76 ¡Viva la tortuga! introduCe the tier two voCabulary words listed above: • Provide a description, explanation, or example of all the words presented in the vocabulary section. Ask students if they have used the vocabulary words before, and if so, how. For example, ¿Alguna vez han visto un lucero? ¿Qué otra palabra usamos para referirnos a los luceros? (estrellas). Encourage them to notice that some of these words are new ways of naming known things. Then, ask them which words they would use with each of the new vocabulary words. For example: ¿Qué palabra usarían con lustroso? ¿Por qué? • Ask students to think about a setting that could be described using the new vocabulary words. Have them describe it using as many of the words as they can. For example: Están en un lugar en el mar en el que hay muchos peces, grandes algas y corales, ¿qué pueden ver en el mar? (arrecifes y sargazos). La superficie del mar brilla bajo la luz de la Luna, ¿cómo es la superficie del mar? (lustrosa). • Ask students if they ever played bingo. Say: El bingo es un juego de azar, porque depende de la suerte, no de la habilidad del jugador. Entonces, ¿qué significa azar? (suerte). • Ask volunteers to explain what the new words mean. For example: ¿Alguien puede decir con sus propias palabras qué significa ciclón? ¿Y corriente? pre-reading • Have students share what they know about turtles. ¿Alguna vez han visto una tortuga marina? ¿De qué tamaño era? ¿Estaba fuera o dentro del agua? ¿Cuáles son las características de una tortuga? • Ask students what they know about animals that lay eggs. ¿Qué animales conocen que ponen huevos? ¿Cómo cuidan estos animales los huevos? ¿Y a las crías que salen de los huevos? ¿Qué hacen las crías para sobrevivir? • Remind students that words rhyme when they end in similar sounds. For example, silencio and comienzo, oscuro and futuro, placer and caer. ¿Pueden dar algunos ejemplos de palabras que rimen? • Introduce El buscalotodo poético 2 (Graphic Organizer #37). Tell students they will identify words that rhyme, and examples of figurative language. Usamos lenguaje figurado para crear imágenes en la mente del lector, o del que nos escucha, que ayuden a comunicar mejor lo que queremos decir. Provide examples of figurative language found in the Poem Chart: personification and simile. A veces en una historia hay animales, plantas u objetos que se comportan como seres humanos. Eso es personificación. Cuando decimos que una persona se pone roja como un tomate, es un ejemplo de símil o comparación. Vamos a escuchar el poema con atención para identificar palabras que riman y ejemplos de personificación y símil. Además, vamos a identificar imágenes que se refieren a algunos de nuestros sentidos. reading Read the story aloud. Be sure to demonstrate proper fluency and inflection for students to mimic, emphasizing rhyming words. Ask them to think very carefully as they listen to the stanzas you read and encourage them to take mental note essential Question This book will help to explore this question: ¿Qué importancia tiene el comportamiento de los animales en la supervivencia de sus crías? (How important is the behavior of the animals for the survival of their offsprings?) Write the question on the board. golden lines Select a brief excerpt from the book that you think will capture your students’ interest and motivate them to read the story. For example: • “Ya tiene quince años y allá va la tortuga con su casco lustroso y sus cien mil arrugas”. (p. 6) • “…y, queriendo borrar sus huellas de la arena, realiza movimientos de ritmo tropical, para que su tesoro nadie pueda encontrar”. (p. 13) A+ Science G1 TNSAS_BOOK.indb 76 6/06/18 4:32 p.m. © by Vista Higher Learning, Inc. All rights reserved. Nombre 80 ¡Viva la tortuga! Comprensión lectora Conecta las palabras que riman. 1. pareja a. corriente 2. placer b. futuro 3. oscuro c. caer 4. lentamente d. aleja 5. cesado e. arenal 6. coral f. quedado Escribe un ejemplo de cada tipo de lenguaje figurado. Símil: Personificación: Dibuja una tortuga en alguno de los momentos importantes de su vida. Describe tu dibujo. Answers will vary. Answers will vary. POSSIBLE ANSWER: La tortuguita sale del huevo y corre al agua. Tiene que escapar de los cangrejos que quieren comerla. Drawings will vary. A+ Science G1 TNSAS_BOOK.indb 80 6/06/18 4:32 p.m. © by Vista Higher Learning, Inc. All rights reserved. 