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Gua del maestro por El tiempo y las estaciones

Emergente: 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 978-07362-57497 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 aprend . . . . . . . . . . Cmo aprend . . . . . . . . . . . Cancin del tema . . . . . . . . . Reproducibles para aprender Enfoque en la familia . . . . . . . . . . . . . . . . 22 23 24 25 29

El tiempo y las estaciones 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 Geographics Ventanas a la lectoescritura: Lenguaje, lectoescritura y vocabulario program is designed for todays classroomdiverse, 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 Geographics 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

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


3

PROGRAM OVERVIEW

Accessible Academic Content

Success From the Start!


Achieving academic success is essential for children to make adequate yearly progress and for continued academic growth. Conclusive data and research show that children who fall behind on their acquisition of academic content and vocabulary during the K2 years will fall further behind as they advance through the grade levels. To help children achieve success from the start and prevent them from falling behind, Ventanas a la lectoescritura: Lenguaje, lectoescritura y vocabulario gives children access to the core grade-level content they need for standards-based academic success through these features:

Explicit instruction in core academic content and vocabulary to build a foundation for future success Focused, targeted, standards-based content Alignment with TESOL standards Multiple exposures to and applications of academic vocabulary Carefully leveled developmental texts Picture glossaries of key content vocabulary Simple, engaging, and visually striking student book pages Strong picture-text match Familiar language and simple sentence structures Multiple opportunities for oral language development Theme Builders for building background and developing oral language Opportunities for writing and related reading

El tiempo y las estaciones

por

One Program for Your Diverse Classroom


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

Accessible Academic Content


5

PROGRAM OVERVIEW

Flexible Use

Ventanas a la lectoescritura: Lenguaje, lectoescritura y vocabulario is designed to be used in a variety of classroom situations. This flexibility allows you to custom fit the program to match your scheduling and program needs.

Regular Classrooms
The chart below shows the suggested pacing for use in the regular classroom. Each theme can be completed in five days.

Pacing Guide: One Week for One Theme


Day 1 Lesson 1
Administer Pre-Test Read Libro de conceptos Introduce Concepts and Vocabulary Model the Reading

Day 2 Lesson 2

Reread Libro de conceptos Develop Concepts and Vocabulary Introduce Comprehension Strategy Small Group Reading Modeled Writing

Day 3 Lesson 3

Read First Related Libro del tema Develop Concepts and Vocabulary Small Group Reading Practice Comprehension Strategy Shared Writing

Day 4 Lesson 4

Read Second Related Libro del tema Review Concepts and Vocabulary Small Group Reading Apply Comprehension Strategy Guided Writing

Day 5 Lesson 5

Rereading and Assessment Guided Writing Optional Reading Home Connection Administer Post-Test

Lenguaje, lectoescritura y vocabulario works within a variety of after-school programs. Whether your after-school program meets every day or only three days a week, the program can easily be adjusted to meet your scheduling needs.

For programs that meet every day, one theme can be completed each week of the program. Use the Pacing Guide on page 6. For programs that meet three times per week, one theme can be completed every two weeks. Use the suggested plan shown below.

Pacing Guide: Two Weeks for One Theme


Week 1 Day 1 Lesson 1
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. When time is short and results matter, your class time must be productive. The five-day lesson plan allows you to complete one theme during each week of your summer school program. Whether your summer school plan includes a four-, five-, or sixweek program, you can select developmentally appropriate themes that focus on the content areas of math, science, and social studies while developing strong literacy skills.

Four-Week Program
Choose four themes.

Five-Week Program
Choose five themes.

Six-Week Program
Choose six themes.

Flexible Use
7

After-School Programs

Overview
<None> STANDARDS
ACADEMIC LANGUAGE/SSL Use academic vocabulary related to
the study of weather and seasons Use appropriate language forms to describe weather and seasons and to make inferences Develop fluency in reading, writing, listening to, and speaking Spanish

El tiempo y las estaciones


Theme Materials
Libro de conceptos Libros del tema

Level 4

Level 3

SCIENCE Identify kinds of weather and explain


how weather affects people Observe and describe the changes in the weather and seasons

Organizador del tema

Reproducibles para aprender

READING/LANGUAGE ARTS Learn and apply the comprehension


strategy: Making Inferences Use the text features: Graphic Symbols and TOC/Headings Write about weather and seasons Learn and use vocabulary related to weather and seasons

Before Theme Assessment


Leccin en audio

Librito para la casa


El tiempo y las estaciones

To compare progress before and after teaching this theme, use the Pre-Test and Post-Test Assessments, pages 3238.
por

Optional Reading
Ventanas a la lectoescritura Nonfiction
Cuando llueve Level 3

Instructional Highlights
Key Concepts Weather and seasons change. Weather affects people. Changes in the weather and
seasons can be observed.

Key Concept Words


invierno lluvia/lluvioso nieve nube/nublado otoo primavera sol/soleado tormenta/ tormentoso verano viento/ventoso

Comprehension Strategy
Making Inferences

Text Features
Graphic Symbols TOC/Headings

Theme Planner
Lesson

1*

Lesson

Lesson

Lesson

Lesson

Teachers Guide pp. 1011 Read El tiempo y las estaciones

Teachers Guide pp. 1213 Reread El tiempo y las estaciones

Teachers Guide pp. 1415 Read El tiempo en la ciudad

Teachers Guide pp. 1617 Read Las cuatro estaciones

Teachers Guide pp. 1819 Assess and Extend

Develop Concepts
and Vocabulary

Review Concepts
and Vocabulary

Administer Post-Test,
p. 38

Administer Pre-Test,
p. 36

Develop Concepts
and Vocabulary

Small Group Reading Practice the


Comprehension Strategy: Making Inferences

Small Group Reading Apply the


Comprehension Strategy: Making Inferences

Rereading Guided Writing Assessment Tools Optional Reading Home Connection

Introduce Concepts
and Vocabulary

Introduce the
Comprehension Strategy: Making Inferences

Model the Reading

Small Group Reading Modeled Writing

Shared Writing

Guided Writing

Lesson 1

Read El tiempo y las estaciones

OBJECTIVES
Understand that weather and seasons
change and that these changes affect people Learn and use vocabulary related to weather and seasons Use photographs to predict vocabulary Use text features, such as graphic symbols and TOC/Headings, to comprehend text

