Libro Para El Maestro

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LIBRO PARA EL MAESTRO

ESPAÑOL

PRIMER GRADO



El Libro para el maestro. Español. Primer grado fue elaborado por el Programa Nacional para elFortalecimiento de la Lectura y la Escritura en la Educación Básica (Pronalees) con la colaboración de laDirección General de Materiales y Métodos Educativos, ambos de la Subsecretaría de Educación Básica

y Normal de la Secretaría de Educación Pública

Dirección del proyectoMargarita Gómez Palacio

AutorasMargarita Gómez PalacioLaura V. González GuerreroElia del Carmen Morales GarcíaAna Rosa Díaz AguilarGregorio Hernández ZamoraMaría Esther Salgado Hernández

RevisiónLucía Jazmín Odabachian BermúdezBeatriz Rodríguez SánchezFernando Bernal Acevedo

ColaboraciónZoila Balmes Zúñiga

Jorge Aníbal Coss Valdés

Laura Silvia Iñigo DehudCoordinación editorialElena Ortiz Hernán PupareliMaría Beatriz Villarreal González

Cuidado de la edición José Manuel Mateo Calderón (edición 1997)María Elia García López (edición 1997)Alfredo Giles-Díaz (edición 2002)

Supervisión técnicaAlejandro Portilla de Buen

PortadaDiseño: Comisión Nacional de Libros de Texto Gratuitos

Ilustraciones:Español. Primer grado. Lecturas,México, SEP, 1997

Juguete de barro de Metepec, s/fRoberto Montenegro (1887-1968).Gouache sobre papel 22 x 20 cmCentro Nacional de Conservación

y Registro del Patrimonio ArtísticoMueble-INBA

Español. Primer grado. Actividades,México, SEP, 1997La alacena, viernes de juguetería, 1952María Izquierdo (1902-1955)Óleo sobre tela. 76 x 66 cmMuseo Nacional de Arte-INBA

Español. Primer grado. Recortable,México, SEP, 1997Niña en triciclo , 1898Germán Gedovius (1867-1937)Óleo sobre tela. 136 x 96 cm

Casa de la Cultura de San Luis PotosíPrimera edición, 1997Tercera edición, 2002Primera reimpresión, 2004 (ciclo escolar 2004-2005)

DR © Secretaría de Educación Pública, 1998Argentina 28, colonia Centro,06020, México, D.F.

I SB N 970 -18 -68 14- 5 (Obra general)970 -18 -6823 -4

Impreso en MéxicoD I S T R IB U C IÓ N G R AT U I TA - P R OH I B I D A S U V E N TA

Servicios editorialesCIDCLICoordinación editorial e iconográfica:Patricia van Rhijn y Rocío Miranda

Diseño:Rogelio Rangel

Annie HasselkusEvangelina RangelAntonio Sierra

Ilustración:

Reproducción fotográfica:Rafael Miranda

PreprensaTronix preprensa digital

Gloria Calderas Juan EzcurdiaLaura FernándezLuis GuerreroClaudia LegnazziLeonid Nepomniachi

Ana OchoaGuadalupe PachecoMaribel SuárezGerardo SuzanTané, arte y diseño S.A.Fabricio Vanden Broeck

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En el año escolar 1993-1994 se aplicó la primeraetapa de la reforma de los planes y programasde estudio de la educación primaria. En esa etapa

el nuevo currículo entró en vigor en los gradosprimero, tercero y quinto, y a partir del año escolar1994-1995 se aplica también en los grados segundo,cuarto y sexto.

Al mismo tiempo que se reformaron los planes y programas de estudio, se inició la renovaciónde los libros de texto gratuitos que el gobiernode la República entrega a todos los alumnos delas escuelas primarias del país.

Con objeto de asegurar el conocimiento precisodel nuevo currículo, se ha enviado a todoslos maestros y directivos escolares un ejemplardel libro Planes y programas de estudio . Educación

básica. Primaria , en el que se describen lospropósitos y contenidos de la enseñanza de cadaasignatura y grado del ciclo en su conjunto.

La reforma del currículo y los nuevos librosde texto tienen como propósito que los niñosmexicanos adquieran una formación cultural mássólida y desarrollen su capacidad para aprenderpermanentemente y con independencia. Para queesta finalidad se cumpla, es indispensable que cadamaestro lleve a la práctica las orientaciones del plan

y los programas y utilice los nuevos materialeseducativos en forma sistemática, creativa y flexible.

Tradicionalmente la Secretaría de EducaciónPública distribuye los libros para el maestro comoun apoyo al trabajo profesional que se realiza ennuestras escuelas primarias. La forma de organización

y presentación de estos libros ha sido modificada.En el pasado se integraban en un solo volumen

las recomendaciones didácticas correspondientes atodas las áreas o asignaturas de un grado. A partir deeste ciclo escolar, hay libros de menor volumen para

cada asignatura de un grado o, excepcionalmente,para una pareja de asignaturas interrelacionadasestrechamente.

Esta nueva organización del libro para el maestrotiene como propósito facilitar su manejo, actualización

y mejoramiento, así como proporcionar materialde estudio adecuado para los maestros que deseen

profundizar en la enseñanza de una asignatura,a lo largo de todo el ciclo de la educación primaria.

La nueva presentación integra abundantespropuestas para la enseñanza de los contenidos

y la utilización del libro de texto y otros materialeseducativos de cada asignatura y grado escolar.

Adicionalmente, los maestros recibirán el cuaderno deAvances programáticos , como un recurso auxiliar paraplanear y organizar la secuencia, dosificación y articulación de contenidos y actividades de enseñanza.

Este Libro para el maestro. Español. Primer grado,

no tiene una finalidad directiva, ni es su pretensión

indicar a los profesores, de manera rígida e inflexible,lo que tienen que hacer en cada clase o en el desarrollode cada tema. El contenido del libro y su presentaciónparten de reconocer la creatividad del maestro y laexistencia de múltiples métodos y estilos de trabajodocente. Por esta razón, las propuestas didácticas sonabiertas y ofrecen amplias posibilidades de adaptacióna las formas de trabajo del maestro, a las condicionesespecíficas en las que realiza su labor y a los intereses,necesidades y dificultades de aprendizaje de los niños.

Además de ser un recurso práctico para apoyarel trabajo en el aula, este libro se ha concebido comoun medio para estimular y orientar el análisis colectivode los maestros sobre su materia de trabajo, ya seaque se realice de manera informal o como actividaddel Consejo Técnico. Igualmente, el libro será materialbásico de actividades y cursos de actualización profesional.

Los planes y los programas de estudio, los librosde texto gratuitos y otros materiales didácticos, destinadosa los maestros y a los alumnos, son instrumentoseducativos que deben ser corregidos y mejoradoscon frecuencia y sistemáticamente, a la luz de losresultados que se obtienen al utilizarlos en la práctica.Es por ello que la Secretaría de Educación Pública reiterala atenta invitación hecha a los profesores de educación

primaria para que envíen a esta dependencia susopiniones y recomendaciones relativas al mejoramientode los instrumentos educativos mencionados

y en particular del presente libro.

Secretaría de Educación Pública

Presentación

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Índice Introducción 7

B loqu e 1 16

1 Paco el Chato 18

2 Saltan y saltan 24

3 Los animales cantores 28

4 La cucaracha comelona 34

5 El rey de los animales 38

6 Los changuitos 44

7 ¿Qué le pasó a María? 488 La estrellita fugaz 52

B loqu e 2 58

9 El viaje 60

10 La casita del caracol 66

11 Los tres deseos 70

12 ¡A que te pego! 76

13 El gato bombero 82

14 Rufina la burra 86

15 Ricitos de Oro y los tres osos 90

16 El camión 96

B loque 3 102

17 Cuenta ratones 104

18 Los tres cabritos y el ogro tragón 110

19 Un huevo saltarín 114

20 No oigo, no oigo: soy de palo 118

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5

21 El malora del corral 122

22 Mariposa de papel 126

23 La viejita y los quesos 130

24 El teatro 134

B loque 4 138

25 Los pececitos de colores 140

26 La gallinita ciega 146

27 La tierra de arena 15028 La bicicleta 154

29 Los músicos de Bremen 158

30 Un nuevo hermanito 162

31 El sombrero de la bruja 166

32 Una planta en el estómago 170

B loque 5 174

33 Los zapatos del novio 176

34 El gato con botas 180

35 El doctor Milolores 184

36 ¡Se cayó el circo! 188

37 El viento 192

38 El lobo y las cabritas 196

39 Robinson Crusoe 200

Al final del primer año… 205

Bibliografía 206

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Iniciar a los niños en el aprendizaje formalde la lengua escrita y favorecer eldesarrollo de la expresión oral son algunas

de las tareas más difíciles que un maestroenfrenta a lo largo de su carrera profesional.En este libro para el maestro queremoscompartir con los docentes de primer gradoinquietudes y reflexiones que se hansuscitado a lo largo de muchos años depráctica pedagógica.

Durante el primer grado de primaria, elobjetivo más relevante es el aprendizaje de la

lengua escrita y el desarrollo de la expresiónoral. El programa para la enseñanza delespañol que actualmente propone laSecretaría de Educación Pública está basadoen el enfoque comunicativo y funcional. Enéste, comunicar significa dar y recibirinformación en el ámbito de la vida cotidiana,

y, por lo tanto, leer y escribir significan dosmaneras de comunicarse.

En el mundo actual gran parte de lacomunicación se realiza por medio de la lenguaescrita. Por eso, tener una definición clara y unificada de los conceptos de lectura y escriturase vuelve el primer imperativo del diálogo queintentamos establecer con los maestros.

¿Qué es leer? ¿Qué es escribir?Leer no es simplemente trasladar el materialescrito a la lengua oral; eso sería una simpletécnica de decodificación. Leer significainteractuar con un texto, comprenderlo y utilizarlo con fines específicos.

Si estamos de acuerdo con esta definiciónde lectura estaremos de acuerdo con lo queentendemos por escribir. Escribir no es trazar

letras sino organizar el contenido delpensamiento para que otros comprendannuestros mensajes. Leer y escribir son dosactos diferentes que conforman las dos carasde una misma moneda. Leemos lo que hasido escrito por otros o aquello que nosotrosmismos hemos escrito. Escribimos lo que

queremos que otros lean o aquello quenosotros mismos queremos leerposteriormente.

Así concebidas, la lectura y la escrituradifieren del enfoque tradicional. Muchaspersonas piensan que para leer basta conjuntar letras y formar palabras, que lo másimportante y lo mejor es leer rápido y claramente, aunque no se comprenda lo quese está leyendo.

De acuerdo con el enfoque comunicativo y funcional, si logramos que desde el

principio de su escolaridad el niño busquedarle sentido a lo que lee, aprenderá a leercomprensivamente .

Esto nos lleva a un planteamiento que elmaestro manifiesta con frecuencia: aprendera leer en forma comprensiva lleva más tiempoque aprender a descifrar. Es cierto, iremosmás lentamente si no consideramos comoprimer objetivo del aprendizaje de la lenguala rapidez en la lectura, pero a cambiotendremos la seguridad de que el niño estáaprendiendo a leer comprensivamente.

En muchas ocasiones se consideraque primero debe lograrse que los niños leande corrido, porque la comprensión vendrádespués. Sin embargo, cuando se comienzaa leer mecánicamente es muy difícil cambiardespués la forma de lectura. Es importanteexplicarles a los padres de familia el modelode aprendizaje que ahora se está practicandopara que participen y apoyen a los niñosen la medida en que les sea posible.

Entre las dificultades que enfrentan losmaestros de primer grado, incluso más que elresto de los profesores, está la heterogeneidad

de niveles conceptuales con que ingresanlos niños a la escuela primaria.Sabemos que un gran número de niños ha

asistido a preescolar y esto ya puede marcaruna diferencia entre ellos, pues mientrasalgunos llegan con un amplio conocimientode la escritura y sus funciones, otros niños no

7

Introducción

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han tenido oportunidad de estar en contactocon materiales o con usuarios de la lenguaescrita; por tanto, su conocimiento de laescritura es incipiente.

Este fenómeno de heterogeneidad en losniveles de conceptualización de la lenguaescrita, lo vemos también en la lengua oral.

Cuando los niños llegan a la escuela sulenguaje varía mucho, tanto en el vocabulariocomo en la forma en que se expresan al relatarun cuento, un suceso, una historia, etcétera.

Como veremos, será importante que al

principio del año escolar el maestro practiqueuna evaluación de los niños, para lo cualse presentan sugerencias al final de laintroducción. Con este material el maestropodrá establecer un perfil de su grupo

y planear su trabajo. Sabrá quiénes vana necesitar más apoyo y cómo formarsubgrupos en los que haya niños condistintos niveles de conocimiento,para que los más adelantados apoyena sus compañeros. La evaluación inicialpermitirá que el maestro tome decisionesrespecto de las actividades que deberá poneren práctica con mayor frecuencia.

Lo anterior, junto con otros aspectos, haceque el trabajo del maestro en primer gradosea muy laborioso, por lo que en el presentelibro trataremos de apoyarlo al máximo conexplicaciones y recomendaciones destinadas afacilitar su trabajo.

E N F O Q U E

Los nuevos libros de texto gratuitos deEspañol se apegan al enfoque

comunicativo y funcional, que propone eldesarrollo de la competencia comunicativaoral y escrita, a partir de los usos y funcionessociales de la lengua desde el primer grado,para que el niño tenga oportunidad de estar

en contacto con la lengua escrita tal y comoaparece en los textos y materiales quesocialmente se producen (periódicos, revistas,anuncios, instructivos, volantes, etcétera).

Se propone que a partir de la interaccióncon los textos los niños vayancomprendiendo las características de laescritura, entre éstas el principio alfabético,la función de los signos de puntuación y laseparación de las palabras con espacios enblanco.

Para la organización de la enseñanza,

se ha decidido dividir el estudio del españolen cuatro componentes:

❿Expresión oral (Hablar y escuchar)❿Lectura (Leer y compartir)❿Escritura (Tiempo de escribir)❿Reflexión sobre la lengua

Esta división obedece a criterios prácticospara abordar la enseñanza, puesto que encualquier tipo de comunicación, oral o escrita,siempre se combinan varios componentes.

A continuación se describe cada uno.

Expresión oralLa capacidad de expresarse oralmente implicael poder exponer las ideas con claridad y precisión, así como la capacidad de escuchara otros y de retener la esencia de lo que nosestán diciendo.

El desarrollo de la expresión oral requierela creación de un ambiente en el que losniños tengan libertad para hablar. A partir deeste contexto, pueden realizarse lasactividades sugeridas en los distintos

materiales, tanto en los del maestro como enlos libros para los niños: narrar o relatarsucesos, preguntar, opinar, expresar suspuntos de vista o contar chistes, son algunas.

De la misma manera, se pretende que elniño aprenda a escuchar con atención, aconservar los datos esenciales y a seleccionar

8L i b r o p a r a e l m a e s t r o

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la información relevante de los mensajesque reciba (cuentos, recados e instrucciones,entre otros).

LecturaEs necesario que los niños estén en contactocon múltiples materiales escritos y que elmaestro utilice las modalidades de trabajo quemás adelante se detallan, con la finalidad deque los alumnos tengan elementos que lesfaciliten la comprensión de lo que leen.

La funcionalidad de la lectura se hace

efectiva si el niño puede utilizar lo que leecon propósitos específicos. La lectura comosimple ejercicio no despierta el interés ni elgusto por leer. Es muy importante que elmaestro aproveche todas las oportunidadesque se presenten para invitar al niño a quelea y a servirse de la lectura con fines prácticos.

Escritura Aprender a escribir requiere del niñono solamente el trazado de letras, sino laconciencia de que lo que se dice puedeponerse por escrito. Conforme el niñoadquiera esta conciencia, logrará comprenderlas formas y las reglas de la escritura.Dado lo complejo del proceso, se debeprocurar que las ocasiones para escribirse multipliquen; se trata de que el niño usela escritura en forma adecuada, es decir,que sepa expresar sus ideas por escrito

y logre producir textos específicos: un recado,una carta, un cuento, un resumen, entre otros.

Reflexión sobre la lenguaEn este componente se abordan los aspectos

gramaticales, la ortografía, la puntuación, lostipos de palabras y de oraciones, elementosque siempre han formado parte de laenseñanza del español. Sin embargo, en estapropuesta, esos conocimientos se trabajaránen un contexto funcional, es decir, seplantean como una necesidad derivada del

acto de comunicación. Por ejemplo: el uso dela ortografía convencional se plantea cuandoun texto tiene un propósito y un destinatarioespecífico, cuando el texto va a ser leído porotro y por tanto queremos garantizar lacomprensión del contenido del mensajeescrito.

L O S N U E V O SM A T E R I A L E S

Los nuevos materiales para el primer gradode Español destinados a los alumnos y al

maestro están relacionados y se complementan.

Los libros para el niño son:

Español. Primer grado. Lecturas

Español. Primer grado. Actividades

Español. Primer grado. Recortable

Los materiales dirigidos a los

profesores son:

Libro para el maestro. Español. Primer grado

Fichero. Actividades didácticas. Primer grado

Avance programático. Primer grado

Los libros para el niño❿Español. Primer grado. Lecturas

Está concebido como el eje articulador de losmateriales. Alrededor de cada una de las 39lecturas se proponen actividades vinculadascon los cuatro componentes, que podrán serrealizadas en el libro de actividades y con elmaterial del libro recortable.

El libro está organizado en cinco bloquesde ocho lecturas cada uno (salvo el últimoque tiene siete). Se sugiere que el trabajocon cada lectura se desarrolle en una semana.

Los temas tratados en las lecturasson muy variados. Se ha buscado que todossean interesantes para un niño de seis años.

I n t r o d u c c i ó n 9

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En todas las lecciones el maestroencontrará oportunidades para relacionarlos temas tratados con las otras asignaturasdel primer grado: Conocimiento del Medio

y Matemáticas. Esto da pie para globalizarlos contenidos y lograr que los niñosaprendan a generalizar sus conocimientos.

En su mayoría las lecturas son cuentos, ya que éstos resultan muy atractivos para losniños a la edad de seis o siete años; además,los temas que se tocan (los animales,el Sistema Solar, la ecología y la salud,

entre otros) son por lo común de interéspara los niños.

Otras características del libro que facilitanla lectura son:

• Las ilustraciones . Con ellas los niñospodrán familiarizarse con el tema, predecirel contenido y seguir la lectura que elmaestro realice.

• Palabras repetidas . La repetición depalabras a lo largo del texto tiene comofin que el niño las reconozca y así puedaanticipar su contenido.

• Con el mismo propósito se repitenfragmentos en diversas lecciones como:“Saltan y saltan”, “La casita del caracol”

y “Los changuitos”.• Empleo de la rima . El empleo y análisis

de la rima apoyan al niño a establecerla relación sonoro-gráfica de las palabras.

• Con todos los temas del libro puedeapoyarse el desarrollo de la expresiónoral. El maestro podrá plantear preguntas,responder las de los niños, pedircomentarios, ejemplos, opiniones y

propiciar que los niños reflexionen,expresen sus sentimientos o puntosde vista y sugieran ideas para resolverposibles problemas de la vida cotidiana.En general, el desarrollo de la expresiónoral fortalece la organización delpensamiento, acostumbra al niño

a hablar en público y le permite tambiénaprender a escuchar lo que dicenlos además.

❿ Español. Primer grado. Actividades

El libro de actividades se compone tambiénde 39 lecciones, estrechamente relacionadascon las del libro de lecturas y con el librorecortable.

Cada lección amplía el tema de la lectura y ofrece la oportunidad de trabajar condiversos tipos de texto (carta, recetas de

cocina, recados, carteles).En general, el libro de actividades

ofrece al niño la oportunidad de aplicar suexperiencia de lectura en la resoluciónde situaciones que implican la comprensióndel texto, o lo invitan a una segunda lecturao a la consulta de algunos fragmentos.

Se desarrollan también los conocimientosbásicos acerca del sistema de escrituramediante actividades en las que el niñocompleta enunciados, escribe oraciones,copia algunos modelos y crea textos, que vandesde listas de palabras hasta la elaboraciónde cartas, recados y entrevistas. Se ha puestoespecial énfasis en que los alumnoscomprendan la funcionalidad de la escritura,no solamente con fines comunicativos,sino también con fines lúdicos, pues en ellibro de actividades se propone la realizaciónde juegos, crucigramas, trabalenguas,adivinanzas y dibujos.

A partir de las sugerencias del librode actividades, el niño aprenderá a elaborartextos narrativos y descriptivos, entre otros.Muchos de estos escritos pueden editarse

internamente para que formen parte de labiblioteca del aula.

❿Español. Primer grado. Recortable

Su función principal es complementar el librode actividades, ya que ofrece imágenes

y textos que el niño podrá utilizar para


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reconstruir cuentos, completar oracioneso establecer relaciones entre texto e imagen.Se incluyen otros materiales, como máscaras

y títeres, para realizar juegos y dramatizaciones.Para otras actividades se incluyen memoramas,que permiten que los niños analicenpalabras, y material para la elaboraciónde juguetes, siguiendo las instrucciones dellibro de actividades.

Los libros para los maestros❿Libro para el maestro. Español. Primer grado.

Este material es una guía que proponealternativas de trabajo con los librosdestinados a los niños. Las propuestas puedenenriquecerse con la experiencia y creatividadde los maestros, y de ninguna manera debentomarse como instrucciones que debanseguirse al pie de la letra.

Se ha procurado que cada lección ofrezcamaterial suficiente para el trabajo de unasemana; sin embargo, los maestros sabrán aqué temas dedicarán más tiempo, de acuerdocon los intereses y necesidades del grupo.Tanto en el libro para el maestro como en losdel alumno las actividades están vinculadas alos cuatro componentes de la asignatura: Leer

y compartir, Hablar y escuchar, Tiempo deescribir y Reflexión sobre la lengua.

