7
Text-Based Answers
The Pre-Reading, Reading, and Post-Reading
sections use Bloom’s Taxonomy, reading
strategies, and activities designed to help
students comprehend texts, draw conclusions,
make inferences, and apply and extend upon what
has been learned.
4
ElAbecéVisualdelcuerpohumano
P
RE
-R
EADING
X
Explain that the human body is extremely complex, and that many actions that we take for
granted are possible thanks to a complex chain of reactions and interactions. Discuss with students
some of what they know about their bodies. Ask:
¿Han pensado en cómo es su cuerpo por dentro?
(Have you ever thought about what your body looks like on the inside?)
¿Cómo se lo imaginan?
(How
do you imagine it?)
¿Qué órganos conocen?
(Which organs do you know?)
¿Cuáles son sus funciones?
(What functions do they have?)
X
Have students read the title and table of contents, and then give them a few moments to look at the
illustrations. Then ask:
¿De qué creen que trata el libro?
(What do you think the book is about?)
¿Qué
tipo de texto creen que es? ¿Por qué?
(What type of text do you think this is? Why?)
X
Have students set a purpose for reading. Ask:
¿Qué esperan aprender al leer este libro?
(What do you
expect to learn by reading this book?)
R
EADING
X
Discuss with students the organizational pattern and text structure
of this book. Elicit that the book is divided into twenty-eight spreads. Each
spread answers a different question about the human body. Images, definitions, and diagrams help
clarify the explanations.
X
Do a read aloud of the first spread on pp. 6–7 to familiarize students with the text and to model
pronunciation and intonation. Allow students time to observe the illustrations. Ask:
¿Cuáles son
algunos de los sistemas que componen nuestro cuerpo?
(What are some of the systems that make up
our body?)
¿Cuáles son sus funciones?
(What functions do they have?
Expliquen la relación entre células,
tejidos, órganos y sistemas. Den un ejemplo de cada uno.
(Explain the relationship between cells,
tissues, organs, and systems. Provide an example of each one.)
¿Qué se puede inferir sobre el cuerpo
humano?
(What can you infer about the human body?)
X
For a second reading, assign different spreads to pairs of students. Provide them with sticky notes
and have them make notes as they read. Students should note the topic, list important details, and
any words or phrases whose meaning they cannot determine. After pairs finish re-reading their
spread, they should prepare to teach it to another pair. Use a group quiz to encourage students
to work collaboratively and to assess comprehension. Some examples of questions include:
¿Cuál
es la función de ese órgano o sistema?
(What function does that organ or system have?)
¿Por qué es
importante ese órgano o sistema?
(Why is that organ or system important?)
Den un ejemplo del text
que muestre su importancia.
(Provide an example from the text that shows its importance.)
X
Explain that the context influences an author’s word choices. Discuss with students that this is
an informational text and the context is formal. Therefore, the author uses precise and scientific
language in her descriptions and explanations. For example:
superior
and
inferior
on p. 11 instea
arriba
and
abajo
;
contraerse
and
relajarse
on p. 31 instead of
encogerse
and
estirarse
. Discuss how t
use of precise language and formal vocabulary matches the context.
X
Encourage students to visualize or create a mental picture of the different organs and systems th
(p.
rgan
edific
R
EADING
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NSTRUCTIONAL
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:
Text-based Answers
A+CommonCore Spanish Literacy Lesson Plan© SantillanaUSA
Close
Reading and
Text-Dependent
Questions
5
ElAbecéVisualdelcuerpohumano
D
IFFERENTIATED
I
NSTRUCTION
B
ELOW
-
LEVEL
S
TUDENTS
•
Ask students these or similar questions to check comprehension:
¿Por qué compara la autora al
corazón con una bomba
(p. 11)?
(Why does the author compare the heart to a pump?)
Da un
ejemplo de algo que hacen, tanto el corazón como una bomba.
(Give an example of something that
both the heart and a pump do.)
Da tres ejemplos de cómo reacciona nuestro organismo cuando
tenemos miedo (pp. 50–51).
(Provide three examples of how our body reacts when we are afraid.)
A
T
-
LEVEL
S
TUDENTS
•
Encourage students to make inferences and predictions based on the text. Ask:
Explica por qué
necesitamos comer (pp. 26–27). Comenta qué pasaría si no comiéramos.