Introduce Concepts and Vocabulary


Introduce Theme Question
Ask children: Cmo describiran el tiempo que hace hoy? Vamos a estudiar el tiempo y las estaciones. Children will also learn the language to use when describing weather and seasons. Have children look outside. Then have them draw what they see, including weather elements, such as the sun, rain, or clouds. Talk together about words that name or describe the weather they have shown. day. Have pairs of children use Reproducibles para aprender page 24 to practice using the language forms for describing the weather.

Introduce Key Vocabulary


Use the Pensar y conversar scene on the Organizador del tema to teach Key Concept Words and model language forms. En un da lluvioso veo lluvia. En un da soleado veo el cielo azul. Repeat with other weather words and the names of the seasons. As you introduce words, jot them down on chart paper. Display this Banco de palabras throughout the theme. Have children work with conversation partners to practice using the language forms for describing the weather. TIEMPO lluvia/lluvioso nieve nube/nublado sol/soleado tormenta/tormentoso viento/ventoso ESTACIONES primavera verano otoo invierno

Materials
Realia: umbrella, sunglasses, mittens Organizador del tema El tiempo y las estaciones Reproducibles para aprender page 24 Leccin en audio 5

Develop Oral Language


Open an umbrella and hold it over your head. Model a sentence using the phrase un da lluvioso: En un da lluvioso uso un paraguas. Then put on a pair of sunglasses. Ask children: Cundo nos ponemos lentes oscuros? Then model: En un da soleado llevo lentes oscuros. Finally, put on a pair of mittens. Ask children: Cundo nos ponemos manoplas? Then model: En un da de nieve me pongo manoplas. Have partners take turns pantomiming and using the model sentences. One partner pantomimes using the umbrellas, sunglasses, or mittens, and the other partner says: En un da t usas .

Organizador del tema (Cancin)

Organizador del tema (Escena)

Build Background
Display the Pensar y conversar scene on the Organizador del tema again. Ask children: Qu notan? As children share observations, guide them to use the correct names for the seasons and the weather. Have pairs of children talk about the scene and practice using language forms for describing the weather, such as: El tiempo est (nublado).

Introduce the Theme Song


Display the Cancin del tema on the Organizador del tema (tune: The Muffin Man). Sing the song, putting on a pair of sunglasses. Repeat, inviting children to sing as you point to the picture of a sunny

10

Model the Reading


Preview the Book
Distribute copies of El tiempo y las estaciones. Read aloud the title and the authors name. As you page through the book, point out:

Reproducibles para aprender


Nombre

page 24

Las flechas muestran el orden de


las estaciones.

Pages 45 Think Aloud Estas pginas son como la escena de Pensar y conversar en el Organizador del tema. Miren los rtulos. Los rtulos me informan de las estaciones y los tipos de tiempo. Pages 67 Think Aloud Los rtulos nos dicen cules son las estaciones. Las flechas nos indican que las estaciones siguen siempre el mismo orden: primavera, verano, otoo e invierno. La fotografa del invierno muestra nieve. El invierno debe ser fro. Pages 1011 Think Aloud Aqu hay dos smbolos. Uno es para el tiempo soleado. El otro es para el tiempo nublado. Veo que en las dos pginas se usan las palabras a veces. El tiempo no es siempre igual. Cambia con frecuencia. Pages 1213 Think Aloud El smbolo de la nieve es un copo de nieve. Cul es el smbolo de las tormentas? Es una nube con lluvia y rayos. Es parecido al smbolo del tiempo nublado. Page 16 Think Aloud El Glosario ilustrado me recuerda las palabras para los diferentes tipos de tiempo. Me recuerda que el tiempo cambia. Las fotos me recuerdan tambin a las diferentes estaciones.

Cancin del tema

Hoy el da es es es Hoy el da es maana cambiar. , ,

Los smbolos grficos de la mayora de las pginas indican el tipo de tiempo. Cada una de las pginas sobre el
tiempo empieza con las palabras a veces.

Copyright 2008 National Geographic Society

Predict Vocabulary
Encourage children to use pictures to predict vocabulary: Qu palabras creen que vern en este libro? Display a page and cover the words: Qu palabras creen que vern en esta pgina? Children may mention objects or activities on the pagesuch as rboles, pasear, and jugar. Add these words to the Banco de palabras. Have children work in pairs to use words in the Banco de palabras to describe the weather or the season in the picture. Continue with other pages as time allows.

Se canta con la meloda de The Muffin Man.

soleado nublado

ventoso lluvioso

Read Aloud
Invite children to follow along as you read El tiempo y las estaciones aloud. As you read, pause to think aloud. Encourage children to ask questions and make observations.

Customize the Reading


Children reread and talk about El tiempo y las estaciones on their own to build fluency.

Reread for Fluency


Have children reread the entire book independently to build fluency. See Customize the Reading.

Children who are not yet able


to read the book can look at the photos and name the different kinds of weather.

Customize Instruction for SSL Beginning Point to each page and have children act out what they do
during different kinds of weather. (abrir un paraguas, ponerse lentes oscuros, y as sucesivamente)

Children who need extra support


can reread the book while listening to the Leccin en audio.

Children who can read the book


might read independently or aloud with partners.

