La oruga vive sola en la hoja verde. Es curiosa y le gusta los colores lindos.

Transcripción

1 La oruga vive sola en la hoja verde. Es curiosa y le gusta los colores lindos. 3

2 1 2 3 La oruga mira hacia abajo y ve algo. Es verde, morada y muy linda! Qué será esa cosa rara? piensa la oruga. PREGUNTAS 1) Cómo se llaman estos insectos? Se llaman gusanos. Son grandes o pequeños? Son pequeños. Qué hacen? Hablan. Crees que son amigos? Sí, son amigos. Están contentos. 2) Cómo se llama este animal? Se llama conejo. Cómo se llama esto? Las orejas. Cómo son las orejas? Grandes o pequeñas? Grandes. 3) Cómo se llaman estas cosas? Piedras. De qué tamaño son las piedras? Esta es grande; esta es mediana y esta es pequeña. Cuántas piedras hay aquí? 4

3 La oruga mira hacia abajo y ve algo. Es verde, morada y muy linda! Qué será esa cosa rara? piensa la oruga. 5

4 1 3 La oruga camina y camina encima de esa cosa rara, verde, morada y linda. 2 PREGUNTAS 1) Cómo se llama este animal? Pájaro. Se llama tucán. Dónde viven los tucanes? En las selvas. Este pájaro tiene muchos colores. Cuáles son los colores? Rojo, azul, verde y amarillo. Tiene boca o pico? Tiene pico. Mira los bebés! Qué quieren los bebés? Quieren comer. Tienen hambre. De qué tamaño son los bebés? Son pequeños. 2) Cómo se llama este insecto? Grillo. Qué hace el grillo? Canta. Qué tiene en el cuello? Una bufanda. Qué tiene en la cabeza? Una gorra. 3) Cómo se llaman estos insectos? Mariquitas. Qué hacen? Bajan de la hoja. Les gusta caminar? Sí, les gusta caminar. Vuelan las mariquitas? Sí, vuelan. 6

5 Sube Activities Act-30 Activities Esa cosa rara Skills: communication, reading, writing, vocabulary development, grammar, reading strategies, literary elements, drawing conclusions, cause and effect, summarizing SWBAT: demonstrate the ability to comprehend a text through verbal and non-verbal responses. Students will also demonstrate the ability to read a text and use appropriate strategies to decode the meaning of the text Preparation 1. Read the storybook Preguntas section for each page to familiarize yourself with text and tasks. 2. Create a list of questions related to your students proficiency levels and needs. Instructions 1. Fold the book so that the color page is facing the students and the lesson guide is facing you. 2. Read the story line and ask the questions from the guide. 3. Engage the class in a lively dialogue about the characters, plot, setting, etc. 4. Use appropriate support language, i.e., Quiénes son los personajes? Dónde están ahora? 5. There are four units in the book. In this curriculum, students will use the same chapter for 2 units, allowing you and your students to go deeper with the text. Variation #1 (picture walk) 1. Take the students on a picture walk. 2. Show the class the pictures, one by one; ask questions to make the content more comprehensible. 3. Ask questions like: a. Qué ven aquí? b. Cuántos animales hay? c. Qué creen que están diciendo? 4. Once the picture walk is complete, begin reading the chapter. Variation #2 (choral reading) 1. The best way to begin is for students to choral the dialogue that occurs in the book the first or second time you read this. 2. Easiest to choral is the key phrase in the book, Qué es esa cosa rara, verde, morada y linda? 3. Add conversational phrases to increase Spanish usage (i,e., Puedo leer? Qué quiere decir? ) 4. Divide students into groups (orugas, ratones, hormigas, etc.). 5. Give each group practice with their lines. 6. When reading, signal the group that their part is coming up. 7. Each group says its lines. 8. Change the characters of each group and read it again. Variation #3 (character puppets) 1. Using construction paper and crayons, have students draw, color and cut out the characters in the story (el ratón, la oruga, el sapo, la cosa rara, etc.). 2. As you are telling the story, students use their props to create a visual of the story as you tell it (or after each page). 3. To scaffold students into this, show the students the picture and have the students copy the image with their props.

6 Sube Activities 4. Once they are prepared, take the picture away and have the students create the scene. Then, compare it with the picture in the book. 5. Students, as a class or in groups, take turns telling the story using their props. Variation #4 (prediction) 1. At the end of each section ask the students, Qué va pasar en la próxima parte? 2. Students share their ideas, Creo que ellos van a ir a sus casas. 3. The students draw a picture that captures their prediction and write a sentence about it. 4. Save these predictions for when you read the next part of the book. 5. After reading the next part, compare what happened in the book to what they predicted. Suggestions Reading is a wonderful medium to develop critical thinking skills, academic vocabulary, and the understanding of literary elements. Try focusing each experience on helping students develop these skills, one by one. Critical thinking skills a. Prediction: Qué piensan que va pasar? b. Cause and effect: Por qué es gordo el ratón? Porque le gusta comer. c. Drawing conclusions: Tomando en cuenta todo lo que sabemos, qué puede ser? d. Gathering main ideas: Qué es lo más importante que aprendieron? Academic vocabulary a. Concluir b. Ideas principales c. Predicción Literary Elements a. Personajes b. Tema c. Abientación d. Conflicto Writing has a natural connection with reading. Throughout the use of Esa Cosa Rara, your students have plenty of opportunities to improve their writing skills through reading and their reading skills through writing. Here are a few options: a. Web the main points. See Webbing (p. Act-xx) b. Summarize the section in sentences or in a paragraph. c. Write a new dialogue to replace the one in the section. d. Rewrite the section (copy the pages with the text covered so students can write their own text that matches the pictures). e. Write questions that they might ask someone who has read the book. Science can easily be tied to this reading. There are many things that your class can explore while reading this book. Here are a few ideas: a. Study the animals presented in the book (hormigas, orugas). Learn about what they eat, where they live, etc. b. Go to a zoo and do a scavenger hunt to see how many of the characters in the book are found at the zoo. c. Set up a butterfly kit or an ant colony kit in the classroom. Investigate what students see. d. Learn about common habitats for animals and their characteristics. Activities Activities Act-31