PDF Fuerza y Movimiento

Gua del maestro por Fuerza y movimiento
Temprano: Ciencias
Incluye: Planificaciones de las lecciones Reproducibles para aprender Evaluaciones de examen preliminar y examen posterior Libritos para la casa
Copyright 2008 The Hampton-Brown Company, Inc., a wholly owned subsidiary of The National Geographic Society, publishing under the imprints National Geographic School Publishing and Hampton-Brown. All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by an information storage and retrieval system, without permission in writing from the Publisher. National Geographic and the Yellow Border are registered trademarks of the National Geographic Society. National Geographic School Publishing Hampton-Brown P.O. Box 223220 Carmel, California 93922 www.NGSP.com Printed in the United States of America. ISBN 978-07362-57558 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
Fuerza y movimiento 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

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

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

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
Use academic vocabulary related
to the study of force and motion Use appropriate language forms to discuss force and motion and to ask questions Develop fluency in reading, writing, listening to, and speaking Spanish
Fuerza y movimiento
Theme Materials
Libro de conceptos Libros del tema
Level 8
SCIENCE Understand that force can make

things move Classify different types of forces Understand that a magnet attracts some metal things
Organizador del tema
Level 8
Reproducibles para aprender
READING/LANGUAGE ARTS Learn and apply the comprehension

strategy: Asking Questions Use the text features: Highlighted Words and Chart Write about force and motion Learn and use vocabulary related to force and motion
Before Theme Assessment

Leccin en audio
Librito para la casa

Fuerza y movimiento
To compare progress before and after teaching this theme, use the Pre-Test and Post-Test Assessments, pages 3239.
por
Instructional Highlights
Key Concepts A force is a push or a pull that
makes an object move.
Key Concept Words

arrastrar/jalar atraer empujar fuerza imn metal mover
A magnet can pull, or attract, some metal things. Different types of forces can
be classified.
Text Features
Highlighted Words Chart
Comprehension Strategy
Asking Questions
Theme Planner
Lesson
1*
Lesson
Lesson
Lesson
Lesson
Teachers Guide pp. 1011 Read Fuerza y movimiento
Teachers Guide pp. 1213 Reread Fuerza y movimiento
Teachers Guide pp. 1415 Read Empujar o arrastrar?
Teachers Guide pp. 1617 Read Mi imn
Teachers Guide pp. 1819 Assess and Extend
Administer Pre-Test,
p. 36
Develop Concepts
and Vocabulary
Develop Concepts
and Vocabulary
Review Concepts
and Vocabulary
Administer Post-Test,
p. 38
Introduce Concepts
and Vocabulary
Introduce the
Comprehension Strategy: Asking Questions
Small Group Reading Practice the

Small Group Reading Apply the

Rereading Guided Writing Assessment Tools Optional Reading Home Connection
Model the Reading
Small Group Reading Modeled Writing
Shared Writing
Guided Writing
Lesson 1
Read Fuerza y movimiento
OBJECTIVES
Understand that a force is a push or
pull that makes an object move Learn and use vocabulary related to force and motion Use photos to predict vocabulary Use text features, such as highlighted words, to comprehend text
Introduce Concepts and Vocabulary

Introduce Theme Question
Ask children: Cul es la diferencia entre empujar y jalar o arrastrar? Vamos a conocer distintas fuerzas que podemos usar para mover las cosas. Children will learn the language to use when talking about forces. Have children draw pictures of one object that is moved by pushing and one object that is moved by pulling. Then put their pictures on a bulletin board. Explain: Empujamos la tachuela para sujetar el dibujo y la jalamos para quitarlo. motions with your hands and body. Repeat, inviting children to sing and use pushing gestures along with you. Group children in pairs, and have them use Reproducibles para aprender page 24 to practice using the language of force and motion.
Materials
Realia: coin, book, plant, cup Organizador del tema Fuerza y movimiento Reproducibles para aprender page 24 Leccin en audio 2
Introduce Key Vocabulary

Use the Pensar y conversar scene to teach Key Concept Words and model language forms. Qu hace que la vagoneta se mueva? La nia la arrastra. Qu hace que los sujetapapeles se peguen al imn? El imn atrae los sujetapapeles. Repeat with various classroom objects. As you introduce words, jot them down on chart paper. Display this Banco de palabras throughout the theme. Invite pairs of children to practice using the words and the language forms of cause and effect. arrastrar/jalar atraer empujar fuerza imn metal mover
Develop Oral Language