Developing Ask questions, such as: Qu ven en un da ventoso? Qu


ocurre durante una tormenta? Children should use language forms to answer.

Expanding/Bridging Have children use Key Concept Words and language


forms in complete sentences to describe their favorite seasons.

11

Lesson 2

Reread El tiempo y las estaciones

OBJECTIVES
Understand that weather and
seasons change and that the changes can be observed Understand that weather affects people Use vocabulary to name the seasons and describe weather Learn the comprehension strategy: Making Inferences Write about the weather

Develop Concepts and Vocabulary


Develop Oral Language
Display a winter coat and swim suit. Tell children: Digan en qu estacin usaran cada prenda. Despus, digan cmo sera el tiempo en esa estacin. Have them describe different kinds of weather, using the language forms: En (invierno), a veces hay das de (nieve). Revisit the Theme Song Display the song on the Organizador del tema. This time, replace soleado with ventoso. Invite children to fan their faces with paper and feel the wind as they sing with you.

Build Background
Display the graphic organizer on the Organizador del tema with all but one of the outer circles covered. Read the word that tells what kind of day it is. Use each word in a sentence. Then uncover another outer circle. Let children take turns using the words in sentences. Continue until all of the circles are uncovered. Encourage children to use the words in sentences using language forms for describing the weather: Hace un da (soleado). El (sol) es (caliente).

Materials
Realia: winter coat and swim suit Organizador del tema El tiempo y las estaciones Reproducibles para aprender pages 25 and 26 Leccin en audio 5

Introduce the Comprehension Strategy


Introduce Making Inferences Model Making Inferences
Turn to pages 1011 and model the comprehension strategy. Use the language forms for making inferences. Las palabras me dicen que el tiempo puede ser soleado o nublado. Las fotos me muestran cmo es un da soleado o nublado. Puedo inferir que los das nublados son ms oscuros que los das soleados porque las fotografas me lo muestran y porque he visto das nublados y das soleados. For additional practice in making inferences, have children work in pairs on Reproducibles para aprender page 25. When children make inferences, they figure out information that the writer has not directly stated in the text. Children combine information from the text with things they already know to infer meaning. Think Aloud A veces, cuando leo un libro, puedo entender cosas que el autor no me dice. Pienso en lo que estoy leyendo y en lo que veo en las fotos, y lo combino con lo que ya s. Eso se llama hacer inferencias. Puedo usar lo que me dice el autor y relacionarlo con lo que s para entender algo sobre el texto.

Organizador del tema (Organizador grfico)

12

Small Group Reading


As children read, invite them to share what they notice. Use some of the suggestions below to encourage observations and talk about the book.

Reproducibles para aprender


Nombre

page 24

Pages 45 Support Comprehension Ask children: Qu tiempo hace hoy? Pages 67 Support Comprehension Point out the arrows that show the order of the seasons. Check Understanding Qu estacin viene despus del invierno? (la primavera) Encourage children to use the language form: Puedo inferir porque . Pages 813 Support Comprehension Ask children: Qu aprenden al ver las fotografas y los smbolos de estas pginas? Check Understanding Qu les dicen acerca del tiempo las palabras a veces? (Que el tiempo cambia, y no siempre es igual.)

Pages 1415 Check Understanding Children can use this scene to apply what they have learned. Remind children to use the Banco de palabras to help them tell about their favorite season and their favorite kind of weather. Ask leading questions as necessary.

Hacer inferencias Lee las pginas 1213 de El tiempo y las estaciones. Mira las fotografas. Qu inferencias puedes hacer? Puedo inferir

Discuss the Book


Invite children to share what they learned. Children can use the words in the Banco de palabras to name the different seasons and describe different types of weather. Children can complete Reproducibles para aprender page 26.

porque

Reread for Fluency


Have children reread the entire book independently to build fluency. See Customize the Reading.

Customize the Reading


Children reread and talk about El tiempo y las estaciones using one of the following options:

Look through the pages, naming and


pointing to different kinds of weather.

Reread the book while following


along with the Leccin en audio.

Read independently or read aloud


with a partner.

Modeled Writing
Display the graphic organizer on the Organizador del tema with all the outer circles, except the one for windy weather, covered. Begin by modeling how adding -ado or -oso to a word changes it from a thing (noun) to a word that describes the weather (adjective). Children can observe as you model the writing process. First, decide what to write. Think Aloud Voy a escribir acerca del tiempo. El organizador grfico muestra las palabras que puedo usar. Escribir una oracin sobre el viento. El viento es fresco. Hace ondear la bandera. You can model how to add endings to words. Think Aloud Le aado -oso a una palabra para que describa algo. Es un da ventoso.
nublado lluvioso

Reproducibles para aprender


Nombre

page 26

El tiempo y las estaciones Haz un dibujo para cada tipo de tiempo. Escribe una oracin sobre uno de los dibujos.

Copyright 2008 National Geographic Society

de nieve

soleado

13

Copyright 2008 National Geographic Society

Lesson 3

Read El tiempo en la ciudad

OBJECTIVES
Read to gain fluency in oral and silent reading Practice the comprehension strategy: Making Inferences Understand that weather changes, changes in weather can be observed, and weather affects people Use graphic symbols and other text features to understand the text Use vocabulary for the days of the week

Develop Concepts and Vocabulary


Develop Oral Language
Model the Key Concept Words nublado, lluvioso, ventoso, nieve, and soleado. For example, you can use the appropriate words to describe todays weather. Revisit the Theme Song Display the song on the Organizador del tema. This time, replace soleado with lluvioso. Display the cover of El tiempo en la ciudad as they sing with you.

