Actividad para hacer en el salón de clase

Martha’s True Stories: Llegando al juego

Generalidades

English language learners read the interactive, informational text Getting to the Game, which describes different types of transportation. Using the special features of the Martha’s True Stories texts, students explore the technology behind skateboards, bicycles, and go-carts as they acquire new vocabulary related to transportation. They then play a charades-type game in which they show the features of various methods and vehicles.

Pautas

COMMON CORE STATE STANDARDS

  • Key Ideas and Details:
    CCSS.ELA-LITERACY.RI.K.1
    With prompting and support, ask and answer questions about key details in a text.
  • Craft and Structure:
    CCSS.ELA-LITERACY.RI.K.4
    With prompting and support, ask and answer questions about unknown words in a text.
  • Integration of Knowledge and Ideas:
    CCSS.ELA-LITERACY.RI.K.7
    With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
  • Vocabulary Acquisition and Use:
    CCSS.ELA-LITERACY.L.1.4
    Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
    CCSS.ELA-LITERACY.L.1.5
    With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
    CSSS.ELA-LITERACY L.1.6
    Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
  • Comprehension and Collaboration:
    CCSS.ELA-LITERACY.SL.1.2
    Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Objectivos de la lección

  • To understand that informational texts include facts about science topics, including transportation.
  • To understand that there are different types of transportation that use technology in different ways.
  • To use specific strategies to learn transportation-related vocabulary.
  • To use new vocabulary words to ask and answer yes and no questions in a charades-style guessing game.

Literatura sugerida

  • Froggy Rides a Bike
    por Jonathan London
  • Late for School
    por Stephanie Calmenson
  • On the Go
    por Ann Morris
  • This is the Way We Go to School
    por Edith Baer
  • Transportation in My Neighborhood
    por Shelly Lyons

Materiales

Descripción de la lección

  1. Before you begin, print out a PDF of the story. Post each mode of transportation that Alice uses and label the pictures (e.g., bus, skateboard, bicycle, go-kart).
  2. If students are already familiar with the series MARTHA SPEAKS, ask for volunteers to explain who Martha is, why she can talk, and who some of the other characters are. Be sure to introduce the main characters, especially Alice, who is shown in the text. You can also use the handouts How Martha Became a Talking Dog and Meet Martha, Her Family, and Friends.
  3. Introduce the word transportation with pictures of several familiar forms of transportation. Have children name the pictures. Say: These are all forms of transportation. The vehicles that take us places. What other vehicles or forms of transportation do you know? Spanish speakers may be familiar with the Spanish cognates transporte and vehículo. Cognates may also exist in other languages your children speak.
  4. “Walk” through the interactive text with students:
    • For students who are less familiar with computers, explain how to use features such as the forward and back arrows, how to click on highlighted words to get definitions, how to turn the narration on and off, and how to click on the pictures that “pulse” after the narration is done.
    • Include a “picture walk” as you go through the screens. Ask questions about the pictures. As students discuss what they see, take the opportunity to ask questions or repeat answers using the vocabulary of the story. For instance, you can say, Have you ever taken a shortcut to get to school? Did it take less time? Put the vocabulary into context by talking about daily life: In the mornings, families are often in a big hurry to get dressed, eat breakfast, and get to school on time. Have you ever been in a big hurry? Tell me more about it.
    • You can preview the information in the text or read the story aloud, depending on the needs of your students. Students will then have an opportunity to read or listen to the story themselves or with a partner.
    • Be sure to point out the Word Bones glossary and the Quizmo game at the end so that students can use these features once they have finished the story.
  5. In addition to the featured vocabulary words (see Vocabulary Words, below), point out common words, homophones, idioms, and compound words that English language learners may find challenging or confusing, such as:
    • championship
    • hockey game
    • stay calm
    • plenty of
    • (make the game) on time
    • take a bus (miss a bus)
    • worry
    • skateboard
    • shortcuts (take a shortcut)
    • bicycle/bike
    • big hurry
    • rotate
    • pedals
    • wheels
    • flip the switch
    • hang on
    • run out of
    • leading your team to victory
    You can act out words and phrases such as stay calm, rotate, and flip the switch.
  6. Have students read Getting to the Game on their own or with a partner. Depending on their reading level and English language proficiency, they can listen to the story with sound or take turns reading it aloud to each other (or both). They can have fun clicking on the animated features.
  7. Remind students that they can reread or listen to each page as many times as they want. Be sure that students click on the highlighted words to hear or read the definitions.
  8. After they finish the story, have students play the Quizmo game or listen to the Word Bones glossary to increase their understanding of the vocabulary words. Encourage them to say the words aloud as they guess or listen to the answers.
  9. Discuss the meaning of the text to check students’ comprehension of the story and the vocabulary. Use as many of the words from the Vocabulary List (see below) as possible as you talk about the words. Ask, What was this story about? What is transportation? What happens when you travel? What vehicles are shown in this story? Which vehicles had wheels? Which vehicles had an engine? As students reply, encourage them to also use words from the Vocabulary List.
  10. Review the pictures of the different modes of transportation that Alice uses. Be sure that students understand what each one is and a basic idea of how it works.
  11. Play Transportation Charades!
    • Ask each student to choose one of the methods of transportation from the story.
    • Taking turns, have students pretend to be using that form of transportation (for example, they can mimic boarding a bus and paying the fare, or moving their feet as if they were skateboarding, and so on). They can make engine noises, horn beeps, and so on.
    • To guess what mode of transportation the student is demonstrating, have the audience ask yes-or-no questions. Encourage students to use as many of the featured vocabulary words as they can: Does your vehicle use wheels? Can you accelerate using this vehicle? You may also want to use a series of questions that follow a pattern, such as:
      • Does the vehicle have big wheels? Does the vehicle have little wheels?
      • Is the vehicle noisy? Is the vehicle quiet?
    • After three or four questions (to which the student replies) “yes” or “no,” have the audience guess which mode of transportation the student is demonstrating. Allow a few guesses before the student reveals what he or she was reenacting.
    • Have students take turns until each one has had a chance to play.

Vocabulary List

  • accelerate: When you accelerate, you go faster.
  • automatically: When something is automatic it works by itself.
  • engine: An engine is a machine that uses energy to work.
  • gears: A gear is a part of a machine that makes another part move.
  • link: A link is something that connects two things together.
  • rotate: When something rotates, it means it turns or spins on a fixed point.
  • transportation: Transportation is a way for people or things to move from one place to another.
  • travel: When you travel you go from one place to another place.
  • vehicle: A vehicle is something, such as a car, bicycle, or airplane, used to carry and move people or things.

Consejo de la profesora

Be sure to give students plenty of time to play the Quizmo game at the end. Students can play individually, in teams, or in pairs.

Extension Ideas

Sing songs featuring methods of transportation, such as “The Wheels on the Bus,” “I’ve Been Working on the Railroad,” “Row, Row, Row Your Boat,” “Riding in My Car” (Woody Guthrie), and other favorites.



© 2015 WGBH Educational Foundation. All rights reserved. “Martha” and all characters and underlying materials (including artwork) from the “Martha” books are trademarks of and copyrights of Susan Meddaugh and used under license. All other characters and underlying materials are trademarks of and copyrights of WGBH. All third party trademarks are the property of their respective owners. Used with permission.

Corporate funding for MARTHA SPEAKS is provided by Chuck E. Cheese’s®. Additional series funding is provided by the WGBH Children’s Educational Media Fund including The Germeshausen Foundation and by public television viewers.