Display a number of different-sized objects, such as a coin, a book, a plant, and a cup. Slowly push the cup along the surface and model the sentence: Puedo empujar la taza. Next, slowly pull the cup toward you. Model the sentence: Puedo arrastrar la taza. Help children understand that both pushing and pulling are ways to make an object move. Invite learning partners to use the language forms for cause and effect as they take turns pushing and pulling the remaining objects. Organizador del tema (Escena) Qu hizo que (el libro) se moviera? (Nombre) lo empuj. Tell children: Para mover un objeto, aplicamos una fuerza.
Organizador del tema (Cancin)
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 words empujar and arrastrar/jalar to discuss forces. Then have children work together in pairs to talk about the scene and practice using the language forms for describing forces.
Introduce the Theme Song

Display the Cancin del tema on the Organizador del tema (tune: Theres a Hole in the Bucket). Sing the song as you make pushing
10
Model the Reading

Preview the Book
Distribute copies of Fuerza y movimiento. Read aloud the title and the authors name. As you page through the book, point out:

Nombre
page 24
En las pginas hay rtulos u oraciones. Algunas de las palabras estn

resaltadas.
Pages 67 Think Aloud Veo que la palabra empuje est resaltada en el texto, por lo que s que es una palabra importante. Cuando miro las fotos, noto que todas muestran algo que est siendo empujado. Pages 89 Think Aloud Ahora veo que la palabra arrastre est resaltada. Eso me hace pensar que todas las fotos de esta pgina van a mostrar cosas que estn siendo arrastradas. Leo las oraciones y veo que tengo razn! Pages 1011 Think Aloud Veo que la palabra imn est resaltada, por lo que pienso que encontrar fotos e informacin sobre imanes. Es divertido aprender qu cosas son atradas por un imn y cules no. Pages 1415 Think Aloud He visto varias cosas que se pueden empujar y arrastrar o jalar. Puedo usar lo que aprend para decidir si para mover las cosas de esta pgina hace falta empujar o jalar. Page 16 Think Aloud Gracias a que cada palabra va acompaada de una foto, este Glosario ilustrado me ayuda a recordar lo que significa cada palabra.
Cancin del tema
Con la fuerza que uso yo muevo las cosas. Esta fuerza que uso se llama .
Todas las pginas muestran objetos

que se mueven gracias a una fuerza.
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 the objects on the pagesuch as pala, vagoneta, and cortadora de pasto. Point to the Banco de palabras and encourage children to use the words as they talk about the photos in the book.
Se canta con la meloda de Theres a Hole in the Bucket.
empujar
jalar
Read Aloud
Invite children to follow along as you read Fuerza y movimiento aloud. As you read, pause to think aloud. Encourage children to ask questions and make observations.
Customize the Reading

Children can read and talk about Fuerza y movimiento 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 decide if the objects are being pushed or pulled.
Customize Instruction for SSL Beginning Have children respond to simple commands such as: Empuja
el libro hacia tu pareja. Arrastra el pupitre hasta aqu.
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 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. Ask

children: Usen una oracin completa para describir el objeto y decir qu hice para moverlo.
11
Copyright 2008 National Geographic Society
Predict Vocabulary
Lesson 2
Reread Fuerza y movimiento
OBJECTIVES
Understand that motion is caused by
the force of pushing or pulling Use vocabulary to understand force and motion Learn the comprehension strategy: Asking Questions Write about an object that can be pushed or pulled
Develop Concepts and Vocabulary

Ask children: Nombren objetos del saln de clases que se puedan empujar o arrastrar o jalar. Despus, nombren objetos que sean atrados por un imn. Encourage children to use these language forms: Puedo empujar Puedo arrastrar/jalar Es difcil empujar o jalar Un imn atrae . . . .
Build Background
Display the graphic organizer on the Organizador del tema. Cover each picture, showing only the labels. Point to a label and ask children: Qu mostrar esta foto? Uncover the picture and have children use the objects name in a sentence using the language forms for cause and effect: Cul es la causa de que (el carrito de la compra) se mueva? (La nia) lo (empuja). Repeat for the other labels.
Materials
Realia: classroom objects Organizador del tema Fuerza y movimiento Reproducibles para aprender pages 25 and 26 Leccin en audio 2
Revisit the Theme Song Display the song on the Organizador del tema. This time, replace empujar with arrastrar as you make a pulling motion with your hands and body. Invite children to use pulling gestures as they sing with you.
Organizador del tema (Organizador grfico)
Introduce the Comprehension Strategy