Materials
Organizador del tema El tiempo en la ciudad Reproducibles para aprender page 27 Leccin en audio 5

Hoy es un da nublado. Ayer fue soleado. Me despeino en un da ventoso. En un da lluvioso me pongo botas. En un da de nieve hago muecos.
Have partners share what they like about cloudy, sunny, windy, rainy, and snowy days.

Build Background
Distribute copies of El tiempo en la ciudad. Read the title and tell children: Describan el tiempo que muestra la portada y otras cosas que noten en la foto. Ask children to describe their own experiences with rain. Qu ropa especial se ponen cuando llueve? Llevan o usan algo para la lluvia?

Small Group Reading


Get Ready to Read
Preview the Book Read aloud the title, the authors name, and the Pensar y conversar question on the back cover: Qu da hizo el viernes? Page through the book and say the following: List the words that children mention. Add Key Concept Words in the book that children do not mention. Text Feature: Graphic Symbols Introduce Display the graphic symbols in the Glosario ilustrado on page 27. stos son smbolos grficos. Un smbolo representa una palabra o una idea. Estos smbolos representan los diferentes tipos de tiempo. Model Point to the graphic symbol for cold. Cuando hace fro nos ponemos una bufanda. Esta bufanda es un smbolo grfico del fro. Cuando ven el smbolo saben que significa fro. El smbolo nos ayuda a recordar cmo es el tiempo. Practice Children can point to the graphic symbols and tell what words the graphic symbols represent.

Fjense en los smbolos grficos y


en el Glosario ilustrado.

Miren las fotos. Describan el tiempo


que muestran.

Predigan lo que van a aprender.


Predict Vocabulary Encourage children to use photos to predict vocabulary: Qu palabras creen que vern en este libro? Display a page and cover the words: Qu palabras creen que vern en esta pgina?

14

Read the Book


As children read, invite them to share what they notice. Use some of the suggestions below to encourage observations and talk about the book.

Pages 1213
Practice the Comprehension Strategy Encourage children to Make Inferences to help them understand pages 1213. Hace fro o hace calor? El texto no nos lo dice, pero dice que fue un da de nieve. Qu saben sobre la nieve? Como puede ayudarlos la fotografa? Lead children to understand that making inferences can help them understand more about the weather as they combine what they already know with what the text and pictures tell them. Reproducibles para aprender
Nombre

page 27

El tiempo en la ciudad Mira los dibujos. Escribe la palabra que describe el tiempo de cada da. Despus, elige un dibujo. Escribe algo sobre el tiempo que muestra. Banco de palabras ventoso lluvioso soleado

Pages 89 Think Aloud Puedo dibujar una cara como la de este smbolo en un vidrio empaado. Un vidrio empaado recuerda bastante a un da de niebla como el de la foto. Pages 1011 Key Concept Word ventoso Support Comprehension Cover the sentence on page 10 and the picture on page 11. Ask children to look at the symbol. Pueden predecir lo que este smbolo significa?

Discuss the Book


Invite children to share what they learned. Children might enjoy using words from the Banco de palabras to describe the weather shown on different days of the week. Discuss the concept that weather changes. Use Reproducibles para aprender page 27.

Customize the Reading


Children reread and talk about El tiempo en la ciudad using one of the following options:

Reread for Fluency


Have children reread the entire book independently to build fluency. See Customize the Reading.

Look through the pages, describing


the weather shown in the pictures.

Reread the book while following

Shared Writing
Have children look out a window at the sky or remember what the weather is like today. Suggest a topic for writing such as a weather report that could appear on the news. They can help describe todays weather and predict tomorrows weather. You might model how to:

along with the Leccin en audio.

Read independently or aloud with


a partner.

Refer to the Banco de palabras


for words and spellings as you describe the weather.

Select and spell the appropriate


day of the week.

Customize Instruction for SSL Beginning Encourage children to suggest graphic symbols to show the weather for the weather report. Developing Have children suggest sentences that use language forms.
For example, Hoy hace .

Expanding/Bridging Encourage children to suggest more detail for the


weather reports, such as the temperature and wind chill.

15

Copyright 2008 National Geographic Society

Pages 23 Support Comprehension Point out that fro describes the weather. Cmo podemos saber que hace fro afuera? (La gente lleva gorros, abrigos y guantes.) Point out Domingo and that it is a day of the week. Have children look through the book and find the words for the other days of the week.

Lunes

Martes

Lesson 4

Read Las cuatro estaciones

OBJECTIVES
Read to gain fluency in oral and silent reading Apply the comprehension strategy: Making Inferences Understand that the changes in the seasons can be observed Use TOC/Headings and other text features to understand the text Make and confirm predictions while reading

Review Concepts and Vocabulary


Develop Oral Language
Model the Key Concept Words primavera, verano, otoo, and invierno. For example, use the words in sentences. En primavera (algunos rboles tienen flores). En verano (hace calor). En otoo (las hojas cambian de color). En invierno (nieva). Have conversation partners use the sentence frames to tell what they have noticed about the spring, summer, winter and fall. Encourage them to use words from the Banco de palabras. Revisit the Theme Song Display the song on the Organizador del tema. This time replace soleado with nublado. Invite children to point to clouds outside or in pictures as they sing with you.

Build Background
Distribute copies of Las cuatro estaciones. Let children know: El libro trata sobre cmo se ven las cuatro estaciones en una granja. Invite children to share what they already know about farms. Cmo cambian durante el ao las plantas y los animales en una granja?

