57497 wol llv emergent was sp lr

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Gua del maestro por

El tiempo y las estacionesEmergente: CienciasIncluye:

Planificaciones de las lecciones

Reproducibles para aprender

Evaluaciones de examen preliminar y examen posterior

Libritos para la casa


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Copyright 2008 The Hampton-Brown Company, Inc., a wholly owned subsidiary ofThe National Geographic Society, publishing under the imprints National GeographicSchool Publishing and Hampton-Brown.

All rights reserved. No part of this book may be reproduced or transmitted in any formor by any means, electronic or mechanical, including photocopying, recording, or by aninformation storage and retrieval system, without permission in writing from the Publisher.

National Geographic and the Yellow Border are registered trademarks of the NationalGeographic Society.

National Geographic School PublishingHampton-BrownP.O. Box 223220Carmel, California 93922www.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


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Program Overview

About the Program . . . . . . . . . . . 2

Accessible Academic Content . . . 4

Flexible Use . . . . . . . . . . . . . . . . 6

El tiempo y las estacionesLessons

Lesson Overview . . . . . . . . . . . . . 8

Lesson 1 . . . . . . . . . . . . . . . . . 10

Lesson 2 . . . . . . . . . . . . . . . . . 12

Lesson 3 . . . . . . . . . . . . . . . . . 14

Lesson 4 . . . . . . . . . . . . . . . . . 16

Lesson 5 . . . . . . . . . . . . . . . . . 18

Learning Masters

Lo que aprend . . . . . . . . . . . . 22

Cmo aprend . . . . . . . . . . . . . 23

Cancin del tema . . . . . . . . . . . 24

Reproducibles para aprender . . 25

Enfoque en la familia . . . . . . . . 29

Pre- and Post-Test

Assessments

Instructions . . . . . . . . . . . . . . . 32

Answer Key . . . . . . . . . . . . . . . 33

Student Profile . . . . . . . . . . . . . 34

Class Profile . . . . . . . . . . . . . . 35

Pre-Test . . . . . . . . . . . . . . . . . . 36

Post-Test . . . . . . . . . . . . . . . . . 38

Take-Home Book Masters


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PROGRAM OVERVIEWAbout the Program

2

Content and Literacy Development

for Diverse Language LearnersNational Geographics Ventanas a la lectoescritura: Lenguaje, lectoescritura yvocabulario program is designed for todays classroomdiverse, challenging,and complex. Many children come to school without the basic backgroundknowledge and oral language development needed for academic success.

Lenguaje, lectoescritura y vocabulario provides the extra support young learnersneed to experience success from the start.

National GeographicsLenguaje, lectoescritura y vocabulario program offers richopportunities for beginning learners to build background knowledge, develop

vocabulary and oral language, and learn grade-level content. Throughoutthe nation, teachers told us they needed materials that scaffolded the learningso that children from diverse language backgrounds, at-risk readers, andchildren with learning challenges would have opportunities to achieve theirfull potential. TheLenguaje, lectoescritura y vocabulario program meets thisneed 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


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A b

h

P

Consulting Author: Linda Hoyt

Linda Hoyt is an educational consultant who strivesto help teachers and school districts implement bestpractices in literacy instruction. She has had a richarray of experiences in education, ranging fromclassroom teaching to working as a reading specialist,curriculum developer, Title 1 teacher, staff developer,and Title 1 District Coordinator. She is the authorof numerous books, articles, and videos and conductspresentations and workshops on literacy throughoutthe 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 withdiverse language backgrounds. She has taught English as a Second Languagein Mexico, worked with migrant and refugee children in Indiana, and studiedin Latin America. In recent years, she has been instrumental in developingSpanish 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 UnifiedSchool District, Reedley, California

Paula Olson, retired teacher, Fairfax County Public Schools, Fairfax, Virginia

Sheryl Powell, Pre-Kindergarten Teacher, Wells Branch Elementary School,Austin, Texas


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4

Accessible Academic Content

Success From the Start!

Achieving academic success is essential for children to make adequate yearlyprogress and for continued academic growth. Conclusive data and researchshow that children who fall behind on their acquisition of academic contentand vocabulary during the K2 years will fall further behind as they advancethrough the grade levels. To help children achieve success from the startand prevent them from falling behind, Ventanas a la lectoescritura: Lenguaje,lectoescritura y vocabulario gives children access to the core grade-level contentthey 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

PROGRAM OVERVIEW

por

El tiempo ylas estaciones


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A i b l A d i

C

One Program for Your Diverse Classroom

Ventanas a la lectoescritura: Lenguaje, lectoescritura y vocabulario recognizes thatevery classroom includes diverse language learners as well as children whosebackground knowledge and oral language require development. Teacherstold us they wanted one program that they could use with Spanish languagelearners, 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 yvocabulario gives teachers a sound, research-based instructional plan to meetthe common needs among diverse language learners.


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PROGRAM OVERVIEW

6

Flexible Use

Ventanas a la lectoescritura: Lenguaje, lectoescritura y vocabulario is designed to beused 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.