Introduce Asking Questions
When children ask questions, they generate questions as they read, look for answers that may or may not be in the text, and self-monitor their comprehension. Think Aloud Cuando leo un libro, suelo ir pensando en lo que dice el texto y en lo que muestran las ilustraciones. Esto se llama hacer preguntas. Me hago preguntas sobre el significado de las palabras, sobre lo que est pasando en el libro y sobre otras cosas que quiero averiguar. Busco respuesta a mis preguntas en el texto. Think Aloud Antes de leer, me pregunt: Entiendo esta pgina? El rtulo de la pgina 5 dice "vagoneta". En la foto veo que una nia pequea est arrastrando a un hombre grande en una vagoneta. Cmo es posible? Mientras lea, me pregunt sobre el tipo de fuerza utilizada. El texto dice que empuje y arrastre son fuerzas que hacen que algo se mueva. La nia debe estar usando el arrastre para hacer que el hombre se mueva. Despus de leer, me pregunt: Qu ms me gustara averiguar? Me pregunto cunto esfuerzo tiene que hacer la nia para arrastrar la vagoneta. For additional practice in asking questions, have partners complete Reproducibles para aprender page 25.
Model Asking Questions

Turn to pages 45 and model the comprehension strategy and language forms for asking questions.
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.

Nombre
page 25
Pages 45 Support Comprehension Remind children that when they read, they should ask themselves questions. Encourage them to use 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 69 Support Comprehension Have children look at the photos on these pages and read the text. Then ask them: En qu se parecen y en qu se diferencian las fotos de las pginas 67 de las de las pginas 89? Pages 1011 Support Comprehension Hagan preguntas sobre los imanes. Check Understanding Tienen los imanes una fuerza? (s) Qu tipo de fuerza tiene un imn? (arrastre)
Pages 1213 Support Comprehension Be sure children understand that the heavier an object is, the more force it needs to be moved. Have children look at the pictures and suggest other things that make an object hard to move. 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 talk about how the objects are moved.
Hacer preguntas Lee la pgina 1213 de Fuerza y movimiento. Despus, completa esta pgina. Antes de leer, me pregunt
Mientras lea, me pregunt
Discuss the Book

Invite children to use the words in the Banco de palabras to discuss what they have learned. Can they name two forces of motion? Can they name objects that are attracted by a magnet? Children can complete Reproducibles para aprender page 26.

Children reread and talk about Fuerza y movimiento, using one of the following options:
Look through the pages, naming

the force that moves the object.
Reread for Fluency

Reread the book while following

along with the Leccin en audio.
Read independently or read aloud

with a partner.
Despus de leer, me pregunt
page 26
Modeled Writing
Display the graphic organizer on the Organizador del tema with only one picture uncovered. Begin by modeling how to use different words to describe forces. Children can observe as you model the writing process. First, decide what to write. Think Aloud El organizador grfico muestra una nia y un carrito de la compra. Voy a escribir una oracin sobre esto. Primero, voy a decidir qu tipo de fuerza hace falta para mover el carrito: empuje o arrastre. Puedo usar el Banco de palabras si necesito ayuda con la ortografa. La nia empuja el carrito de la compra para hacer que se mueva. Think Aloud Me hago una pregunta sobre cmo mover el carrito. Parece que la nia camina sin esfuerzo, lo que me lleva a pensar que no necesita hacer mucha fuerza para empujarlo. Voy a escribir otra oracin sobre lo que acabo de descubrir. El carrito no es difcil de empujar. Voy a escribir ms oraciones sobre lo que aprend. Las ruedas del carrito ayudan a la nia. Hacen que empujar el carrito sea ms fcil .
Nombre
Fuerza y movimiento Usa las palabras del Banco de palabras para completar las oraciones. Haz un dibujo que muestre cmo una fuerza hace que algo se mueva. Banco de palabras Escribe una oracin para tu dibujo. 1. Para mover algunos objetos hace falta usar ms 2. Un . empujar fuerza jalar imn
atrae algunos objetos metlicos. . .
3. Para mover una carretilla, hay que 4. Para abrir una gaveta, hay que
13
Lesson 3
Read Empujar o arrastrar?
OBJECTIVES
Read to gain fluency in oral and silent reading Practice the comprehension strategy: Asking Questions Understand that a force is a push or a pull that makes an object move Use highlighted words and other text features to comprehend text Notice organization to aid comprehension
Develop Concepts and Vocabulary