Materials
Organizador del tema Las cuatro estaciones Reproducibles para aprender page 28 Librito para la casa: El tiempo y las estaciones Leccin en audio 5

Small Group Reading


Get Ready to Read
Preview the Book Read aloud the title, the authors name, and the Pensar y conversar question on the back cover: Qu estacin puede ser sta? Page through the book and say the following: List the words that children mention. List Key Concept Words in the book that children do not mention. Text Feature: TOC/Headings Introduce Display the Contenido on page 2. sta es la pgina del Contenido. Pueden usarla para saber qu informacin aparece en el libro y dnde encontrarla. Model Veo que la informacin sobre el otoo aparece en la pgina 8. La informacin sobre el invierno est en la pgina 10. Cuando voy a esa pgina, veo el mismo ttulo que en el Contenido. Aqu tambin hay informacin. Practice Have children tell what page they would turn to for various headings you read to them from the Contenido. Have children practice turning to those pages and matching the headings to the listings in the Contenido.

Miren la grfica de la pgina 3.


Qu muestran las flechas?

Miren el recuadro del borde de abajo


de las pginas. Las fotos pequeas los ayudan a predecir cul es la siguiente estacin.

Predigan lo que van a aprender en


el libro. Predict Vocabulary Encourage children to use photos to predict vocabulary: Qu palabras creen que vern en este libro? Display a page and cover the words: Qu palabras creen que vern en esta pgina?

16

Read the Book


As children read, invite them to share what they notice. Use some of the suggestions below to encourage observations and talk about the book.

Pages 89 Support Comprehension Usen las fotos para describir qu pasa en otoo. Recuerden que el otoo puede ser diferente donde nosotros vivimos. Pages 1011
Apply the Comprehension Strategy Encourage children to Make Inferences and use this language form: Puedo inferir porque . Ask children to explain how they used information from the text and the pictures as well as their own experiences to help them understand what happens in the winter on the farm.

Reproducibles para aprender


Nombre

page 28

Las cuatro estaciones Completa las oraciones. 1. La estacin que sigue a la primavera es el . . . Banco de palabras primavera verano otoo invierno

Copyright 2008 National Geographic Society

Page 3 Key Concept Words primavera, verano, otoo, invierno Support Comprehension Let children know that some places have snow in the winter while other places do not. Have children practice reading the chart. Qu estacin viene despus de la primavera? Qu estacin viene despus del otoo? Pages 45 Think Aloud En la pgina 4 vemos la palabra primavera y el arbolito que simboliza la primavera. Veo flores y rboles en flor. Tambin veo cras de animales. Todas estas cosas suceden en primavera. Support Comprehension Have children read the question in the corner box and predict which season will be next. Point out: El arbolito que vemos en la esquina de abajo nos da una pista de cul es la prxima estacin. Pages 67 Support Comprehension Have children compare the small photo at the bottom of page 5 with the small photo at the top of page 6. Help children see that the small photos match. Describan cmo es el verano en la granja. En qu se diferencia de la primavera?

2. Cuando las hojas se caen es 3. Cuando cae nieve es

4. Cuando comienzan a crecer plantas nuevas es .

Qu te pones en verano? Qu te pones en invierno? Haz un dibujo para mostrar cada caso.

Verano

Invierno

Page 12 Support Comprehension Draw childrens attention back to the Contenido page. Qu ttulo encontraremos para la pgina 12? Check Understanding Qu estacin viene ahora?

Discuss the Book


Invite children to use the words in the Banco de palabras to retell what the weather is like on the farm during each season. Encourage children to tell about the four seasons where they live. Use Reproducibles para aprender page 28.

Customize the Reading


Children can reread and talk about Las cuatro estaciones using one of the following options:

Look through the pages, naming


the four seasons.

Reread the book while following


along with the Leccin en audio.

Read independently or aloud with


a partner.

Reread for Fluency


Have children reread the entire book independently to build fluency. See Customize the Reading.

Guided Writing
Distribute copies of the Librito para la casa. Read the title and page through the book. Explain that the children are the authors. They will write about weather and seasons. Work with children to:

Librito para la casa

Explain the scenes on the pages. Share writing ideas for each set
of pages. Record childrens writing ideas for the pages of their books on chart paper. Then have children begin writing. Display the Banco de palabras for spelling reference.
por

El tiempo y las estaciones

Read the Contenido and the


page headings.

17

Lesson 5

Assess and Extend

OBJECTIVES
Use Key Concepts and Key Concept Words in writing Demonstrate oral language proficiency Demonstrate comprehension of theme selections Read related titles to reinforce Key Concepts and vocabulary

Rereading and Assessments


Allow time for children to independently reread the theme selections. Display the Word Bank for childrens reference as they read. As children reread, meet with individuals. Use the Post-Test on pages 3839 to evaluate childrens progress and to update their records.

Guided Writing
Children continue writing the Librito para la casa they began in Lesson 4. Review the group list of writing ideas. Also display the Banco de palabras. Page through the theme books to review the text features, including graphic symbols and TOC/Headings. Talk about text features that children could add to their Libritos para la casa. For instance, they might add graphic symbols to many of their pages. Point out: Los buenos escritores

Materials
Librito para la casa: El tiempo y las estaciones Reproducibles para aprender pages 2223, 2930

se aseguran de que usan bien las


palabras. Palabras como nube y lluvia son nombres. Cuando aadimos -oso se convierten en palabras que describen a un nombre. Have children complete the Glosario ilustrado and Informacin sobre el autor o la autora last. Remind children that they are the authors. For help with writing this page, ask such questions as:

Librito para la casa

El tiempo y las estaciones

combinan las fotos y las palabras


para explicar con claridad sus ideas. Aaden palabras u oraciones sobre sus fotos.

Cul es su estacin favorita? Qu tiempo les gusta ms? Qu les gusta hacer al aire libre?
As children write, circulate to coach and support individuals. Then have partners share their finished books. Challenge them to identify text features and facts in each others books.

por

usan la puntuacin correcta al


principio y al final de cada oracin.

Customize Instruction for SSL Beginning Have children dictate labels for the photos. They can also draw
pictures and write labels for their pictures.

Developing Have children work in groups of two or three using language


forms to describe the seasons or weather: En (primavera) el tiempo es (ventoso).