Day 5 Lesson 5

Day 1 Lesson 1

Day 3 Lesson 3

Rereading and AssessmentGuided WritingOptional ReadingHome ConnectionAdminister Post-Test

Administer Pre-Test

Read Libro de conceptosIntroduce Concepts and VocabularyModel the Reading

Read First Related Libro del temaDevelop Concepts and VocabularySmall Group ReadingPractice Comprehension StrategyShared Writing

Day 2 Lesson 2 Reread Libro de conceptosDevelop Concepts and VocabularyIntroduce Comprehension StrategySmall Group ReadingModeled Writing

Day 4 Lesson 4 Read Second Related Libro del temaReview Concepts and VocabularySmall Group ReadingApply Comprehension Strategy

Guided Writing

Pacing Guide:One Week for One Theme


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F l

i b l UAfter-School Programs

Lenguaje, lectoescritura y vocabularioworks 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.

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 summerschool program. Whether your summer school plan includes a four-, five-, or six-

week program, you can select developmentally appropriate themes that focus on thecontent 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.

Week 1 Day 1 Lesson 1

Pre-TestRead Libro de conceptosIntroduce Concepts and Vocabulary

Model the Reading


Reread Libro de conceptosDevelop Concepts and VocabularyIntroduce Comprehension StrategySmall Group ReadingModeled Writing


Read First Related Libro del temaDevelop Concepts and VocabularySmall Group ReadingPractice Comprehension StrategyShared Writing

Week 2 Day 3 Complete Lesson 5

Complete Guided WritingOptional ReadingHome ConnectionPost-Test

Week 2 Day 2 Begin Lesson 5

Assess and ExtendRereading and AssessmentBegin Guided Writing


Read Second Related Libro del temaReview Concepts and VocabularySmall Group Reading

Apply Comprehension Strategy

Pacing Guide:Two Weeks for One Theme


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Overview El tiempo y las estaciones

8

ACADEMIC LANGUAGE/SSL

Use academic vocabulary related tothe study of weather and seasons

Use appropriate language forms todescribe weather and seasons and

to make inferences

Develop fluency in reading, writing,listening to, and speaking Spanish

SCIENCE

Identify kinds of weather and explainhow weather affects people

Observe and describe the changes inthe weather and seasons

READING/LANGUAGE ARTS

Learn and apply the comprehensionstrategy: Making Inferences

Use the text features:Graphic Symbols and TOC/Headings

Write about weather and seasons

Learn and use vocabulary related toweather and seasons

To compare progress before and after

teaching this theme, use the Pre-Test and

Post-Test Assessments, pages 3238.

Before Theme Assessment

STANDARDS Theme Materials

Optional ReadingVentanas a la lectoescrituraNonfiction

Cuando llueve Level 3

Librito para la casa

Leccin en audio

Organizador del tema Reproducibles para aprende

Libro de conceptos Libros del tema

por


Level 4 Level 3


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Instructional HighlightsKey Concepts

Weather and seasons change.

Weather affects people.

Changes in the weather andseasons can be observed.

Comprehension Strategy

Making Inferences

Key Concept Words

Text FeaturesGraphic Symbols

TOC/Headings

invierno

lluvia/lluvioso

nieve

nube/nublado

otoo

primavera

sol/soleado

tormenta/tormentoso

verano

viento/ventoso

Lesson 1*Teachers Guide

pp. 1011

Read

El tiempo y las

estaciones

Administer Pre-Test,p. 36

Introduce Conceptsand Vocabulary

Model the Reading

Lesson 2Teachers Guide

pp. 1213

Reread

El tiempo y las

estaciones

Develop Conceptsand Vocabulary

Introduce theComprehension Strategy:

Making Inferences

Small Group Reading

Modeled Writing


pp. 1415

Read

El tiempo en la ciudad

Develop Conceptsand Vocabulary

Small Group Reading

Practice theComprehension Strategy:

Making Inferences

Shared Writing


pp. 1617

Read

Las cuatro estaciones

Review Conceptsand Vocabulary

Small Group Reading

Apply theComprehension Strategy:

Making Inferences

Guided Writing


pp. 1819

Assess

and Extend

Administer Post-Test,p. 38

Rereading

Guided Writing

Assessment Tools

Optional Reading

Home Connection

Theme Planner


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10

Understand that weather and seasonschange and that these changes

affect people

Learn and use vocabulary related toweather and seasons

Use photographs to predict vocabulary

Use text features, such as graphicsymbols and TOC/Headings, to

comprehend text

Realia: umbrella, sunglasses, mittens

Organizador del tema

El tiempo y las estaciones

Reproducibles para aprenderpage 24

Leccin en audio 5

Materials

OBJECTIVES

Introduce Theme Question

Ask children:Cmo describiran eltiempo que hace hoy? Vamos a estudiarel tiempo y las estaciones. Childrenwill also learn the language touse when describing weatherand 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 thatname or describe the weatherthey have shown.

Develop Oral Language

Open an umbrella and hold it overyour head. Model a sentence usingthe phrase un da lluvioso: En un dalluvioso uso un paraguas.

Then put on a pair of sunglasses.Ask children:Cundo nos ponemoslentes oscuros?Then model: En unda soleado llevo lentes oscuros.

Finally, put on a pair of mittens.Ask children:Cundo nos ponemosmanoplas?Then model: En un dade nieve me pongo manoplas.

Have partners take turnspantomiming and using the modelsentences. One partner pantomimes

using the umbrellas, sunglasses, ormittens, and the other partner says:

En un da t usas .

