Project GLAD



Project GLAD

East Whittier City School District

Five Senses (K)

Idea Pages

I. Unit Themes

• Humans and animals use five senses to experience their surroundings

• Compare and sort common objects by one physical attribute

(e.g., color, shape, texture, size, weight).

• Communicate observations orally and through drawings.

• Describe experiences using senses

II. Focus /Motivation

• Big Book

• Senses Hunt around the school

• Observation Charts

• Inquiry chart

• Senses Awards

• Read Aloud books

• Picture File Cards

• Cognitive Content Dictionary

• Poems, songs

III. Closure

• Process charts

• Conference portfolios

IV. Vocabulary

Five Senses: eyes, see, ears, hear, nose, smell, tongue, taste buds, taste, skin, nerves, feel

Attributes of common objects: color, purple, blue, green, yellow, orange, red, pink, white, black, shape, circle, square, triangle, texture, smooth, rough, size, little, medium, big, weight, light, heavy

V. California State Science Standards

Kindergarten

Investigation and Experimentation

4. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

a. Observe common objects by using the five senses.

b. Describe the properties of common objects.

c. Describe the relative position of objects by using one reference (e.g., above or below).

d. Compare and sort common objects by one physical attribute (e.g., color, shape, texture, size, weight).

e. Communicate observations orally and through drawings.

Idea Pages 2

VI. LANGUAGE ARTS STANDARDS – KINDERGARTEN

READING

Concepts About Print

1.1 Identify the front cover, back cover, and title page of a book.

1.2 Follow words from left to right and from top to bottom on the printed page.

1.3 Understand that printed materials provide information

1.4 Recognize that sentences in print are made up of separate words.

1.5 Distinguish letters from words.

1.6 Recognize and name all uppercase and lowercase letters of the alphabet.

Phonemic Awareness

1.7 Track and represent the number, sameness/difference, and order of two and three isolated phonemes.

1.8 Track and represent changes in simple syllables and words with two and three sounds as one sound is added, substituted, omitted, shifted, or repeated.

1.9 Blend vowel-consonant sounds orally to make words or syllables.

1.10Identify and produce rhyming words in response to an oral prompt.

1.11Distinguish orally stated one-syllable words and separate into beginning or ending sounds.

1.12Track auditorily each word in a sentence and each syllable in a word.

1.13Count the number of sounds in syllables and syllables in words.

Decoding and Word Recognition

1.15Read simple one-syllable and high frequency words

1.16Understand that as letters of words change, so do the sounds.

Vocabulary and Concept Development

1.17Identify and sort common words in basic categories

1.18Describe common objects and events in both general and specific language.

Reading Comprehension

Structural Features of Information Materials

2.1 Locate the title, table of contents, name of author, and name of illustrator.

Comprehension and Analysis of Grade-Level-Appropriate Text

2.2 Use pictures and context to make predictions about story content.

2.3 Connect to life experiences the information and events in texts.

2.4 Retell familiar stories.

2.5 Ask and answer questions about essential elements of a text.

3.0 Literary Response and Analysis

Students listen and respond to stories based on well-known characters, themes, plots, and settings. The selections in Recommended Readings in Literature, Kindergarten through Grade Eight illustrate the quality and complexity of the materials to be read by students.

Narrative Analysis of Grade-Level-Appropriate Text

3.1 Distinguish fantasy from realistic text.

3.2 Identify types of everyday print materials.

3.3 Identify characters, settings, and important events.

WRITING

1.0 Writing Strategies

Organization and Focus

1.1 Use letters and phonetically spelled words to write about experiences, stories, people, objects, or events.

1.2 Write consonant-vowel-consonant words.

1.3 Write by moving from left to right and from top to bottom.

Idea Pages 3

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS

1.0 Written and Oral English Language Conventions Students write and speak with a command of standard English conventions.

Sentence Structure

1.1 Recognize and use complete, coherent sentences when speaking.

Spelling

1.1 Spell independently by using pre-phonetic knowledg3e, sounds of the alphabet, and knowledge of letter names.

LISTENING AND SPEAKING

1.0 Listening and Speaking Strategies

Students listen and respond to oral communication. They speak in clear and coherent sentences.

Comprehension

1.1 Understand and follow one- and two-step oral directions.

1.2 Share information and ideas, speaking audibly in complete, coherent sentences.

2.1 Recite poems, rhymes, songs, and stories

ELD STANDARDS – KINDERGARTEN

LISTENING AND SPEAKING

Beginning Level:

Comprehension

• Begin to speak with a few words or sentences, using some English phonemes and rudimentary English grammatical forms.

• Answer simple questions with one- to two- word responses.

• Respond to simple directions and questions using physical actions and other means of non-verbal communication.

Comprehension Organization & Delivery of Oral Communication

• Independently use common social greetings and simple repetitive phrases.

Early Intermediate Level:

Comprehension

• Begin to be understood when speaking, but may have some inconsistent use of standard English grammatical forms and sounds.

• Ask and answer questions using phrases or simple sentences.