Expanding/Bridging After children finish writing, challenge them to


go back and add specific details to their sentences, such as temperature or a type of clothing worn during that specific weather or season.

18

Assessment Tools
Self-Assessment
Allow children to reflect and assess their own learning by completing Learning Masters pages 2223.

Reproducibles para aprender


Nombre Nombre

pages 2223

Writing Rubric Developmental Checklist, Content Assessment


Have small groups create a postersize 4-column chart and label the columns with the names of the seasons in order. Tell children: En cada columna, peguen fotos de revistas o dibujos que muestren cmo es cada estacin, cmo es el tiempo y el tipo de ropa o de objetos (como un paraguas, o protector solar) que la gente usa en esa estacin. Have the groups present and explain their ideas.

Enfoque en la familia

What I Learned, page 22 How I Learned, page 23 Reading


In addition to the Pre-Test and Post-Test Assessments, the following assessment tools, available online, can help you evaluate and record childrens progress in reading.

Family Focus Estimada familia, Vocabulario Su hijo/a ha estado leyendo los libros El tiempo y las estaciones, El tiempo en la ciudad y Las Dear Family, invierno (winter) Words to Know primavera (spring) cuatro estaciones en nuestra reading de estudio El tiempo Your child has been unidad the books sobre el tiempo y las estaciones. Por favor, usen , El lluvia/lluvioso y las estaciones (Weather and Seasons) cloud/cloudy sol/soleado storm/stormy esta pgina para en la ciudad (Weather in el City), and(rain/rainy) tiempo hablar con l/ella sobre the (nube/nublado) (sun/sunny) (tormenta/ tiempo y las estaciones. Las cuatro estaciones (The Four Seasons) in our tormentoso) nieve unit of study on weather and seasons. Please nieve/de fall (autumn) tormenta/tormentoso Su hijo/a useescrito un librito para llevar a casa. ha this page to talk about weather and (snow/snowy) (storm/stormy) summer (verano) (otoo) Pdanle que lo lea with your child. estas seasons en voz alta. Usen nube/nublado preguntas para comentar el librito juntos. sun/sunny rain/rainy verano (summer) (cloud/cloudy) (sol/soleado) (lluvia/lluvioso) Your child has written Cul es tu estacin favorita? a take-home book. Invite viento/ventoso your te gusta ms? Qu tiempochild to read the book to you. Use these wind/windy snow/snowy (wind/windy) otoo (fall [autumn]) questions to discuss the book together: Puedes nombrar dos estaciones?
Ideas clave is your favorite kind of weather? What
Su hijo/a Can you name two seasons?ideas ha estado aprendiendo estas importantes: What is your favorite season?

(nieve/de nieve)

(viento/ventoso)

spring (primavera) Conversar y aprender winter (invierno)


Hablen con su hijo/a sobre estos dibujos. Pueden hacerle preguntas como stas: Share and Learn Qu estaciones distintas ves? Talk about these scenes with your child. Qu tipos distintos de tiempo ves? You might ask questions like these: Pdanle que use palabras del Vocabulario para What different seasons do you see? hablar con ustedes sobre los dibujos. What different kinds of weather do you see? Encourage your child to use the Words to Know to talk about the scene with you.

Key Concepts El tiempo y las estaciones cambian. Your child las personas. El tiempo afecta ahas been learning these important ideas: Es posible observar los cambios en el tiempo y las estaciones. and seasons change. Weather Weather affects people. Changes in the weather and seasons can be observed.

Retelling Guide and


Scoring Rubric

Vocabulary and Oral Language


Use the following resources, available online, in addition to the Think and Discuss scene on the Theme Builder, to assess oral language development.

Fluency Scoring Guide Oral Reading Record Writing


Use the completed Take-Home Books available online and the following tools to assess childrens development as writers.

Content Vocabulary Checklist Oral Language Developmental


Checklist

Optional Reading
Reading related titles allows children to explore concepts and vocabulary at different levels. It also allows them to use reading strategies in different types of texts. Encourage children to compare the theme books to the books listed in the next column.

Optional Titles
This related Ventanas a la lectoescritura title reinforces Key Concepts of the El tiempo y las estaciones theme. Nonfiction Titles Cuando llueve Level 3

Reproducibles para aprender


Nombre Nombre

Copyright 2008 National Geographic Society

pages 2930

Enfoque en la familia

Home Connection
The Enfoque en la familia letters on Reproducibles para aprender pages 4243 summarize Key Concepts about weather and seasons. In the Conversar y aprender activity, family members describe the weather on different days.

Family Focus Estimada familia, Vocabulario Su hijo/a ha estado leyendo los libros Plantas, Sandas y Qu planta esFamily,en nuestra unidad de estudio sobre las Dear sta? cambiar (change) Words to Know plantas. Por favor, usen been pgina para books Plantas (Plants), Your child has esta reading the hablar con l/ella sobre las Sandas y sobre cmo cambian y crecen. es sta? (What plantas (Watermelons), and Qu planta crecer (grow) change (cambiar) Plant Is This?) in our unit of study on plants. Please use this Su hijo/a page to talk with your child aboutcasa. Pdanle que ha escrito un librito para llevar a plants and how they flor (flower)flower (flor) lo lea en voz alta.and grow. change Usen estas preguntas para comentar el fruto (fruit) fruit (fruto) librito juntos. En quYourconviertenwritten a take-home book. Invite your child to se child has las semillas? hoja/hojas grow (crecer) (leaf/leaves) Culesread the partes de las Use these questions to discuss the son las book to you. plantas? book together: Cmo crecen las plantas? planta (plant) leaf/leaves (hoja/hojas) What do seeds grow into? Ideas clave are the parts of plants? What semilla (seed) (planta) plant Su hijo/a How do plants grow? estas ideas importantes: ha estado aprendiendo Las plantas tienen partes que se pueden identificar. seed (semillas) Key Concepts Las plantas cambian mientras crecen. Your child las been learning these important ideas: El crecimiento de has plantas sigue unos pasos determinados. have parts that can be identified. Plants Plants change as they grow. Plant growth follows a specific sequence.
Conversar y aprender Observen las plantas de su casa, jardn o and Learn a su hijo/a Share vecindario. Pdanle
que use el Vocabulario para hablar de las partesyourlas plantas. or neighborhood. Look at plants in de home, garden, Adems, pdanle que les diga cmoyour child cambian las plantas.Know to talk about Ask crecen y to use the Words to the parts of the plants. Also ask your child to tell how the plants grow and change.
Copyright 2008 National Geographic Society