Introduce the Theme Song

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

day. Have pairs of children useReproducibles para aprenderpage 2to practice using the languageforms for describing the weather.

Introduce Key Vocabulary

Use thePensar y conversarscene othe Organizador del tema to teacKey Concept Words and model

language forms.En un da lluvioso veo lluvia.

En un da soleado veo el cielo azul.

Repeat with other weather wordsand the names of the seasons. Asyou introduce words, jot themdown on chart paper. Displaythis Banco de palabrasthroughoutthe theme. Have children workwith conversation partners topractice using the language forms

for describing the weather.

Build BackgroundDisplay thePensar y conversarsceneon the Organizador del tema againAsk children:Qu notan?Aschildren share observations, guidethem to use the correct names forthe seasons and the weather. Havepairs of children talk about the scenand practice using language formsfor describing the weather, such aEl tiempo est (nublado).

Introduce Concepts and Vocabulary

Organizador del tema (Escena)

Organizador del tema (Cancin)

Lesson 1 Read El tiempo y las estaciones

TIEMPO ESTACIONE

lluvia/lluvioso primavera

nieve verano

nube/nublado otoo

sol/soleado invierno

tormenta/tormentoso

viento/ventoso


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1

Model the Reading

Beginning Point to each page and have children act out what they doduring different kinds of weather. (abrir un paraguas, ponerse lentesoscuros, y as sucesivamente)

Developing Ask questions, such as: Qu ven en un da ventoso? Quocurre durante una tormenta?Children should use language forms to answer.

Expanding/Bridging Have children use Key Concept Words and languageforms in complete sentences to describe their favorite seasons.

Customize Instruction for SSL

Customize the Reading

Children reread and talk aboutEl tiempo y las estaciones on theirown to build fluency.

Children who are not yet ableto read the book can look at thephotos and name the different

kinds of weather. Children who need extra suppor

can reread the book while listento theLeccin en audio.

Children who can read the bookmight read independently or alowith partners.

Reproducibles para aprender page 24

Nombre

Copyright2008NationalGeographicSociety

Cancin del tema

Hoy el da es ,

es ,

es ,

Hoy el da es ,

maana cambiar.

Secantacon lamelodadeThe Muffin Man.

soleado ventoso

nublado lluvioso

Preview the Book

Distribute copies ofEl tiempo y lasestaciones. Read aloud the title andthe authors name. As you pagethrough the book, point out:

Las flechas muestran el orden delas estaciones.

Los smbolos grficos de la mayora delas pginas indican el tipo de tiempo.

Cada una de las pginas sobre eltiempo empieza con las palabrasa veces.

Predict Vocabulary

Encourage children to use picturesto predict vocabulary:Qu palabrascreen que vern en este libro?

Display a page and cover thewords:Qu palabras creen quevern en esta pgina?

Children may mention objects oractivities on the pagesuch asrboles, pasear, andjugar.Add thesewords to the Banco de palabras. Havechildren work in pairs to use wordsin the Banco de palabrasto describethe weather or the season in thepicture. Continue with other pages

as time allows.

Read Aloud

Invite children to follow along asyou readEl tiempo y las estacionesaloud. As you read, pause to thinkaloud. Encourage children to askquestions and make observations.

Pages 45Think Aloud Estas pginas son comola escena de Pensar y conversarenel Organizador del tema. Miren losrtulos. Los rtulos me informan delas estaciones y los tipos de tiempo.

Pages 67Think Aloud Los rtulos nos dicen culesson las estaciones. Las flechas nosindican que las estaciones siguen siempreel mismo orden: primavera, verano, otooe invierno. La fotografa del inviernomuestra nieve. El invierno debe ser fro.

Pages 1011Think Aloud Aqu hay dos smbolos.Uno es para el tiempo soleado. El otro

es para el tiempo nublado. Veo que enlas dos pginas se usan las palabrasa veces. El tiempo no es siempre igual.Cambia con frecuencia.

Pages 1213Think Aloud El smbolo de la nieve esun copo de nieve. Cul es el smbolode las tormentas? Es una nube conlluvia y rayos. Es parecido al smbolodel tiempo nublado.

Page 16Think Aloud El Glosario ilustrado merecuerda las palabras para los diferentestipos de tiempo. Me recuerda que eltiempo cambia. Las fotos me recuerdantambin a las diferentes estaciones.

Reread for Fluency

Have children reread the entirebook independently to buildfluency. See Customize the Reading.


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12

Understand that weather andseasons change and that the

changes can be observed

Understand that weatheraffects people

Use vocabulary to name the seasonsand describe weather

Learn the comprehension strategy:Making Inferences

Write about the weather

Realia: winter coat and swim suit



Reproducibles para aprenderpages 25

and 26

Leccin en audio 5

Materials

OBJECTIVES

Lesson 2


Display a winter coat and swimsuit. Tell children: Digan en questacin usaran cada prenda. Despus,digan cmo sera el tiempo en esaestacin. Have them describedifferent kinds of weather, usingthe language forms:

En (invierno), a veces hay das de (nieve).

Revisit the Theme Song Displaythe song on the Organizador deltema.This time, replacesoleadowith ventoso. Invite children to fantheir faces with paper and feel thewind as they sing with you.

Build Background

Display the graphic organizer onthe Organizador del temawithall but one of the outer circlescovered. Read the word that tellswhat kind of day it is. Use eachword in a sentence.