Model the Key Concept Words mover, empujar, and arrastrar by asking a question. Model a question 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 have modeled. Then ask volunteers to share their sentences. Revisit the Theme Song Display the song on the Organizador del tema. This time, sing both verses. Have children hold up an object that can be pushed or pulled and make appropriate gestures as they sing.
Build Background
Distribute copies of Empujar o arrastrar? Ask children: Nombren el objeto en el que viajan las personas. Qu saben sobre esta forma de viajar? Trabajen en parejas para hacer dibujos de objetos del libro. Si para mover el objeto hay que arrastrar, dibujen una flecha que apunte hacia afuera, y si hay que empujar dibujen una flecha que apunte hacia el objeto. Despus, hablen de sus dibujos.
Materials
Realia: classroom objects Organizador del tema Empujar o arrastrar? Reproducibles para aprender page 27 Leccin en audio 2
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: Empujar o arrastrar? Page through the book and tell children the following: List the words that children mention. Add Key Concept Words in the book that children do not mention. Text Feature: Highlighted Words Introduce Point out the highlighted word on page 3. Las palabras se resaltan para que el lector se fije en ellas. Cuando vean una palabra resaltada, quiere decir que es importante. Model Read the sentence on page 3, emphasizing the word empuja. El viento empuja el velero. La palabra es importante porque contesta la pregunta de la pgina 2. Tambin contesta la pregunta del ttulo. Practice Trnense con su pareja para leer las preguntas y leer con nfasis la palabra resaltada que indica la respuesta.
Fjense en que cada grupo de pginas

empieza con una pregunta y termina con una respuesta.
Vamos a hablar de las fotos. Qu

saben sobre las cosas que muestran las fotos?
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

Pages 811
Practice the Comprehension Strategy Encourage children to Ask Questions to help them understand these pages. Vi una niveladora cerca de mi casa. Me pregunto por qu haca tanto ruido. Lead children to understand that the noise is the engine, which causes the machine to work. Reproducibles para aprender
Nombre
page 27
Empujar o arrastrar? Mira cada dibujo. Qu haramos para que los objetos se muevanempujar o arrastrar/jalar? Escribe empujar o arrastrar/jalar debajo de cada dibujo.
Pages 47 Key Concept Word arrastrar/jalar Support Comprehension Count aloud with children the number of dogs that are pulling the sled. Make sure children understand that all of the dogs create enough force to move the sled, its driver, and the equipment on the sled. For page 7, ask: Qu hace que la rueda se mueva? Har falta mucha o poca fuerza para que la rueda se mueva?
Discuss the Book

Invite children to use words in the Banco de palabras to discuss what they have learned. What did they learn about pushing and pulling? What things do they push and pull at home? Use Reproducibles para aprender page 27.

Children can reread and talk about Empujar o arrastrar? using one of the following options: Look through the pages, pointing to and naming objects that can only be pushed. Reread the book while following along with the Leccin en audio. Read independently or aloud with a partner.
Reread for Fluency

Shared Writing
Have children name objects that can be moved. As a group, choose an object. Have children suggest words and sentences that help answer the question: Cmo se podra mover este objeto? Then model writing with input from the children. You might model how to:
Refer to the Banco de palabras for

words and spellings.
Use correct punctuation when

asking a question and when giving an answer.
Customize Instruction for SSL Beginning Give children examples of objects that can be pushed and/or pulled. Have children say empujar, jalar, or empujar y jalar. Developing Have children make a two-column chart and list objects that
can be pushed and objects that can be pulled.
Expanding/Bridging Have children suggest other questions they have

about how objects can be moved.
Pages 23 Key Concept Words mover, empujar Support Comprehension Make sure children understand that the wind blows into the sails, which pushes the boat forward. Check Understanding Qu le pasara al velero si no hubiera viento? (El velero no se movera.)
Page 16 Support Comprehension Ask children: Cmo los ayuda a entender el libro el orden en que se presentan las fotos?
15
Lesson 4
Read Mi imn
OBJECTIVES
Read to gain fluency in oral and silent reading Apply the comprehension strategy: Asking Questions Understand that a magnet can pull, or attract, some metal things Use a chart and other text features to comprehend text Make and confirm predictions during reading
Review Concepts and Vocabulary

