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A+ Spanish Science
Literacy Kits
A+ SPANISH SCIENCE LITERACY
KITS (GRADES K–5)
Grade K
978-1-68292-587-4
$169.00
Grade K (6-Pack)
978-1-68292-593-5
$819.00
Grade 1
978-1-68292-588-1
$169.00
Grade 1 (6-Pack)
978-1-68292-594-2
$819.00
Grade 2
978-1-68292-589-8
$169.00
Grade 2 (6-Pack)
978-1-68292-595-9
$819.00
Grade 3
978-1-68292-590-4
$169.00
Grade 3 (6-Pack)
978-1-68292-596-6
$819.00
Grade 4
978-1-68292-591-1
$169.00
Grade 4 (6-Pack)
978-1-68292-597-3
$819.00
Grade 5
978-1-68292-592-8
$169.00
Grade 5 (6-Pack)
978-1-68292-598-0
$819.00
• Prices subject to change without notice.
• Substitutions will be made when a title is not available.
Spanish
K-5 Science Literacy Kits include an array of nonfiction and fiction titles aligned to national language arts and science
standards—each with teacher notes and activities designed to help students develop science literacy!
Each grade level kit includes and provides access to:
• A combination of ten nonfiction and fiction books
• Downloadable Teacher Notes
• Downloadable Activity Sheets
• Downloadable Graphic Organizers
Highlights
• Titles align to themes of Next Generation Science
Standards: Physical Science, Life Science, Earth and Space
Science and Engineering, Technology and Applications of
Science.
• Teacher notes support instruction with Tier II vocabulary,
pre-, during-, and after-reading activities, science
connections project, writing activity and more.
• Activities help students develop science literacy with
vocabulary and comprehension activities
Grade 2
El sueñodeunaalubia
Author:
EduardoCarrera
Illustrator:
AmandaMijangos
PRE–READING
t
Have students sharewhat they know about seeds.
¿Alguna vez han visto
una semilla?¿Qué clasede semillaera?¿Endónde la vieron?¿Cómoera?
¿Para qué usamos las semillas? ¿Puede una semilla cambiar? ¿Cómo?
t
Ask students if they have any plants in or around their house. If you have
a plant in the classroom, ask for volunteers to describe it.Ask themwhat
they do to help the plants grow, such as placing the plants in sunlight,
watering them,planting them in good soil,and so on.
t
Ask students to provide samples of words that rhyme in Spanish. For
example:
toco
and
foco
,
llama
and
rama, color
and
vapor
. Say to the
students:
Las palabras riman cuando tienen sonidos similares
.
t
Introduce students to
El buscalotodo poético
(Graphic Organizer #9).
Explain that you will identify different types of words, like abstract words.
Las palabras abstractas se refieren a cosas que no existen como objetos
materiales en elmundo real, como la alegría o el amor
. Provide examples
of the figurative language categories included in the graphic organizer:
personification, metaphor, and simile.
Cuando en una historia un cerdito
puedehablaroconstruirunacasa,esunejemplodepersonificación.Cuando
decimosqueelcabellodeunaniñaesdeoro,esunametáfora,perocuando
decimos que PapáOso era tan grande como un elefante,eso es un símil o
unacomparación.Vamosaescucharconatención lahistoriapara identificar
palabras abstractas,palabrasque riman,metáforas y símiles
.
READING
Read the story aloud to the
students.Besure to demonstrate proper fluency
and inflection for students to mimic, emphasizing the rhyming words. Ask
them to think very carefully as you read the stanzas and ask questions to
themselves about what is happening in the story and the words that they
are listening.
Imaginen que sumente es un gran libro abierto.Mientras leo,
t
Ask students questions or prompt them to complete sentences to elicit
answers using vocabularywords.For example,ask:
¿Alguna vez han visto
aun coheteespacialque sedirigehaciaarriba,conmucha fuerza? (Sí,no).
También podemos decir que el cohete sube con un gran…. (impulso)
.
t
Have students take turns explaining new vocabulary in their ownwords by
having them saywhat thewordmeans.Encourage students to usewords,
context clues,and pictures as they come upwith their own definitions.
GOLDENLINES
Use a brief excerpt from the reading selection that captures students’
interest andmotivates them to read the story.For example:
t
“La que fue semilla, harto dormilona, ya se ha convertido, en planta
glotona”. (p.27)
t
“La semilla nueva, de cuerpo pequeño, que entre las lombrices,
reiniciará el sueño”. (p.41)
ESSENTIALQUESTION
Thisbookwillhelp to explore thisquestion:
¿Quénecesitaunaplanta
paracrecer?
(Whatdoesaplantneed togrow?)
.Write thequestion
on the board.
COMPLEXITY:
F&PGuidedReading Level K
TEXTTYPE:
Literature / Poetry /NarrativePoems / LiteraryNonfiction
OBJECTIVES:
t
Confirm the understanding of a narrative poem.
t
Apply the strategies of asking questions andmaking inferences.
MATERIALS:
El buscalotodo poético
(GraphicOrganizer #9)
LANGUAGESTANDARDS
CCSSSLAR
RL.4,RL5,RF.3,RF.4b,W.2
TEKSSLAR
2.3.A,2.3.B,2.3.C,2.5.B,2.7.A,2.10.A,2.17.B,2.19.A
WIDA
1.A.1a,1.A.1b,1.A.1c,1.A.1d,1.A.1e,1.A.1f,1.B.1b,1.B.1c,1.C.1e,
1.C.1f, 1.B.1c, 1.D.1e, 2.A.1a, 2.A.1b, 2.A.1d, 2.B.1a, 2.B.1b, 2.B.1d,
3.A.1a, 3.A.1b, 3.A.1c, 3.A.1d, 3.B.1d, 3.B.1e, 4.A.1a, 4.A.1b, 4.A.1c,
4.A.1d,4.B.1b,4.B.1c
SCIENCESTANDARDS:
NGSS
2-LS2-1,3-LS1-1
VOCABULARY
The selection says…
Studentsmay say…
impulso
fuerza
deslumbrante
que sorprende; que tiene tanta luz que te hace
cerrar los ojos
encuentro
donde (cuando) se juntan personas o cosas
torbellino
remolino
reiniciará
volver a empezar
suspendida
que flota
clavado
salto desde lo alto; zambullida
Introduce the TierTwo vocabularywords listedabove:
t
Provideadescription,explanation,orexampleofall thewordspresented in
the vocabulary section.Consider using pictures, sketches,and gestures to
explain themeaning of aword.Youmay also tell a story to integrate some
of the terms.
Teacher Notes and Activities
Written in accordancewith the
CCSS
,
TEKS
, and
WIDA
GRADES
K–6
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