Then uncover another outer circleLet children take turns using the

words in sentences. Continue untiall of the circles are uncovered.Encourage children to use thewords in sentences using languageforms for describing the weather:

Hace un da (soleado).

El (sol) es (caliente).

Develop Concepts and Vocabulary

Introduce Making InferencesWhen children make inferences,they figure out information thatthe writer has not directly statedin the text. Children combineinformation from the text withthings they already know toinfer meaning.

Think Aloud A veces, cuando leo unlibro, puedo entender cosas que el autorno me dice. Pienso en lo que estoyleyendo y en lo que veo en las fotos, y locombino con lo que ya s. Eso se llamahacer inferencias. Puedo usar lo que medice el autor y relacionarlo con lo que spara entender algo sobre el texto.

Model Making InferencesTurn to pages 1011 and modelthe comprehension strategy.Use the language forms formaking inferences.

Las palabras me dicen que el tiempopuede ser soleado o nublado.

Las fotos me muestran cmo es un dsoleado o nublado.

Puedo inferirque los das nubladosson ms oscuros que los das soleado

porque las fotografas me lo muestrany porque he visto das nublados y dassoleados.

For additional practice in makinginferences, have children work inpairs onReproducibles para

aprenderpage 25.

Introduce the Comprehension Strategy

Organizador del tema (Organizador grfico)

Reread El tiempo y las estaciones


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1

Modeled Writing

Display the graphic organizer onthe Organizador del temawith allthe outer circles, except the one forwindy weather, covered. Begin bymodeling how adding -ado or -osoto a word changes it from a thing(noun) to a word that describes theweather (adjective). Children can

observe as you model the writingprocess. First, decide what to write.

Think Aloud Voy a escribir acerca deltiempo. El organizador grfico muestralas palabras que puedo usar. Escribiruna oracin sobre el viento.

El viento es fresco. Hace ondear labandera.

You can model how to add endingsto words.

Think Aloud Le aado -oso a unapalabra para que describa algo.

Es un da ventoso.


Children reread and talk aboutEl tiempo y las estaciones using onof the following options:

Look through the pages, naming apointing to different kinds of weath

Reread the book while followingalong with theLeccin en audio.

Read independently or read alou

with a partner.

Small Group ReadingReproducibles para aprender page 24

Nombre

Hacer inferencias

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

Puedo inferir

porque


Nombre

Copyright

2008NationalGeographicSociety


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

nublado lluvioso

de nieve soleado

As children read, invite them toshare what they notice. Use someof the suggestions below toencourage observations and talkabout the book.

Pages 45Support Comprehension Askchildren:Qu tiempo hace hoy?

Pages 67Support Comprehension Point outthe arrows that show the orderof the seasons.

Check UnderstandingQu estacinviene despus del invierno?(la primavera)

Encourage children to use thelanguage form:

Puedo inferir porque .

Pages 813Support Comprehension Ask children:Qu aprenden al ver las fotografas y lossmbolos de estas pginas?

Check UnderstandingQu les dicenacerca del tiempo las palabras a veces?(Que el tiempo cambia, y no siemprees igual.)

Pages 1415Check Understanding Children canuse this scene to apply what theyhave learned. Remind children touse the Banco de palabrasto helpthem tell about their favorite

season and their favorite kindof weather. Ask leading questionsas necessary.

Discuss the Book

Invite children to share what theylearned. Children can use thewords in the Banco de palabrastoname the different seasons anddescribe different types of weather.

Children can completeReproducibles para aprenderpage 26.

Reread for Fluency



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14

Read to gain fluency in oral andsilent 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 textfeatures to understand the text

Use vocabulary for the days ofthe week




Leccin en audio 5

Materials

OBJECTIVES

Lesson 3


Model the Key Concept Wordsnublado, lluvioso, ventoso, nieve, andsoleado. For example, you can usethe appropriate words to describetodays weather.

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 likeabout cloudy, sunny, windy, rainy,and snowy days.

Revisit the Theme Song Displaythe song on the Organizador deltema.This time, replacesoleadowith lluvioso. Display the cover ofEl tiempo en la ciudadas they singwith you.

Build Background

Distribute copies ofEl tiempo en

la ciudad. Read the title and tellchildren: Describan el tiempo quemuestra la portada y otras cosasque noten en la foto.Ask childrento describe their own experienceswith rain.Qu ropa especial seponen cuando llueve? Llevan o usanalgo para la lluvia?

Develop Concepts and Vocabulary

Small Group Reading

Get Ready to Read

Preview the Book Read aloud thetitle, the authors name, and thePensar y conversarquestion onthe back cover:Qu da hizo elviernes? Page through the bookand say the following:

Fjense en los smbolos grficos yen el Glosario ilustrado.

Miren las fotos. Describan el tiempoque muestran.

Predigan lo que van a aprender.

Predict Vocabulary Encouragechildren to use photos to predictvocabulary:Qu palabras creenque vern en este libro?

Display a page and cover thewords:Qu palabras creen quevern en esta pgina?

List thewords that children mentio

Add Key Concept Words in thebook that children do not mention

Text Feature: Graphic Symbols

Introduce Display the graphicsymbols in the Glosario ilustrado onpage 27. stos son smbolos grficos.Un smbolo representa una palabra ouna idea. Estos smbolos representanlos diferentes tipos de tiempo.