Model the Key Concept Words imn and atraer. For example, hold a paper clip to a magnet. Un imn puede atraer un sujetapapeles. Then pick up a piece of paper and hold it to the magnet. Un imn no puede atraer un trozo de papel. Ask pairs of children to try attracting metal and nonmetal objects with magnets. Encourage them to say sentences aloud that use these language forms: Un imn puede atraer Un imn no puede atraer . . Revisit the Theme Song Display the song on the Organizador del tema. This time, replace empujar with arrastrar. As children sing, invite them to point to items that are attracted to magnets.
Build Background
Distribute copies of Mi imn. Tell children: Vamos a hablar sobre la portada. La nia ha usado un imn para atraer unos sujetapapeles. Hablen sobre sus experiencias jugando con imanes. Qu cosas atrajo su imn? Qu fue lo que ms les sorprendi que atrajera?
Materials
Realia: magnets of different shapes, small metal and nonmetal objects Organizador del tema Mi imn Reproducibles para aprender page 28 Librito para la casa: Fuerza y movimiento Leccin en audio 2
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: A qu tipo de cosas atrae un imn? Page through the book and invite children to share what they notice: List words that children mention. Add Key Concept Words in the book that children do not mention. Text Features: Chart Introduce Point to the chart on page 16. sta es una tabla. Nos da informacin que sirve para contestar la pregunta de arriba. Esta tabla tiene dos columnas. En una columna hay fotos de objetos que son atrados por un imn. En la otra columna hay fotos de objetos que no son atrados por un imn. Model Point to the paper clip. S que un sujetapapeles es atrado por el imn porque se encuentra en la columna titulada El imn atrae a estas cosas. Practice Name some of the objects on the chart and ask children: Atrae o no el imn a este objeto? Cmo lo saben?
Fjense en la tabla con fotos que se

usa para responder a la pregunta.
Vamos a conversar sobre los objetos

de las fotos. Qu nos pueden decir de cada objeto?
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

Pages 1416
Apply the Comprehension Strategy Have children Ask Questions about what they are reading using these language forms: Antes de leer, me pregunt .
Lo atrae el imn No lo atrae el imn

Nombre
page 28
Mi imn Recorta los dibujos. Coloca cada dibujo en la columna correcta de la tabla.
Pages 23 Key Concept Words imn, atraer Support Comprehension Point to the magnet on page 2. Ask children: Predigan qu har la nia con el imn. Pages 46 Support Comprehension Point out that the girl is now curious about other objects that the magnet will attract. Check Understanding Creen que el imn atraer al dinosaurio? (no) Por qu? (porque no es de metal) Pages 78 Support Comprehension Fjense bien en el objeto de la pgina 7. Predigan si ser atrado o no por el imn. Despus, miren la pgina 8 para confirmar sus predicciones. Pages 913 Support Comprehension Predigan si el imn atraer o no a cada objeto. Expliquen sus predicciones antes de confirmarlas.
Mientras lea, me pregunt Despus de leer, me pregunt
. .
Discuss the Book

Invite children to use the words in the Banco de palabras to discuss what they have learned. Were their predictions about the objects that would be attracted by the magnet correct? What objects do magnets attract? Use Reproducibles para aprender page 28.
Reread for Fluency


Children reread and talk about Mi imn using one of the following options: Look through the pages, naming other objects in the girls room that the magnet might attract. Reread the book while following along with the Leccin en audio. Read independently or aloud with a partner.
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 books about the forces that make objects move. Work with children to:
Share writing ideas for each set

of pages. Record childrens writing ideas for the pages of their books on chart paper. For example, children may want to suggest other objects that can be moved by pushing and pulling. Then have children begin writing. Display the Banco de palabras for spelling reference. Provide additional support as needed.
Read the Contenido and the

page headings.
Fuerza y movimiento
Name the pictured objects and

tell if they are moved by pushing or pulling.
por
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
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.
Materials
Librito para la casa: Fuerza y movimiento Reproducibles para aprender pages 2223, 2930
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 highlighted words and charts. Talk about text features that children could add to their Libritos para la casa. For instance, they might add their own chart showing things that move by pushing and by pulling. Point out: Los buenos escritores
usan la puntuacin correcta. Recuerdan

que las preguntas van entre signos de interrogacin. Have children review the Contenido for labels to use to complete the Glosario ilustrado. For help with writing Informacin sobre el autor o la autora, ask children such questions as:
Tienen juguetes que se mueven?