Leer y compartir. La lectura se practica me-diante diferentes modalidades de interaccióncon el texto, a fin de promover el desarrollode las estrategias de comprensión lectora delos niños. La organización de las actividades y

las estrategias, así como las modalidades delectura, se describen en los tres cuadros queaparecen en las siguientes páginas.

Organización de las Actividades de lectura❿ Antes de leer. Las actividades previas a lalectura se orientan a:

a) Permitir que los niños expliquen y amplíensus conocimientos y experiencias previasrelativas al tema del texto que se leerá.

b) Conocer el vocabulario o los conceptos in-dispensables para comprender el texto.

c) Estimular la realización de predicciones so-bre el contenido del texto.

d) Establecer propósitos de lectura.❿ Al leer. Las actividades de lectura serealizan mediante diversas modalidades, éstas

más variada e interesante la lectura y propi-

cian distintos tipos de participación quepueden favorecer el desarrollo de las estrate-gias de lectura.❿ Después de leer. Las actividades posterio-res a la lectura se enfocan a la reconstruccióno el análisis de los significados del texto: com-prensión global o tema del texto; comprensiónespecífica de fragmentos; comprensión literal(o lo que el texto dice); elaboración de infe-rencias; reconstrucción del contenido con baseen la estructura y el lenguaje del texto; formu-lación de opiniones sobre lo leído; expresiónde experiencias y emociones personales rela-cionadas con el contenido, y relación o aplica-ción de las ideas leídas a la vida propia(generalizaciones).

Estrategias de lectura❿ Muestreo. El lector toma del texto pala-bras, imágenes o ideas que funcionan comoíndices para predecir el contenido.❿ Predicción. El conocimiento que el lectortiene sobre el mundo le permite predecir el fi-nal de una historia, la lógica de una explica-ción, la continuación de una carta, etcétera.

❿ Anticipación. Aunque el lector no se loproponga, mientras lee va haciendo anticipa-ciones, que pueden ser léxico-semánticas, esdecir que predetermina, de alguna palabra, unsignificado relacionado con el tema; o sintácti-cas, en las que sabe que continuará cierta pa-labra o una categoría sintáctica (un verbo, un


Leer y compartir

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son formas de interacción con el texto; hacen



sustantivo, etcétera). Las anticipaciones seránmás pertinentes mientras más informacióntenga el lector sobre los conceptos relativos alos temas, al vocabulario y a la estructura dellenguaje del texto que lee.❿ Confirmación y autocorrección. Las predic-ciones y anticipaciones que hace un lector,generalmente son acertadas y coinciden conlo que realmente aparece en el texto. Es de-cir, el lector las confirma al leer. Sin embargo,hay ocasiones en que las predicciones o anti-cipaciones son incorrectas. Entonces el lector

las rectifica.❿ Inferencia. Es la posibilidad de derivar odeducir información que no aparece explícita-mente en el texto; consiste también en unir orelacionar ideas expresadas en los párrafos y evaluar lo leído. Otras formas de inferenciacumplen las funciones de dar sentido adecua-do a palabras y frases ambiguas —que tienenmás de un significado— y de contar con unmarco amplio para la interpretación.❿ Monitoreo. También llamada metacom-prensión. Consiste en evaluar la propia com-prensión que se va alcanzando durante lalectura, lo que conduce a detenerse y volvera leer o a continuar encontrando las relacio-nes de ideas necesarias para la creación designificados.

Modalidades de lectura❿ Audición de lectura. Al seguir en sus li-bros la lectura realizada por el maestro uotros lectores competentes, los niños descu-bren la relación entre la lectura y el conteni-do que se expresa, así como las característicasdel sistema de escritura y del lenguaje escrito

que dan pie a la entonación durante la lecturaen voz alta.❿ Lectura guiada. Tiene como fin enseñar alos alumnos a formularse preguntas sobre eltexto. Primero el maestro elabora y planteapreguntas para guiar a los alumnos en laconstrucción de significados. Las preguntas

son de distinto tipo y conducen a los niños aaplicar diversas estrategias de lectura: predic-ción, anticipación, muestreo, inferencias, mo-nitoreo, confirmación y autocorrección. Lasestrategias se desarrollan individualmente y apartir de la interacción del grupo con el texto.❿ Lectura compartida. También brinda a losniños la oportunidad de aprender a cuestionarel texto, pero a diferencia de la modalidadanterior, se trabaja en equipos. En cada equi-po, un niño guía la lectura de sus compañe-ros. Al principio, los guías aplican preguntas

proporcionadas por el maestro, y más adelan-te ellos mismos las elaboran. El equipo co-menta la información del texto y verifica si laspreguntas y respuestas corresponden o se de-rivan de él.❿ Lectura comentada. Los niños formanequipos y, por turnos, leen y formulan co-mentarios en forma espontánea, durante y después de la lectura. Algunos niños puedendescubrir así nueva información cuando escu-chan citas del texto o los comentarios querealizan sus compañeros.❿ Lectura independiente. En esta modalidad,los niños, de acuerdo con sus propósitos per-sonales, seleccionan y leen libremente los tex-tos.❿ Lectura en episodios. Se realiza en diver-sos momentos como resultado de la divisiónde un texto largo en varias partes. Tiene co-mo finalidad promover el interés del lectormediante la creación del suspenso. Facilita eltratamiento de textos extensos, propicia el re-cuerdo y la formulación de predicciones apartir de lo leído en un episodio con respectoa lo que se leerá en el siguiente.

Frecuentemente el maestro deber plantearpreguntas relacionadas con el contenido de lalectura, así como con otros temas afines.


Hablar y escuchar

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De esta manera los niños tendrán oportunidadde expresarse: dirán lo que entendieron y podrán comentar cómo se relaciona la lecturacon la vida cotidiana.

Se propone que los niños formen equipospara obtener más información sobre el temade la lectura; pueden recurrir a la bibliotecadel aula, a otros compañeros o a su maestro.Enseguida deben organizar la informaciónpara que, apoyados por el maestro,la expongan en una conferencia.

Se sugiere también que el maestro aporte

información más específica respecto del tematratado, utilizando los materiales de quedisponga (esquemas, mapa, revistas, libros).

Asimismo, se propone invitar a padresde familia, artesanos, profesionistas, maestroso alumnos de otros grados, que puedanampliar la información que aportan laslecciones. Poco a poco el niño aprenderáa expresarse y a escuchar a los demás.Sabrá que para ser comprendido debe tratarde organizar sus ideas. Al mismo tiempo,tendrá oportunidad de reflexionar sobrela importancia de escuchar a los demás y,en consecuencia, poder plantear preguntas,argumentar o defender su punto de vista.

Es tradicional que el maestro pida a losalumnos que hagan planas de diferentesletras y luego planas de palabras,generalmente con la letra que desea trabajar.

A diferencia de esta forma de trabajo,ahora se propone comenzar el aprendizaje

de la escritura con el nombre propio, ya quepara todos nuestro propio nombre reviste unagran importancia. Después los niños puedencontinuar con los nombres de las personasque ellos deseen escribir.

Poco a poco el niño se introduce en laescritura, siempre en relación con alguna

finalidad práctica. Para esto, el libro deactividades propone varias tareas, como haceruna lista de útiles escolares o de las comprasque harán en el mercado o escribir los nombresde los niños que les gustaría invitar a su casao de los juguetes que más les gustaría tener.

Naturalmente algunos niños no sabrán conqué letra escribir, pero el maestro y los otroscompañeros pueden ayudarlos. No se trata deque descubran por sí solos las letras, sinode proporcionarles modelos. En las primeraspáginas, el libro recortable ofrece palabras

para pegar en el libro de actividades,de las cuales el niño puede elegir las quedesee escribir en su cuaderno. Puede escribirlas palabras cuantas veces desee, lo másimportante es que éstas sean significativaspara él y no que le sean impuestas comoejercicios de motricidad.

Por ejemplo, en la página 15 del librode actividades, las palabras ya no se trabajanaisladamente sino asociadas a otras paraformar oraciones. Se trata de que el niñoidentifique una palabra con una imagen,complete una oración y despuésla copie completa en su cuaderno.

Podrá repetirla cuantas veces quiera paraejercitar su escritura, pero debe estar conscientede qué significa lo que está escribiendo.

De hecho, todas las primeras leccionesdel libro de actividades contienen palabras

y oraciones que el niño puede copiar en ellibro o en su cuaderno todas las veces quedesee. Lo importante es que sepa que puedeescribir todo lo que quiera y que lo escritose puede leer y usar con un fin determinado.

A medida que el niño avance, podrá

escribir mensajes a sus compañeros y plasmarlos en tarjetas postales, recados,cartas, recetas de cocina o relatos dondedescriba alguna de sus experiencias (qué hiceel fin de semana, qué hicimos el día demuertos). Finalmente el niño podrá escribirun cuento, una historia o hacer un resumen.


Tiempo de escribir

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Si los escritos cumplen su finalidad, porejemplo si las cartas, las tarjetas postales y losrecados llegan en realidad a sus destinatarios,los niños pondrán mucho empeño en escribirlosbien, preguntarán por la ortografía o pediránque les ayuden a corregirlos. Esto va creandouna conciencia ortográfica, es decir, se hace

necesario buscar la letra con la que se escribe.Sabemos que, al igual que a leer se aprende

leyendo, a escribir se aprende escribiendo.Hay que propiciar que el niño escriba mucho

y con diferentes propósitos para que vaya

mejorando el trazo de las letras y su redacciónde manera que otros puedan leer sus escritos.

Este rubro incluye actividades para que los niñosanalicen varios aspectos del lenguaje, como larelación sonoro-gráfica, algunos elementos deortografía, puntuación y concordancia, entreotros. El análisis se promueve como respuesta auna necesidad surgida de la interacción del niñocon la lengua escrita, bien sea porque su escrito

va a ser leído por un compañero o porque va aser publicado . En cualquier caso, se parte deque el texto escrito tiene un destinatario.

Respecto a la ortografía de palabras,se da oportunidad para que los niños exploren

y comparen las distintas posibilidades deescribir con una u otra letra. Sin embargo,se les pide confrontar su decisión con algúnmodelo de escritura convencional. A partir deesta confrontación, los niños se percataránde que existen formas convencionales paraescribir las palabras.

De igual manera se posibilita que losniños observen la utilidad de la puntuación,por ejemplo, para distinguir la narración deldiscurso directo y las expresiones de sorpresa,enojo o alegría, o bien, para delimitar unapregunta, en fin, para organizar un texto.

Los aspectos gramaticales más avanzadosse verán en los grados posteriores.

❿Fichero. Actividades didácticas.

Primer grado

Consta de una serie de sugerencias para la vinculación de las actividades de escriturarealizadas en la escuela con el entorno socialdel niño. Propone que los niños investiguencuáles son las leyendas, narraciones y cancionesde su localidad; que entrevisten a personascercanas; visiten la biblioteca; lean para susfamiliares, tanto sus propias producciones,como los libros de la biblioteca del aula.

También se propone la lectura de

periódicos, revistas, libros y textos diversos.

Otros materiales❿Libros del Rincón

Esta colección incluye una gran variedad demateriales: enciclopedias, cuentos,cancioneros, libros de ciencia para niños,recetarios, poemas, leyendas, tarjetas conimágenes y muchos otros.

Los Libros del Rincón son un recursoinvaluable para el maestro y una fuente deinformación para los niños, a quienes lespermitirá organizar una conferencia, ampliarun tema tratado en clase o divertirse.

La función de estos libros se cumplirá enla medida en que los niños los tengan a lamano. Aunque pueden presentarse incidentescomo la pérdida o el daño de los ejemplares,estos accidentes deben aprovecharse para quelos niños comprendan la importancia decuidar los libros.

Los Libros del Rincón deben ser la basepara organizar la biblioteca del aula.

S U G E R E N C I A S P A R A L AE V A L U A C I Ó N I N I C I A L

Es importante que desde los primeros días declase se tenga una idea de lo que conocen losniños y de las oportunidades que han tenidopara familiarizarse con materiales escritos.


Reflexión sobre la lengua

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Sabemos que llegan con diferentes nivelesde información: mientras algunos proceden dehogares donde la escritura y la lectura formanparte de la vida cotidiana, otros no hantenido contacto con materiales escritos y carecen de experiencias sobre lafuncionalidad de la escritura.

Conocer a los niños permitirá ofrecerlesoportunidades de aprendizaje que no hantenido, considerar sus requerimientos

y planificar el trabajo en función de lasnecesidades de la enseñanza

y de los alumnos.Se sugiere abrir una carpeta donde

se incorporen diversos trabajos y datosrelacionados con el aprendizaje de cadaalumno.

Para los momentos iniciales del primergrado, sugerimos realizar las siguientesactividades:

a) Pida a los niños que escriban una listade palabras de un mismo campo semántico

y oraciones que incluyan alguna de laspalabras de la lista. De esta actividadobserve:

• Si los niños dibujan o escriben cuando seles pide escribir.• Si al escribir utilizan letras o hacenpalitos y bolitas, curvitas o inventan grafías.• Si algunas letras correspondenefectivamente a las palabras dictadas(escrituras aproximadas).• Si escriben convencionalmente algunaso todas las palabras solicitadas.

b) Para conocer las experiencias que los

niños han tenido con la lengua escritaindague lo siguiente:

• Si han visto cuentos, libros, revistas,periódicos u otro tipo de materialesescritos.

• Si saben para qué se usan y qué tipode información contiene cada uno.• Si alguien les ha leído o contadocuentos.• Si en su casa se leen algunos de estosmateriales y cuáles.

Asimismo, puede observar cómo seconducen los niños al trabajar con los librosde la biblioteca del aula. Observe si lesresultan familiares o dudan en tomarlos.Quizá algunos niños ya lean por sí solos

o algunos intenten hacerlo.Durante el desarrollo de la clase,

observe si los niños toman la iniciativapara conversar (con usted o con suscompañeros), hacen preguntas o respondena las que usted o algún niño plantee.

Todos los datos que recabe al principiodel curso le servirán para planificar eltrabajo y para constatar el avance de losniños: ¿Qué sabían cuando ingresaron aprimer grado y qué saben después de unmes, dos o más tiempo? Ponga adisposición de los niños los distintosmateriales de la biblioteca del aula (libros,periódicos, revistas, entre otros) para crearun ambiente de confianza donde ellos seanimen a usarlos, participen en lasconversaciones y en las situaciones queimpliquen la expresión oral; procure quese sientan autores de sus actos de escritura

y lea en voz alta para ellos. En suma,aproveche las actividades que se sugierenen los materiales de apoyo y en los librosde texto de los niños.

Como se mencionó al principio de esta

introducción, el libro busca proporcionaropciones para apoyar el desempeñodocente. Las propuestas sin duda puedenmejorarse, para lo cual sus comentarios

y observaciones son de sumaimportancia.


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B l o q u e 1

Interacción

en la comunicación

Comprensión y producción

de mensajes

❿ Uso de patrones: toma

de turnos, 20, 22, 49, 51❿ Regulación de la

expresión: secuencia

de ideas, 20, 25, 33, 39

Funciones

de la comunicación

Reconocimiento y uso

de las distintas funciones

de la comunicación

❿ Dar y obtener

información: identificarse

a sí mismo y a otros, 20;

explicar, 36, 49; relatar, 33,

37, 39, 49

❿ Expresar emociones, 22,

32, 51, 54, 55; manifestar

opiniones, 35, 51

❿ Adecuación y propiedad:

gestos y movimientos

corporales, 47

Discursos, intenciones

y situaciones

Organización temporal

y causal considerando

las partes del discurso

❿ Conversación: respeto de

turnos, 20, 35, 36, 37, 49,

51, 54, 55

❿ Narración de cuentos,

22, 25, 39; de relatos, 33

❿ Juegos de

dramatización, 47

Propósitos y contenidos

Expresión oral

Conocimiento de la

lengua escrita y otros

códigos

Conocimiento de la forma

gráfica y su significado

❿ Direccionalidad, 19, 21,33, 34

Comprensión de la relación

sonoro-gráfica y del valor

sonoro-convencional

❿ Comprensión de la

relación sonoro-gráfica y

del valor sonoro-convencional

de las letras, 22, 26, 27, 28,

36, 40, 44, 46, 54, 55, 56

Funciones, textos

y características

Función, características

y contenido

❿ Cuento: divertir; inicio

desarrollo y final, 19, 24,

26, 34, 38, 44, 48, 52

❿ Canción: divertir; rima, 36

Comprensión lectora

Desarrollo y uso de

estrategias básicas ❿ Conocimientos previos,

19, 24, 26, 28, 34, 38, 44,

48, 52; predicción, 19, 24,

26, 28, 34, 38, 48; audición

de lectura, 19, 24, 26, 29,

34, 39, 48, 53; expresión de

opiniones, 19, 29, 34, 39,

53; relación del contenidocon experiencias previas,

19, 29, 34, 39; resumen

oral, 19, 30, 34; inferencia,

30; comprensión literal, 30;

relación imagen-texto, 34,

44, 48, 53; comprensión

específica, 35; identificación

del significado global, 24,

34, 39, 44, 49, 53;

comprobación de

predicciones, 24, 30, 35, 48;

intentos de lectura con

apoyo en imágenes, 24, 30;

identificación de

correspondencias entre

segmentos de la cadena

hablada y partes del texto

escrito, 24, 35

Lectura

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Reflexión sobre códigos

orales y escritos

Reflexión y valoración de

las convenciones del sistema

de escritura

❿ Reconocimiento, dentrode palabras y frases, de la

relación sonoro-gráfica de

las letras, 22, 31

❿ Segmentación, 36, 46

❿ Reconocimiento, dentro

de palabras y frases, de la


las letras, 46, 51, 54

Reflexión sobre las

características de

la lengua para

autorregular su uso

❿ Uso de clases de

palabras: describir acciones,27


características de la lengua

para autorregular su uso

❿ Interpretación de

expresiones idiomáticas, 42

P r o p ó s i t o s 17

Conocimiento de la


códigos

Comprensión de la relación

sonoro-gráfica y del valor

sonoro-convencional ❿ Comprensión de la

relación sonoro-gráfica y del

valor sonoro-convencional

de las letras, 20, 21, 25, 26,

33, 37, 40, 41, 45, 46, 47,

49, 50, 51, 52, 55, 56

Funciones, textos y

características

Uso de la escritura con

distintos propósitos

❿ Cuento: divertir, 23, 42

❿ Listados: registrar, 32, 35

❿ Relato: relatar, divertir, 57

Conocimiento de las

características de

los textos

❿ Cuento: inicio, desarrollo

y final, 23, 42

❿ Relato: inicio, desarrollo y final, 57

Producción

Desarrollo de estrategias

básicas

❿ Cuento: transformación,

23

❿ Elaboración guiada de

textos colectivos y a partir

de un modelo, 42

❿ Elaboración guiada de

textos colectivos, 57

Escritura Reflexión sobre la lengua

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18L i b r o p a r a e l ma e s t r o

Paco el Chato Paco es un niñito que se pierde al salir de la escuela el primer día de clases. Por desconocer su nombre

completo y su dirección, Paco tiene dificultades para regresar a su casa.

En esta lección el centro de interés es el nombre propio. Se propiciará

que cada niño aprenda a reconocer su nombre escrito y a escribirlo.

Las actividades de clasificación de nombres cortos y largos,

y las que llevan a la búsqueda de la relación entre

nombres escritos e ilustraciones, apoyarán a los niños

en la lectura y en el conocimiento del valor sonoro de las letras.

Sabemos cuán importante es que los niños

presencien actos de lectura, particularmente

cuando, en el entorno, la lectura

y la escritura no acompañan la realización

de las actividades cotidianas.

A continuación se presenta una versión larga del cuento para que usted

la lea en voz alta a los alumnos. El libro de lecturas contiene una versión abreviada,

con ilustraciones, para los niños.

Paco el Chato

Paco vivía en un rancho. Cuando cumplió seis años, su

papá lo llevó a vivir con su abuelita a una ciudad muy

grande para que Paco fuera a la escuela. El primer día de

clases su abuelita lo llevó a la escuela y le dijo: –A la salida me esperas

en la puerta. Yo voy a venir por ti–. A la hora de la salida, Paco buscó a su

abuelita, pero no la encontró. Paco no sabía qué hacer. Esperó un rato y luego

empezó a caminar. Paco se distrajo viendo todos los carros y a la gente que había

en las calles. De repente, se dio cuenta de que estaba perdido y empezó a llorar.

Un policía que estaba por allí le preguntó: –¿Qué te pasa?–. Paco le dijo que estaba

perdido. El policía le preguntó su nombre. Paco le contestó: –Me llamo Paco

11

Lectura en voz alta

E scuchar la lecturade textos propicia

el acercamientoa la lengua escrita y alplacer de la lectura.

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1 • P a c o e l Cha t o 19

y me dicen el Chato –. Después el policía le dijo: –¿Cómo se llaman

tus papás?–. Paco contestó: –Mi papá se llama Ramón–. Pero Paco no sabía

el apellido. Tampoco sabía el nombre de la escuela a donde había idopor la mañana ni la dirección de su casa. El policía decidió que lo mejor

sería ir a la estación de radio y llevar a Paco para avisar que allí estaba.

Por la tarde llegó la abuelita en una patrulla, ella había escuchado el radio

y había pedido ayuda para ir a buscar a Paco. Paco se alegró mucho

al ver a su abuelita, y pensó que era importante aprender su nombre

completo y su dirección. Entonces, Paco y su abuelita se fueron muy

contentos a su casa.

Antes de leer

❿Converse con los niños sobre lo que se siente cuando

uno se pierde. Pregunte si alguno se ha perdido, en qué

lugar, cómo lo encontraron y qué se recomienda hacer

para no perderse o cuando alguien se pierde.

Al leer

❿“Paco el Chato ” (Lecturas , p. 7). Invite a los niños a escuchar

la lectura de “Paco el Chato ” que usted realizará. Explique que les va a leer una versión

un poco distinta a la que se encuentra en su libro de lecturas, pero que ellos

pueden mirar las ilustraciones de su libro y seguir en éstas el cuento.