Comprehension, Organization & Delivery or Oral Communication

• Retell familiar stories and short conversations by using appropriate gestures, expressions and illustrative objects.

• Orally communicate basic needs.

• Recite familiar rhymes, songs, and simple stories.

Idea Pages 4

Intermediate Level:

Comprehension

• Ask and answer instructional questions using simple sentences.

• Listen attentively to stories/information and identify key details and concepts using both verbal and non-verbal responses.

Comprehension, Organization & Delivery of Oral Communication

• Be understood when speaking, using consistent standard English grammatical forms and sounds; however, some rules may not be in evidence.

• Actively participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.

• Retell stories and talk about school related activities using expanded vocabulary, descriptive words, and paraphrasing.

Early Advanced Level:

Comprehension

• Listen attentively to stories/information, and orally identify key details and concepts.

Comprehension, Organization & Delivery of Oral Communication

• Retell stories in greater details including characters, setting, and plot

• Be understood when speaking, using consistent standard English grammatical

forms, sounds, intonation, pitch, and modulation, but may have random errors.

• Actively participate and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions, restating and soliciting information.

• Recognize appropriate ways of speaking that vary based on purpose, audience, and subject matter.

• Ask and answer instructional questions with more extensive supporting elements.

Advanced Level:

Comprehension

• Listen attentively to stories/information on new topics and identify both orally and in writing key details and concepts.

• Demonstrate understanding of idiomatic expressions by responding to and using such expressions appropriately.

Comprehension, Organization & Delivery of Oral Communication

• Negotiate and initiate social conversations by questioning, restating, soliciting information and paraphrasing.

• Consistently use appropriate ways of speaking and writing that vary based on purpose, audience, and subject matter.

• Narrate and paraphrase events in greater detail, using more extended vocabulary.

• Speak clearly and comprehensibly using standard English grammatical forms, sounds, intonation, pitch and modulation.

READING – WORD ANALYSIS

Beginning Level:

Concepts about Print, Phonemic Awareness, Vocabulary and Concept Development

• Recognize English phonemes that correspond to phonemes students already hear and produce.

Idea Pages 5

Early Intermediate Level:

Concepts about Print, Phonemic Awareness, Vocabulary and Concept Development

• Produce English phonemes that correspond to phonemes students already hear and produce, including long and short vowels and initial and final consonants.

• Recognize English phonemes that do not correspond to sounds students hear and produce.

Intermediate Level:

Phonemic Awareness, Decoding and Word Recognition

• Pronounce most English phonemes correctly while reading aloud.

• Recognize sound/symbol relationship and basic word formation rules in phrases, simple sentences, or simple text.

Concepts About Print

• Recognize and name all upper and lower case letters of the alphabet.Early Advanced Level:

Phonemic Awareness, Decoding and Word Recognition

• Use common English morphemes to derive meaning in oral and silent reading.

• Recognize sound/symbol relationship and basic word formation rules in phrases, simple sentences, or simple text.

Advanced Level:

Decoding and Word Recognition

• Apply knowledge of common morphemes to derive meaning in oral and silent reading.

ELD STANDARDS - KINDERGARTEN

READING – Fluency and Systematic Vocabulary Development

Beginning Level:

Vocabulary & Concept Development

• Read aloud simple words in stories or games.

• Demonstrate comprehension of simple vocabulary with an appropriate action.

• Retell simple stories using drawings, words, or phrases.

• Produce simple vocabulary (single words or short phrases) to communicate basic needs in social and academic settings.

Early Intermediate Level:

Vocabulary & Concept Development

• Produce vocabulary, phrases, and simple sentences to communicate basic needs in social and academic settings.

• Read simple vocabulary, phrases, and sentences independently.

• Read aloud an increasing number of English words.

• Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting some errors when speaking or reading aloud.

Intermediate Level:

Vocabulary & Concept Development

• Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud.

Idea Pages 6

• Use decoding skills to read more complex words independently.

• Use more complex vocabulary and sentences to communicate needs and express ideas in a wider variety of social and academic settings.

Vocabulary & Concept Development, Decoding & Word Recognition

• Recognize simple prefixes and suffixes when attached to known vocabulary.

Early Advanced Level:

Vocabulary & Concept Development

• Recognize simple antonyms and synonyms in stories or games.

• Use simple prefixes and suffixes when attached to known vocabulary.

• Use decoding skills and knowledge of academic and social vocabulary to begin independent reading.

Advanced Level:

Vocabulary & Concept Development

• Explain common antonyms and synonyms

• Recognize words that have multiple meanings in texts.

• Apply knowledge of academic and social vocabulary to achieve independent reading.

• Read narrative and texts aloud with appropriate pacing, intonation, and expression.

Decoding and Word Recognition

1.10 Generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable words

1.11 Read common, irregular sight words.

1.13 Read compound words and contractions.

1.14 Read inflectional forms and root words.

1.15 Read common word families.

1.16 Read aloud with fluency in a manner that sound like natural speech.

ELD STANDARDS - KINDERGARTEN

READING – Reading Comprehension

Beginning Level:

Comprehension

• Respond orally to stories read to them, using physical actions and other means of non-verbal communication.