Model Point to the graphic symbo

for cold. Cuando hace fro nos ponemouna bufanda. Esta bufanda es un smbogrfico del fro. Cuando ven el smbolosaben que significa fro. El smbolo nosayuda a recordar cmo es el tiempo.

Practice Children can point to thegraphic symbols and tell what wordthe graphic symbols represent.

Read El tiempo en la ciudad


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1

Shared Writing

Have children look out a windowat the sky or remember what theweather is like today. Suggest a topicfor writing such as a weather reportthat could appear on the news. Theycan help describe todays weatherand predict tomorrows weather.

You might model how to:

Refer to the Banco de palabrasfor words and spellings as youdescribe the weather.

Select and spell the appropriateday of the week.

Beginning Encourage children to suggest graphic symbols to show theweather 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 theweather reports, such as the temperature and wind chill.



Children reread and talk aboutEl tiempo en la ciudad using oneof the following options:

Look through the pages, describithe weather shown in the picture


Read independently or aloud wita partner.



Mira los dibujos.Escribe la palabra que describeel tiempo de cada da.Despus, elige un dibujo.Escribe algo sobre el tiempoque muestra.

Nombre

Lunes

Martes

ven toso soleado

lluvioso

Banco de palabras

Read the Book


Pages 23Support Comprehension Point outthatfro describes the weather.Cmo podemos saber que hace froafuera?(La gente lleva gorros, abrigosy guantes.) Point out Domingo andthat it is a day of the week. Havechildren look through the bookand find the words for the otherdays of the week.

Pages 89Think Aloud Puedo dibujar una caracomo la de este smbolo en un vidrioempaado. Un vidrio empaadorecuerda bastante a un da de nieblacomo el de la foto.

Pages 1011

Key Concept Word ventoso

Support Comprehension Coverthe sentence on page 10 and thepicture on page 11. Ask childrento look at the symbol.Puedenpredecir lo que este smbolo significa?

Pages 1213

Practice the Comprehension Strategy

Encourage children toMakeInferences to help themunderstand pages 1213.

Hace fro o hace calor? El texto no noslo dice, pero dice que fue un da de

nieve. Qu saben sobre la nieve?Como puede ayudarlos la fotografa?

Lead children to understand thatmaking inferences can help themunderstand more about the weatheras they combine what they alreadyknow with what the text andpictures tell them.

Discuss the Book

Invite children to share what they

learned. Children might enjoy usingwords from the Banco de palabrastodescribe the weather shown ondifferent days of the week. Discussthe concept that weather changes.

UseReproducibles para aprenderpage 27.

Reread for Fluency



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16

Read to gain fluency in oral andsilent reading

Apply the comprehension strategy:Making Inferences

Understand that the changes inthe seasons can be observed

Use TOC/Headings and other textfeatures to understand the text

Make and confirm predictions

while reading




Librito para la casa:


Leccin en audio 5

Materials

OBJECTIVES

Lesson 4


Model the Key Concept Wordsprimavera, verano, otoo, andinvierno. For example, use thewords in sentences.

En primavera (algunos rboles tienenflores).

En verano (hace calor).

En otoo (las hojas cambian de color).En invierno (nieva).

Have conversation partners use thesentenceframestotell what they havenoticed about the spring, summer,winter and fall. Encourage them touse words from the Banco de palabras.

Revisit the Theme Song Displaythe song on the Organizador deltema.This time replacesoleadowith nublado. Invite children topoint to clouds outside or inpictures as they sing with you.

Build Background

Distribute copies ofLas cuatro

estaciones. Let children know:El libro trata sobre cmo se ven lascuatro estaciones en una granja.Invite children to share what theyalready know about farms.Cmocambian durante el ao las plantas ylos animales en una granja?

Review Concepts and Vocabulary

Small Group Reading

Get Ready to Read

Preview the Book Read aloud the title,the authors name, and thePensar yconversarquestion on the back cover:Qu estacin puede ser sta?

Page through the book and say thefollowing:

Miren la grfica de la pgina 3.Qu muestran las flechas?

Miren el recuadro del borde de abajode las pginas. Las fotos pequeaslos ayudan a predecir cul es la

siguiente estacin.

Predigan lo que van a aprender enel libro.

Predict VocabularyEncouragechildren to use photos to predictvocabulary:Qu palabras creen quevern en este libro?

Display a page and cover the words:Qu palabras creen que vern enesta pgina?

List the words that children

mention. List Key ConceptWords in the book that childrendo not mention.

Text Feature: TOC/Headings

Introduce Display the Contenido onpage 2. sta es la pgina del ContenidPuedenusarlapara saber qu informaciaparece en el libro y dnde encontrarla

Model Veo que la informacin sobreel otoo aparece en la pgina 8. La

informacin sobre el invierno est enla pgina 10. Cuando voy a esa pginaveo el mismo ttulo que en el ContenidAqu tambin hay informacin.

Practice Have children tell whatpage they would turn to for variouheadings you read to them fromthe Contenido. Have childrenpractice turning to those pagesand matching the headings to thelistings in the Contenido.

Read Las cuatro estaciones


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1

Guided Writing

Distribute copies of theLibritopara la casa. Read the title andpage through the book. Explainthat the children are the authors.They will write about weather andseasons. Work with children to:

Read the Contenido and thepage headings.