❿Ejemplifique con un segmento escrito en el pizarrón

la dirección en la que se lee (izquierda a derecha).

Después de leer

❿Pregunte a los niños si les gustó este cuento y solicite

que entre varios niños digan de qué trató. Puede usted preguntarles

dónde vivía Paco antes de llegar a la ciudad, con quién vivía, por qué se perdió.

❿Comenten sobre la importancia de conocer el nombre propio completo,

con apellidos, además de la dirección de su casa, el nombre de su maestro

y el de su escuela.

❿Pida a algunos niños que señalen sobre el cuento en qué dirección se lee.

7

11 Paco el Chato

Leer y compartirSes ión 1

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❿“Platico contigo” (Fichero , p. 1). Esta actividad propicia la

conversación para que los niños puedan conocerse entreellos. Organice al grupo de manera que platiquen en

pequeños equipos.

❿“El trabajo con el nombre propio” (Fichero , p. 9).

Después de llevar a cabo las actividades anteriores,

se cuenta con un contexto propicio para la escritura

del nombre propio. En esta ficha se sugiere una secuencia

didáctica con este fin.

❿“Palabras con letras móviles” (Fichero , p. 4). Para la

actividad que se propone en esta ficha, los niños pueden

recortar las letras del alfabeto móvil (Recortable , pp. 5-9)

y formar con éstas su nombre propio (sin apellidos).

❿ “Haz dos sobres para las letras

móviles” (Recortable , pp. 3 y 143).

Invite a los niños a recortar y armar

los sobres para que puedan guardar

allí sus alfabetos móviles.

❿ “Mis amigos y yo” (Actividades , p. 7).

Los niños escribirán su nombre,

el de su maestro y el de aquellos

amigos cuyos nombres comiencen

igual que el suyo. Proporcione ejemplos

en el pizarrón. Con el fin de que

se apoyen unos a otros, proponga

que se organicen en pequeños

grupos de trabajo.

El trabajocon el nombre propio

9

La u ra Ca no

Material En un sobre,las tarjetas con elnombre propio delos niños.

2. Despuésde estetrabajo,el maestrorecogelastarjetasconelnombre delosniños paraguardarlasyutilizarlascon lafrecuenciaque serequiera.

3. Cada día,elmaestro procura que los mismosniños busquen las tarjetas que tengan su nomb re.Durante varios días consecutivos los niños pue-den haceretiquetas con sus nombres y colocarlasen diferentes objetos:sus bancos,lápices,refrige-rios,ropa, etcétera.Es posible que en estas tareasunos niños ayuden a otros;por ejemplo,siCarlosno encuentra su tarjeta elmaestro dice:

“Vamos a ayudarlo,¿con cuálletra empieza Car-los? ¿Cómo es la primera letra de Carlos? ¿Quiéntiene un nombre que empiece igual? ¿Cómo sabesque aquíno dice Carlos?”

Con elpropósito de organizarla búsqueda quelos niños hagan de su nombre,elmaestro puede:

a. Con las tarjetas sobre elescritorio, hacerpasara los niños en grupos de cuatro o cinco para quecada uno encuentre la tarjeta con su nombre.

• Que los alumnos reflexionensobrela estabilidadde larepresentación escrita a partirdelanálisis delnombre propio.

1.Alprincipio delaño escolarelmaestro propor-ciona una tarjeta en blanco a cada niño.Pide queescriban su nombre y élescribe los de quienes aúnno pueden hacerlo.

Elmaestro pide a los niños que anoten su nombreen la portada de sus cuadernos para saber aquiénes pertenecen.Quienes aún no sepan escri-bir pueden copiarlo de la tarjeta.

El trabajo con

el nombre propio

C umple diversospropósitos, como

ampliar el repertoriográfico y descubrirque el orden de lasletras de los nombressiempre debe serel mismo para quepueda ser leído.

La escriturade los niños

P or lo general, lasprimeras escrituras

de los niños no se ciñena las formasconvencionales(no escriben las letrasque correspondena la palabra) y el trazode las letras puede ser

inseguro e impreciso.Aunque esto suceda,es importante apoyarlospara que escriban.

Hablar y escuchar

Tiempo de escribir

A

H a z d o s s o b r e s p a r a l a s l e t r a s m ó v i l e s .

1 .

R e c o r t a

p o r l a

l í n e a

p u n t e a d a .

2 .

D o b l a

p o r l a s l í n e a s A .

3 .

P e g a

l o s e x t r e m o s .

4 .

D o b l a

p o r a b a j o

y

p e g a .

5 .

D o b l a

l a

p e s t a ñ a

y

l i s t o .

A

A

A

A

A

A

Paco el Chato Mis amigos y yo

1 • P a c o e l C hato 7

11Escribe tu nombre completo.

Escribe el nombre de tu maestra o maestro.

Escribe otros nombres que comiencen con la misma letra que el tuyo.

Paco escribió su nombre con las letras del alfabeto móvil.Escribe tu nombre con el alfabeto móvil.

Tiempo de escribir

Sesión 2

E/I/P-016-027.QX4.0 12/14/01 1:30 PM




❿Lea el cuento “Paco el Chato ”, pero ahora en el libro del niño.

Señale la dirección en que usted lee y pida a los niños que en sus librossigan la lectura con el dedo.

❿“La lista de asistencia” (Fichero , p. 7). Con esta actividad los niños seguirán

trabajando la forma en la que se escriben otros nombres. Además tienen

la oportunidad de observar su propio nombre. Este registro también permite

comentar las ausencias frecuentes de algunos niños así como

los motivos de éstas. Comente la importancia de asistir

todos los días a la escuela.

❿“El sobre de palabras” (Fichero , p. 13). Cada niño puede

formar, con la ayuda de usted, un sobre para guardar

algunas palabras cuya escritura le interese conocer.

El sobre de palabras puede comenzarse con el nombre

del niño, que le servirá de modelo para escribirlo en cada

uno de sus materiales escolares. Las actividades sugeridas

en esta ficha apoyarán el descubrimiento de la relación

sonoro-gráfica, es decir, la observación de que lo que

se escribe tiene que ver con lo que se dice.

❿ Después puede pedir a los niños que en una hoja

escriban sus nombres, los de otras personas y algunas

palabras; aclare que deben hacerlo como puedan.

Estos escritos pueden emplearse para iniciar la carpeta

de cada uno. Después de un tiempo, tanto los niños

como usted, podrán constatar

sus avances.

Leer y compartir

Tiempo de escribir

7

La listade asistencia

L a u r a C a n o

mes fue alguien con nombre de seis letras,empie-za con M y termina con L.Quien faltó más tieneun nombre que se forma aljuntar dos nombres(Mariana)”,etcétera.

Las actividades con elnombre propio puedenrealizarse tantas veces como elmaestro lo consi-dere pertinente,principalmente alinicio delcicloescolar.

• Que los alumnos descubranla relación sonoro-gráficadelsistema deescritura.

Material Una cartulina pegada en la pared con un cuadrode doble entrada que incluya los nombres de losniños y los días de la semana,y tarjetas conlos nombres de los niños (dels obre de palabras odeltarjetero).

1. Alinicio delaño escolarel maestro pega en lapared delsalón una cartulina con los nombres detodos los alumnos.Diariamente,los niños que lorequieran se apoyan en la tarjeta que tienen con sunombre para identificarlo en la cartulina y marcarsu asistencia.

2. Elmaestro propone analizarlos nombres yagruparlos pordiferentes criterios,por ejemplo:

Letras iniciales iguales.Letras finales iguales.Número de veces que aparece algún nombre.Semejanzas.Diferencias.

3. Altérmino de la actividad y delregistro sepueden hacerpreguntas para adivinarquiénesfueron los niños que tuvieron mayorasistencia,porejemplo:“Elniño con mayorasistencia en este

13

El sobre de palabras

•Que los alumnos conozcanla representación escrita de palabraselegidas porellos mismos.

3.Cada niño interpreta sus palabras y las escribeen la parte externa delsobre. Esto le permitirárecuperarlas después de realizarun trabajo colec-tivo.Elmaestro dirá a los n iños lo que está escritoen sus tarjetas cuando ellos no lo recuerden.

4. Una vez elaborado, este materialservirá debase para múltiples exploraciones y descubri-mientos.En diferentes momentos se pedirá a losniños,o rganizados en equipos,juntar todas lastarjetas y hacerclasificaciones con criterios dife-rentes:

Cantidad de letras (palabras cortas y largas).Inicios iguales.Terminaciones iguales.Otros.

5.Cuando se tiene alguna clasificación los niñosleen las palabras.Sila lectura se dificulta,se pidealpropietario de la tarjeta que la lea.De maneraespecialse señalan los casos en que la semejanzagráfica no conduzca a una semejanza sonora,por

ejemplo: circo, clavo .

Material Un sobre tamaño carta para cada alumno y tarje-tas de papelcartoncillo de 2 cmde ancho por8 cmde largo.

1. Se pide a los niños elegircuatro palabras: lasque quieran tener escritas en sus tarjetas.

2.Elmaestro escribe frente a los niños los nombreselegidos porellos y entrega a cada uno sus tarjetas.Escribe en otra tarjeta elnombre de cada niño.

Todas las palabras serán escritas a 1 cmdedistancia delmargen izquierdo de la tarjeta,parafacilitara los niños la comparación gráfica.

C a r l o s

m a n d a r í n

Convencionalidadde la escritura

L os niñoscomprenderán

gradualmente laconvencionalidad de la

escritura, mediante eltrabajo que se realiceen el grupo y lainformación que se lesproporcione.

Ses ión 3

E/I/P-016-027.QX4.0 12/14/01 1:30 PM



❿“Platica el cuento” (Actividades , p. 8). A partir de las ilustraciones

del cuento “Paco el Chato ” los niños podrán narrarlo y conversarsobre el mismo. Los niños deben basarse en las ilustraciones

para narrar el cuento y comentarlo. Esta actividad permite

el intercambio de opiniones entre los niños.

❿“Los amigos de Paco” (Actividades , p. 9). Al clasificar los nombres cortos y largos, y al

leerlos, los niños podrán descubrir que la extensión de una palabra escrita

tiene relación con la extensión de la misma palabra en su forma oral.

❿ “Palabras cortas y largas” (Fichero , p. 3). Esta secuencia didáctica

aborda, al igual que la anterior, la relación sonoro-gráfica del sistema

de escritura; para ponerla en práctica puede escribir en el pizarrón

los nombres que aparecen en el cuento.

❿“¿Cómo se llama?” (Actividades , p. 10). Lea las instrucciones

y ayude a los niños a resolver la actividad (Recortable , p. 11). Después,

apoyándose en las palabras e imágenes, haga preguntas que lleven a

los niños a percatarse de las palabras que tienen la misma letra inicial:

Paco , patrulla , papá . También pueden observar y leer las palabras

que terminan con la misma letra: abuelita , patrulla , papá . Lo anterior

favorecerá el establecimiento de la relación sonoro-gráfica.

❿Escriba en el pizarrón uno de los fragmentos de “Paco el Chato ”.

Trabaje con los niños realizando una lectura compartida.

❿“La abuelita de Paco se perdió” (Actividades , p. 11). Explique a los niños que ellos

van a hacer otra versión de “Paco el Chato ”. Comente que ahora la abuelita de Paco va


Hablar y escuchar


Leer y compartir

Tiempo de escribir

Platica el cuento

Ilumina las imágenes y platica el cuento a tu compañero.

8L i br o de act i v i dade s

Hablar y escuchar

3

Palabras cortas y largas

vaca

sentan animales de muydiferentetamaño,las dosseescriben con un número similarde letras.Otroejemplo puede ser: oso y lagartija;seexplicaa losniños que eloso es un animalgrande,p ero sunombre se escribecon pocas letras;en cambio,lalagartijaes un animalpequeño,pero su nombrelleva muchas letras.

5. Después,en sucuadernocadaniño intentaescribirsuspropiaslistasdepalabrascortasy largas.Puedebuscarlas palabrasenalgún libroytrabajarconun compañero.Alfinal,algunosniños leenunpardepalabrasensuslistasyjustificansuubicación.

• Que los alumnos descubranla relación entre elhablay la escritura.

1. Se propone hablarde algún tema interesanteparalos niños (animales,juguetes,frutas,etcéte-ra).Se puede preguntar,porejemplo: “¿Qué ani-males conocen? ¿Dónde los han visto? ¿Quiénpuede decirlos nombres de algunos animales queconozca? ¿Quién dice los nombres deotros,aun-que no los conozca?”

2. Elmaestro dice a los niños:

“Ustedes van a decirlos nombres de los animalesque conozcan y yo los voy a escribiren elpiza-rrón.Voy a hacerdos listas:en una voy a escribirlas palabras cortas y en la otralas largas.Cuandouncompañerodigaunnombre,losdemásvanadeciren cuálde las dos listas lo debo escribir.”

3. Elmaestro tratadequesellegueasi tuacionesen las que una palabra larga representeu n objetopequeño o viceversa y conduce alos alumnos adarse cuenta de que la extensión de la escritura nodepende del tamaño del objeto al que se hacereferencia,sino de la extensión de laemisión oralde la palabra.

4. Se analizan pares de palabras,por ejemplo:hormigay elefante ;aunque ambas palabras repre-

11

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Leer y compartir

1 • P a c o e l C hato

Leer y compartir

Sesión 4

Sesión 5

E/I/P-016-027.QX4.0 12/14/01 1:30 PM



Carpeta de evaluac ión

P

repare una carpeta para cada uno

de los niños de su grupo.

En esta carpeta podrá guardar

los datos que recolecte en relación

con el trabajo que ellos realicen.

Estos datos pueden ser:

❿Las mejores producciones

escritas de los niños: trabajo

individual y algunas de las tareas

realizadas por todo el grupo.

❿Las observaciones que usted

realice con respecto del

desempeño del niño en:

expresión oral, lectura,

escritura y reflexión sobre la lengua.

Con la carpeta de evaluación podrá

usted constatar tanto el progreso

individual como el del grupo.

Estas observaciones le permitirán orientar

su trabajo y apoyar a los niños en los

aspectos y en la medida en que ellos

lo requieran.

Es conveniente que el contenido

de estas carpetas sea compartido con

los padres de familia y con los mismos

niños para tomar en cuenta sus

observaciones cuando planee el trabajo

futuro.

Asimismo, las carpetas pueden mostrarse

a otros maestros para compartir formas

de trabajo, problemas comunes

y estrategias de solución.

a ir al rancho y que ella se va a perder. Lea el cuento del libro

de actividades e indíqueles que copien las palabras que se presentan

como modelo en esta hoja. Al final, lea con los niños la nueva versión del cuento.

❿(Recortable , p. 141). Este material, que también aparecerá en otras

lecciones, consiste en una serie de tarjetas con palabras

e ilustraciones que se relacionan con el contenido de las lecturas

en que se encuentran. El material puede ser aprovechado en clase

para que los niños lean y analicen las palabras, para que las

clasifiquen según la letra con la que comienzan o terminan,

o de acuerdo con alguna letra que todas las palabras compartan.

También se pueden utilizar como modelo para escribirlas o para jugaral memorama. De la misma manera, pueden ser utilizadas en casa.

Se sugiere confeccionar un sobre para conservar las tarjetas

y evitar que se pierdan.


Leer y compartir

1 • P a c o e l C h a t o 141

policía

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La abuelita de Paco se perdió

Escribe en el renglón las palabras que faltanpara completar el cuento.

La abuelit a de fue al rancho a ve r al

y a la de .

La abuelita fue a ver a los de .

le dijo: —Yo vengo por ti.

La abuelit a no espe ró a y se pe rdió.

la buscó y la buscó.

Al fin la encontró en un maizal.

y su abuelita

se pusieron muy contentos.

1 • Paco e l C hato 11

Paco papá

mamá Paco

tíos Paco

Paco

Paco

Paco

Paco

Tiempo de escribir

E/I/P-016-027.QX4.0 12/14/01 1:32 PM



Saltan y saltan

Este cuento, escrito en verso, facilita la localización

de palabras que se repiten. La reiteración

facilita también la predicción de contenidos

y la comprensión del texto.

Esta lección permite analizar las partes que forman

las oraciones escritas y continúa el análisis

sonoro-gráfico en la escritura de palabras.

Antes de leer❿Platique con los niños sobre los cuentos que ellos

conozcan. Dígales que van a leer un cuento sobre siete

enanitos que saltan y saltan para llegar a un bosque donde les espera una sorpresa.

Comente que este cuento está escrito en versos que riman. Proporcione a los niños

un ejemplo para ilustrar la rima.

❿Pregunte a los niños si saben alguna canción o un verso para que lo digan al grupo

y encuentren las palabras que riman.

Al leer❿“Saltan y saltan” (Lecturas , p. 13). Lea el cuento en voz alta y pida

a los niños que observen las ilustraciones del cuento mientras usted lo lee.

Después de leer❿ Comente con los niños lo que pasó en el cuento. Hágales notar

que al principio eran siete enanitos, pero al final del cuento sólo uno

llegó al bosque. Pregúnteles qué les pasó a los otros. Si los niños no

recuerdan, lea nuevamente el cuento. De ser posible, dibuje en el pizarrón siete enanitos

y pida a uno de los niños que los borre a medida que éstos se queden en el camino.

❿Lea de nuevo la historia e invite a los niños a que ahora lean en voz alta,

junto con usted, las partes del cuento que se repiten.


13

22 Saltan y saltan

22

Leer y compartirSesión 1

E/I/P-016-027.QX4.0 12/14/01 1:32 PM



❿Pida a los niños que escriban con el alfabeto móvil las siguientes palabras:

saltar , enanito y reina. Para hacerlo pueden fijarse en las palabras del cuento.

❿Cuando los niños hayan formado las palabras, solicite que las comparen

con las de algún compañero y que las copien en su cuaderno.

❿Lea de nuevo el cuento en voz alta para que los niños sigan

la lectura en su libro.

❿“Saltan y saltan” (Actividades , p. 12). Pida a los niños

que recorten las imágenes del cuento (Recortable , p. 13).

Indíqueles que la primera que deben pegar es la que tiene

seis enanitos y que para saber cuál sigue, recuerden

o repitan el cuento o lo vuelvan a leer.

❿Pida a algunos niños que relaten el cuento de acuerdo

con la secuencia de imágenes que ordenaron.

❿“¿En dónde salta?” (Actividades , p. 13). Pida a los niños

que recorten las ilustraciones que corresponden al cuento

(Recortable , p. 15). Luego, ayúdelos a leer el primer texto

de la actividad: Salta en la... Señale que deben poner

en el cuadro la tarjeta que corresponda para completar

la oración. Ahora, lea con ellos la oración completa;

señale que la última palabra está en la ilustración:

Salta en la cama . Proceda de la misma manera

con las siguientes oraciones.

❿ Pida a los niños que completen las oraciones,

copiando las palabras de los recuadros.

Luego pueden analizarlas y escribirlas en las tarjetitas

que se encuentran en su libro recortable.

2 • S a l t a n y s a l t a n 25

Presenciar actosde lectura y escritura

E s importante que,desde el inicio de la

alfabetización, el niñopresencie actos delectura. Por eso, elmaestro debe leer

y escribir en presenciade ellos con frecuencia.


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Hablar y escuchar

Tiempo de escribir

Hablar y escuchar

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escuela

Tiempo de escribir


¿En dónde salta?

Encuentra la figura correspondiente a cada cuadro y pégala.Escribe en el renglón la oración completa.

Salta en la .

Salta en el .

Salta en la .

Salta en el .

Salta en la .

Salta en el .

2 • Sal tan y sal tan 13

jardín

escuela

río

calle

agua

cama

Tiempo de escribir

15

Ses ión 2

Tiempo de escribir

E/I/P-016-027.QX4.0 12/14/01 1:32 PM



❿Lea de nuevo el cuento en voz alta. Escriba en el pizarrón algunas frases

para que los niños identifiquen algunas palabras, por ejemplo: los siete enanitos en el pajar . Pregunte: ¿Dónde dirá enanitos ? ¿Dirá pajar en alguna

parte? ¿Qué dirá en la primera palabra?, etcétera. Haga lo

mismo con otras frases que usted elija.

❿“Encuentra palabras” (Actividades, p. 14 ) . Pida a los niños

que recorten las palabras (Recortable , p. 17) y que identifiquen

cuál corresponde a cada dibujo: niño , niña , papá , mamá , casa,

etcétera. Al final deben pegarlas en el recuadro correspondiente.

❿Pida a los niños que elijan algunas palabras del cuento para

escribirlas con su alfabeto móvil. Pregúnteles qué palabras escribieron.

Esta actividad puede llevarse a cabo en pequeños grupos con el fin

de que los niños comparen sus escrituras.

❿“¿Cómo están los enanitos?” (Actividades , p. 15). Primero, pida a los

niños que recorten los dibujos de los enanitos: dormido , cansado ,

feliz, herido y enfermo (Recortable , p. 17); después

ayúdelos a leer el primer texto: Un enanito está...

y pídales que peguen una de las tarjetas

que corresponda y lean el texto completo.

Por ejemplo: Un enanito está dormido .

Continúe hasta terminar el ejercicio.

❿ Una vez que el grupo haya completado

las oraciones con la palabra que se encuentra en

cada ilustración, pida a varios niños que las lean.

❿Invite a los niños a resolver la segunda parte de la actividad,

que consiste en escribir debajo de cada oración

la palabra que falta.


Elementosde la oración

E l análisis de laspartes de la oración

permite descubrir quela oración escrita seconforma de diferentestipos de palabras.

Leer y compartir

Tiempo de escribir

Leer y compartir

172 • S a l t a n y s a l t a n

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Leer y compartir

dormido

cansado feliz

herido enfermo

Encuentra palabras

Pega debajo de cada dibujo la palabra que corresponda.Diviértete escribiendo palabras con tu alfabeto móvil.


Leer y compartir

17

172 • S a l t a n y s a l t a n

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Leer y compartir

dormido

c an sa do f el iz

herido enfermo

¿Cómo están los enanitos?