• Respond orally to stories read to them by answering factual comprehension questions using one- or two-word responses.

• Draw pictures from student’s own experience related to a story or topic.

• Understand and follow simple one-step directions for classroom or work-related activities.

Comprehension & Analysis of Appropriate Text

• Identify the basic sequences of events in stories read to them, using key words or pictures.

Early Intermediate:

Comprehension

• Respond orally to simple stories read to them by answering factual comprehension questions using phrases or simple sentences.

• Draw and label pictures related to a story topic or own experience.

• Understand and follow simple two step directions of classroom or work-related activities.

Comprehension & Analysis of Appropriate Text

• Orally identify the basic sequence of text read to them using key words or phrases.

• Use the content of a story to draw logical inference.

Intermediate Level:

Comprehension

• Write captions of words or phrases for drawing related to a story.

Idea Pages 7

• Understand and follow some multi-step directions for classroom-related activities.

Comprehension & Analysis of Grade-Level Appropriate Text

• Read and use simple sentences to orally respond to stories by answering factual comprehension questions.

• While reading orally in a group, point out basic text features such as title, table of contents, and chapter headings.

• Use the content of stories read aloud to draw inferences about the stories. Use simple phrases or sentences to communicate the inferences made.

Comprehension & Analysis of Grade-Level Appropriate Text & Expository Critique

• Read and orally respond to stories and texts from content areas by restating facts and details to clarify ideas.

Advanced Level:

Comprehension & Analysis of Grade-Level Appropriate Text

• Prepare an oral or written summary or other information using a variety of comprehension strategies (e.g., generate and respond to questions, draw inferences, compare information from several sources), with literature and content area texts.

Comprehension & Analysis of Grade-Level Appropriate Text and Expository Critique

• Locate and use text features such as title, table of contents, chapter headings, diagrams and index.

ELD STANDARDS – KINDERGARTEN

WRITING – Strategies and Applications

Beginning Level:

Penmanship, Organization & Focus:

• Copy words posted and commonly used in the classroom.

Organization & Focus

• Write a few words or phrases about an ev3ent or character from a story read by the teacher.

• Write a phrase or simple sentence about an experience generated from a group story.

Early Intermediate Level:

Organization & Focus:

• Write simple sentences about events or characters from familiar stories read by the teacher.

• Write simple sentences using key words posted and commonly used in the classroom

Organization & Focus, Evaluation and Revision

• Write one to two simple sentences.

Intermediate Level:

Organization & Focus

• Write short narrative stories that include the elements of setting and character.

• Produce independent writing that is understood when read, but may include inconsistent use of standard grammatical forms.

• Following a model, use the writing process to independently write short paragraphs of at least three line.

• Write simple sentences appropriate for language arts and other content areas.

• Write a friendly letter of a few lines.

Early Advanced Level:

Organization & Focus

• Write short narratives that include elements of setting, character and events.

• Use the writing process to write short paragraphs that maintain a consistent focus.

Organization & Focus, Evaluation and Revision

• Produce independent writing using consistent standard grammatical forms, but with some rules may not be in evidence.

Idea Pages 8

Advanced Level:

Organization & Focus

• Write short narratives that include examples of writing appropriate for language arts and other content areas.

• Write short narratives that describe the setting, character, objects, and events.

Organization & Focus, Evaluation and Revision

• Produce independent writing using correct grammatical forms.

• Use the writing process to write clear and coherent sentences and paragraphs that maintain a consistent focus.

ELD STANDARDS – KINDERGARTEN

WRITING – Conventions

Beginning Level:

Capitalization

• Use capital letters to begin sentences and proper nouns.

Punctuation

• Use a period or question mark at the end of a sentence.

Punctuation, Capitalization, Spelling

• Edit writing for basic conventions and make some corrections.

Intermediate Level:

Capitalization, Punctuation, Spelling

• Produce independent writing that may include some inconsistent use of capitalization, periods, and correct spelling.

Sentence Structure, Grammar, Spelling

• Use standard word order but may have some inconsistent Grammatical forms.

Early Advanced Level:

Capitalization, Punctuation, Spelling

• Produce independent writing that may include some inconsistent use of capitalization, periods and correct spelling.

Sentence Structure, Grammar, Spelling

• Use standard word order with some inconsistent grammar forms.

Punctuation, Capitalization, Spelling

• Edit writing for some conventions.

Advanced Level:

Sentence Structure, Grammar

• Use complete sentences and correct word order.

Grammar

• Use correct parts of speech, including correct subject/verb agreement.

Capitalization, Punctuation, Spelling

• Edit writing for punctuation, capitalization, and spelling.

Sentence Structure, Grammar, Punctuation, Capitalization, Spelling

• Produce writing that demonstrates a command of the conventions of standard English.

ELD STANDARDS – KINDERGARTEN

READING – Literary Response and Analysis

Beginning Level:

Narrative Analysis of Grade-Level Appropriate Text

• Listen to a story and respond orally by answering factual comprehension questions using one- or two-word responses.