Copyright 2008 National Geographic Society

19

Copyright 2008 National Geographic Society

Learning Masters
Emergente: El tiempo y las estaciones

Nombre

Lo que aprend Qu cosas importantes aprendiste en este tema? Escribe y dibuja para mostrar lo que aprendiste. Aprend que

Aprend que

Aprend que
2006 National Geographic Society

22

El tiempo y las estaciones | Reproducibles para aprender

Nombre

Cmo aprend Los buenos lectores hacen estas cosas cuando leen. Marca con una X las 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 deca directamente.
2006 National Geographic Society

Aconseja a otros lectores.

Reproducibles para aprender | El tiempo y las estaciones

23

Nombre

Cancin del tema

Hoy el da es es es Hoy el da es maana cambiar. , ,

soleado nublado

ventoso lluvioso

Se canta con la meloda de The Muffin Man.

24

El tiempo y las estaciones | Reproducibles para aprender

2006 National Geographic Society

Nombre

Hacer inferencias Lee las pginas 1213 de El tiempo y las estaciones. Mira las fotografas. Qu inferencias puedes hacer? Puedo inferir

porque

2006 National Geographic Society

Reproducibles para aprender | El tiempo y las estaciones

25

Nombre

El tiempo y las estaciones Haz un dibujo para cada tipo de tiempo. Escribe una oracin sobre uno de los dibujos.

nublado

lluvioso

26

El tiempo y las estaciones | Reproducibles para aprender

2006 National Geographic Society

de nieve

soleado

Nombre

El tiempo en la ciudad Mira los dibujos. Escribe la palabra que describe el tiempo de cada da. Despus, elige un dibujo. Escribe algo sobre el tiempo que muestra. Banco de palabras ventoso lluvioso soleado

Lunes

Martes

2006 National Geographic Society

Reproducibles para aprender | El tiempo y las estaciones

27

Nombre

Las cuatro estaciones Completa las oraciones. 1. La estacin que sigue a la primavera es el . . . Banco de palabras primavera verano otoo invierno

2. Cuando las hojas se caen es 3. Cuando cae nieve es

4. Cuando comienzan a crecer plantas nuevas es .

Qu te pones en verano? Qu te pones en invierno? Haz un dibujo para mostrar cada caso.

Verano
28

Invierno
El tiempo y las estaciones | Reproducibles para aprender

2006 National Geographic Society

Nombre

Enfoque en la familia
Estimada familia, Su hijo/a ha estado leyendo los libros El tiempo y las estaciones, El tiempo en la ciudad y Las cuatro estaciones en nuestra unidad de estudio sobre el tiempo y las estaciones. Por favor, usen esta pgina para hablar con l/ella sobre el tiempo y las estaciones. 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. Cul es tu estacin favorita? Qu tiempo te gusta ms? Puedes nombrar dos estaciones?

Vocabulario invierno (winter) lluvia/lluvioso (rain/rainy) nieve/de nieve (snow/snowy) nube/nublado (cloud/cloudy) otoo (fall [autumn]) primavera (spring) sol/soleado (sun/sunny) tormenta/tormentoso (storm/stormy) verano (summer) viento/ventoso (wind/windy)

Ideas clave
Su hijo/a ha estado aprendiendo estas ideas importantes: El tiempo y las estaciones cambian. El tiempo afecta a las personas. Es posible observar los cambios en el tiempo y las estaciones.

Conversar y aprender
Hablen con su hijo/a sobre estos dibujos. Pueden hacerle preguntas como stas: Qu estaciones distintas ves? Qu tipos distintos de tiempo ves? Pdanle que use palabras del Vocabulario para hablar con ustedes sobre los dibujos.

2006 National Geographic Society

Reproducibles para aprender | El tiempo y las estaciones

29

Nombre

Family Focus
Dear Family, Your child has been reading the books El tiempo y las estaciones (Weather and Seasons), El tiempo en la ciudad (Weather in the City), and Las cuatro estaciones (The Four Seasons) in our unit of study on weather and seasons. Please use this page to talk about weather and seasons with your child. 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 is your favorite season? What is your favorite kind of weather? Can you name two seasons?

Words to Know cloud/cloudy (nube/nublado) fall (autumn) (otoo) rain/rainy (lluvia/lluvioso) snow/snowy (nieve/de nieve) spring (primavera) storm/stormy (tormenta/ tormentoso) summer (verano) sun/sunny (sol/soleado) wind/windy (viento/ventoso) winter (invierno)

Key Concepts
Your child has been learning these important ideas: Weather and seasons change. Weather affects people. Changes in the weather and seasons can be observed.

Share and Learn


Talk about these scenes with your child. You might ask questions like these: What different seasons do you see? What different kinds of weather do you see? Encourage your child to use the Words to Know to talk about the scene with you.