Coloca un dibujo para completar cada frase y luego escribela oración completa en el renglón.

2 • Sal tan y sal tan 15

Un enanito está

Un enanito está

Un enanito está

Un enanito está

Un enanito está

feliz

herido

cansado

dormidoenfermo

Leer y compartir

17

Sesión 3

Sesión 4

E/I/P-016-027.QX4.0 12/14/01 1:32 PM




❿“En acción” (Actividades , p. 16). Antes de realizar esta actividad,

explique a los niños que van a identificar las acciones que realizanlos niños de las imágenes.

Pida a los niños que le dicten palabras que representen acciones

(comer, tejer, etcétera), para que usted las escriba en el pizarrón.

Enseguida, podrán identificar las acciones que se ilustran

en esta actividad y escribir las palabras correspondientes.

❿“Memorama de juguetes” (Recortable , pp. 19 y 21). Proponga a los niños que

jueguen en parejas con el memorama. Doce tarjetas tienen en el reversoel nombre del objeto que representa la ilustración; las otras

doce que forman pareja no tienen en el reverso nombres.

Para jugar, las tarjetas se ponen boca abajo. Los niños deben

levantar primero una de las que no tienen el nombre escrito

en el reverso. Se trata de que lean los reversos para encontrar

la tarjeta que hace pareja con la que voltearon primero.

Memorama de juguetes 1


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Leer y compartir


Memorama de juguetes 2

Leer y compartir

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19 y 21

En acción

Observa las imágenes y escribe qué hacen los niños.Después, diviértete jugando con el memoramade juguetes 1 y 2.

.

.

.

.

.



Leer y compartir

Ses ión 5

La bibliotecadel salón de clases

E s importante quedesde los primeros

días se forme labiblioteca del aula.Ésta debe contenerla mayor variedadposible de materiales:libros recreativos,informativos, revistas,periódicos, ejemplaresde cartas, de recados,calendarios y textosproducidos por losmismos alumnos.

E/I/P-016-027.QX4.0 12/14/01 1:32 PM



Los animales cantores

Este cuento está basado en una canción

popular de la que existen múltiples versiones:

“La rana”. Los animales que aparecen en la versión del

libro de lecturas se escogieron por ser los que

responden al nivel de comprensión lectora de los

niños. La reiteración constante de los versos, con

ligeras variaciones, facilita la lectura a los

niños. Se sugiere que después de leer para

ellos el cuento, les pida que identifiquen las

palabras iguales y las subrayen del mismo

color.

Antes de leer

❿ Escriba en el pizarrón una lista de los animales que

aparecen en el cuento.

❿ Organice una conversación para que el grupo comente

lo que sabe acerca de esos animales.

❿ “Los animales cantores” (Lecturas p. 19). Pida a los niños

que observen la portada del cuento

y que traten de imaginar de qué trata.

Solicite a un alumno que lea el título

o léalo usted.


33

Leer y compartirConocimientosprevios

El intercambio deideas, experiencias

e informaciónrelacionada con el temaque se leerá a los niños,les permite anticiparde qué tratará el texto

y comprender mejorsu contenido.Este intercambio permitetambién introducir

el vocabulario o losconceptos indispensablespara la comprensiónde la lectura.

Sesión 1

Los animales cantores33

19

E/I/P-028-033.QX4.0 12/14/01 1:47 PM



❿ Formule preguntas como la siguiente: ¿De qué creen que trata el cuento?

Invite a los niños a dar respuestas relacionadas con el título y la ilustración

de la carátula.

Al leer

❿Lea el cuento en voz alta y después comente que entre todos lo van

a leer de nuevo.

❿ Ayude a los niños a leer las etiquetas con los nombres de los animales

y cuando la palabra aparezca nuevamente pídales que la lean. Puede señalar,

por ejemplo: Si aquí dice rana , ¿qué creen que dice acá?

¿Y aquí? Señale la palabra en diferentes partes del texto.

❿Comente que ahora van a participar leyendo algunas

palabras cada vez que usted interrumpa la lectura. Comience

a leer en voz alta y deténgase ante las palabras que se reiteran

para que los niños las lean.

❿Para saber si los niños comprendieron la historia

completa o sólo una parte, puede hacer preguntas como

éstas: ¿Por qué la rana no pudo seguir cantando? ¿Qué animales querían

cantar? ¿Quién se quedó cantando al final? ¿Por qué los más grandes

y fuertes no dejan a los chicos hacer lo que quieren? ¿Han visto alguna vez

que los niños grandes no permitan a los chicos hacer lo que quieren? Durante

la actividad, permita que los niños expresen y relaten los sentimientos y

experiencias que hayan tenido en

situaciones semejantes.

3 • L o s a n i m a l e s c a n t o re s 29

Las predicciones

L a forma del texto,el título y lasilustraciones permitenal lector hacerpredicciones sobresu contenido.

E/I/P-028-033.QX4.0 12/14/01 1:47 PM



Después de leer

❿ Recuerde a los niños que, antes de leer, hicieron predicciones sobre el

contenido del cuento. Conversen para saber si acertaron o no. Puede hacerpreguntas como: ¿Se acuerdan de qué habían dicho que iba a tratar? ¿Pasó lo

que ustedes habían pensado?

❿ Propicie comentarios sobre el cuento mediante algunas preguntas:

¿Qué personaje canta primero? ¿Quién calla a la rana?

Si pudiéramos agregar otro personaje, ¿quién creen que

podría callar al gorila?

❿ Anime a los niños a realizar una dramatización del

cuento. Escoja a seis de ellos para que representen a losanimales; por ejemplo, un niño será la rana y otro la garza.

El niño que haga el papel de la rana comenzará a cantar,

tratando de imitar la voz de este animal, y el niño que actúe

como la garza, imitando la voz de esta ave, lo asustará

y empezará a cantar y así sucesivamente. Todo el grupo

cantará siguiendo las acciones de los niños.

❿ Invítelos a cantar nuevamente, pero en esta ocasión se

irán cambiando los nombres de los animales por los de los

niños participantes. Por ejemplo:

Estaba Rogelio muy cerca del agua, cuando Rogelio se puso a cantar,

vino Lupita y lo hizo callar.

❿ “Los animales cantores” (Actividades , p. 17). Pida a los niños que busquen y

recorten las ilustraciones del cuento (Recortable , p. 23) y que las observen

cuidadosamente para que las peguen

en orden en su libro de actividades.

Dígales que pueden platicar sobre

el cuento en parejas o por equipos

para reconstruir la secuencia.

❿ Invítelos a que en su casa platiquen

este cuento en verso con sus familiares

o amigos.


Revisiónde predicciones

E

sta revisión permite

que los niños vayantomando en cuentacada vez más factores(título, tipo de ilustración,organización gráficadel texto, etcétera) quele posibilitarán afinarpredicciones posteriores.

3 • ¡ S o c o r r o ! 23

Leer y compartir

33Los animales cantoresPega las ilustraciones según el orden del cuento.

Leer y compartir

3 • Los animal e s cantor e s 17

23

E/I/P-028-033.QX4.0 12/14/01 1:48 PM



❿Invite a los niños a decir palabras que empiezan igual. Primero diga

una palabra (por ejemplo mariposa ) y pídales después que mencionen otraque empiece igual. Al principio quizá sea necesario que usted dé ejemplos:

masa, Manuel, maleta.

Conforme los niños vayan diciendo palabras que empiezan igual que la

palabra que usted propuso, escríbalas en el pizarrón, una debajo de otra.

❿Cuando haya escrito tres o cuatro palabras, pida que alguien subraye

o encierre en un círculo la letra inicial; después plantee preguntas como:

¿En qué se parecen? ¿Cómo suenan? Siga el juego con otra

serie de palabras que empiecen igual.

❿“Palabras que empiezan igual que el nombre propio”

(Fichero , p. 40). Aquí se ofrece otra posibilidad didáctica para

trabajar los inicios de palabras.

❿“¿Con cuál empieza?” (Actividades , p. 18). Explique a los

niños en qué consiste esta actividad. Lea con ellos los

nombres de los animales que aparecen en esta página

y dígales que escriban sobre la línea sí o no , dependiendo

si el animal al que se hace referencia les provoca miedo o no.

Luego pídales que unan con una línea los nombres

de los animales que empiecen igual.


40

Palabras que empiezanigual que el nombre propio

1. Elmaestro pregunta algrupo:“¿Quiénes quie-ren que utilicemos su nombre para trabajar hoy?”Elige algunos nombres ylos escribe en elpizarrónen forma de lista.

2. Elmaestro explica a los niños que van a trabajarcon el primer nombre que está escrito en elpizarrón,porejemplo: María .Lo escribe fuera delalista,para quetodos los niños lo puedan leerclaramente,y lo lee en voz alta.

3. Preguntaalgrupo:“¿Quién mepuededecirunapalabra que empiece como empieza María?” (sinseñalarlapalabra escrita).

4. Habrá niños que propongan palabras quecomiencen con lasílabainicialo con elsonido delaletra inicial;elmaestro aceptatodas las pro-puestas delos niños y las anotaen elpizarrón,enformadelista,debajo delnombrecon queseestátrabajando ylas lee.En caso dequelos niñosdigan alguna palabra que no inicia como elnom-bretrabajado,seanotay sehacelacomparación:“¿Seveigual? ¿Seoyeigual?”Cuando los niños sedan cuentadequeno es así,seborra.

5. Elmaestro repite la actividad con otros nombresde la lista.

6. Pidealos niños quecadauno escribaen sucuaderno una lista de palabras que comiencenigualque su nombre. Es probable que algunosniños descubran que deben empezar la escriturade la palabra con la sílaba o la letra inicialde sunombre,pero no sepan cómo seguir;elmaestrolos animaaque continúen como ellos puedan yles dalainformación querequieren paraescribirlas palabras.

7. Alfinal, elmaestro o algún niño puedeleerfrentealgrupo algunas de las listas elaboradas.

• Quelos niños descubran queexiste

relación entrelos sonidos delhablayla representación escrita.

L a u r a C a n o




¿Con cuál empieza?

¿Te dan miedo? Escribe sí o no.Después une con una línea las palabrasque comiencen con la misma letra.

león

oso

tigre

cangrejo

víbora

gorila

araña

rata

conejo

gato

tortuga

alacrán

orca

rana

lombriz

venado

Ses ión 2

E/I/P-028-033.QX4.0 12/14/01 1:48 PM



❿ “El gorila va de compras” (Actividades , p. 19).

Invite a los niños a jugar. Para comenzar, dígales que el gorila va a ir de compras, pero quiere que lo ayuden a hacer una lista

de los artículos que va a comprar.

❿ Aunque los niños no escriban de manera convencional,

lo importante es que hagan uso de una de las funciones de la

escritura: escribir para recordar. Se sugiere realizar esta actividad

en parejas, con el fin de que los niños puedan intercambiar información.

❿ “¿Cómo se sienten la rana y el gorila?” (Actividades , p. 20).

Antes de iniciar la actividad, explique que las personas experimentamos

diferentes emociones: unas veces estamos tristes, otras contentos, algunas más

nos asustamos o tenemos miedo. Pregunte qué otros estados de ánimo

pueden mencionar.

❿ Enseguida, explique que en esta actividad el gorila y la rana experimentan

distintas emociones. Pida a los niños que recorten las imágenes correspondientes

a los estados de ánimo (Recortable , p. 25). Luego lea con ellos

los textos incompletos de la

actividad y pídales que

peguen los dibujos donde

corresponda.

Finalmente, deben escribir

la palabra faltante.

Invite a algunos niños

a leer los textos

completos.


Tiempo de escribir

Hablar y escuchar

2 0

L i b r o d e a c t i v i d a d

e s H a b l a r y e s c u

c h a r

25

¿ C ó m o s e s i e

n t e n l a r a n a y

e l g o r i l a ?

P e g a e n c a d a c u

a d r o e l d i b u j o q

u e c o r r e s p o n d a.

E s c r i b e e n e l r e n g

l ó n l a o r a c i ó n c o

m p l e t a.

E l g o r i l a s e s i e n t

e

.

L a r a n a s e s i e n t e

.


e

.

L a r a n a s e s i e n t e

.


e

.

a b u r r i d o

e n o j a d o

t r i s t e

a s u s t a d a

c o n t e n t o

3 • Los animal e s cantor e s 19

Tiempo de escribir

El gorila va de comprasAyuda al gorila. Escribe la lista de lo que quiere comprar.

El gorila quiere comprar:

calcetines

cepillo de dientes

anteojos

peine

patines

máscara

3 • ¡ S o c o r r o !

2 5

p e r i c o

c a m e l l o

p a t o

c o c h i n o c a r a c o l

p a l o m a

p o l l o

c a b r i t a

c o n e j o

p e z

p e r r o

e n o j a d o

a b u r r i d o

c o n t e n t o

t r i s t e

a s u s t a d a

c a b a l l o

L e e r y c o m p a r t i r

H a b l a r y e s c u c h a r

Sesión 3

E/I/P-028-033.QX4.0 12/14/01 1:50 PM



❿“¿Cómo se llama?” (Actividades , p. 21). Converse con los niños

sobre los animales que conozcan. Pídales que busquen y recortenlas tarjetas de animales (Recortable , p. 25).

Explique a los niños que cada tarjeta tiene escrito el nombre

del animal que está dibujado y que deben buscar

ese mismo nombre en su libro de actividades

para pegar allí la tarjeta.

Luego completarán los nombres de los animales

en los renglones correspondientes.

❿“Memorama de animales” (Recortable, pp. 27

y 29). Invite a los niños a jugar con el memorama.El grupo puede organizarse por parejas y seguir

el mismo procedimiento que en el memorama de juguetes.

❿Platique con los niños acerca de actividades y situaciones que resulten

emocionantes, como los cuentos de espantos, jugar a las carreras o asistir a

un encuentro deportivo.

❿Pida a los niños que le cuenten relatos que para ellos sean emocionantes

(películas de suspenso, cuentos de miedo, etcétera). En forma colectiva

pueden dictarle uno de los relatos para que lo escriba en el pizarrón.

Una vez terminado el texto, lo leerán entre todos.

❿ “¿Qué les gusta?” (Actividades, p. 22). Comente con los niños que

en esta actividad aparecen, del lado derecho, varias ilustraciones

que representan maneras de divertirse.

Del lado izquierdo de cada ilustración hay oraciones incompletas.

Los niños deben observar las ilustraciones y completar las

oraciones escribiendo lo que les guste a ellos y a sus compañeros.

Lea y analice con los niños las partes que ya están escritas

y pídales que propongan palabras para completar las oraciones.

Después pida a algunos niños que lean las oraciones completas.


Hablar y escuchar

Leer y compartir

Tiempo de escribir

Memorama de animales 1

3 • ¡ S o c o r r o ! 27

Leer y compartir

3 • ¡ S o c o r r o ! 25

perico

camello

pato

cochino

caracol

paloma

pollo

cabrita

conejo

pez

perro

enojado aburrido contento

triste asustada

caballo

Leer y compartir

Hablar y escuchar


Tiempo de escribir

¿Qué les gusta?

Escribe lo que más te gusta a ti y a tus compañeros.

A me gusta .

A le gusta .

A le gusta .

A le gusta .

A me gusta .

A le gusta .

mí

Juan

el cine

Ses ión 4

Ses ión 5

3 • Los animal e s cantor e s21

25

c pccomienzan

con ccaballo

cabritaconejocaracol

camellocochino

¿Cómo se llama?

Pega en cada cuadro el dibujo que corresponda.Escribe en el renglón de abajo el nombre de cada animal.

pcomienzancon p

pericopollopatoperro

palomapez

p c p c

p c

c p

c p c p

perico palomacaballo cochino

pato cabrita

conejo perro

caracol pollo camello pez

Leer y compartir

E/I/P-028-033.QX4.0 12/14/01 1:50 PM




La cucaracha comelona

Este cuento, escrito en verso, permite abordar

aspectos básicos de salud e higiene, tanto

de los alimentos, como del lugar donde se preparan.

Se incursiona también en el mundo de los

insectos. Se trabaja el análisis de oraciones

a partir de las estrofas de una canción

popular y se propicia la observación de la

separación de las palabras en la escritura.

Antes de leer

❿Comente con los niños acerca de los insectos;

puede plantear preguntas como: ¿Qué insectos

conocen? ¿Cómo son? ¿Saben dónde viven?

❿“La cucaracha comelona” (Lecturas , p. 26). Comente

con los niños que les leerá un cuento sobre una cucaracha

que pasea por una cocina. Anime a los niños a observar

la carátula y las ilustraciones. Pregunte: ¿De qué tratará el

cuento que vamos a leer? ¿Qué creen que hará la cucaracha?

❿Escriba en el pizarrón algunas de las predicciones

de los niños para comentarlas posteriormente.

Al leer

❿Lea el cuento completo en voz alta. Realice una segunda lectura

y muestre la dirección que sigue al leer. Solicite que los niños también

señalen con el dedo la dirección de la lectura en sus libros.

Después de leer

❿Comente con el grupo el contenido del cuento y pregunte qué les pareció,

por qué creen que se enfermó la cucaracha y quién de ellos se ha enfermado

La cucaracha comelona

26

44

44


E/I/P-034-037.QX4.0 12/14/01 1:10 PM



del estómago. Revise con los niños las predicciones que anotó en el pizarrón

y comenten si acertaron o no. Pregunte a algunos niños cómo

hicieron para saber con anticipación de qué trataba el cuento.

❿(Actividades , p. 23). Explique a los niños que deben recortar

los textos de su libro recortable (Recortable , p. 31). Dígales que estos

textos dicen qué hizo la cucaracha comelona y ayúdelos a leer

las oraciones. Finalmente pídales que las peguen debajo

de la ilustración correspondiente en su libro de actividades.

❿Lea nuevamente el cuento a los niños, señalando las partes

que va leyendo. Pídales que ellos también señalen en sus

libros las partes que usted va leyendo.

❿Forme un círculo con el grupo y comente el tema del

cuento. Propicie que los niños platiquen; plantee preguntas

como: ¿Por qué creen que la cucaracha entró a la cocina?

¿En qué lugares les gusta vivir a las cucarachas? ¿A qué

otros insectos les gusta entrar en las cocinas? ¿Cómo era la

cocina en donde entró la cucaracha? ¿Cómo podemos evitar

que las cucarachas y otros insectos entren en las casas?

❿Comente con los niños que así como hay insectos perjudiciales

porque transmiten enfermedades, también hay otros que son útiles

para el hombre. Invítelos a que anoten en el pizarrón dos listas:

en una van a escribir los nombres de los insectos que consideren útiles

y en la otra los nombres de aquellos que pueden ser dañinos.

Pídales que expliquen por qué los colocaron en una u otra lista.

❿“Insectos útiles y dañinos” (Actividades , p. 24). Pida a los niños que escriban

los nombres de los insectos en la columna correspondiente.

354 • L a c u c a r a c h a c o me l o n a

4 • L a c u c a r a c h a c o mel o n a 31

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Hablar y escuchar

Leer y compartir

Leer y compartir

Hablar y escuchar

Conversación

E s importante quelos niños tengan

oportunidad deexpresar sus opiniones

y sus dudas en unambiente de confianza

y respeto.

Tiempo de escribirInsectos útiles y dañinos

Escribe el nombre de cada insecto en la columna dondepienses que debe estar.

útiles dañinos


insectos

pulga

mosca

abeja

chapulín

mosquito

piojo

avispa

chinche

cucaracha

hormigamariposa

Compara con tus compañeros lo que escribiste.

Tiempo de escribir

La cucaracha comelonaPlatica con tus compañeros lo que máste gustó y lo que no te gustó del cuento.Pega las oraciones abajo del dibujoque corresponda.

4 • La cucar acha come l ona 23

44

Leer y compartir

31

Ses ión 2

E/I/P-034-037.QX4.0 12/14/01 1:10 PM




❿Proponga a los niños que platiquen sobre los insectos útiles

que conocen y sobre aquellos que les resultan atractivos.

❿“Colección de mariposas” (Recortable , p. 31). Pida a los niños que

recorten las mariposas. Invítelos a que, en parejas, las clasifiquen

y luego comenten cuáles pusieron juntas y por qué.

❿Las mariposas pueden guardarse en un sobre y utilizarse

después en alguna otra actividad.

❿“El piojo y la pulga” (Lecturas , p. 31). Proponga a los niños

una sesión de canto. Dígales que van a cantar una canción

graciosa que trata sobre insectos.

❿Después de cantar la canción, escríbala en el pizarrón.

❿Lea a los niños la primera estrofa y pida que alguno

la localice en el pizarrón. Pida a otro niño que localice

el estribillo. Así usted puede ir diciendo todas las estrofas

en orden y pedir a distintos niños que las señalen.

❿“El piojo y la pulga” (Lecturas , p. 31). Comente con los niños

que ellos pueden leer esta canción en su casa con ayuda

de un familiar.

❿Escriba por separado el primer verso de la canción y léalo. Luego pregunte:

¿Dónde dirá piojo ? ¿Y pulga ? ¿Dónde creen que dirá casar ?

Puede continuar preguntando sobre el resto de las palabras.

Haga a los niños la observación de que

en la escritura las palabras se separan

con espacios en blanco.

Hablar y escuchar

Leer y compartir

4 • L a c u c a r a c h a c o m e l o n a 31

Colección de mariposas

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Hablar y escuchar

Leer y compartir

314 • La cucar acha come l ona

El piojo y la pulga

El piojo y la pulga se van a casar,no se han casado por falta de maiz.

Tiro lo tiro tiro liro liroTiro lo tiro tiro liro la.

Responde el gorgojo desde su maizal:—Hágase la boda que yo doy el maiz.


Salta el ratón desde el ratonal:—Amarren al gato que yo iré a apadrinar.


Salta la pulga que se desafina:—Tráiganme unas naguas, yo seré madrina.


Se acabó la boda, hubo mucho vino,se soltó el gatito y se comió al padrino.