(Explain why we need to eat.
Discuss what would happen if we did not eat.)
¿Cuál es el mensaje de este libro? Den un ejemplo para
apoyar su respuesta.
(What is this book’s message? Provide an example to support your answer.)
A
BOVE
-
LEVEL
S
TUDENTS
•
Encourage students to analyze and evaluate the text. Ask:
Explica cómo se coordinan las funciones
del cuerpo (pp. 36–37).
(Explain how the different body functions are coordinated.)
¿Qué sucedería
si uno de los dos sistemas (el endocrino o el nervioso) fallara?
(What would happen is one of the
two systems, either the endocrine or the nervous system, failed?)
Expliquen esta frase: “Los
seres humanos somos un verdadero universo” (p. 11).
(Explain this phrase: “Humans are a true
universe.”)
P
OST
-R
EADING
X
Explain that authors do not always clearly state every idea in a text. The reader has to piece
together the information and draw conclusions about the author’s intended idea(s). Ask:
¿Cómo
trabajan en conjunto los distintos órganos y sistemas de nuestro cuerpo? Den un ejemplo del texto.
(How
do the different organs and systems in our body work together? Provide an example from the text.)
¿
A qué conclusión sobre el cuerpo humano han llegado después de leer este libro? Citen un ejemplo del texto
que los ha llevado a esa conclusión.
(What conclusion about the human body have you drawn after
reading this book? Quote an example from the text that has led you to that conclusion.)
X
Explain that a generalization is a statement we make after comparing several pieces of evidence
to see what they have in common. The generalization is true for all the pieces of evidence. For
instance, a generalization we could make regarding our body’s reaction to fear (pp. 50–51) is,
El
miedo desencadena una reacción que afecta a todo el organismo.
(Fear unleashes a reaction that affects
the whole body.) Have students choose two spreads and reread them. Then have them write a
generalization for each spread. Invite students to share their generalizations.
X
Remind students that the author chose her words carefully. Ask students to think of a more informal
and less precise term for each of these words the author used:
conducto
(p. 31),
descender
(p. 26),
intensidad
(p. 50),
nutrir
(p. 41),
penetrar
(p. 40),
segregar
(p. 50),
transpiración
(p. 48). Possible
answers include
tubo, bajar,
fuerza,
alimentar, entrar, producir, sudor
. Then have students explain why
the author’s word choices work best in each case.
A+CommonCore Spanish Literacy Lesson Plan© SantillanaUSA
o
d of
he
at
11).
or
io
.
ElAbecéVisualdelcuerpohumano
8
Nombre
Comprensión lectora
Contesta.
1.
¿Cuáles son los cuatro sistemas que participan en la nutrición?
2.
Explica brevemente por qué no nos mareamos al girar.
3.
¿Cómo se defiende nuestro organismo de las infecciones?
Menciona tres barreras.
Escribe una generalización que pueda hacerse sobre la risa.
Evidencia #1: La predisposición
a sonreír puede mejorar nuestro
estado de ánimo.
Evidencia # 2: Las carcajadas
estimulan la respiración.
Evidencia # 3: El sistema digestivo
recibe un masaje estimulante
cuando nos reímos.
Generalización
:
Possible answer: Reírse es una
actividad saludable.
Possible answer: Sistemas digestivo, respiratorio, circulatorio y urinario.
Possible answer: En el oído interno hay una especie de bolsita con
un líquido que le informa al cerebro acerca de la posición y los
movimientos de la cabeza.
Possible answer: La piel evita que entren gérmenes. Los ácidos del
sistema digestivo también nos protegen. Por último, los glóbulos
blancos destruyen los gérmenes.
A+CommonCore Spanish Literacy Lesson Plan© SantillanaUSA
Post-Reading section
includes
activities that encourage students to
summarize, engage in critical thinking,
and apply/expand upon what they
have learned.
make up our body. For instance, explain to students that the heart is compared with a pump
Encourage students to find an object or a mechanical system that helps them visualize an o
system of the human body. For example:
cerebro
computadora
;
esqueleto
armazón de un
Reading section
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 section
focuses on
activating prior knowledge and
introducing new vocabulary.
Reading
Comprehension
Activity
LESSON PLAN WALK-THROUGH
I
NSTRUCTIONAL
S
HIFT
:
Text-Based Answers