• Draw pictures related to a work of literature identifying setting and characters.

Idea Pages 9

Early Intermediate Level:

Narrative Analysis of Grade-Level Appropriate Text

• Orally respond to stories by answering factual comprehension question, using simple sentences.

• Recite simple poems.

• Orally identify setting and characters using simple sentences and vocabulary.

Intermediate Level:

Narrative Analysis of Grade-Level Appropriate Text

• Use expanded vocabulary and descriptive words for oral and written responses to simple text.

• Read simple poetry and respond to factual comprehension questions using simple sentences.

Early Advanced Level:

Structural Features of Literature

• Read short poems and orally identify the basic element.

Narrative Analysis of Grade-Level Appropriate Text and Literary Criticism

• Read and orally identify literary elements of plot, setting, and characters.

• Read and identify beginning, middle, and end of a story.

Advanced Level:

Narrative Analysis of Grade-Level Appropriate Text

• Read and respond both orally and in writing to a variety of children’s literature.

Structural Features of Literature

• Compare and contrast literary elements of different authors.

VII. MATH/SCIENCE/SOCIAL STUDIES SKILLS

• Social Studies

- expressing ideas orally

- group/partner discussions

- organizing

- comparing/contrasting

- map skills

- inferring and predicting

- hypothesis

• Science

- observing properties - senses

- graphing

- problem-solving

- communicating

- comparing/contrasting

- organizing

- classifying

- sequencing

- grouping

- developing hypotheses

• Math

- graphing

- patterning

- describing geometrical shapes

VIII. RESOURCES AND MATERIALS - Non-fiction

RESOURCES AND MATERIALS - Fiction

RESOURCES AND MATERIALS - Poetry

Five Senses (K)

Planning Pages

I. Focus /Motivation

• Big Book: Five Senses Bugaloo!

• Observation Charts: What the person in the picture can see, hear, etc.

(one sense for each chart.)

• Exploration report: sort picture file cards for pictures of people in parks

* Key idea: senses at the park

Question section: What do they hear? What do they feel? Etc.

• Inquiry chart: What do we know about our 5 senses? What do we still want to know?

II. Input

• Pictorial of five senses: add sketches of things your students say that they can see, hear,etc.

around the different senses.

• Mind maps of tangerine and carpet for the top of the process grid

• Narrative Input: With my senses I can experience the world!

• Read Aloud

III. Guided Oral Practice

• Poetry

❖ Five Senses bugaloo

❖ I Can Feel

❖ Shapes Ma’am

❖ Gobble Them Up!

❖ When I am at the Park

❖ An Important Sense

❖ Sensations Everywhere!

• Picture File Cards:

1) sort by feeling: smooth vs. rough

2) sort by sound: quiet vs. loud

3) sort by smell: good/bad/no smell

• Sort colored shape blocks/tangrams or objects in the room

1) Sort by shape: circle, square, triangles, rectangles

2) sort by size: little, medium, big

3) sort by color: purple, blue, green, yellow, orange, red, pink, white, black

4) sort by texture

• T-graph for social skills

• Co-op groups

• Sentence Patterning Chart (remember to sketch next to each word!)

-Noun: children

- senses verbs: see, watch, hear, listen, feel, touch, taste, smell

• Process Grid of Objects we use & Five Senses (remember to sketch next to each word!)

• Five Senses games

IV. READING/WRITING

• Group Frame: Topic sent.: Our five senses help us to experience the world!

• Pocket poetry

• Expert group

• Process grid

• Interactive journals

• Learning logs

• Authentic reading events

• Poetry frames

• Flip charts

• Strip books

• Big Book

• Small group shared reading

• Small group language experience reading

• Partner reading

• Silent sustained reading

• Writer's Workshop

- Mini lesson

- Writing

- Author's chair

V. CLOSURE

• Process all charts and information

• Evaluate week

• Big Book

Five Senses (K)

SAMPLE DAILY LESSON PLAN

Day 1: (focus:sight)

FOCUS/MOTIVATION

• Super Scientist Awards – 3 standards

• Cognitive Content Dictionary - senses

• Observation Charts (pairs with upper grade buddies)

What do the people in the pictures see? Hear? Feel? Smell? Taste?

• Big Book: Five Senses bugaloo

• Inquiry Charts - What do we know about senses? What else do you want to know?

How can we find out?

• Portfolios-colored dots

INPUT

• Pictorial – Five Senses (just the basic pictorial at this point)

- 10/2 discussion

- Learning log/ ELD review

• Read aloud: Louis Braille

GUIDED ORAL PRACTICE

• T-graph - team points

• Picture file sort: people at the park

• Exploration Report : Key Word: senses

- questions @ what do they hear? What do they see? Etc.

• Poetry- Bugaloo, Shapes Ma’am

• Game: I Spy With My Little Eye (sketch these things on the pictorial next to sight!)