Fragmento de una canción humorística del Charro Gil. Cancionero mexicano , 2a ed., México, SEP-Trillas, 1990, p. 21 (Libros del Rincón, Espiral).

Trabajo con textosconocidos por losniños

T rabajar con textosconocidos por los

niños permite realizardiversos análisis de laspalabras que los forman.


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374 • L a c u c a r a c h a c o me l o n a

❿“A contar palabras” (Actividades , p. 25). Pida a los niños que lean

los versos de “El piojo y la pulga” que aparecen en su libro

de actividades.Dígales que deben contar las palabras de cada verso y anotar

ese número en los cuadritos.

❿Comente que los lugares donde habitan los insectos reciben distintos

nombres. Pregunte a los niños si ellos conocen algunos de estos nombres

y si han visto esos lugares. Propicie la participación del mayor número

de niños posible.

❿“¿Dónde viven los insectos?” (Actividades , p. 26). Explique que en

esta página aparecen varias oraciones relacionadas con los lugares

donde viven los insectos, pero que hace falta completarlas con alguna

de las palabras que aparecen en el recuadro al final de la página.

Lea la primera oración y pida al grupo que la complete. Ayude

a los niños a localizar la respuesta entre las palabras escritas al

final de la página. Luego pida que ellos completen las demás

oraciones.

A contar palabras

Cuenta las palabras de cada renglón y escribe el númeroen el cuadrito correspondiente.

El piojo y la pulga se van a casar,

y no se han casado por falta de maiz.

Responde el gorgojo desde su maizal:

—Hágase la boda que yo doy el maiz.

Salta el ratón desde el ratonal:

—Amarren al gato yo iré a apadrinar.

Salta la pulga que se desafina:

—Tráiganme unas naguas, yo seré madrina.

4 • La cucar acha come l ona 25


Hablar y escuchar

La abeja vive en una .

La araña vive en una .

Las hormigas viven en un .

Los gusanos viven en las .

Los caracoles viven en la .

Las avispas viven en el .

Los chapulines viven en el .


colmena telaraña pasto

hormiguero yerba plantas

panal

¿Dónde viven los insectos?

Completa cada oración con una palabrade las que aparecen abajo.

Tiempo de escribir

Tiempo de escribir

Ses ión 5


Recuerde incorporar a la carpeta

de cada niño los datos que

muestren sus avances. Incluya

algunas de las mejores producciones

de cada niño, así como alguna actividad

que haya sido resuelta por todos,

de tal manera que tenga una muestra

del progreso del niño respecto de sí

mismo y con relación al grupo.

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El rey de los animales

En un bosque hay un castillo y en el castillo

un trono. Si algún animal permanece tres días

en el trono se convierte en rey. El primero en

intentarlo es un ratón, pero un gato lo desplaza.

La historia se repite con otros animales hasta

que un elefante es desplazado por el ratón

del principio, que logra mantenerse en el trono

tres días y es reconocido por los animales como

rey. El objetivo del cuento es que los niños

comprendan que lo importante no es alcanzar

una meta en el primer intento, sino perseverar

hasta conseguir lo que se desea.

Antes de leer

❿Promueva una conversación sobre la importancia de luchar para conseguir

lo que deseamos. Muchas veces, esto no se logra rápidamente, por ello

es necesario insistir sin desanimarse. Cuente a los niños alguna anécdota

relacionada con el cuento y anímelos a que ellos narren otras.

❿“El rey de los animales” (Lecturas, p. 32). Pida a los niños

que observen la portada del cuento.

Después pregunte: ¿Por qué creen que este cuento se llama

“El rey de los animales”?


32

El rey de los animales55

55


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Al leer

❿Invite a sus alumnos a escuchar la lectura del cuento. Pida que la sigan

en sus libros, observando las imágenes. Lea con volumen y entonaciónadecuados para que los niños escuchen y entiendan la lectura.

❿Invite a los niños a comentar el cuento. Pídales que recuerden y comenten

si en alguna ocasión han escuchado otro cuento sobre un personaje tenaz.

❿Propóngales leer el cuento nuevamente. Invítelos a participar en la lectura

de las partes del texto que se reiteran.

Después de leer

❿

“El rey de los animales” (Actividades , p. 27). Los niños debenordenar numéricamente la secuencia de ilustraciones. Ayúdelos

a organizar el relato con preguntas como: ¿Qué pasó primero?

¿En dónde? ¿Qué ocurrió al final?

❿Organice a los niños en equipos para que entre ellos

expongan el orden que le dieron al cuento.

Propicie un ambiente de confianza para que los niños participen.

Realice con frecuencia este tipo

de actividad para que

los niños adquieran

experiencia.

5 • E l r e y d e l o s a n i ma l e s 39

Hablar y escuchar

5 • E l r e y de l os animal e s 27

El rey de los animales¿Qué pasó primero? Usa númerospara ordenar las imágenes del cuento y después cuéntaselo a tus compañeros.

55

1

Leer y compartir

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❿Invite a los niños a leer nuevamente el cuento y solicíteles

su participación. Pida que sigan la lectura en sus libros y que intervengancuando usted lo señale.

Continúe la lectura en voz alta y deténgase siempre que aparezca esta frase

para que los niños la lean. Diga a los niños que busquen en el cuento

algunas palabras que se repiten (rey y trono, por ejemplo).

Los niños podrán localizarlas

porque están en la última frase que leyeron.

Pida a varios niños que señalen y muestren

a sus compañeros dónde se encuentran estas palabras.

❿“Sí o no” (Actividades , p. 28) Anuncie a los niños

que ahora escribirán: sí o no , según lo que piensen después

de leer las oraciones que aparecen en esta página.

Apoye a los niños en la lectura

y la escritura.


Leer y compartir

Tiempo de escribir


Tiempo de escribir

Sí o no

Escribe en el renglón sí o no según lo que tú pienses.

Los perros maúllan.

Los elefantes barritan.

Los gallos ladran.

Los ratones chillan.

Las vacas cantan.

Sesión 2

Sesión 3

Estabilidad

en la escritura

La lectura depalabras o frases

que se repiten en untexto ayuda a lacomprensión de laestabilidad en laescritura. Es importanteque los niñoscomprendan que ennuestro sistema deescritura siempre quese escribe una misma

palabra, ésta se escribecon las mismas letrascolocadas en el mismoorden.

355 • E l r e y de l os animal e s

Al día siguiente un león llegó rugiendo,asustó al perro y gritó: —Yo seréel rey —y se sentó en el trono.

Al otro día, un elefante llegó barritando,asustó al león y gritó: —Yo seréel rey —y se sentó en el trono.

E/I/P-038-043.QX4.0 12/13/01 1:46 PM



❿¤Proponga a los niños que jueguen con usted a encontrar palabras que

terminen igual. Diga una palabra para que ellos encuentren la otra. Por ejemplodiga: ¿Qué palabra termina igual que tamales ? Los niños pueden decir pañales

o comales . Continúe con varias palabras hasta tener la certeza de que los niños

comprendieron el juego. Vaya escribiendo en el

pizarrón cada par de palabras para que ellos

señalen y subrayen las terminaciones iguales. Esto

facilitará a los niños el trabajo que se sugiere a

continuación.

❿¤“¿Terminan igual?” (Actividades , p. 29).

Muestre y lea a los niños las palabras queaparecen completas en su libro de actividades y

sugiérales que las usen como modelo para

completar otras palabras. Una vez que hayan

terminado, pida a algunos niños que lean

estas palabras.

❿¤“Palabras que riman” (Fichero , p. 16). Esta

ficha ofrece otra posibilidad didáctica para

analizar los finales de palabras.

❿¤“Completa las oraciones” (Actividades , p. 30). Ayude a los niños

en la lectura de las oraciones que deben completar.

Comente que la ilustración que aparece al

final de cada línea sugiere cuál es la

palabra que falta. Proporcione la

información que los niños soliciten

al momento de escribir.

5 • E l r e y d e l o s a n i ma l e s 41

Relaciónsonoro-gráfica

U n descubrimientoque el niño debe

hacer para comprenderel principio alfabético

de nuestro sistema deescritura, es queaunque las palabrastengan significados muydiferentes, a veces separecen en su sonido

y que estos sonidos serepresentan de formasimilar en la escritura.

16

Palabrasque riman

• Que los alumnos descubranla similitud sonora y gráfica

en las palabras que riman.

LauraCano

1. Elmaestro escribe en elpizarrón algún texto(rima,poema o ronda)en el que aparezcan pala-bras que tengan la misma terminación.

2. Lee con los niños eltexto,haciendo énfasis enla pronunciación de las palabras que riman.

3. Proponejugaradecirpalabrasquerimen.Expli-caquelaspalabrasrimancuandosuterminaciónesigual.Dice,porejemplo:“¿Quiénmediceunapalabraquetermineigualquetiburón?”Silosniñosnoencuentranninguna,elmaestrodavariosejem-plosparaanimar algrupoa encontrarotras.

4. Cuando los alumnos han entendido eljuego,continúan la actividad buscando palabras conotras terminaciones,como illo , oso , ero ,etcétera.

5. Elmaestro escribe en elpizarrón las palabrasque los niños van diciendo y luego invita a variosde ellos para que las lean.Cuando sea necesario,elmaestro y los demás niños del grupo ayudan aquien estéleyendo.

6. Elmaestro propone inventarrimas ypoesías.Aclara que también se pueden hacerrimas gracio-sas o con palabras inventadas:


5 • E l r e y de l os animal e s 29

came

casti

caba

¿Terminan igual?Completa las palabras.

bo

ra

pe

bu


zo

carretón

Tiempo de escribirSes ión 4 30L i br o de act i v i dade s

Tiempo de escribir

Completa las oraciones

Observa cada dibujo y completa las oraciones.

En medio de la selva había un .

En medio del castillo había un .

El ratón chilló tan fuerte que asustó al .

Los animales coronaron al .

Inventa una historiaObserva los dibujos, inventa una historia y díctala al maestro.

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❿¤“Inventa una historia” (Actividades , p. 30). Invite a los

niños a realizar la actividad y explíqueles en qué consiste.

Deben basarse en las ilustraciones para inventar una historia.Puede ayudarlos a establecer el orden planteando

las preguntas: ¿Qué pasó primero? ¿Después?

¿Al final? Dirija la atención de los niños hacia

la formulación de un texto breve y adecuado

a la secuencia de ilustraciones.

Con las respuestas de los niños se conformará

la historia que luego ellos le dictarán y usted

escribirá en el pizarrón.

Para terminar la actividad los niños escribirán

la historia en sus cuadernos.

❿¤Lea el texto que los niños le dictaron el día anterior

y luego comente que el personaje se llevó un chasco .

Pregunte si saben qué significa llevarse un chasco .

Platíqueles alguna anécdota para ilustrar

lo que significa esta expresión. Por ejemplo:

En una feria me dijeron que me había sacado la lotería.

Me puse muy contento y corrí a recoger mi premio,

pero cuando llegué, sólo me entregaron un papel

que decía: ¡La lotería!

❿ Comente con los niños que en el cuento “El rey

de los animales”, los animales se morían de miedo

o se quedaban helados de miedo, y que estas expresiones

las usamos a veces para decir que alguien tiene mucho miedo.

❿ Escriba en el pizarrón las siguientes expresiones:

Me dejó plantado.

LLegó echando chispas.

Me fui volando.

Léalas en voz alta y pregunte a los niños si habían escuchado

estas expresiones, que en muchas partes de México son de uso

común. Pida que traten de explicar su significado.


Formulación de textospara ser escritospor el maestro

L a actividad de dictarun texto propicia lareflexión de los niñossobre las diferenciasentre lenguaje oral

y lenguaje escrito.Antes de escribir demanera convencionallos niños pueden creartextos. En esta

actividad, al no tenerque escribir, los niñospueden concentrarse enel contenido y la formadel texto (qué decir

y cómo decirlo).

Expresionesidiomáticas

Es importanteanalizar con los

niños expresionesidiomáticas de usocomún en nuestro país,las cuales no debeninterpretarseliteralmente, sino ensentido figurado. Estasexpresiones son formascoloquiales del habla

que permiten expresardiversos significadoscompartidos por unacomunidad lingüística.

Reflexión sobre la lenguaSesión 5


Tiempo de escribir

Completa las oracionesObserva cada dibujo y completa las oraciones.

En medio de la selva había un .

En medio del castillo hab ía un .

El ratón chilló tan fuerte que asustó al .

Los animales coronaron al .

Inventa una historiaObserva los dibujos, inventa una historia y díctala al maestro.

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❿¤“¡Qué chistoso!” (Actividades , p. 31). Analice con los niños las siguientes

expresiones. Pregunte qué significa cada una de ellas.

Era peludo como un chango.Se arrancó el pelo de desesperación.

Tenía la nariz de elefante.

Estaba en un charco de lágrimas.

❿¤Pídales que recorten las imágenes correspondientes a las

expresiones que acaban de analizar (Recortable , p. 33) y que las

peguen donde corresponde; para saber dónde pegarlas deberán

leer el texto que aparece en cada cuadro.

❿¤

Enseguida pida a los niños que escojan una de las expresionesanteriores y que inventen un cuento sobre el personaje al que se

refiere. Algunos niños pueden contar su cuento a todo el grupo.

❿¤“Memorama de animales y crías” (Recortable, pp. 35 y 37).

Indique a los niños que recorten las tarjetas del memorama

y explíqueles de qué se trata el juego. Sólo las tarjetas de las crías

tienen escrito el nombre al reverso.

Pueden jugar en equipos de dos o tres niños.

5 • e l r e y d e l o s a n i m a l e s 43

5 • ¡ N o t e l o c r e o ! 33


5 • E l r e y de l os animal e s31

33

¡Qué chistoso!Pega las imágenes donde creas que deben ir.

Era peludocomo un chango.

Se arrancó el pelode desesperación.

Tenía la narizde elefante.

Estaba en un charcode lágrimas.


Anticipación

A lgunas letrasconocidas por los

niños funcionan comoíndices que les permitenanticipar la palabracompleta.

Memor ama d e ani mal es y cr í as 2

5 • ¡ N o te l o c r e o !

37

L eer y compar t i r

M e m o r a m a d e

a n i m a l e s y c r

í a s 15 • ¡ N o t e l o c r e o

!

35

L e e r y c o m p a

r t i r

7 7

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Los changuitos

Este texto en verso plantea en forma graciosa

las travesuras de unos changos pequeños

que gozan disfrazándose o jugueteando con la ropa de

los adultos. En esta lección se aborda la lectura

de frases y palabras que se repiten en el texto.

Antes de leer❿Para comenzar, pregunte a los alumnossi han visto un animal vestido como persona

y si esto les resultó gracioso. Comente quelos changuitos son animales muy inteligentes

y con frecuencia hay quienes les ponen ropa:así aparecen en el circo, en el cineo en los libros.

❿“Los changuitos” (Lecturas , p. 37). Muestrea los niños la carátula y pida que localicen el texto en su libro.

Al leer

❿Mientras usted lee en voz alta, pida a los niñosque sigan la lectura en sus libros, observando las ilustraciones.Lea sin interrupciones y trate de rescatar el sentido cómicodel texto. Al finalizar, pregunte a los niños si les gustó

y si desean que vuelva a leerlo.Si es así, invítelos a leer con usted

y señale qué parte está leyendo.

Después de leer

❿Comente el texto con los niños. Pregunte, por ejemplo,qué otro título se le podría dar: “Los changuitos traviesos”o “Las travesuras de los changuitos”. Escriba en el pizarrónlos títulos que los niños propongan y pídales que los lean.


37

66 Los changuitos

Para empezar a leer • CONAFE

Relaciónimagen-texto

La ilustración permite

al niño predecirlas palabras queposiblementeencontrará en un texto.

66


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❿“Encuentra su nombre” (Actividades , p. 32). Explique en quéconsiste la actividad: para comenzar, los niños deben observar

en su libro la primera imagen de la izquierda y mencionarel nombre del objeto que ahí se representa (sombrero); despuésdeben buscar el nombre de este objeto en la lista de palabras

y unirlo a la imagen con una línea.

❿Comente con los niños el contenido de “Los changuitos” y despuéslea el texto nuevamente en voz alta.

❿Escriba en el pizarrón el primer verso: Dicen que los changos

no usan sombreros , y pida a los niños que le dicten el siguiente verso donde se menciona otra prenda de vestir. Antes de escribirlo,pregunte al grupo qué palabras pueden permanecer y cuáles debencambiar en el primer verso para que diga: Dicen que los changos

no usan corbata. Continúe así hasta que haya escrito todoslos versos donde se mencionan prendas de vestir.

Apoye a los niños para que lean las estrofas en el pizarrón y observenqué palabras se cambian y cuáles permanecen.

❿Organice al grupo en equipos de cuatro o cinco niños. Pídales que usensu alfabeto móvil para formar palabras relacionadas con la lectura.Pueden basarse en los versos que ustedescribió en el pizarrón. Señale que todosdeben participar para escribir laspalabras, intercambiando opinionessobre la forma de escribir cada una.Cuando los niños estén de acuerdocon la escritura de las palabras,deberán copiarlas en su cuaderno.

❿“Palabras con letras móviles”(Fichero , p. 4). En esta ficha puedeencontrar otras opciones de trabajocon el alfabeto móvil.

6 • L o s c h a n g u i t o s 45

Tiempo de escribir

4

Palabrascon letrasmóviles

• Que los alumnos escriban palabrasy revisen su escritura.

Material Un juego de letras móviles por alumno.

Laur a C ano

1. El maestro conversa con los niños sobre untema que se preste para hacer una lista de pala-bras, como los ingredientes de la receta de suplatillo favorito, la lista de los útiles escolares o lasprendas de su guardarropa.

2.Forma pequeños grupos con los niños y propor-ciona un juego de letras móviles a cada uno de losintegrantes. Les dice que dictará las palabras de lalista que eligieron para que las formen con lasletras móviles.

3. Estimula a los integrantes de cada equipo paraque intercambien opiniones y se ayuden en laescritura. Cada niño forma las palabras comopuede, de acuerdo con sus concepciones sobre elsistema de escritura.

4. En cada equipo el maestro pide a l os niños quecomparen sus escrituras y conversa con ellos paraescuchar sus justificaciones; favorece la confron-tación de las ideas de los niños cuando se presen-tan diferencias en las escrituras.

5. El maestro solicita a los niños que le dicten laspalabras de la lista y las e scribe en el pizarrón, leeuna por una y pide a los alumnos que las copienen sus cuadernos.

Los changuitosEncuentra su nombre

Une con una línea el dibujo con su nombre.


66

camisa

pantalón

sombrero

corbata

zapatos

calzoncillos

calcetines

changos

Forma palabras con tu alfabeto móvil.

Leer y compartir

Ses ión 2

E/I/P-044-057.QX4.0 12/13/01 1:38 PM



❿Proponga a los niños que inventen un texto. Ellos van a leer

en voz alta “Los changuitos”, pero cada vez que encuentren la palabrachangos o changuitos deben decir perros o perritos.

❿“Disfraza a los changuitos” (Actividades , p. 33). Invite a los niñosa dibujar la ropa para vestir a los changuitos.

❿“Así se viste” (Actividades , p. 34). Una vez que los niños recortenlas imágenes de las changuitas (Recortable , p. 39), pídales que lean las

oraciones para pegar cada ilustración en el lugar correspondiente y que debajo escriban el nombre de la prenda que está usandocada changuita.

❿“¿Cuántas son?” (Actividades , p. 35). Antes de resolver la actividaden el libro, escriba en el pizarrón un verso de “Los changuitos”

y pida a un niño que pase a contar y a escribir el númerode palabras que lo integran.

❿Pida a los niños que cuenten las palabrasde la oración: Los changos no usan corbatas .Promueva el intercambio de opiniones.Cuando todos lleguen a una conclusión, pídalesque escriban el número de palabras de cada versoen el cuadrito correspondiente.

❿“La ropa” (Actividades , p. 36). Para realizar esta actividad organicea los niños en equipos. Cada niño puede elegir, en forma

individual, la ropa que dibujará. Después todos anotarán el nombrede las prendas que dibujaron. Si los niños tienen dudas sobre cómoescribir una palabra, propicie el intercambio de opiniones entre losintegrantes de los equipos y, si es necesario, escriba para ellos enel pizarrón las palabras cuya escritura se les dificulte.


Intercambiode ideas

E l intercambio deopiniones sobre la

escritura de palabrasofrece la oportunidadpara analizar lascaracterísticas del

sistema de escritura.Esta interacciónfavorece la evoluciónconceptual de los niños.

Leer y compartir

Tiempo de escribir


Disfraza a los changuitos

Dibuja la ropa que necesites para disfrazar a los changuitos.

6 • Los changu i tos 33

Leer y compartir


Tiempo de escribir

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@@g

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Changuitacon traje de baño

Changuitacon falda

Changuitacon sombrero

Changuitacon tacones

Changuitacon vestido

Changuitacon rebozo

¿Cuántas son?

Anota en los cuadros cuántas palabras tiene cada oración.

Dicen que los changos no usan sombreros.1 2 3 4 5 6 7

Porque los changuitos les hacen agujeros.1 2 3 4 5 6

Los changos no usan corbatas.

Porque los changuitos las pisan con las patas.

Los changos no usan camisas.

Porque al caminar los changuitos se las pisan.


7

6


Sesión 3

E/I/P-044-057.QX4.0 12/13/01 1:38 PM



❿(Recortable , p. 41). Pida a los niñosque escojan las palabras que deseen guardar

en su sobre de palabras. Proceda como sesugiere en la ficha “El sobre de palabras” (Fichero ,

p. 13). Los niños pueden escribir en las tarjetasque se encuentran en su libro recortable.

❿“Adivina qué dice” (Actividades , p. 37).

Lea con los niños las palabrasinventadas por los changos traviesos;ayúdelos a encontrar las palabrascon las cuales las formaron y pidaque las escriban.