Explain the scenes on the pages.

Share writing ideas for each setof pages.

Record childrens writing ideas forthe pages of their books on chartpaper. Then have children beginwriting. Display the Banco depalabrasfor spelling reference.


por



Nombre



Completa las oraciones.

1. La estacin que sigue a la primavera

es el .

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.

InviernoVerano

primave ra otoo

verano i nv ie rno

Banco de palabras


Children can reread and talk abouLas cuatro estaciones using one ofthe following options:

Look through the pages, namingthe four seasons.


Read independently or aloud witha partner.

Read the Book


Page 3

Key Concept Words primavera,verano, otoo, invierno

Support Comprehension Let childrenknow that some places have snowin the winter while other places donot. Have children practice readingthe chart.Qu estacin vienedespus de la primavera? Questacin viene despus del otoo?

Pages 45Think Aloud En la pgina 4 vemos la

palabra primaveray el arbolito quesimboliza la primavera. Veo flores yrboles en flor. Tambin veo cras deanimales. Todas estas cosas sucedenen primavera.

Support Comprehension Havechildren read the question inthe corner box and predict whichseason will be next. Point out:El arbolito que vemos en la esquinade abajo nos da una pista de cul es

la prxima estacin.Pages 67Support Comprehension Havechildren compare the small photoat the bottom of page 5 with thesmall photo at the top of page 6.Help children see that the smallphotos match. Describan cmo es elverano en la granja. En qu sediferencia de la primavera?

Pages 89Support Comprehension Usen lasfotos para describir qu pasa en otoo.Recuerden que el otoo puede serdiferente donde nosotros vivimos.

Pages 1011

Apply the Comprehension Strategy

Encourage children toMakeInferences and use thislanguage form:

Puedo inferir porque .

Ask children to explain how theyused information from the textand the pictures as well as theirown experiences to help themunderstand what happens in thewinter on the farm.

Page 12Support Comprehension Drawchildrens attention back tothe Contenido page.Qu ttuloencontraremos para la pgina 12?

Check UnderstandingQu estacinviene ahora?

Discuss the Book

Invite children to use the words inthe Banco de palabrasto retell what

the weather is like on the farmduring each season. Encouragechildren to tell about the fourseasons where they live.

UseReproducibles para aprenderpage 28.

Reread for Fluency



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18

Use Key Concepts and Key ConceptWords in writing

Demonstrate oral language proficiency

Demonstrate comprehension oftheme selections

Read related titles to reinforce KeyConcepts and vocabulary

Librito para la casa:El tiempo y las estaciones

Reproducibles para aprender

pages 2223, 2930

Materials

OBJECTIVES

Lesson 5 Assess and Extend

Guided Writing

Children continue writing the

Librito para la casa they began inLesson 4. Review the group list ofwriting ideas. Also display theBanco de palabras.

Page through the theme booksto review the text features,including graphic symbols andTOC/Headings. Talk about textfeatures that children could addto theirLibritos para la casa. Forinstance, they might add graphicsymbols to many of their pages.

Point out: Los buenos escritores

combinan las fotos y las palabraspara explicar con claridad sus ideas.Aaden palabras u oraciones sobresus fotos.

usan la puntuacin correcta alprincipio y al final de cada oracin.

se aseguran de que usan bien las

palabras. Palabras como nubeylluvia son nombres. Cuando aadimo-oso se convierten en palabras quedescriben a un nombre.

Have children complete theGlosario ilustrado andInformacinsobre el autor o la autora last. Reminchildren that they are the authors.For help with writing this page,ask such questions as:

Cul es su estacin favorita?

Qu tiempo les gusta ms?Qu les gusta hacer al aire libre?

As children write, circulate tocoach and support individuals.Then have partners share theirfinished books. Challenge themto identify text features and factsin each others books.

Beginning Have children dictate labels for the photos. They can also drawpictures and write labels for their pictures.

Developing Have children work in groups of two or three using languageforms to describe the seasons or weather: En (primavera) el tiempo es(ventoso).

Expanding/Bridging After children finish writing, challenge them togo back and add specific details to their sentences, such as temperatureor a type of clothing worn during that specific weather or season.



por


Allow time for children toindependently reread the themeselections. Display the Word Bankfor childrens reference as they read.

As children reread, meet withindividuals. Use the Post-Test onpages 3839 to evaluate childrensprogress and to update theirrecords.

Rereading and Assessments


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1

Assessment Tools

Self-Assessment

Allow children to reflect and assesstheir own learning by completing

Learning Masterspages 2223.

What I Learned, page 22

How I Learned, page 23

Reading

In addition to the Pre-Test andPost-Test Assessments, thefollowing assessment tools,available online, can help youevaluate and record childrensprogress in reading.

Retelling Guide andScoring Rubric

Fluency Scoring Guide Oral Reading Record

Writing

Use the completed Take-HomeBooks available online and thefollowing tools to assess childrensdevelopment as writers.

Writing Rubric

Developmental Checklist,

Content Assessment

Have small groups create a poster-size 4-column chart and label thecolumns with the names of theseasons in order. Tell children: Encada columna, peguen fotos de revistaso dibujos que muestren cmo es cadaestacin, cmo es el tiempo y el tipo deropa o de objetos (como un paraguas, oprotector solar) que la gente usa en esaestacin. Have the groups presentand explain their ideas.