READING/WRITING/LANGUAGE ARTS

• Interactive journals/Teacher Models

• Reading/Writing Workshop

- mini-lesson

- authentic literacy events

- strip book

- author’s chair

CLOSURE

• Home-school connection 1

SAMPLE DAILY LESSON PLAN

Day 2: (focus: touch)

FOCUS/MOTIVATION

• Super Scientist Awards – 3 standards

• Cognitive Content Dictionary - sensations

• Process Home/school connection 2 (everyone share 1 thing they found)

• Read aloud

• L1 Inquiry chart

• Songs

INPUT

• Read Aloud

• Review Pictorial with word cards

• Strip book : I hear…., I see…, I smell…, I feel…, I taste…

• Narrative input – Child experiences different settings using his 5 senses

- 10-2 lecture - primary language

- Learning log/ ELD review

GUIDED ORAL PRACTICE

• Songs

- Sensations everywhere

- I can feel

• Experience the carpet – Mind Map

• Game: “My fingers feel something….” (sketch these things on the pictorial next to touch!)

• Sentence Patterning Chart :

- Verbs have to do with senses! Make sure to sketch next to the words

|adjectives |noun |verbs |direct objects |Prepositional Phrases |

|tall |children |hear |wind |at the park |

READING/WRITING/LANGUAGE ARTS

• Team tasks :

(oral review of t-graph)

- 5 senses pictorial

- Carpet mind maps

- CCD

- Play “I spy” game

- Team strip book

• Reading/Writing Workshop

- add unit theme books, pocket poetry, retelling of narrative etc.

- author’s chair

CLOSURE

• Home-School Connection 2

SAMPLE DAILY LESSON PLAN

Day 3: (focus: taste)

FOCUS/MOTIVATION

• Super Scientist Awards – 3 standards

• Cognitive Content Dictionary: bitter

• Process Home/school connection 2 (share in teams 1 thing they found)

• Highlight poetry

Guided Oral Practice

• Experience tangerines – Mind Map

• Game: “I taste something….” (sketch these things on the pictorial next to taste!)

- make graphic organizer of which things fit into sweet, sour, bitter, salty

• Song: Gobble Them Up!

• Review/sing sentence patterning chart

- sentence reading game

- flip chant

INPUT

• Review Narrative Input with word cards

• Read Aloud

READING/WRITING

• Flexible group reading: Expert group 1&2 (salt&ice)

• Team Tasks (oral review of t-graph, teams pick area to work on)

- sentence patterning chart

- tangerine mind map

- flip chant

• Interactive journals

• Reading/writing workshop

CLOSURE

• Home School Connection 3

SAMPLE DAILY LESSON PLAN

Day 4: (focus: hearing)

FOCUS/MOTIVATION

• Cognitive Content Dictionary : stumper word

• Process Home/school connection 3 (make graph of which tastes were more popular)

INPUT

• Read Aloud: I Have a Sister, My Sister is Deaf

READING/WRITING

• Flexible group reading: Expert groups 3&4 (block&cinnamon)

- Team tasks

GUIDED ORAL PRACTICE

• Process grid game

• Game: “I hear something….” (sketch these things on the pictorial next to hearing)

• Framed Poem: When I am at the Park

READING/WRITING WORKSHOP

• Group Frame or cooperative strip paragraph

- write, revise, edit

CLOSURE

• Poetry

• Home School Connection 4

SAMPLE DAILY LESSON PLAN

Day 5: (focus: smell)

FOCUS/MOTIVATION

• Cognitive Content Dictionary: stumper word

• Process Home/school connection 4 (share in teams 1 thing they found)

• Focused reading

INPUT

• Read aloud

GUIDED ORAL PRACTICE

• highlight & sketch chants

• Game: “I smell something that smells like….”

(sketch these things on the pictorial next to smell)

READING/WRITING/LANGUAGE ARTS

• Listen and Sketch - Cover pictures and

students sketch as you read.

• Framed Poetry – When I am at_______.

• Flexible Groups

- coop strip paragraph - top two groups (transactional literature)

- Emergent readers read with class coop strip paragraph

• Letter home

• Poetry booklet - ear to ear reading

• Cross age reading

CLOSURE

• Home school Connection 5

• Process inquiry chart

• Evaluate week

Five Senses Bugaloo Big Book

Page 1

We’re your senses and we’re here to say,

We help you live every day.

Sometimes we hear or taste or smell,

We help you see or even feel.

Repeated Phrase

Eyes, ears, nose, nerves and taste buds too,

Doing the five senses bugaloo!

Page 2

I’m your eyes and I help you see,

Hey look at the monkey up that tree!

Page 3

I’m your ears and I help you hear,

Wow, listen to that airplane flying near!

Page 4

I’m your nose and I help you smell,

Yum, Mom’s making cookies, I can tell!

Page 5

I’m your nerves and I help you feel,

I sense the tickling that makes you squeal!

Page 6

I’m your taste buds and I help you taste,

I really like that yummy toothpaste.

Page 7

Our body is an amazing creation,

That helps people live across the nation.

I’m glad I can experience the world around,

So much beauty in feeling, sight and sound.

Eyes, ears, nose, nerves and taste buds too,

Doing the five senses bugaloo!