❿(Recortable , p. 139). Pida a los niños que recorten las tarjetascon imagen y texto que aparecen en esta página y que jueguencomo se sugiere en la lección 1.

❿“Los sonidos de los animales” (Actividades , p. 38). Para iniciarla actividad, divida al grupo en dos equipos y explíquelesque van a jugar a imitar animales. Un equipo hará la imitación

y el otro tratará de adivinar de qué animal se trata. Los equiposalternarán los papeles y pueden imitar cinco o seis animales.Cuando los dos equipos hayan cumplido sus turnos, pidaa los niños que escriban en su libro de actividades los sonidosque hace cada animal.

❿Después pídales que recorten las tarjetas en blanco(Recortable , p. 43) y que escriban en ellas los nombresde estos animales. Por último, deben guardar las tarjetasen sus sobres de palabras.


13

El sobre de palabras

•Que los alumnos conozcanla representación escrita de palabraselegidas porellos mismos.

3.Cada niño interpreta sus palabras y las escribeen la parte externa delsobre. Esto le permitirárecuperarlas después de realizarun trabajo colec-tivo.Elmaestro dirá a los n iños lo que está escritoen sus tarjetas cuando ellos no lo recuerden.

4. Una vez elaborado, este materialservirá debase para múltiples exploraciones y descubri-mientos.En diferentes momentos se pedirá a losniños,o rganizados en equipos,juntar todas lastarjetas y hacerclasificaciones con criterios dife-rentes:

Cantidad de letras (palabras cortas y largas).Inicios iguales.Terminaciones iguales.Otros.

5.Cuando se tiene alguna clasificación los niñosleen las palabras.Sila lectura se dificulta,se pidealpropietario de la tarjeta que la lea.De manera

especialse señalan los casos en que la semejanzagráfica no conduzca a una semejanza sonora,porejemplo: circo, clavo .

Material Un sobre tamaño carta para cada alumno y tarje-tas de papelcartoncillo de 2 cmde ancho por8 cmde largo.

1. Se pide a los niños elegircuatro palabras: lasque quieran tener escritas en sus tarjetas.

2.Elmaestro escribe frente a los niños los nombreselegidos porellos y entrega a cada uno sus tarjetas.Escribe en otra tarjeta elnombre de cada niño.

Todas las palabras serán escritas a 1 cmdedistancia delmargen izquierdo de la tarjeta,parafacilitara los niños la comparación gráfica.

C a r l o s

m a n d

a r í n

Tiempo de escribir

Hablar y escuchar


Hablar y escuchar

Los sonidos de los animales

Escribe el sonido que hace cada animal y trata de imitarlo.

Los gatos maúllan .

Los perros l adran .

Las vacas m ugen .

Los pollitos pían .

Los gallos c antan .

Los burros rebuznan .

Los borregos balan .

miau-miau

43

Nombres de animales

6 • L o s c h a n g u i t o s

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Hablar y escuchar

Adivina qué dice

Los changos traviesos inventaron ropa muy chistosa uniendodos prendas de vestir. Observa el dibujo y descubre quéprendas combinaron. Escribe los nombres en los renglones.


panta-batas

sombre-chucha

calce-patos

corba-misa

huara-tines

corbataspantalones

Tiempo de escribir

41

Nombres de ropa

6 • L o s c h a n g u i t o s

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E/I/P-044-057.QX4.0 12/13/01 1:38 PM



¿Qué le pasó a María?María es una niña que se siente mal,

no quiere jugar, está de mal humor y comienza a adelgazar.

El cuento permite hablar sobre algunas medidas elementales

para mantenerse saludable y abordar el mundo de los juegos

infantiles. En esta lección se realizan análisis de palabras

para apoyar la relación sonoro-gráfica que el niño

ha ido estableciendo. También se analizan

las partes que constituyen las oraciones escritas.

Antes de leer

❿“¿Qué le pasó a María?” (Lecturas , p. 42). Pida a los niñosque observen las ilustraciones del cuento y digan de qué creen

que tratará la historia. Anote en el pizarrón las predicciones de los niñospara corroborarlas posteriormente.

❿Comente las diferencias entreel comportamiento de un niño sano

y el de un niño enfermo.Investigue qué saben los niños acercade las enfermedades y sus causas.

Al leer

❿Lea en voz alta el texto completo y solicite a los niñosque sigan la lectura en sus libros.

Después de leer

❿Lea las predicciones que los alumnos hicieron antesde leer y pregunte si coinciden con el contenido del cuento.Lea el texto nuevamente para que los niños corroborensus predicciones.


¿Qué le pasó a María?

42

77

Exploración deconocimientos previos

L a exploraciónpermite poner en

juego los conocimientosque los niños tienensobre el tema de lalectura, para facilitarla comprensión y

distinguir la informaciónque se tenía antes ydespués de la lecturadel texto.

77


E/I/P-044-057.QX4.0 12/13/01 1:38 PM



❿“¿Qué le pasó a María?” (Actividades , p. 39).Explique a los niños que ahora ellos van a contar

la historia de María, y que podrán hacerlo apoyándoseen las imágenes de su libro de lecturas.Pídales que recorten las ilustraciones del cuento(Recortable , p. 45) y que las peguen en orden,para lo cual deben pensar qué pasó antes,qué pasó después y cómo acabó la historia.

❿

Anote en el pizarrón palabras como delgado, enfermo y feo, y pida a los niños que encuentren palabras que signifiquenlo contrario. Escriba estas últimas palabras juntoa las de significado contrario.

❿“Al revés” (Actividades , p. 40). Enseguida, resuelva junto con losalumnos la actividad del libro, que consiste en unir cada palabracon la imagen que representa lo opuesto.

❿Promueva una conversación sobre las enfermedades más comunes y sobrelas medidas de higiene necesarias para evitarlas. Emplee algunas preguntaspara fomentar la participación de todos los niños: ¿De qué se han enfermado?¿Qué hicieron para curarse? ¿Cómo se pueden evitar algunas enfermedades?

❿“¿Por qué te enfermas?” (Actividades , p. 41). Expliqueque la actividad consiste en completar las oraciones, escribiendola razón por la cual se presentan los problemas de salud que ahí

se mencionan. Apoye a los niños en la lectura de las oraciones.

7 • ¿ Q u é l e p a s ó a M a r í a ? 49


Hablar y escuchar

Tiempo de escribir¿Por qué te enfermas?

Escribe en cada renglón por qué te enfermas.Fíjate en el ejemplo.

Me da catarro y tos

.

Me rompo un brazo

.

Tengo lombrices

.

7 • ¿ Qué l e pasó a Mar í a? 41

Tiempo de escribir

porque no me abrigo

Al revés

Une cada palabra con la imagen que señale lo opuesto.


flaca

gordasana

enfermadormida

despierta

La niña está…



Tiempo de escribir

Leer y compartir

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Ses ión 2

¿Qué le pasó a María?Pega los dibujos que faltan en el lugar que lescorresponde, de acuerdo con la historia.


77

Leer y compartir

45

E/I/P-044-057.QX4.0 12/13/01 1:39 PM



❿Propicie una conversación sobre los juegos que más les gustan

a los niños. Pida a algunos niños que comenten cómo se desarrollansus juegos preferidos.

❿“¿Qué dice?” (Actividades , p. 42). Para resolver la actividadse sugiere que organice al grupo en parejas, de esta maneralos niños podrán intercambiar opiniones y confrontar respuestas.Cuando soliciten información sobre las letras que no recuerdano desconocen, conviene que los demás compañeros participenpara aclarar dudas, aunque en ocasiones será necesario que usted

proporcione la información.

❿“¿A qué me gusta jugar?” (Actividades , p. 43).Solicite a los niños que recorten las tarjetasde juegos (Recortable , p. 45) y que las peguen en el lugarcorrespondiente. Pueden comparar la escritura de las tarjetasque recortaron con la de aquellas que aparecen en su librode actividades para saber dónde colocar cada una.Después lea la primera oración (que aparece incompleta), para quelos niños escriban el nombre de algún juego que les guste.Solicíteles que completen las siguientes oraciones. Apoye en lalectura a los niños que lo requieran, haciendo una comparaciónentre las partes que permanecen y las que cambian en cada oración.

❿Organice al grupo en equipos de cuatro o cinco niños. Solicítelesque escriban en sus cuadernos los nombres de los juegos que másles gustan. Después, los niños intercambiarán sus escritos con elfin de apoyarse unos a otros en la corrección de los mismos.

❿“Mis juegos preferidos” (Actividades , p. 44). De acuerdo

con sus preferencias y el dibujo que aparece en cada caso,los niños deberán escribir la oración: Me gusta jugar

o No me gusta jugar y anotar el nombre del juego.

❿Invite a los niños a jugar con el memorama de juguetes.


Análisis de larepresentación escritade la oración

E ste análisis permiteque los niños

establezcan lacorrespondencia entrela emisión sonora y larepresentación escritade las palabras queforman una oración.

Tiempo de escribir

Tiempo de escribir

Mis juegos preferidos

Completa las oraciones. Fíjate en el ejemplo.


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7 • ¿Qu é l e p a s ó a M a rí a ?45

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¿A qué me gusta jugar?

Pega en cada cuadro la imagen del juego que correspondaa cada palabra. Después completa las oraciones escribiendolos nombres de los juegos que te gusta o no te gusta jugar.

7 • ¿ Qué l e pasó a Mar í a?43

Tiempo de escribir

Me gusta jugar a las .

No me gusta jugar .

Me gusta jugar a la .

Me gusta jugar con el .

Me gusta jugar a la .

roñacuerda


45

E/I/P-044-057.QX4.0 12/13/01 1:39 PM



❿Lea nuevamente el cuento en voz alta. Pida a los niños que sigan

la lectura en sus libros y solicite que participen leyendo algunossegmentos; los niños pueden leer con mayor facilidad las palabrasque se repiten varias veces.

❿“¿Qué puedes hacer?” (Actividades , p. 45). El propósitode esta actividad es que los niños expresen las experiencias quehayan tenido al tratar de ayudar a algunas personas o amigosenfermos. Pídales que lean los textos escritos dentro de los globos

que aparecen en esta página y promueva una conversación entorno a las tres preguntas que se plantean en esta actividad.

❿Pida a los niños que escuchen con atención a sus compañerosdurante sus intervenciones y que respeten los turnosde participación en una conversación.

❿“Juega crucigramas” (Actividades , p. 46). Trabajar con crucigramaspuede favorecer la reflexión sobre la correspondencia fonema-grafía.Explique a los niños que en este crucigrama las palabras que faltanson los nombres de algunos juguetes. Señale que los dibujos y lapalabra jugar , que ya aparece escrita, son las pistas para descubriresos nombres. Es conveniente que reproduzca el crucigrama en el pizarróncuando la actividad termine para que así los niños puedan revisar sus respuestas.

❿“Colección de palabras” (Fichero , p. 25). Invite a los niñosa escribir las palabras nuevas que hayan aprendido durante

la semana. Comente que vale la pena escribirlas y guardarlas en el sobre de palabras o en un tarjetero,porque así podrán consultar cómo escribir algunas de ellascuando tengan dudas.


25

Coleccionesde palabras(tarjetero)

1. Elmaestro pregunta a los alumnos:

“¿A alguno de ustedes le gusta coleccionaralgo?¿Qué les gusta coleccionar? ¿Qué hacen paracoleccionar? ¿En qué se fijan? ¿Para qué les sirve?”

Cuando los alumnos terminan sus comentarios,elmaestro les pregunta:

“¿Qué les parece sicada uno de nosotros iniciauna colección de palabras o tarjetero?”

2. Elmaestro explica que todos escribirán en cadatarjeta una palabra que ya sepan leer,o pegaránpalabras que lean o recorten de periódicos orevistas.Elmaestro pregunta: “¿Qué les parece siiniciamos nuestra colección?”Les entrega elma-terialy les dice que escriban una palabra.Cuandohan terminado les pide que la lean y los invita aintercambiarlas tarjetas con otros compañerospara leerlas y analizarlas.

Material Una caja con tarjetas blancas (de 2 x 8 cm)p aracadaniño.

• Que los alumnos desarrollen

unaactitud deconstante búsquedayanálisis delas característicasdelsistema deescritura.

Cadaniñointegraráensutarjeterolaspalabrasque desee.Los niños que aún no pu edan escribirconvencionalmente podrán agregarun dibujo oilustración a su escritura.

3. Este mismo materialpodrá utilizarse para queformen nuevas palabras.Cuando la colecciónhayaaumentado servirápara formaroraciones otextos más complejos.

La colección de palabras o tarjetero se organizaposteriormente pororden alfabético.

J u a n F r a n c i s c o

R í o s

Leer y compartir


Tiempo de escribir

¿Qué puedes hacer?


Platica con tus compañeros y con tu maestro.¿Cómo puedes ayudar a un amigo enfermo ?¿Qué cosas debes hacer?

¿Qué cosas no debes hacer?

Manuel está enfermo,no vendrá a la escuelamuchos días.

Le voy a llevarunos librosde cuentos.

Lo voy a extrañar:es mi mejor amigo.

En la tardeiré a visitarlo.

Hablar y escuchar

Juega crucigramas

Escribe los nombres de los dibujos donde indican las flechas.


j

u

g

a

r


Ses ión 5

Hablar y escuchar

E/I/P-044-057.QX4.0 12/13/01 1:39 PM



La estrellita fugaz

A partir del viaje que un niño realiza por el espacio,

en esta lección se incursiona en el tema

del Sistema Solar y los cuerpos celestes.

La lectura puede aprovecharse para

trabajar con los niños la escritura de

palabras, el análisis de palabras

con inicios iguales y la escritura

de una pequeña narración.

También se promueve la

exploración de los materiales

de la biblioteca y la

conversación sobre el tema

de la lectura.

Antes de leer

❿Invite a los niños a conversar sobre el Universo, los viajes espaciales,los planetas y otros cuerpos celestes.Promueva la intervención de los niños. Usted puede llevar materialsobre este tema para que lo exploren. Puede incluir libros de la biblioteca

del aula o de la escuela, libros de texto de grados superioreso revistas de divulgación.

❿“La estrellita fugaz” (Lecturas , p. 47). Diga a los niñosque les leerá un cuento en el que un niño realiza, en sueños,un viaje por el espacio.Pídales que observen las ilustraciones de esta lectura

y propicie que las comenten.


47

88 La estrellita fugaz

88


E/I/P-044-057.QX4.0 12/13/01 1:39 PM



Al leer

❿Lea el texto completo sin interrupciones. Pida a los niños que sigan

el cuento a través de las ilustraciones.

Después de leer

❿Comente con los niños el contenido del cuento. Pregúnteles qué partesresultaron poco claras y léalas otra vez.

❿“La estrellita fugaz” (Actividades , pp. 47 y 48). Explique a losniños que van a recortar algunas ilustraciones (Recortable , pp. 47 y 49)

y que con ellas van a reconstruir el cuento.

❿Lea y comente con los niños los textos que están debajo delos espacios donde van a pegar cada ilustración. Pídales queobserven las ilustraciones que recortaron para decidir en dóndedeben ubicarlas. Apoye a los niños a descubrir qué imagencorresponde a cada texto.

8 • L a e s t r e l l i t a f u g a z 53

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L e e r y c o m p a r t i r

Leer y compartir

48Lib ro de a c tiv idades

Finalmente llegamos a Marte,todo era rojo y desierto.

—¡Vámonos rápido! —me dijoEstrellita—. Es el Sol que va saliendo.

Llegamos a casita y Estrellitame dio un beso.

Antes de llegara la Tierra pasamos cercadel satélite Morelos.

Leer y compartir

E/I/P-044-057.QX4.0 12/13/01 1:39 PM



❿Converse con los niños sobre la costumbre de pedir deseos

en diferentes ocasiones: cuando se apagan las velitas de un pastel,cuando vemos una estrella fugaz, etcétera.

❿“Pide un deseo” (Actividades , p. 49). Pida a los niños que piensenen los deseos que les gustaría pedir si vieran una estrella fugaz.Invítelos a realizar los dibujos que se piden en esta actividad.

❿“Lotería del espacio” (Recortable , pp. 51 y 53) y “Cartas del espacio” (Recortable , p. 55).

Indique a los niños que recorten las tablas y las cartas del espacio. Pídales queobserven las ilustraciones y los nombres que las acompañan. Escriba esos nombresen el pizarrón y léalos junto con los niños. Analice cada uno de los nombres y ayudea los niños a descubrir con qué letra empieza cada uno.

❿Organice a sus alumnos en equipos de cuatro o cinco niñose invítelos a jugar a la lotería. Explique que deberán turnarse paracantar las cartas de lotería y sus compañeros tendrán que señalarlasen sus tablas. Ganará quien llene primero su tabla.

❿Pregunte al grupo si el nombre de algún compañerocomienza con la misma letra que el de un planeta.Señale cómo los nombres que comienzan igual, suenan igual, por ejemplo;

Júpiter y Julián; Marte y Marcela; Saturno y Saúl.

❿“Comienzan igual” (Actividades , p. 50).Pida a los niños que entre los nombresde sus compañeros, escojan los que empiezanigual que los nombres de los planetas

y luego los escriban.


Palabras quecomienzan igual

E l análisis de losinicios de palabras

brinda a los niños la

oportunidad deaproximarse aldescubrimiento de larelación sonoro-gráfica.

Hablar y escuchar

Leer y compartir


Cartas del espacio


cometa Sol estrellita fugaz

Tierra Júpiter Marte

Luna Venus Saturno

Leer y compartir

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@ e ? @ @ @ ? e @ @ e? ? e @ @ @ @ @ e ? e@ @ @ e ? @ @ ? e @ @ @ e ? @ @ ? e @ @ e? ? e @ @ @ @ @ e ? @ e@ @ e ? @ @ @ ? e @ @ e ? @ @ ? e @ @ @ e? e@ @ @ e ? @ @ ? e @ @ e ? @ @ ? e @ @ e? ? e @ @ @ @ @ e ? @ e@ @ e ? @ @ ? e @ @ e ? @ @ ? e @ @ @ e? e@ @ @ e ? @ @ ? e @ @ e ? @ @ @ ? e @ @ e? ? e @ @ @ @ @ e ? @ e@ @ e ? @ @ ? e @ @ @ e ? @ @ ? e @ @ @ e? e @ @ @ @ @ e ? @ e@ @ e ? @ @ @ ? e @ @ e? ? e @ @ @ @ @ e ? e@ @ e ? @ @ ? e @ @ @ e ? @ @ ? e @ @ e? e @ @ @ @ @ e ? @ e@ @ e ? @ @ @ ? e @ @ e? ? e @ @ @ e? e@ @ @ e ? @ @ ? e @ @ @ e ? @ @ ? e @ @ e? ? @ @ @ @ @ e ? @ e@ @ e ? @ @ ? e @ @ e ? @ @ ? e @ @ @ e? e@ @ @ e ? @ @ ? e @ @ e ? @ @ ? e @ @ e? ? e @ @ @ @ @ e ? @ e@ @e? @ e ? @ @ @ ? e @ @ e? ? e @ @ @ @ @ e ? e@ @ @ e ? @ @ ? e @ @ @ e ? @ @ ? e @ @ e? ? e @ @ @ @ @ e ? @ e@ @ e ? @ @ @ ? e @ @ e ? @ @ ? e @ @ @ e? e@ @ @ e ? @ @ ? e @ @ e ? @ @ ? e @ @ e? ? e @ @ @ @ @ e ? @ e@ @ e ? @ @ ? e @ @ e ? @ @ ? e @ @ @ e? e@ @ @ e ? @ @ ? e @ @ e ? @ @ @ ? e @ @ e? ? e @ @ @ @ @ e ? @ e@ @ e ? @ @ ? e @ @ @ e ? @ @ ? e @ @ @ e? e @ @ @ @ @ e ? @ e@ @ e ? @ @ @ ? e @ @ e? ? e @ @ @ @ @ e ? e@ @ e ? @ @ ? e @ @ @ e ? @ @ ? e @ @ e? e @ @ @ @ @ e ? @ e@ @ e ? @ @ @ ? e @ @ e? ? e @ @ @ e? e@ @ @ e ? @ @ ? e @ @ @ e ? @ @ ? e @ @ e? ? @ @ @ @ @ e ? @ e@ @ e ? @ @ ? e @ @ e ? @ @ ? e @ @ @ e? e@ @ @ e ? @ @ ? e @ @ e ? @ @ ? e @ @ e? ? e @ @ @ @ @ e ? @ e@ @e? @@ @@ @@@ @ @@ @@ @@@ @

@ @

@ @ @ @

@ @

@ @ @ @

?@ @ ?@ @

?@ @

?@ @ ?@ @

?@ @

?@@ @@ @@@ @ ?@@ @@ @@@ @ @ ? e @ @ @ e ? @ @ ? e @ @ e? e @ @ @ @ @ e ? @ e@ @ e ? @ @ @ ? e @ @ e? ? e @ @ @ e? e@ @ @ e ? @ @ ? e @ @ @ e ? @ @ ? e @ @ e? ? e @ @ @ @ @ e ? @ e@ @ e ? @ @ ? e @ @ e ? @ @ ? e @ @ @ e? e@ @ @ e ? @ @ ? e @ @ e ? @ @ ? e @ @ e? ? e @ @ @ @ @ e ? @ e@ @ e ? @ @ ? e @ @ @ e ? @ @ ? e @ @ @ e? e@ @ @ e ? @ e@ @ e ? @ @ @ ? e @ @ e? ? e @ @ @ @ @ e ? e@ @ e ? @ @ ? e @ @ @ e ? @ @ ? e @ @ e? e @ @ @ @ @ e ? @ e@ @ e ? @ @ @ ? e @ @ e? ? e @ @ @ @ @ e ? e@ @ @ e ? @ @ ? e @ @ @ e ? @ @ ? e @ @ e? ? e @ @ @ @ @ e ? @ e@ @ e ? @ @ @ ? e @ @ e ? @ @ ? e @ @ @ e@ @ @ e ? @ @ ? e @ @ e ? @ @ ? e @ @ e? ? e @ @ @ @ @ e ? @ e@ @ e ? @ @ ? e @ @ e ? @ @ ? e @ @ @ e? e@ @ @ e ? @ @ ? e @ @ @ e ? @ @ ? e @ @ e? e @ @ @ @ @ e ? @ e@ @ e ? @ @ @ ? e @ @ e? ? e @ @ @ e? e@ @ @ e ? @ @ ? e @ @ @ e ? @ @ ? e @ @ e? ? e @ @ @ @ @ e ? @ e@ @ e ? @ @ ? e @ @ e ? @ @ ? e @ @ @ e? e@ @ @ e ? @ @ ? e @ @ e ? @ @ ? e @ @ e? ? e @ @ @ @ @ e ? @ e@ @ e ? @ @ ? e @ @ @ e ? @ @ ? e @ @ @ e? e@ @ @ e ? @ e@ @ e ? @ @ @ ? e @ @ e? ? e @ @ @ @ @ e ? e@ @ e ? @ @ ? e @ @ @ e ? @ @ ? e @ @ e? e @ @ @ @ @ e ? @ e@ @ e ? @ @ @ ? e @ @ e? ? e @ @ @ @ @ e ? e@ @ @ e ? @ @ ? e @ @ @ e ? @ @ ? e @ @ e? ? e @ @ @ @ @ e ? @ e@ @ e ? @ @ @ ? e @ @ e ? @ @ ? e @ @ @ e@ @ @ e ? @ @ ? e @ @ e ? @ @ ? e @ @ e? ? e @ @ @ @ @ e ? @ e@ @ e ? @ @ ? e @ @ e ? @ @ ? e @ @ @ e? e@ @ @ e ? @

@ @g @ @g

@ @g

@ @g @ @g

@ @g

@ @@@ @@ @@ @ @@@ @@ @@

Comienzan igual

Escribe nombres de personas que comiencen igualque los nombres de los planetas.