Cmo se mueven?
Fuerza y movimiento
Cul ha sido el imn ms grande

que han visto?
piensan en las palabras que eligen.

por
Nombren algo que piensan que sera

difcil de mover. 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.
En este caso, tienen en cuenta que empujar y jalar/arrastrar son palabras opuestas.
revisan las palabras con atencin y

usan el Banco de palabras si tienen dudas sobre la ortografa.
Customize Instruction for SSL Beginning Have children dictate sentences and labels for the pictures
they draw.
Developing Provide sentence frames for children, such as: Qu hace que
se mueva? lo(la) (empuja/arrastra/jala).
Expanding/Bridging Have children write their own questions and

answers, or complete sentences on their own. They can add labels or captions as necessary.
18
Assessment Tools
Self-Assessment
Allow children to reflect and assess their own learning by completing Learning Masters pages 2223.

Nombre Nombre
pages 2223
Content Assessment
Have partners create a large twocolumn chart. Then have them draw pictures of objects that move by pushing and objects that move by pulling. Have them draw arrows away from the objects to represent pulling and toward the objects to represent pushing. Have children add their pictures to the twocolumn chart and label the columns. Then have them use the language forms of cause and effect to explain what they learned.
Lo que aprend Cmo aprend Qu cosas importantes aprendiste en este tema? Los buenos lectores hacen estas cosas cuando leen. Aprend que una X las cosas que hiciste cuando leste este texto. Marca con Hice conexiones. Pens en lo que sucedera a continuacin. Me hice preguntas antes de leer. Aprend que Me hice preguntas mientras iba leyendo. Me imagin cmo eran las cosas. Eleg las ideas ms importantes. Aprend que
2008 National Geographic Society
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.
Aconseja a otros lectores.
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
Writing Rubric Developmental Checklist
Home Connection
The Enfoque en la familia letters on Reproducibles para aprender pages 2930 summarize key concepts about force and motion. In the Conversar y aprender activity, family members test objects at home to see if they move by pulling or pushing. Reproducibles para aprender
Nombre Nombre
pages 2930
Enfoque en la familia
Family Focus Estimada familia, Vocabulario Su hijo/a ha estado leyendo los libros Fuerza y movimiento, Empujar o arrastrar? y Mi imn en nuestra unidad de estudio Dear Family, arrastrar/ Words imn to Know sobre las fuerzas beenhacen que las cosas se muevan. Por favor, Your child has que reading the books Fuerza y movimiento jalar (pull) (magnet) usen esta and Motion), hablar con o arrastrar? (Push or Pull?), and (Force pgina para Empujar l/ella sobre las diferentes attract move maneras de(My Magnet) in our unit of study onfuerza. that make atraer Mi imn producir movimiento mediante una forces metal (atraer) (mover) things move. Please use this page to talk with your child about (attract) (metal) Su the different waysun librito para llevar a casa. Pdanle que lo hijo/a ha escrito that force causes movement. force pull lea en voz alta. Usen estas preguntas para comentar el librito empujar mover (fuerza) (arrastrar/ juntos. child has written a take-home book. Invite your child Your (push) (move) jalar) to read the se describen en these questions to discuss Qu fuerzasbook to you. Use el libro? magnet fuerza the algunos objetos Hay book together: en el libro que se pueden empujar y (imn) push (force) tambin forces are described in the book? What jalar o arrastrar? (empujar) metal Qu clase of the objects in the book be both pushed and Can any de material es atrado por un imn? (metal) Qu tienen que ver el peso y la fuerza? pulled? What kind of material does a magnet attract? Ideas clave weight have to do with force? What does Su hijo/a ha estado aprendiendo estas ideas importantes: Key Concepts Una fuerza es la accin de empujar o Your child has been learning these mueva. arrastrar que hace que un objeto se important ideas: Share and Learn Conversar y aprender UnA force is a push oralgunos objetos imn puede atraer a pull that makes Walk casa con su hijo/a. Busquen objetos Caminen por su around your home with your child. Look hechos de metal. an object move. for objects that o al by pulling or los que se mueven al empujarmovejalar. Escribanpushing. Podemos clasificar losor attract, A magnet can pull, Write their names la columna apropiada nombres de esos objetos en in the appropriate column diferentes tipos some metal things. de la tablaof the chart below. You might ask: Does this de abajo. Pueden preguntarle: Para mover de Different types of forces can fuerzas. object require a lot mucha or a little force este objeto, tienes que hacer of force fuerza o poca? be classified. to make it move?
Objetos que se mueven al empujar
Objetos que se mueven al jalar Things That Move by Pulling