Vocabulary and Oral Language

Use the following resources,available online, in addition to theThink and Discuss scene on theTheme Builder, to assess orallanguage development.

Content Vocabulary Checklist

Oral Language DevelopmentalChecklist

Optional Reading

Reading related titles allowschildren to explore concepts andvocabulary at different levels. Italso allows them to use readingstrategies in different types oftexts. Encourage children tocompare the theme books to thebooks listed in the next column.

Optional Titles

This related Ventanas a lalectoescritura title reinforces KeyConcepts of theEl tiempo y lasestacionestheme.

Nonfiction Titles

Cuando llueve Level 3

Home ConnectionTheEnfoque en la familia letters onReproducibles para aprenderpages4243 summarize Key Conceptsabout weather and seasons.

In the Conversar y aprenderactivity,family members describe theweather on different days.

Reproducibles para aprender pages 22

Copyright


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. Inviteyour 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?

Key ConceptsYour child has been learning these

important ideas:



Changes in the weather and

seasons can be observed.

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 (vera

sun/sunny

(sol/soleado)

wind/windy(viento/ventos

winter (inviern

Nombre

Share and LearnTalk about these scenes with your child

You might ask questions like these:

What different seasons do you see?

What different kinds of weather do yo

Encourage your child to use the WordsKnowto talk about the scene with you

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 estacionesen 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?

Ideas claveSu hijo/a ha estado aprendiendo estas ideas

importantes:

El tiempo y las estaciones cambian.

El tiempo afecta a las personas.

Es posible obser var los cambios en el tiempo

y las 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)

Conversar y aprenderHablen 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 Vocabularioparahablar con ustedes sobre los dibujos.

Reproducibles para aprender pages 29

Family Focus

Dear Family,

Your child has been reading the books Plantas (Plants),

Sandas (Watermelons), and Qu planta es sta? (What

Plant Is This?)in our unit of study on plants. Please use this

page to talk with your child about plants and how they

change and grow.

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 do seeds grow into?

What are the parts of plants?

How do plants grow?

Key ConceptsYour child has been learning these important ideas:

Plants have parts that can be identified.

Plants change as they grow.

Plant growth follows a specific sequence.

Words to Know

change (cambiar)

flower (flor)

fruit (fruto)

grow (crecer)

leaf/leaves (hoja/hoja

plant (planta)

seed (semillas)

Share and LearnLook at plants in your home, garden,or neighborhood.

Ask your child to use the Words to Knowto talk aboutthe parts of the plants.Also ask your child to tell how

the plants grow and change.

Nombre


Nombre


Estimada familia,

Su hijo/a ha estado leyendo los libros Plantas, Sandasy

Qu planta es sta?en nuestra unidad de estudio sobre las

plantas. Por favor, usen esta pgina para hablar con l/ella

sobre las plantas y sobre cmo cambian y crecen.

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.

En qu se convierten las semillas?

Cule s son las partes de las plantas?

Cmo crecen las plantas?

Ideas claveSu hijo/a ha estado aprendiendo estas ideas importantes:

Las plantas tienen par tes que se pueden identificar.Las plantas cambian mientras crecen.

El crecimi ento de las plantas sigue unos pasos

determinados.

Vocabulario

cambiar (change)

crecer (grow)

flor (flower)

fruto (fruit)

hoja/hojas (leaf/leaves)

planta (plant)

semilla(seed)

Conversar y aprenderObserven las plantas de su casa,jardn o vecindario. Pdanle a su hijo/a

que use el Vocabulariopara hablar de las partes de las plantas.Adems,pdanle que les diga cmo crecen y cambian las plantas.


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Learning Masters

Emergente: El tiempo y las estaciones


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22 El tiempo y las estaciones | Reproducibles para aprender

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


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Reproducibles para aprender | El tiempo y las estaciones 2

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 decadirectamente.

Aconseja a otros lectores.


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Nombre

Cancin del tema

Hoy el da es ,

es ,

es ,

Hoy el da es ,

maana cambiar.

Se canta con la meloda deThe Muffin Man.

soleado ventoso

nublado lluvioso


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Nombre

Hacer inferencias

Lee las pginas 1213 de El tiempo y las estaciones.

Mira las fotografas.Qu inferencias puedes hacer?

Puedo inferir

porque


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Nombre


Haz un dibujo para cada tipo de tiempo.

Escribe una oracin sobre uno de los dibujos.

nublado lluvioso

de nieve soleado


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Mira los dibujos.

Escribe la palabra que describeel tiempo de cada da.Despus, elige un dibujo.Escribe algo sobre el tiempoque muestra.

Nombre

Lunes

Martes

ventoso soleadolluvioso

Banco de palabra


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Nombre


Completa las oraciones.

1. La estacin que sigue a la primavera

es el .

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.

InviernoVerano

primavera otooverano invierno

Banco de palabras


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Nombre


Estimada familia,

Su hijo/a ha estado leyendo los libros El tiempo

y las estaciones, El tiempo en la ciudady Lascuatro estacionesen 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?

Ideas claveSu 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.

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/tormentos(storm/stormy)

verano (summer)

viento/ventoso(wind/windy)

Conversar y aprenderHablen 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 parahablar con ustedes sobre los dibujos.