30

El tiempo y las estaciones | Reproducibles para aprender

2006 National Geographic Society

Assessments
Emergente: El tiempo y las estaciones

Administering the Tests


About the Pre-Test and Post-Test
The Pre-Test and Post-Test measure students performance in four skill domains: Key Concepts Key Concept Words Comprehension Strategies Text Features

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

Administering the Test


1 Before distributing the test, be sure that students have their Concept and

Related Nonfiction books accessible These texts are often referred to in both the Pre- and Post-Tests.
2 Distribute the test. 3 Use the directions below to guide students through the test items.

4 Collect all tests and score them using the Answer Key on page 33.

32

El tiempo y las estaciones | Evaluacin

Copyright 2008 National Geographic Society

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

Answer Key
Scoring the Pre-Test and Post Test
Each item is worth one point. There are ten points total. Open-ended answers such as a drawing need to show an understanding of the key word or concept to receive the point. Do not penalize students for incorrect spelling or grammar.

Pre-Test
Concept Words (14)
1 point each 1. (c) 2. (b) 3. (d) 4. (a)

Key Concepts (5 & 6)


1 point each 5. (b) 6. (b)

Comprehension Strategy (7 & 8)


1 point each 7. (a) 8. (c)

Text Features (9 & 10)


1 point each 9. (c) 10. (b)

Post-Test
Concept Words (14)
1 point each 1. (c)
Copyright 2008 National Geographic Society

Key Concepts (5 & 6)


1 point each 5. (a) 6. (a)

Comprehension Strategy (7 & 8)


1 point each 7. (c) 8. (a)

Text Features (9 & 10)


1 point each 9. (a) 10. (c)

2. (b) 3. (a) 4. (d)

Evaluacin | El tiempo y las estaciones

33

Student Profile for Pre-Test and Post-Test


Name

Test & Date Pre-Test

Concept Words

Key Concepts

Compr. Strategy

Text Features

Point Score

Percent Score

Date: ___ Post-Test

/4

/2

/2

/2

/10

Date: ___

/4

/2

/2

/2

/10

34

El tiempo y las estaciones | Evaluacin

Copyright 2008 National Geographic Society

Class Profile
Teacher Name

Student Name

Pre-Test Post-Test Date: Date: Point Percent Point Percent Score Score Score Score /10 /10 % %

Copyright 2008 National Geographic Society

Evaluacin | El tiempo y las estaciones

35

Examen preliminar
Nombre _________________________________________________ Fecha ___________________

Palabras conceptuales Escucha las palabras. Traza una lnea a la figura correcta.
1. nublado a.

2. lluvioso

b.

3. tormentoso

c.

4. ventoso

d.

Conceptos clave Rodea con un crculo la figura correcta.


5. ste es un dibujo del otoo. a. b.
Copyright 2008 National Geographic Society

6. ste es un dibujo de un

a.

b.

da de niebla.

36

El tiempo y las estaciones | Evaluacin

Examen preliminar
Nombre _________________________________________________ Fecha ___________________

Estrategia de comprensin
7. Observa el dibujo. Rodea con un crculo la mejor respuesta.

Cuando ves que las ramas se curvan hacia los lados, puedes inferir que:
a. Est ventoso. b. Est lluvioso. c. El sol brilla. 8. Observa el dibujo. Rodea con un crculo la mejor respuesta.

Cuando ves que las personas juegan y acampan en la playa, puedes inferir que:
a. Hace mucho fro. b. Est lluvioso. c. El tiempo est clido y soleado.

Copyright 2008 National Geographic Society

Caractersticas del texto Observa los dibujos.


9. Rodea con un crculo el smbolo que significa con nieve. 10. Coloca una X en el smbolo que significa soleado. a. b. c. d.

Evaluacin | El tiempo y las estaciones

37

Examen posterior
Nombre _________________________________________________ Fecha ___________________

Palabras conceptuales Escucha las palabras. Traza una lnea a la figura correcta.
1. invierno a.

2. verano

b.

3. otoo

c.

4. primavera

d.

Conceptos clave Rodea con un crculo la figura correcta.


5. Necesitas usar esto a. b.

cuando llueve.

6. En el invierno hace:

a. fro

b. calor

38

El tiempo y las estaciones | Evaluacin

Copyright 2008 National Geographic Society

Examen posterior
Nombre _________________________________________________ Fecha ___________________

Estrategia de comprensin
7. Observa el dibujo. Rodea con un crculo la mejor respuesta.

Cuando ves que las personas visten ropas abrigadas, puedes inferir que:
a. Hace calor. b. Est lluvioso. c. Hace fro. 8. Observa el dibujo. Rodea con un crculo la mejor respuesta.

Cuando ves que hay nieve sobre los carros, puedes inferir que:
a. Es invierno. b. Es un da con niebla. c. Est lluvioso.

Caractersticas del texto


Copyright 2008 National Geographic Society

Observa las pginas 6 y 7 de tu libro El tiempo y las estaciones.


9. Qu significan las flechas?

a. cambio de estacin

b. el sol se pone temprano

c. no hay animales

10. Qu estacin viene despus del verano?

a. primavera

b. invierno

c. otoo

Evaluacin | El tiempo y las estaciones

39

Take-Home Book Masters


Emergente: El tiempo y las estaciones

El tiempo y las estaciones

por

Contenido
Las estaciones La estacin que ms me gusta
2006 National Geographic Society

4 6 8 10 12 3

El tiempo El tiempo que ms me gusta Glosario ilustrado

El tiempo y las estaciones

Informacin sobre el autor o la autora

Las estaciones

2006 National Geographic Society

2006 National Geographic Society

La estacin que ms me gusta

El tiempo

ventoso

lluvioso

soleado
2006 National Geographic Society

nublado

de nieve

tormentoso

2006 National Geographic Society

11

El tiempo que ms me gusta

10

Glosario ilustrado

12

2006 National Geographic Society

Emergente
Temas