Things That Move by Pushing
19
Comprend cosas que el autor no deca directamente.
Learning Masters
Temprano: Fuerza y movimiento
Nombre
Lo que aprend Qu cosas importantes aprendiste en este tema? Aprend que
Aprend que
Aprend que
22
Fuerza y movimiento | 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.
Aconseja a otros lectores.
Reproducibles para aprender | Fuerza y movimiento
23
Nombre
Cancin del tema
Con la fuerza que uso yo muevo las cosas. Esta fuerza que uso se llama .
Se canta con la meloda de Theres a Hole in the Bucket.
empujar
jalar
24
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

25
Nombre
Fuerza y movimiento Usa las palabras del Banco de palabras para completar las oraciones. Haz un dibujo que muestre cmo una fuerza hace que algo se mueva. Banco de palabras Escribe una oracin para tu dibujo. 1. Para mover algunos objetos hace falta usar ms 2. Un . empujar fuerza jalar imn
atrae algunos objetos metlicos. . .
3. Para mover una carretilla, hay que 4. Para abrir una gaveta, hay que
26
Nombre
Empujar o arrastrar? Mira cada dibujo. Qu haramos para que los objetos se muevanempujar o arrastrar/jalar? Escribe empujar o arrastrar/jalar debajo de cada dibujo.
27
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
28
Nombre
Enfoque en la familia
Estimada familia, Su hijo/a ha estado leyendo los libros Fuerza y movimiento, Empujar o arrastrar? y Mi imn en 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 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?
Vocabulario arrastrar/ jalar (pull) atraer (attract) empujar (push) fuerza (force) imn (magnet) metal (metal) mover (move)
Ideas clave
Su hijo/a ha estado aprendiendo estas ideas importantes: Una fuerza es la accin de empujar o arrastrar que hace que un objeto se mueva. Conversar y aprender Un imn puede atraer algunos objetos Caminen por su casa con su hijo/a. Busquen objetos hechos de metal. que se mueven al empujar o al jalar. Escriban los Podemos clasificar los nombres de esos objetos en la columna apropiada diferentes tipos de la tabla de abajo. Pueden preguntarle: Para mover de fuerzas. este objeto, tienes que hacer mucha fuerza o poca? Objetos que se mueven al empujar Objetos que se mueven al jalar
29
Nombre
Family Focus
Dear Family, Your child has been reading the books Fuerza y movimiento (Force and Motion), Empujar 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 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?
Words to Know attract (atraer) force (fuerza) magnet (imn) metal (metal) move (mover) pull (arrastrar/ jalar) push (empujar)
Key Concepts
Your 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.
Share and Learn

Walk 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 this object require a lot of force or a little force to make it move?
Things That Move by Pushing
Things That Move by Pulling
30
Assessments
Administering the Tests

About the Pre-Test and Post-Test
The Pre-Test and Post-Test measure students performance in four skill domains: Concept Words Key Concepts Comprehension Strategies Text Features
The Pre-Test gives information about each 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 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.
4 Collect all tests and score them using the Answer Key on page 33.
Copyright 2008 NGSP & HB
32
Fuerza y movimiento | Evaluacin
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. (d) 2. (c) 3. (a) 4. (b)
Key Concepts (5 & 6)

1 point each 5. (a) 6. (b)
Comprehension Strategy (7 & 8)

1 point each 7. Answers will vary.
Text Features (9 & 10)

1 point each 9. sailboat and
waterwheel
8. Answers will vary. 10. sled and train
Post-Test
Concept Words (14)
1 point each 1. (d) 2. (b)
Key Concepts (5 & 6)

1 point each 5. (a) 6. (b)
Comprehension Strategy (7 & 8)

Text Features (9 & 10)

8. Answers will vary. 10. Answers will vary.
3. (a) 4. (c)
Evaluacin | Fuerza y movimiento
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
Class Profile
Teacher Name
Student Name
Pre-Test Post-Test Date: Date: Point Percent Point Percent Score Score Score Score /10 /10 % %
35
Examen preliminar
Nombre _________________________________________________ Fecha ___________________
Palabras conceptuales Escucha las palabras. Traza una lnea a la figura correcta.
1. empujar a.
2. imn
b.
3. metal
c.
4. arrastrar/jalar
d.
Conceptos clave Rodea con un crculo la figura correcta.