78 ¡Viva la tortuga! 4. ¿Pueden encontrar un símil en el poema? ¿Cuál es? ¿Por qué es un símil? (Can you find a simile in the poem? Which one? Why is this a simile?) (e.g., parecen mariposas que no pueden volar; Es un símil porque compara las tortuguitas con mariposas). 5. ¿Qué partes del poema se refieren a alguno de los cinco sentidos? (Which parts of the poem refer to the five senses?) (e.g., vista: lucero plateado; oído: música suave; tacto: el Sol calienta el nido). post-reading Write the words Huevos en la arena, tortuguitas en el mar on the board, next to the essential question. Ask students to explain how turtles reproduce, where they lay their eggs, what they do after they lay their eggs, and how baby turtles survive and grow after they hatch. Have them describe the sequence of important moments in the life of the turtle, from the moment it hatches, to when it lays the eggs. Then, encourage them to think about the effect of the use of language in the poem. El poema contiene palabras que riman, ejemplos de personificación, símiles e imágenes que se refieren a nuestros sentidos. ¿Eso les hace más fácil o más difícil imaginarse el mundo de la tortuga? ¿Por qué? Have students share and compare their answers on El buscalotodo poético 2 (Graphic Organizer #37). Make sure students use the Tier Two words presented from the text. Write some of their answers on the board. Make sure they clearly understand what personification and similes are and their effect in a descriptive text or narrative poem. Also, check that they can properly identify images that refer to the five senses and the sequence of events in the poem. sCienCe ConneCtion Padres e hijos Materials: • poster board (1 per team) • crayons or colored pencils Divide the class into small teams. Before beginning the activity, each team should write their own answer to the following questions: ¿Qué animales cuidan más a sus bebés? ¿Qué bebés se enfrentan a más dificultades cuando acaban de nacer? After they have written down their predictions, each team will do online research about 5 species of animals that are born from an egg, like the turtle, and 5 species that are born by live birth. They will read and observe pictures of parents and their offspring for each species, and gather basic information about them. Then, they will determine whether the answers they wrote down were correct. If they were not, they will write down the correct answer. Finally, they will create a poster board with pictures to present how adults from different species take care of their offspring, and how newborn animals overcome difficulties in the earliest moments of their lives. writing El viaje de la tortuga Remind students of the essential question: ¿Qué importancia tiene el comportamiento de los animales en la supervivencia de sus crías? Tell them they are going to create a short narrative piece of writing about the life of a turtle. Ask students to write a short story about the life of a turtle from birth to the moment when it lays eggs. Remind them to give the main character a name, and to give their story an engaging title. Encourage them to use their Tier Two words and to draw three images: one that refers to the five senses, one to personification, and one to a simile. You may want to provide them with transition words and phrases, such as primero, luego, unos años más tarde, and finalmente. A+ Science G1 TNSAS_BOOK.indb 78 6/06/18 4:32 p.m. © by Vista Higher Learning, Inc. All rights reserved. Post-Reading Encourages students to summarize, engage in critical thinking, and apply/expand upon what they have learned Reading Provides reading and scaffolding strategies and differentiated instruction to help make text comprehensible to students below level, while also challenging students at and above level Pre-Reading Focuses on activating prior knowledge and introducing new vocabulary Reading comprehension ativity Helps gauge student understanding READING The Pre-Reading, Reading, and Post-Reading sections provide reading strategies and activities designed to help students comprehend texts, draw conclusions, and apply and extend upon what has been learned. INSTRUCTIONAL FOCUS CRITICAL ANALYSIS
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