By: Karen Hernandez

[pic]

Narrative Input

So Many Things I Can Do!

By: Karen Hernandez

My name is Jonathan. I am six years old and I am blind. That means that my eyes don’t work the way they are supposed to and I can’t see.

Do you want to know what it is like being blind? Close your eyes and keep them closed so that you can’t see anything. Now try to walk across the room and get something. Was it hard to do?

You use your sense of sight all the time to do many things. But since I can’t see, I have to use my other senses to do what I want to do. Luckily, my other senses work extra hard to make up for me not seeing.

My mom always reminds me, “You can’t see, but there are so many things you can do!”

My sense of hearing is better than yours. When someone is coming up behind me, I know it because my ears are always listening to the littlest sounds that you can’t hear or don’t pay attention to. I can hear their feet on the floor or rustle of their clothes.

I can tell who people are from their voices, because each voice has different sounds, high or low, fast or slow. I especially like when I hear the voice of my best friend Tim saying, “Let’s go play!”

I can’t see, but there are so many things I can do!

My sense of touch is better than yours because I depend on it to tell me what things are. I feel things around me to figure out what they are. Sometimes it is like a guessing game to figure it out. It might be hard or soft, rough or smooth, heavy or light. The shape of things helps a lot too.

My dad taught me how to use a stick when I am walking to feel in front of me to make sure I don’t bump into things. I can sense when I am getting close to something because the stick hits it first, then I can be sure to go around it.

I can’t see, but there are so many things I can do!

I am learning how to read too! I read with my fingers! That is called Braille. Each letter of the alphabet has a pattern of raised dots. I can feel the dots and know which letter is on the page. I know how to read lots of words now. But some words are spelled strangely, don’t you think? They don’t follow the spelling rules, and I have to memorize them. You call those words sight words. My teacher says they are on my list of “feel” words.

Do you like math? I really enjoy math and I can feel all the shapes and blocks we use to count with. I can feel numbers too when they are written in Braille!

I can’t see, but there are so many things I can do!

I love to listen to stories about far off places and adventures. My teacher is teaching me how to type using a Braille machine so I can write my own adventures. When I type a letter, it puts the little dots on the paper, so other people can read it. If I use the computer, it turns my story into letters like sighted people read. I am quite an author! Maybe someday I will write a book and be famous!

I can’t see, but there are so many things I can do!

My favorite time each day is recess when I play with my friends. On the playground, I can hear the happy shouts of children playing tag. I feel the wind against my face as I swing higher and higher on the swing. I love the taste of the juicy apple my mom packs for my snack each day. My senses help me experience what is all around me.

I can’t see, but there are so many things I can do!

Five Senses

Poetry Pack

Sensations Everywhere!

Children here, Children there

Experiencing sensations everywhere!

Happy children hear laughing,

sensitive children feel tickling,

hungry children smell lunch,

content children taste milk

and artistic children see beauty.

Children inside their homes,

Children around the park,

Children through the school,

And children in our class!

Children here, children there,

experiencing sensations everywhere!

By: Karen Hernandez

I Can Feel

(London Bridges)

I can feel sensations,

With the nerves,

In my skin,

Rough or smooth, soft or hard,

Tickling that makes me laugh!

By: Karen Hernandez

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An Important Sense

I know of an important sense,

A very important sense!

It is the sense of hearing.

It helps us communicate with others.

It also warns us when danger is near,

And enables us to hear

the beautiful sound of music!

I know an important sense

A very important sense

It is the sense of hearing

By: Karen Hernandez

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An Important Sense

I know of an important sense,

A very important sense!

It is the sense of ______________.

It helps us _________________.

It also ______________________,

And enables us to ______________________!

I know an important sense

A very important sense

It is the sense of ___________.

By: ___________________

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When I Am at the Park

When I am at the park, I sense so many things!

I see colorful play equipment,

I hear birds chirping in the trees,

I taste my popsicle from the ice cream truck,

I smell the freshly cut grass,

And I feel the grainy sand running through my fingers!

By: Karen Hernandez

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When I am at ______________

When I am at __________, I sense so many things!

I see _________________________,

I hear __________________________,

I taste _________________________,

I smell __________________________,

And I feel _____________________________.

By: ___________________

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Five Senses Bugaloo

We’re your senses and we’re here to say, We help you live every day.

Sometimes we hear or taste or smell, We help you see or even feel.

Eyes, ears, nose, nerves and taste buds too,

Doing the five senses bugaloo!

I’m your eyes and I help you see,

Hey look at the monkey up that tree!

I’m your ears and I help you hear,

Wow, listen to that airplane flying near!

Eyes, ears, nose, nerves and taste buds too,

Doing the five senses bugaloo!

I’m your nose and I help you smell,

Yum, Mom’s making cookies, I can tell!

I’m your nerves and I help you feel,

I sense the tickling that makes you squeal!

Eyes, ears, nose, nerves and taste buds too,

Doing the five senses bugaloo!

I’m your taste buds and I help you taste,

I really like that yummy toothpaste.