Júpiter

Mercurio

Venus

Tierra

Marte

Saturno

Neptuno

Plutón

Julián


Pide un deseo

Conversa con tus compañeros y tu maestro.Diles qué deseo pediste.Dibuja tres cosas que te gustaría pedirla próxima vez que veas una estrella fugaz.

8 • La e s t r e l l i ta fugaz 49

Hablar y escuchar

Sesión 2

E/I/P-044-057.QX4.0 12/13/01 1:39 PM



❿Comente con los niños que la Tierra, la Luna y el Sol pertenecen

al Sistema Solar. Éste está formado por nueve planetas que giran alrededordel Sol y son: Mercurio, Venus, Tierra, Marte, Júpiter, Saturno, Urano, Neptuno y Plutón. Luego pregunte: ¿Qué planeta les gustaría conocer?¿Cómo se imaginan que es un viaje espacial? ¿Les gustaríahacer uno?

❿“El Sistema Solar” (Actividades , p. 51). Explique a los niñosque van a armar un rompecabezas del Sistema Solar.

Para esto tendrán que recortar las piezas (Recortable , p. 57).Comente que, tanto en las piezas del rompecabezas comoen el lugar correspondiente del libro de actividades, se

encuentran escritoslos nombres de cadauno de los planetas.Sugiérales que,para pegar las piezasen el lugar adecuado,comparen la escriturade los nombres enambas partes. Los niños pueden trabajaren parejas para resolver esta actividad.

❿“Los planetas y los astros” (Actividades , p. 52). Explique a losniños que en la primera parte de esta actividad deben escribirlos nombres de los planetas del Sistema Solar y, en la segundaparte, los nombres de los cuerpos celestes que aparecenen el cuento. Sugiera a los niños que consulten la página anterior

de su libro de actividades y su libro de lecturas.


Conversación

E s importante que losniños tengan la

oportunidad departicipar enconversaciones dondepuedan expresar lo que

saben o lo que sienten.Usted puede organizarlas intervencionesde los niñosproponiéndolesque respeten los turnosde participación y queescuchen con atencióna sus compañeros.

Hablar y escuchar

Leer y compartir

Tiempo de escribir

Los planetas y los astros

Escribe los nombres de los planetas.


Tiempo de escribir

Escribe los nombres de los cuerpos celestesque se mencionan en el cuento La estrellita fugaz.

El sistema solar

Pega cada planeta donde corresponda.

8 • La e s t r e l l i ta fugaz51

Mercurio

Tierra Júpiter

Urano

Plutón

Venus

Marte

Saturno

Neptuno

Leer y compartir

57

Planetas


Leer y compartir

Plutón

Neptuno Saturno

Júpiter

Tierra

VenusMercurio

Urano Marte

Ses ión 3

E/I/P-044-057.QX4.0 12/13/01 1:39 PM



❿Divida al grupo en pequeños equipos. Léales

de nuevo la lección y pídales que sigan la lecturaque usted realice.

❿Lea con los niños nuevamente el cuento y pídales su participaciónpara localizar dónde dice: estrella, cometa, Sol, etcétera.

❿Pregunte a los niños si han observado el cielo en una noche despejada,si han visto la Luna y las estrellas. Comente que la Luna algunas veces se veredonda, otras, como un gajito de naranja y que a veces no se ve.

❿

Pida a los niños hacer un dibujo de lo que puede observarse en el cielo,en el día y en la noche. Al terminar, pídales que lo muestren a un compañero y comente que pueden agregar a su dibujo otros elementos.

❿“Mirando el cielo” (Actividades , p. 53). Lea conlos niños las oraciones que se encuentran

en esta actividad y pídales que relacionencada una con la ilustracióncorrespondiente. Apoye a los niñosa resolver la actividad.

❿Pídales que busquen en lasoraciones las palabras cortas y largas

que encuentren y que las clasifiquen.Luego deberán escribirlas en dos listas,

en la parte inferior de esta misma actividad.

❿“¡Ilumina y escribe!” (Actividades , p. 54). Proponga a los niños

que coloreen los dibujos y escriban los nombres que recuerdenjunto a cada planeta o astro.


Leer y compartir

Tiempo de escribir

Mirando el cielo

Lee con tu maestro las siguientes oraciones y dibuja una l íneapara unir cada dibujo con la oración que le corresponda.

Hay millones de estrellas fugaces.

El cometa es plateado.

Qué bonita se ve la Tierra desde lejos.

El Sol nos calienta y alumbra.

La Luna brilla por las noches.

Encuentra palabras cortas y largas en las oraciones y escríbelas en dos listas.

palabras cortas palabras largas

8 • La e s t r e l l i ta fugaz53

Leer y compartir

¡Ilumina y escribe!


Tiempo de escribir

Sesión 4

E/I/P-044-057.QX4.0 12/13/01 1:39 PM



❿Comente con los niños los esfuerzos del hombre por explorar el espacio:

cómo se han organizado viajes espaciales tripulados a la Luna y viajesno tripulados a Marte y a otros planetas. Invítelos a informarse sobre esostemas a través de programas, revistas, periódicos y otros medios.Pregunte a los niños por qué es importante estar informado sobrelos descubrimientos científicos.

❿“Un viaje espacial” (Actividades , p. 55). Pidaa los niños que imaginen un viaje al planeta

Marte. Escuche los relatos de varios niños.Luego propóngales que escriban su viajeimaginario en el libro de actividades.


U n v i a j e e s p a c i a l ¿T e gu st ar í a hac e r u n v i aj e e sp ac i al ? I magi ne n e nt r e t o d o s

c ó mo se r í a v i aj ar a Mar t e . C o me nt e n qu é o t r o s p l ane t as

l e s gu st ar í a v i si t ar .

8 • L a e s t r e l l i t a f u g a z

5 5

E sc r i b e t u v i aj e i magi nar i o a u n p l ane t a.

R e c u e r d a me nc i o nar qu i é ne s i r án al v i aj e ,

qu é p l ane t a v i si t ar án, qu é har án al l l e gar y c ó mo r e gr e sar án.


T i e m p o d e e s c r i b i r

Hablar y escuchar

Tiempo de escribir

Ses ión 5


Recuerde incorporar a la carpetade cada niño los datos quemuestren sus avances. Incluya

algunas de sus mejores producciones,así como alguna actividad que haya sidoresuelta por todos, de tal maneraque tenga una muestra del avance

del niño respecto a su propio trabajo y con relación al grupo.

E/I/P-044-057.QX4.0 12/13/01 1:39 PM



B l o q u e 2

Propósitos y contenidos

Conocimiento de la


códigos

Conocimiento de la forma

gráfica y su significado ❿ Direccionalidad, 61

Conocimiento y

diferenciación de elementos

gráficos

❿ Signos de admiración

y de interrogación, 68

Relación sonoro-gráfica y


❿ Relación sonoro-gráfica y


de las letras, 61, 64, 69, 71,

73, 93, 94, 97

Funciones, textos

y características

Función, características

y contenido

❿ Cuento: divertir; inicio,

desarrollo y final, 60, 66,

70, 76, 86, 90

❿

Instructivo: objetivo, 87❿ Relato: relatar; título,

personajes, inicio,

desarrollo y final, 96

❿ Letrero: informar;

ubicación, propósito

y mensaje, 99

Comprensión lectora

Desarrollo y uso de

estrategias básicas

❿ Conocimientos previos,

60, 66, 86, 96; predicción,60, 66, 76, 82, 90, 96;

audición de lectura, 61, 66,

70, 76, 82, 86, 90, 96;

comprensión específica, 66,

69, 82, 86, 93, 97;

expresión de opiniones, 61,

71, 82, 97; comprobación

de predicciones, 61, 76, 90;

significado global, 61, 76;

comprensión literal, 61;

relación imagen texto, 61,

63, 92; resumen oral, 63,

70, 76, 92; inferencia, 76,

97; anticipación, 82;

distinción entre realidad

y fantasía, 89; propósito

lector, 96; relación con

experiencias previas, 97

Fuentes de información

Conocimiento y uso

❿ Búsqueda de

información en materialesescritos, 88

Expresión oral Lectura

Interacción en la

comunicación

Comprensión y producción

de mensajes

❿ Expresión de mensajes:claridad, secuencia de

ideas y precisión, 81

❿ Uso de patrones:

respeto de turnos, 98

Funciones de la

comunicación

Reconocimiento y uso

de las distintas funciones

de la comunicación

❿ Escuchar y entonar

textos rimados, 67

❿ Manifestar opiniones, 74,

78, 88, 98, 100

❿ Dar y obtener

información: explicar, 81

Discursos, intenciones

y situaciones

Organización temporal

y causal considerando

las partes del discurso ❿ Conversación:

alternancia de turnos, 67,

74, 78, 88, 98

❿ Descripción:

caracterización de lo

descrito, 88

❿ Juegos de

dramatización, 95

❿ Discusión temática, 100

E/I/P-058-101.QX4.0 12/13/01 1:35 PM



P r o p ó s i t o s 59

Conocimiento de la


códigos

Comprensión de la

relación sonoro-gráfica y del valor sonoro-

convencional

❿ Comprensión de la

relación sonoro-gráfica

y del valor sonoro-

convencional de las letras,

62, 67, 74, 78, 84, 85, 87,

91, 93, 95, 101

Funciones, textos

y características

Uso de la escritura con

distintos propósitos

❿ Cuento: divertir, 64, 80,

89

❿ Aviso o cartel: informar,

apelar, 84

❿ Recado: informar, 94

❿ Letrero: informar, 100

Conocimiento de las

características de los textos

❿

Cuento: inicio,desarrollo y final, 64, 80,

89, 92

❿ Aviso o cartel: emisor

y mensaje principal, 84

❿ Recado: destinatario,

mensaje, 94

❿ Letrero: informar;ubicación, propósito

y mensaje, 100

Producción

Desarrollo de estrategias

básicas

❿ Cuento: Elaboración

guiada con base en un

modelo, 80, 89

❿ Aviso: Elaboración

guiada de textos colectivos

con base

en un modelo, 84

❿ Transformación del final

de un cuento, 92

❿ Recado: Elaboración

con base en un modelo,

94

❿ Letrero: informar;

ubicación, propósito

y mensaje, 100

Reflexión sobre códigos

orales y escritos

Reflexión y valoración de

las convenciones del

sistema de escritura ❿ Segmentación, 65

❿ Signos de admiración y

de interrogación, 79, 98

❿ Reconocimiento, dentro

de palabras y frases, de la


las letras, 68, 72, 75, 77, 78,

83, 84, 87, 91

❿ Reconocimiento entre

oralidad y escritura: orden

de palabras en la oración,

77


características de la lengua

para autorregular su uso

❿ Uso de clases depalabras: describir acciones,

75

❿ Palabras para describir

ubicación espacial, 80

❿ Concordancia, género

y número, 89

❿ Palabras para describir

objetos, 93

Escritura Reflexión sobre la lengua

E/I/P-058-101.QX4.0 12/13/01 1:35 PM



El viaje

En este cuento un ratón utiliza todos

los recursos disponibles para llegar hasta

donde se había propuesto: la casa de su

madre. Aunque el trayecto es largo y difícil,

el ratón siempre encuentra una manera

de continuar.

Las reiteraciones del relato facilitarán

la lectura de los niños, quienes también

tendrán oportunidad de escribir

palabras a partir del análisis

de las oraciones del cuento.

Antes de leer

❿Explique a los niños que les leerá un cuento sobre un ratoncito

que quería visitar a su mamá, quien vivía muy lejos.

Comente que en un viaje tan largo pueden pasar muchas

cosas, pero como el ratoncito tiene tantos deseos

de ver a su mamá resuelve todos los problemas

que se le presentan.

Pídales que imaginen las aventuras que pueden ocurrir

en un viaje como éste.

❿“El viaje” (Lecturas , p. 52).

A continuación, invítelos a observar

las ilustraciones para después decir

lo que creen que pasará en esta historia.

Escriba en el pizarrón las predicciones

de los niños.


99

Las primeras lecturas

L os primeros intentosde lectura de los

niños se facilitancuando tienenconocimiento de lahistoria que leerán,cuando se les proponen

textos que contienenilustracionesinteresantes y frasesque se reiteran.

El viaje

52

99


E/I/P-058-101.QX4.0 12/13/01 1:35 PM



Al leer

❿Solicite a los niños que sigan la lectura en sus libros; lea el cuento

completo en voz alta, señalando el lugar y la dirección en que está leyendo.Lea pausadamente y enfatice algunas palabras o frases para crear mayor

interés hacia la lectura. Pregunte a los niños si les gustó el cuento

y léalo nuevamente.

Después de leer

❿Pregunte si el cuento resultó como lo habían imaginado

antes de que usted lo leyera. Pídales que platiquen sobre

el final de la historia. Propicie la reflexión mediante

preguntas: ¿Cómo se sintió el ratón al llegar al final

de su viaje? ¿Cómo se sintió la mamá del ratónal ver a su hijo?

❿“El viaje del ratón” (Actividades , p. 56).

Pida a los niños que lean los textos que describen

al ratón y que luego recorten las tarjetas que muestran

imágenes del cuento (Recortable , p. 59) para pegarlas

en donde corresponda.

❿“¿Qué compró el ratón?” (Actividades , p. 57). En esta actividad

se presentan párrafos reiterativos en los cuales sólo cambia

una palabra:

Había una persona vendiendo avalanchas.

Entonces el ratón compró una _______ y se subió.

Había una persona vendiendo zancos.

Entonces el ratón compró dos _______ y se subió.

Lo anterior facilita la lectura

a los niños y les permite saber

cómo completar las oraciones

que aparecen en esta página.

9 • E l v i a j e 61

Leer y compartir

59

El viajeEl viaje del ratón

Pega las imágenes del cuento en el lugarque les corresponda.


99

ratón manejando

ratón con tenis

ratón corriendo descalzo ratón saludando a su mamá

ratón con patines

ratón con botas

Leer y compartir

9 • E l v i aj e 59

Leer y compartir

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¿Qué compró el ratón?

Completa las siguientes oraciones.

Había una persona vendiendo avalanchas.

E nt on ce s e l r at ón co mp ró un a y se su bi ó.

Había una persona vendiendo zancos.

E nt on ce s e l r at ón co mp ró do s y se su bi ó.

Había una persona vendiendo globos.

Ent onces el rat ón compró un y se ele vó .

Había una persona vendiendo burros.

Ent onces el rat ón compró un y se subió.

9 • E l v i aj e 57

Leer y compartir

Ses ión 2

E/I/P-058-101.QX4.0 12/13/01 1:35 PM



❿Escriba en el pizarrón el primer párrafo y resuélvalo junto con los niños.

Luego invítelos a realizar toda la actividad. Apóyelos en la lectura

si lo requieren.

❿“Palabras de una oración” (Fichero , p. 35).

En esta ficha se propone una actividad

que apoya el análisis de las partes

de la oración.

❿“¿Qué venden los ratones?”

(Actividades , p. 58). Pregunte a los niñossi recuerdan qué compra el ratón

del cuento e invítelos ahora a responder

qué venden otros ratones.

❿Lea junto con los niños las indicaciones para resolver

la actividad y pídales que observen los dibujos. Explíqueles

que deberán escribir sobre la línea que aparece debajo

de cada ilustración

el nombre de las cosas

que vende cada ratón.

❿Usted puede

apoyarlos con preguntas

como: ¿Qué vende este ratón?

¿Cómo se escribe patines ?

Si los niños no lo recuerdan,

pídales que busquen estas

palabras en su libro de

lecturas. De ser necesario,

formule preguntas para orientarlos

hacia la respuesta correcta.


35

Palabras

de una oración

• Que los alumnos descubranla relación que existe entre las partesde la emisión oral y las partes de

la representación escrita.

L a u r a C a n o

1. El maestro platica con los niños sobre algúntema de interés, por ejemplo, cómo es la escuelaa la que recientemente ingresaron.

2.Después de la conversación dice a los niños queescribirá en el pizarrón una oración relacionada

con el tema que acaban de tratar, por ejemplo: Mi escuela tiene un jardín con flores . El maestro sedirige al grupo y explica: “Aquí yo escribí: Mi

escuela tiene un jardín con flores” (leyendo yseñalando de principio a fin toda la oración). Luegopregunta: “¿Qué escribí?” Si los niños no recuerdan

textualmente toda la oración, la lee de nuevo paraasegurarse de que sepan lo que está escrito.

3. El maestro pide a los niños que ubiquen yseñalen, en lo que está escrito, algunas palabras

que él les va a decir: “¿Dirá jardín? ¿Dirá escuela?Si digo: Mi escuela tiene un jardín con flores ,¿dónde crees que escribí tiene ?” (señalando todo

lo escrito), “¿y aquí qué dice?” (señalando flores ).“Todo junto, ¿cómo dice?” (si es necesario lee laoración). “¿Dirá tiene ?, ¿dónde? ¿Qué dice aquí?”

(señalando un) “¿Dirá mi ?, ¿qué creen que diga

aquí?” (señalando escuela) “¿Dirá flores ?, ¿diráun?, y todo junto, ¿qué dice?”

4. El maestro hace ver a los niños que las palabrasde la oración que está escrita en el pizarrónguardan el mismo orden que los elementos de la

emisión oral, es decir, se escribe primero lo que sedice primero, luego lo segundo y así se continúa

hasta el final de la oración.

5. Una vez que los niños hayan ubicado todas las

partes de la oración, el maestro escribe dos ora-ciones más y realiza el mismo tipo de preguntas.Es importante que los niños justifiquen cada una

de sus respuestas, para asegurarse de que com-prenden que todas las palabras de la emisión oralestán representadas en la escritura y que g uardan

el mismo orden. También debe señalarse a los

niños que en la escritura las palabras se separandejando espacios en blanco.

Tiempo de escribir

Trabajo con textos

D esde el iniciode la alfabetización

es posible trabajarla palabra y la oraciónvinculadas al textodel cual forman parte.Las observaciones quelos niños realicen sobrelos textos, los apoyaránen el aprendizaje de lalectura y la escritura.

¿Qué venden los ratones?Escribe en la línea que está abajo de cada dibujo lo quevende cada ratón.

58L i b ro de ac t i v i dades

Tiempo de escribir

E/I/P-058-101.QX4.0 12/13/01 1:35 PM



❿Solicite la participación de los niños para reconstruir

oralmente el cuento. Luego invítelos a leer el cuento juntocon un compañero, los dos solos, en su libro de lecturas.

❿Pregunte a los niños quiénes desean leer el cuento en

voz alta para el grupo. Oriéntelos recordando que pueden

apoyarse en las imágenes que acompañan al texto.

❿Organice una conversación sobre las visitas o los viajes que

hayan realizado los niños; plantee preguntas como: ¿Qué lugareshan visitado? ¿Con quién fueron? ¿El lugar estaba lejos o cerca?

❿“Mi viaje” (Actividades , p. 59). Explíqueles que para resolver

esta actividad, deben inventar un viaje. En su libro recortable

(Recortable , p. 61) aparecen varias ilustraciones con lugares,

personas y medios de transporte para realizar un viaje.

Diga a los niños que deben recortar y pegar las ilustraciones

en el recuadro correspondiente de su libro de actividades.

❿Luego, lea en voz alta cada segmento:

Yo fui

Fui con

Viajé en

Los niños deberán elegir, entre las imágenes,

el lugar que visitarán, con quién irán

y en qué viajarán.

❿Dé un tiempo para que completen cada

oración y luego solicite a algunos que lean

las oraciones completas. Apóyelos en ambas

actividades.

9 • E l v i a j e 63


Tiempo de escribir

9 • E l v i a j e

61

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e l c a mp o l a p l a y a

l a c i u d a d

mi ma e s t r a

mi h e r ma n o

mi ma má

t r e n a u t o b ú s

b a r c o

Mi viaje

Pega las ilustraciones en el lugar que se indica.Elige un lugar, una persona y un medio de transportepara completar las oraciones.

9 • E l v i aj e 59

Yo fui .

Fui con .

Viajé en .

el campo la playa la ciudad

mi mamá mi hermano mi maestra

tren autobús barco

Tiempo de escribir

61

539 • E l v i a j e

Pero al lado del camino

había una persona

vendiendo patines.