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Family Focus

Dear Family,

Your child has been reading the books El tiempo

y las estaciones (Weather and Seasons), Eltiempo 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?

Key ConceptsYour child has been learning these

important ideas:



Changes in the weather andseasons can be observed.

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)

Nombre

Share and LearnTalk 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 toKnowto talk about the scene with you.


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Assessments



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32 El tiempo y las estaciones | Evaluacin

About the Pre-Test and Post-TestThe Pre-Test and Post-Test measure students performance in four skilldomains:

Key Concepts Key Concept Words Comprehension Strategies Text Features

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

Administering the TestBefore distributing the test, be sure that students have their Concept andRelated Nonfiction books accessible These texts are often referred toin both the Pre- and Post-Tests.

Distribute the test.

Use the directions below to guide students through the test items.Look to make sure that each student is working on the correct page.Read all directions and test items out loud to students. Have studentswork individually on sections and allow a reasonable amount of timefor them to complete each item.

Collect all tests and score them using the Answer Key on page 33.4

3

2

1

Administering the Tests


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Evaluacin | El tiempo y las estaciones 3

Copyright

2008Natio

nalGeographicSociety

Answer Key

Scoring the Pre-Test and Post TestEach item is worth one point. There are ten points total. Open-ended answers such asa 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

Post-Test

Concept Words(14)

Key Concepts(5 & 6)

ComprehensionStrategy (7 & 8)

Text Features(9 & 10)

1 point each 1 point each 1 point each 1 point each

1. (c) 5. (a) 7. (c) 9. (a)

2. (b) 6. (a) 8. (a) 10. (c)

3. (a)

4. (d)

Concept Words(14)

Key Concepts(5 & 6)

ComprehensionStrategy (7 & 8)

Text Features(9 & 10)

1 point each 1 point each 1 point each 1 point each

1. (c) 5. (b) 7. (a) 9. (c)

2. (b) 6. (b) 8. (c) 10. (b)

3. (d)

4. (a)


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Student Profile for Pre-Test and Post-Test

Name

Test& Date

ConceptWords

KeyConcepts

Compr.Strategy

TextFeatures

PointScore

PercentScore

Pre-Test

Date: ___ /4 /2 /2 /2 /10 %

Post-Test

Date: ___ /4 /2 /2 /2 /10 %


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Copyright

2008Natio


Class Profile

Teacher Name

Student Name

Pre-Test

Date:

Post-Test

Date:PointScore

PercentScore

PointScore

PercentScore

/10 % /10 %


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Examen preliminar

Nombre _________________________________________________ Fecha ___________________

Escucha las palabras. Traza una lnea a la figura correcta.

1. nublado a.

2. lluvioso b.

3. tormentoso c.

4. ventoso d.

Rodea con un crculo la figura correcta.

5. ste es un dibujo del otoo. a. b.

6. ste es un dibujo de un a. b.da de niebla.

Conceptos clave

Palabras conceptuales


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Copyright

2008Natio


Examen preliminar

Nombre _________________________________________________ Fecha __________________

7. Observa el dibujo. Rodea con un crculo la mejor respuesta.Cuando ves que las ramas securvan hacia los lados, puedesinferir 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 personasjuegan y acampan en la playa,puedes inferir que:

a. Hace mucho fro.

b. Est lluvioso.c. El tiempo est clido y soleado.

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.

Caractersticas del texto

Estrategia de comprensin


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Examen posterior

Nombre _________________________________________________ Fecha ___________________

Escucha las palabras. Traza una lnea a la figura correcta.

1. invierno a.

2. verano b.

3. otoo c.

4. primavera d.

Rodea con un crculo la figura correcta.

5. Necesitas usar esto a. b.cuando llueve.

6. En el invierno hace: a. fro b. calor

Conceptos clave

Palabras conceptuales


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Copyright

2008Natio


Examen posterior

Nombre _________________________________________________ Fecha __________________

7. Observa el dibujo. Rodea con un crculo la mejor respuesta.Cuando ves que las personas vistenropas abrigadas, puedes inferir quea. Hace calor.b. Est lluvioso.c. Hace fro.

8. Observa el dibujo. Rodea con un crculo la mejor respuesta.Cuando ves que hay nieve sobrelos carros, puedes inferir que:a. Es invierno.b. Es un da con niebla.c. Est lluvioso.

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

9. Qu significan las flechas?

a. cambio de b. el sol se pone c. no hay animales

estacin temprano10. Qu estacin viene despus del verano?

a. primavera b. invierno c. otoo

Caractersticas del texto

Estrategia de comprensin


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Take-Home Book Masters



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2

006NationalGeographicSoc

iety

3

Contenido

por

Las estaciones 4

La estacin que ms me gusta 6

El tiempo 8

El tiempo que ms me gusta 10

Glosario ilustrado 12

El tiempo y

las estaciones


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2

4

Informacin sobre el autor o la autora

Las estaciones


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iety

5

7


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6

8

El tiempo

ventoso lluvioso soleado

tormentosode nievenublado

La estacin que ms me gusta


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2


iety

9

1


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10

12

El tiempo que ms me gusta

Glosario ilustrado


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Emergente

Temas

57497 wol llv emergent was sp lr

Documents