Eyes, ears, nose, nerves and taste buds too,

Doing the five senses bugaloo!

By: Karen Hernandez

Shapes Ma’am

Is this a circle? Yes Ma’am

Is this a circle? Yes Ma’am

How do you know? It is round.

How do you know? There’s no straight line

Give me some examples: a clock and a pizza

Give me some examples: a ball and a cup

Is this a rectangle? Yes Ma’am

Is this a rectangle? Yes Ma’am

How do you know? It has four sides

How do you know? Two sides are equal

Give me some examples: a pocket and a book

Give me some examples: paper and a T.V.

Are you through? Yes Ma’am

Did you tell me true? Yes Ma’am

What did we chant? Circles and Rectangles!

By: Karen Hernandez

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Gobble Them Up!

(Where is Thumbkin?)

What foods are sweet? Our tongues can taste them.

Cookies and fruit, Ice cream and cake,

Sugar makes them sweet. We love to eat them.

Yum, yum, yum! Gobble them up!

What foods are sour? Our tongues can taste them.

Lemons and limes, Lemons and limes,

Sour makes us pucker, We love to eat them.

Yum, yum, yum! Gobble them up!

What foods are salty? Our tongues can taste them.

Pretzels and chips, French fries and beans,

Salt adds flavor, We love to eat them.

Yum, yum, yum! Gobble them up!

What foods are bitter? Our tongues can taste them.

Baking soda, Orange peels,

They don’t taste good. We won’t eat them

Yuck, yuck, yuck! Don’t gobble them up!

By: Karen Hernandez

Senses Games

1. Sight

Kids sit in a group on the rug. One student says “I spy with my little eye something blue.” The other kids look around and try to guess what he sees.

I spy with my little eye something...

(blue, yellow,…)

2. Hearing

Kids sit on the rug. Teacher chooses a student, takes him behind a wall, easel, etc. and gives him something to make noise. (book opening, bell, whistle, stomp, clap, eat chip)

The other students try to guess the noise.

I hear with my little ear something that sounds like…

(a book, clapping,…)

3. Touch

Fill paper bags with different articles. Number them and write the numbers on a chart. Students take turns feeling the articles and saying what they feel like, making a list of feeling words.

Then reveal the article.

My fingers feel something…

(soft, hard, smooth, long, furry, slimy,…)

4. Smell

Put different items in bags with holes punched in them. Have students smell them and guess what is inside.

I smell with my little nose something that smells like….

(cookies, French fries, perfume…)

5. Taste

Prepare foods from the different taste categories: sweet, sour, bitter, salty. (cookies, chips, lemons, oranges, baking soda, etc.) Make a graphic organizer. Have the students all take the first thing, taste it and decide what category it belongs in. Write the food in the categories.

I taste something….

(sweet, sour, salty, bitter)

Project GLAD

Home / School Connection 1

Five Senses

1) Teach someone how to play “I spy with my little Eye”

2) Then look around your home. Find something with the following descriptions and sketch them:

|Find something…. large |Find something…. small |

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|Find something…. gray |Find something…. shiny |

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|Find something…. colorful |Find something…. pretty |

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Parent’s Signature____________________ Student Signature_____________________

Date:____________

Project GLAD

Home / School Connection 2

Five Senses

Find and sketch things at home that feel like each of the following words:

|soft |hard |

|slimy |furry |

|cold |hot |

|rough |smooth |

Parent’s Signature____________________ Student Signature_____________________

Date:____________

Project GLAD

Home / School Connection 3

Five Senses

Ask 3 people about their favorite foods. Sketch or write what the foods are.

Record what they taste like.

|Name |Favorite food |Taste |

| | |(sweet, sour, bitter, salty) |

|Example: | | |

| |chips |salty |

|Mrs. Ornelas | | |

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Parent’s Signature____________________ Student Signature_____________________

Date:____________

Project GLAD

Home / School Connection 4

Five Senses

Choose a place to listen to sounds with someone in your family.

Home Yard Park Store Restaurant Other _________

Listen to the sounds you hear and sketch/write what is making the sounds.

Parent’s Signature____________________ Student Signature_____________________

Date:____________

Project GLAD

Home / School Connection 5

Five Senses

Go on a smell hunt. Walk around your home with someone in your family.

Find at least four things that smell good and draw pictures of what you smell.

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Parent’s Signature____________________ Student Signature_____________________

Date:____________

Project GLAD

Home / School Connection 6

Five Senses

Interview 3 people about which of the 5 senses they most enjoy and ask them why. Sketch or write their answers.

