillos de dientes están ahí? page 8 Por qué crees que la autora incluyó una lista de comprobación al final del libro? Understand Author s Purpose Por qué es importante hacer las cosas que están en la lista de comprobación? Generalize Cómo crees que esta lista de comprobación le pueda ser útil a Ben? Por qué crees que hay tanto palabras como ilustraciones en la lista de comprobación? ESL/ELL Strategy Help children understand the meanings of tooth and teeth. Write both words on the chalkboard. Then smile and point to one tooth: This is my tooth. Point to many teeth: These are my teeth. Repeat the gestures and sentences, encouraging children to do the same. Then turn to page 8. Point to each picture on the checklist, name the action, and act it out. Say, [name of action] helps my teeth. Have the children repeat the words and actions. Reread the Book After you reread the text aloud, use the graphic organizer on the back cover to record causes and effects that children identify. Discuss the sequence of events with children. Cómo muestra la autora a Ben al comienzo del libro? Qué sucedió después que Ben movió su diente? Qué sucedió después de eso? Explain that the author wrote about a young boy in order to give information about teeth. Cómo hace la autora interesante la información en el libro? Answers to Student Book Questions 1. Las respuestas variarán, pero pueden incluir: Morder la manzana podría causar que el nuevo diente flojo de Ben se caiga. 2. Ben muda un diente porque lo mueve. 3. Las respuestas variarán.

5 3 Learn Through the Text SCIENCE: From Baby to Child Use Ben mudó un diente to reinforce children s understanding of changes that take place between infancy and childhood. Draw a two-column chart with the headings Bebé and Niño on posterboard and attach it to the chalkboard or bulletin board. Have children turn to pages 2 3 in Ben mudó un diente. Ask them to look at the photographs carefully. Brainstorm with children the differences between a baby and a child, including appearance and abilities. If possible, have children cut out pictures showing babies and young children from old magazines. Help them glue their pictures under the appropriate headings. COMPREHENSION: Sequence of Events Tell children that it is important to pay attention to the order in which things happen in a book. Discuss the sequence of events in the book with children. Reread aloud pages 4 6. Qué sucedió primero? Qué sucedió después? Qué sucedió al final? You may want to have children draw what happened and use the words primero, después, and al final to label their pictures. Bebé poco cabello sin dientes pequeñito no puede caminar ni hablar no puede comer por sí mismo Niño más cabello dientes más grande puede caminar y hablar puede comer por sí mismo WRITING Write a Nonfiction Narrative Have children use pages 2 3 as a model to write about one change they have experienced since they were babies. You might want to review the chart from the Science activity before children begin. Ask children to think about what they were like as babies. Cómo has cambiado desde entonces? Have each child choose one way in which he or she has changed. Ask children to fold a large sheet of drawing paper in half. On one side, they should draw themselves as babies. On the other side, they should draw themselves now, incorporating the change they have chosen into the drawing. Then have them complete the following sentences and use them to label their drawings: Antes yo tenía. Ahora tengo. Post children s work on a bulletin board with the title Maneras en que hemos cambiado.

6 Ben mudó un diente Organizador gráfico Nombre Causa Ben movió su diente. Efecto Causa El diente de Ben salió. Efecto Causa Ben comió una manzana. Efecto Copyright 2006 by Pearson Education, Inc., publishing as Celebration Press, an imprint of Pearson Learning Group, 299 Jefferson Road, Parsippany, NJ 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 any information storage and retrieval system, without permission in writing from the publisher, except for the Reproducible Graphic Organizer, which may be reproduced for classroom use only. For information regarding permission(s), write to Rights and Permissions Department