5. Atraer a. b.
6. Fuerza
a.
b.
36
Examen preliminar
Nombre _________________________________________________ Fecha ___________________
Estrategia de comprensin Lee las pginas 10 y 11 en el libro Fuerza y movimiento. Escribe dos cosas ms que deseas saber acerca de imanes.
7. Deseo saber
8. Deseo saber
Caractersticas del texto Abajo ves una tabla vaca de empujar y arrastrar. Traza lneas desde cada dibujo al lado correcto de la tabla. La primera ya la tienes hecha.
9. Empujar
10. Arrastrar
37
Examen posterior
Nombre _________________________________________________ Fecha ___________________
Palabras conceptuales Escucha las palabras. Traza una lnea a la figura correcta.
1. empujar a.
2. arrastrar/jalar
b.
3. atraer
c.
4. imn
d.
Conceptos clave Rodea con un crculo la figura correcta.

5. Este dibujo muestra mover. a. b.
6. Este dibujo muestra empujar.
a.
b.
38
Examen posterior
Nombre _________________________________________________ Fecha ___________________
Estrategia de comprensin Lee las pginas 8 y 9 en el libro Fuerza y movimiento. En qu te hace pensar?
7. Me pregunto
8. Con respecto a esto, me pregunto
Caractersticas del texto En los recuadros de abajo, dibuja una cosa que un imn atrae. Luego dibuja otra cosa que un imn no atrae.
9. El imn atrae esto. 10. El imn no atrae esto.
39
Take-Home Book Masters

Fuerza y movimiento
por
Contenido
Empujar Arrastrar/Jalar
6 8 10 12 3
Cunta fuerza? Imanes Glosario ilustrado
Fuer za y movimiento
Informacin sobre el autor o la autora
Empujar
Arrastrar/Jalar
Cunta fuerza?
Menos fuerza Ms fuerza
11
12
10
Imanes
Glosario ilustrado
Temprano
Temas

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Fuerza y movimiento Lessons

Pre- and Post-Test Assessments

Take-Home Book Masters

About the Program

Content and Literacy Development for Diverse Language Learners

Consulting Author: Linda Hoyt

Program Advisor: Mary Hawley

About the Program

Accessible Academic Content

Success From the Start!

El tiempo y las estaciones

One Program for Your Diverse Classroom

Accessible Academic Content

Pacing Guide: One Week for One Theme

Pacing Guide: Two Weeks for One Theme

Week 2 Day 1 Lesson 4

Week 1 Day 2 Lesson 2

Week 2 Day 2 Begin Lesson 5

Week 1 Day 3 Lesson 3

Week 2 Day 3 Complete Lesson 5

Summer School Programs

SCIENCE Understand that force can make

Reproducibles para aprender

READING/LANGUAGE ARTS Learn and apply the comprehension

Before Theme Assessment

Librito para la casa

Key Concept Words

Teachers Guide pp. 1011 Read Fuerza y movimiento

Teachers Guide pp. 1213 Reread Fuerza y movimiento

Teachers Guide pp. 1415 Read Empujar o arrastrar?

Teachers Guide pp. 1617 Read Mi imn

Teachers Guide pp. 1819 Assess and Extend

Small Group Reading Practice the

Small Group Reading Apply the

Rereading Guided Writing Assessment Tools Optional Reading Home Connection

Model the Reading

Small Group Reading Modeled Writing

Read Fuerza y movimiento

Introduce Concepts and Vocabulary

Introduce Key Vocabulary

Develop Oral Language

Organizador del tema (Cancin)

Introduce the Theme Song

Model the Reading

Reproducibles para aprender

En las pginas hay rtulos u oraciones. Algunas de las palabras estn

Cancin del tema

Todas las pginas muestran objetos

Se canta con la meloda de Theres a Hole in the Bucket.

Customize the Reading

Reread for Fluency

Children who are not yet able to

Children who need extra support

Children who can read the book

Developing Move an object by either pushing or pulling it. Ask children:

Expanding/Bridging Move an object by either pushing or pulling it. Ask

Copyright 2008 National Geographic Society

Reread Fuerza y movimiento

Develop Concepts and Vocabulary

Organizador del tema (Organizador grfico)

Introduce the Comprehension Strategy

Model Asking Questions