Sight Hearing Smell Taste Touch

|Name |Which sense do you |Why? |

| |most enjoy? | |

|Example: | hearing [pic] | |

|Mr. Jones | |I love listening to music |

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Parent’s Signature____________________ Student Signature_____________________

Date:____________

Project GLAD

Conexion entre la escuela y el hogar #1

Cinco Sentidos (K)

1) Ensena a alguien como jugar “I spy with my little Eye”

“Yo veo con mi ojito chiquito algo…”

2) Busca en tu casa cosas con las siguientes descripciones y dibujalos:

|Encuentra algo grande |Encuentra algo chiquito |

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|Encuentra algo de color gris |Encuentra algo brillante |

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|Encuentra algo de muchos colores |Encuentra algo bonito |

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Firma de adulto____________________ Firma del estudiante_____________________

Fecha:____________

Project GLAD

Conexion entre la escuela y el hogar #2

Cinco Sentidos (K)

Tenta muchas cosas en tu casa. Encuentra objetos que sienten como

las siguientes palabras. Dibuja las cosas.

|tierno |duro |

|baboso |peludo |

|frio |caliente |

|aspero |liso |

Firma de adulto____________________ Firma del estudiante_____________________

Fecha:____________

Project GLAD

Conexion entre la escuela y el hogar #3

Cinco Sentidos (K)

Pregunta a tres personas sobre su comida preferida.

Dibuja o escribe las comidas y los sabores de las comidas.

|Nombre |Comida Preferida |Sabor |

| | |(dulce, agrio, sour, salado) |

|Ejemplo: | | |

| |frijoles |salado |

|Senora Ornelas | | |

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Firma de adulto____________________ Firma del estudiante_____________________

Fecha:____________

Project GLAD

Conexion entre la escuela y el hogar #4

Cinco Sentidos (K)

Escoje un lugar para escuchar sonidos con alguien de tu familia.

casa patio parque tienda restaurante otro _________

Escucha a los sonidos alrededor.

Dibuja o escribe las cosas que hacen cada sonido.

Firma de adulto____________________ Firma del estudiante_____________________

Fecha:____________

Project GLAD

Conexion entre la escuela y el hogar #5

Cinco Sentidos (K)

Busca olores buenos en tu casa con alguien de tu familia.

Dibuja cuatro cosas que huelen bien.

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Firma de adulto____________________ Firma del estudiante_____________________

Fecha:____________

Project GLAD

Conexion entre la escuela y el hogar #6

Cinco Sentidos (K)

Entrevista a tres personas sobre cual de los cinco sentidos disfrutan mas.

Dibuja o escribe sus respuestas.

la vista el oido el ofacto el gusto el tacto

|Nombre |Cual de los sentidos |Por que? |

| |mas disfrutas? | |

|Ejemplo: | | |

|Senor Jones | |Me gusta escuchar musica |

| |el oido | |

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Firma de adulto____________________ Firma del estudiante_____________________

Fecha:___________

Expert Group

Salt

Salt is white. It looks like little grains.

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If we shake a salt shaker it makes a soft sound.

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Salt feels grainy like sand.

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Salt has a light smell. It smells salty.

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We use salt to flavor food. That is why it is a spice. Chips are salty.

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Expert Group

Ice

Ice looks clear and white.

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If we eat ice, it sounds crunchy.

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Ice feels cold and hard because it is frozen water.

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Ice does not smell.

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Ice tastes like water.

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We use ice to cool our drinks. We also use it to keep our food from spoiling.

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Expert Group

A Block

A block is a cube. It is the color that it is painted.

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Blocks can be loud when they fall or clang together.

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Blocks are hard because they are made out of wood.

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Blocks smell like wood.

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We don’t taste blocks!

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We use blocks to build things. We should not throw them because they can hurt someone.

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Expert Group

Cinnamon

Cinnamon is a brown spice. Sometimes it looks like a brown stick. Sometimes it looks like a powder.

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It does not make a sound.

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Cinnamon feels smooth and powdery.

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People like to smell cinnamon because it smells sweet.

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When we put cinnamon on food it adds a sweet flavor. That is why it is called a spice! I like cinnamon in my cookies.

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Five Senses Process Grid

1) Students investigate the tangerines and carpet whole class,

2) then learn about other items in expert groups

3) Then teach their teams the information during the process grid game

4) Remember to sketch next to each word so students remember what that word says.

| |Sight – Eyes |Hearing - Ears |Feeling - nerves |Smell – nose |Taste – taste buds | |

|Item to investigate|How does it look? |How does it sound? |How does it feel? |How does it |What does it taste |Interesting Facts |

| | | | |smell? |like? | |

| |Orange | |* smooth outside |* sweet |*sweet | |

|Tangerine |Round | |* wet & sticky | | |*citrus family |

| |little | |inside | | | |

| | | |rough |smelly | | |

|carpet |blue | |bumpy | | |* carpet burn |

| |pretty | | | | |* shock |

| |flat | | | | | |

| |* white |* soft |* grainy |*salty |* salty |* flavors food |

|Salt |* grains | | | | | |

| | * clear |* crunchy- when |* cold | |* like water | |

|Ice |* white |eaten |* hard, frozen | | |* cool our drinks |

| | | | | | |*don’t stick to tongue|

| |* cube |* clank when they |* hard |* like wood | | |

|block |* brown |fall together | | | |* build things |

| |* wooden | | | | |* hurt people |

| |* brown | |* powdery |* sweet |*bitter | |

|Cinnamon |* powder | | | | |* flavor food |

| | | | | | |* sticks |

| | | | | | |*spice |

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