Entonces el ratón compró

dos patines

y se los puso.

Patinó y

p atinó y pat inó,

hasta que se le cayeron las ruedas.

Había una vez un ratón

que quería visitar a su madre.

Entonces se compró un coche

y se puso en camino

hacia la casa de su madre.

Viajó y

viajó y viajó,

hasta que el coche

se hizo pedazos.

E/I/P-058-101.QX4.0 12/13/01 1:36 PM



❿“Un viaje imaginario” (Actividades , p. 60). Explique a sus alumnos que en esta

página aparecen unos niños imaginando un viaje. Pídales que observen lasilustraciones y que inventen un cuento a partir

de ellas. Invite a algunos niños a narrar su cuento.

❿Luego invite a todo el grupo a escribir

su propio cuento en el libro de actividades.

❿Pida a los niños que comenten en parejas

a dónde les gustaría viajar y qué cosas

necesitarían para su viaje.

Con las propuestas, ellos redactarán una listade los objetos necesarios para su viaje.

Solicite a varios niños que lean al grupo lo que escribieron.

❿(Recortable , pp. 63 y 65). Organice a los niños

en pequeños grupos y propóngales

que jueguen al memorama de transportes.

Para esto, pídales que recorten las tarjetas

de su libro.


Escritura de cuentos

Para un niño queestá aprendiendo

a escribir resulta degran apoyo proponerleel argumento del cuentoque va a escribir.

Tiempo de escribirSesión 4


9 • E l v ia j e

63

M em or am a d e tr ansp or t es

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Un viaje imaginario

Platica con tus compañeros acerca de los viajesque imaginan estos niños.Escribe un cuento sobre el viaje de los niños.


Tiempo de escribir

E/I/P-058-101.QX4.0 12/13/01 1:20 PM



❿“Espacios entre palabras” (Actividades , p. 61). Lea junto con los niños

las oraciones que aparecen sin separación entre palabras.Invítelos a analizarlas y pregunte si encuentranalguna irregularidad. Si mencionan que estáescrito todo junto, pídales que escribannuevamente las oraciones, dejando entrelas palabras los espacios que considerennecesarios.Si no lo mencionan, señale usted la ausenciade espacios entre palabras. Muéstreles la partedel cuento en la que aparecen las oraciones para

que comparen la manera en que están escritasen el libro de lecturas y en el de actividades.Luego, solicíteles que escriban las oraciones dejandoespacios entre las palabras.

❿Una vez que hayan terminado de escribir las oraciones,invite a un niño a pasar al pizarrón para que escribala primera. Pida a los demás niños comparar sus escrituras.Si hay diferencias entre las escrituras de los alumnos, analice junto

con ellos la oración y pida sus opiniones sobre cuáles la forma más adecuada de separar las palabrasde cada oración.Solicíteles que hagan las correcciones necesarias.

❿(Recortable , p. 137). Pida a los niñosque recorten las tarjetas de imagen y texto.Con estas tarjetas trabaje algunade las opciones que se proponenen la lección 1, “Paco el Chato ”.

9 • E l v i a j e 65

La separaciónde las palabrasen la escritura

A l principio,no será sencillo

para los niños separarconvencionalmente laspalabras de un texto.

Esto se logrará a partirde la reflexión querealicen sobre la lenguaescrita.


Espacios entre palabras

Escribe nuevamente estas oraciones dejando espaciosentre cada palabra.

Elratóncompródospatines.

Elratóncompródosbotasyselaspuso.

Elratónsequitólospiesviejos.

Sumadresealegródeverlo.

9 • E l v i aj e 61


Leer y compartir

9 • E l v i a j e137

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E/I/P-058-101.QX4.0 12/13/01 1:22 PM



La casita del caracol

Este texto narra la historia de un caracolito

que busca una casa donde vivir y recurre a sus

amigos del campo hasta que encuentra una solución. El cuento explica

de modo fantástico el origen del caparazón de los caracoles.

En esta lección se analiza la función de los signos

de interrogación y se continúa el trabajo

para la comprensión de la relación

sonoro-gráfica en la escritura; se analiza además el uso de las sílabas que y qui

para que los niños se aproximen

a la convencionalidad ortográfica.

Antes de leer

❿Converse con los niños sobre los animales que habitan en el bosque. Preguntequé animales conocen, si saben dónde viven y si conocen algo acerca de sus hábitos.

Al leer

❿“La casita del caracol” (Lecturas , p. 56). Invite a los niños a escuchar la lecturadel cuento. Para ello, primero indíqueles la página donde principia

y pídales que exploren el texto y observen las ilustraciones.Después pregúnteles de qué piensan que va a tratar el cuento.

❿Indique a los niños que sigan la lectura en sus libros mientrasusted lee en voz alta el cuento completo.

Después de leer

❿Converse con sus alumnos sobre el tema del cuento.Pregúnteles por qué creen que el gusanito quería una casa, cómo hizopara conseguirla y sobre las características de la casa que obtuvo.


1010

56

1010 La casita del caracol


E/I/P-058-101.QX4.0 12/13/01 1:22 PM



❿Lea el texto una vez más, haciendo énfasis en los fragmentos que se repiten.Invítelos a seguir la lectura en sus libros. Usted puede hacer pausas e invitar

a algunos niños a que participen señalando y leyendo esos fragmentos.

❿Escriba en el pizarrón una de las frases que se reiteran en el cuento y léala a los niños. Escríbala nuevamente debajo de la anterior para que elloscomparen palabra por palabra y vean que ambas dicen lo mismo.Luego pídales que observen algunas palabras como: hormiguita , pececito ,

y que analicen con qué letras comienzan y con cuáles terminan. Mencione usted,una a una, las palabras de esa frase y pídales que las localicen en el cuento.

❿“¿En dónde viven los animales del cuento?” (Actividades , p. 62).Explique a los niños la actividad: en la parte superior de la hoja seencuentran los nombres de cuatro animales y en la parte inferior cuatrodibujos de viviendas. Pídales que lean los nombres y que los escribanen el renglón que corresponde al lugar donde vive cada animal.

❿Lea en voz alta el cuento y solicite la participación delos niños; invítelos a leer los fragmentos que se reiteran.

❿“Lleva a los personajes a su casa” (Actividades , p. 63). Pidaa los niños que recorten las ilustraciones (Recortable , p. 67) y que laspeguen en su libro de actividades de acuerdo con el lugar dondeconsideren que vive cada personaje. Pídales que platiquen sobre el

lugar donde viven los animales.

❿“Un gusanito” (Actividades , p. 64). Mencione que apren-

derán una rima llamada “Un gusanito”. Pídales que escu-chen la lectura con atención y que la sigan en sus libros.

❿Lea varias veces la rima junto con los niñose invítelos a aprenderla para que puedan decirlaa sus compañeros.

1 0 • L a c a s i t a d e l c a r a c o l 67

Tiempo de escribir

Ses ión 2

1 1 • L o s t r e s d e s e o s 67

Leer y compartir

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@

Hablar y escuchar

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@ e ? @ @ @ @ @ @ @ e ? @ @ ? e @ @ @ @ @ e ? @ @ ? e @ @ @ e ? @ @ @ @ e ? @ @ ? e @ @ @ @ @ e ? @ @ ? e @ @ @ e ? @ @ ? e @ @ @ @ @ e ? @ @ ? e @ @

@ ? e @ @ @ @ @ @ @ ? e @ @ @ e ? @ @ ? e @ @ @ @ @ e ? @ @ ? e @ @ @ ? e @ @ @ e ? @ @ ? e @ @ @ @ @ e ? @ @ ? e @ @ @ @ @ @ @ @ e ? @ @ ? e @ @ @ e ? @ @

@ ? e @ @ @ @ @ @ @ ? e @ @ @ e ? @ @ ? e @ @ @ @ @ e ? @ @ ? e @ @ @ ? e @ @ @ e ? @ @ ? e @ @ @ @ @ e ? @ @ ? e @ @ @ @ @ @ @ @ e ? @ @ ? e @ @ @ e ? @ @

Lleva a los personajes a su casa

Platica con tus compañeros sobre el lugar donde viven losanimales y pégalos en el lugar correspondiente.

10 • La cas i ta de l car acol 63

67

Leer y compartir

Un gusanito


Hablar y escuchar

¿Qué tienes ahí?¡Un gusanito!

¿Con qué lo mantienes?¡Con pan y quesito!

¿En qué le das agua?¡En un botecito!

¿Lo mataremos?¡No, pobrecito!

La casita del caracol¿En dónde viven los animalesdel cuento?

Observa las ilustraciones y escribe los nombresde los animales en el lugar que corresponde.


1010

hormiga peces ardilla pajarito

Tiempo de escribir

Leer y compartir

Hablar y escuchar

E/I/P-058-101.QX4.0 12/13/01 1:23 PM



❿“Rimas y lecturas” (Fichero , p. 2). Esta ficha proporcionaotra opción para el trabajo con rimas.

❿“Un gusanito” (Actividades , p. 64). Lea la rima completa y luegopida a algún niño que lea el primer verso. Pida alos demás niños que lo localicen en sus libros. Elijaotro verso y siga el mismo procedimiento hasta quehayan encontrado y leído todos los versos. Despuésinvítelos a localizar las palabras de cada verso.

❿Invite a los niños a que lean la rima.Pídales que analicen las preguntas y las respuestas

y que digan en qué se parecen.Oriente la observación hacia el uso de los signosque acompañan a las preguntas y hacia los que acompañan a las

respuestas. Explique que al leer las respuestas de la rima debe elevarse el volumende la voz, porque éstas se encuentran escritas entre signos de admiración.

❿“La pregunta y su signo” (Fichero , p. 20). Esta fichaproporciona ideas para mostrar a los niños la funciónde los signos de interrogación.

❿“¿Qué letras faltan?” (Actividades , p. 65). Invite a los niños aleer con usted, en voz alta, las palabras de la primera lista que sepresenta en dicha página. Después pídales quecompleten las palabras de la segunda lista con lasletras que faltan. Para realizar lo anterior es

importante que observen la palabra completa.

❿“Colecciones de palabras (el tarjetero)”(Fichero , p. 25). Emplee esta ficha para invitara los niños a escribir las palabras que analizaron.


2

Rimas y lectura

LauraC ano

1. Se repite en forma oraluna rima hasta que losniños la puedan decirfácilmente.

2.Elmaestrolaescribeen elpizarrón;porejemplo:Elconejo

Yo tenía miconejitoy un perro me lo mató.No quiero que me lo paguenmiconejo quiero yo.

3. Pasa un niño alpizarrón y señala el escrito almismo tiempo que repite la rima.

Puede serque elniño termine de señalarantes determinarde repetirla rima,o que termine de decirla rima y le sobren partes escritas sin señalar.Se leda oportunidad de intentarlo nuevamente.Pasanotros niños y hacen lo mismo.

4. Se pide a los niños señalarversos:“¿Dónde dirá yo tenía miconejito ?¿Dónde dirá no quiero que me lo paguen ?¿En dónde un perro melo mató ?¿Y miconejo quiero yo ?”

Cuando los niños no encuentran elverso solici-tado,para facilitarla tarea se les propone señalarla rima desde elinicio.

5.Una vez que los niños logran señalarla ubica-ción de cada verso,se les solicita la ubicación depalabras.Es conveniente pedirprimero señala-mientos de los extremos de la línea y después delinteriorde la misma,por ejemplo:

“¿Dónde dirá conejito ?¿Dónde dirá mató ?¿Dónde perro ?¿Dónde quiero ?”

Se continúa con las partes restantes,pero enalgunos momentos se pide a los alumnos queseñalen la rima completa.

• Quelos niños realicen la vinculaciónentre las partes sonoras y gráficasde un texto.

20

La pregunta y su signo

• Que los alumnos identifiquenlas oraciones interrogativasy conozcan los signos quese utilizanpara caracterizarlas.

Material Libros de la biblioteca delaula.

LauraC ano

1. Elmaestro forma equipos,integrando en cadauno a niños que leen. Les solicita que lean untexto.Les propone que cada uno piense unapregunta sobre la lectura que realizaron parahacerla a un compañero.

2. Altiempo que los niños van formu lando laspreguntas,el maestro las escribe en elpizarrón,sin signos de interrogación.

3. Elmaestro lee una de las oraciones con laentonación correspondiente a las oraciones de-clarativas,porejemplo: Los camellos viven en el desierto ,y pregunta a los niños:

“¿Asícomo la leí,hice una pregunta? ¿Porqué?¿Qué creen que hace falta para que sea unapregunta?”

Sialguno de los niños proporciona la informaciónpertinente,elmaestro agrega los signos y contras-ta la diferencia de entonación y de significadoentre las oraciones.

4. En elcaso de que ninguno de los alumnosproporcione la información necesaria,elmaestrolee la misma oración con la entonación corres-pondiente a las oraciones interrogativas,hacien-do notarla diferencia. Explica que las preguntasdeben escribirse con signos interrogativos,losescribe en elpizarrón y luego vuelve a leerlas.

5. Entre todos leen y responden cada pregunta.

25


1. Elmaestro pregunta a los alumnos:

“¿A alguno de ustedes le gusta coleccionaralgo?¿Qué les gusta coleccionar? ¿Qué hacen paracoleccionar? ¿En qué se fijan? ¿Para qué les sirve?”

Cuando los alumnos terminan sus comentarios,elmaestro les pregunta:

“¿Qué les parece sicada uno de nosotros iniciauna colección de palabras o tarjetero?”

2.Elmaestro explica que todos escribirán en cadatarjeta una palabra que ya sepan leer,o pegaránpalabras que lean o recorten de periódicos orevistas.Elmaestro pregunta:“¿Qué les parece siiniciamos nuestra colección?”Les entrega elma-terialy les dice que escriban una palabra.Cuandohan terminado les pide que la lean y los invita aintercambiarlas tarjetas con otros compañerospara leerlas y analizarlas.

Material Una caja con tarjetas blancas (de 2 x 8 cm)paracadaniño.

• Que los alumnos desarrollen

unaactitud deconstante búsquedayanálisis delas característicasdelsistema de escritura.

Cadaniñointegraráensutarjeterolaspalabrasque desee.Los niños que aún no p uedan escribirconvencionalmente podrán agregarun dibujo oilustración a su escritura.

3. Este mismo materialpodrá utilizarse para queformen nuevas palabras.Cuando la colecciónhayaaumentado servirápara formaroraciones otextos más complejos.

La colección de palabras o tarjetero se organizaposteriormente pororden alfabético.

J u a n F r a n c i s c o

R í o s

La puntuación

L a comprensión deluso de los signos

de interrogación y deadmiración se facilita

cuando se analiza lafunción que desempeñanen la escritura.

Sesión 3

Reflexión sobre la lenguaSesión 4

¿Qué letras faltan?

Escribe las letras que faltanen cada palabra.

10 • La cas i ta de l car acol 65


q u e so

sadilla

ban to

pa te

mos tos

ron do

ra ta

ta to

e po

Ejemplo:

queso

quesadilla

banquito

paquete

mosquitos

ronquido

raqueta

taquito

equipo

Un gusanito


Hablar y escuchar

¿Qué tienes ahí?¡Un gusanito!

¿Con qué lo mantienes?¡Con pan y quesito!

¿En qué le das agua ?¡En un botecito!

¿Lo mataremos?¡No, pobrecito!

Leer y compartir

E/I/P-058-101.QX4.0 12/13/01 1:23 PM



❿“Entrevista al caracol” (Actividades , p. 66). Explique

a los niños qué es una entrevista. Lea las preguntas juntocon ellos e indíqueles que deberán elegir una de las tresopciones que se ofrecen en la ilustración para respondera cada pregunta. Si lo considera necesario, lea nuevamenteel cuento.

❿ Al finalizar, pida a algunos niños que lean las preguntas y digan las respuestas que marcaron. El grupo opinará sobrelo adecuado o inadecuado de las respuestas.

❿“El recorrido del gusanito” (Actividades , p. 67). Lea el principio del primer párrafo y pida a algunos niños que lean en voz alta la pregunta que repite el gusanito:¿Me dejarías vivir contigo? Continúe y deténgase después de: pero te prevengo

que a las ... Invite a los niños a decir lo que sigue. Repita elprocedimiento en cada párrafo. Después de leer, los niños escribiránlas palabras que se han omitido en este texto. Al terminar, lea y pidala participación de los niños en los fragmentos que se repiten.

❿“Animalitos del cuento” (Actividades , p. 68). Proponga a los niñosque busquen en su libro de lecturas los nombres de los animales quese ilustran en la primera línea de esta página para que puedanescribirlos debajo de la imagen correspondiente. Después, pídalesque transformen estas palabras de acuerdo con la ilustración(diminutivo y plural). Los niños deberán estar atentos a lasdiferencias en las imágenes.

❿Proponga que la revisión de la escritura se realice en formacolectiva. Escriba en el pizarrón las respuestas para que cada uno de

los niños las compare con lo que escribió en su libro de actividades.

❿(Recortable , p. 135) Pídales que recorten las tarjetas de imagen y texto. Trabaje con las tarjetas alguna de las opcionesque se proponen en la lección 1, “Paco el Chato ”.


La entrevista

Es una serie de

preguntas paraobtener información.Es importante que losniños participen en laelaboración depreguntas para laentrevista y en surealización.

Leer y compartir


caracolescaracolito

Animalitos del cuento

Observa los dibujos y escribe, abajo de cada uno,la palabra correspondiente.

Ejemplo:


Leer y compartir

caracol

Leer y compartir


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E/I/P-058-101.QX4.0 12/13/01 1:23 PM



Los tres deseos

Un leñador encuentra a un duendecillo

quien ofrece cumplirle tres deseos;

sin embargo, por pelear con su mujer,

los deseos que se cumplen no son los

que el leñador hubiera querido.

Esta lección incluye diversas actividades

que implican el análisis de partes

de palabras y oraciones.

Antes de leer

❿“Los tres deseos” (Lectura s, p. 64). Escriba en el pizarrónel título y número de la página donde aparece la carátula

del cuento. Solicite a los niños que lo busquenen el índice de su libro de lecturas y que localicenla página inicial.

Al leer

❿Pídales que sigan en sus libros la lecturadel cuento que usted realizará en voz alta. Leaenfatizando las partes del texto que correspondena las exclamaciones de los personajes.

Después de leer

❿Pida a los niños que narren el cuento.

Si no recuerdan la historia completa, sugiéralesque observen las ilustraciones.


1111

64

1111Los tres deseos


E/I/P-058-101.QX4.0 12/13/01 1:23 PM



❿Invite a los alumnos a que opinen sobre la forma en queel leñador y su mujer desaprovecharon la oportunidad de

pedir deseos que les hubieran mejorado la vida.

❿“Cosas del cuento” (Actividades , p. 69).Explique que esta actividad consiste en escribirla letra o letras que faltan para completar laspalabras que aparecen en su libro de actividades.Usted puede realizar en el pizarrón algunosejemplos, solicitando la participación de losniños para resolverlos.

❿Pregúnteles qué personaje del cuento les pareció más interesante y por qué.

❿Dedique algunos minutos para que los niños conversen sobre el cuento.Sugiérales el tema de los duendes o los deseos que a sus alumnos les gustaríaque se convirtieran en realidad. Propicie la participación solicitándoles queexpresen sus comentarios.

❿“¿Qué hacen los duendes?” (Actividades , p. 70).Pida a los niños que describan las imágenes que aparecen

en esta página. Después, en parejas, tratarán deescribir lo que hacen los duendes, completandolas palabras y las oraciones.

❿Cuando terminen, solicíteles que comparensus respuestas con las de otro compañero.Si encuentran diferencias y no logranllegar a un acuerdo, pídales que las expongan

al grupo para que entre todos puedanresolverlas.

1 1 • L o s t r e s d e s e o s 71

Análisis del contenidode un texto

L a reflexión sobreel contenido de untexto apoya lacomprensión del mismo

y posibilita lasinferencias sobrelo que no está dichode manera explícita.

Ses ión 2

¿Por qué enpequeños grupos?

E l trabajo enpequeños grupos

favorece lasinteracciones entre losniños, además de seruna condiciónnecesaria para que

muchos de ellos seinvolucren en el trabajoescolar y logrencentrarse en la tarea.

¿Qué hacen los duendes?

Observa las imágenes. Escribe las letras que faltanen las oraciones.

Los endes están bailan .

Lo du es es n lando.

Los endes están pintan .

Lo du es es n tando.

Los e nde s e stá n durmien .

Lo du es es n miendo.

Los endes están rien .

Lo du es es n endo.


Tiempo de escribir

Los tres deseosCosas del cuento

Completa las palabras.

11 • Los t r e s de se os 69

1111

Leer y compartir

acha

eñador

uende

alchicha

casa

árbol

ujer

esa

h

bosqu

Tiempo de escribir

E/I/P-058-101.QX4.0 12/13/01 1:23 PM



❿Invite a los niños a que expliquen en qué consiste el oficio de leñador.

Pregúnteles si este oficio se desempeña en el campo o en la ciudad.Pídales que mencionen otros oficios que conozcan y el lugar dondese realizan.

❿Escriba en el pizarrón el nombre de algún oficio, por ejemplo: leñador .Invite a los niños a leer esta palabra; pregúnteles cómo comienza

y cómo termina; si los niños no lo dicen, usted diga la sílaba inicialpara que ellos continúen la lectura. Escriba el nombre de otro oficio

y solicíteles que lo lean, abordando, en todos los casos,el análisis de la palabra.

❿“Cambiar palabras” (Actividades , p. 71). Invite a los niñosa completar las palabras que aparecen en esta página

y a cambiar su significado, agregando las letras que serequieran de acuerdo con la ilustración. Realice algunosejemplos en el pizarrón: escriba la palabra pescador ,pida a los niños que la lean (con su apoyo) y que diganqué significa. Escriba abajo la misma palabra, agregue una a

al final de la palabra y pregúnteles qué creen que dice,en qué es diferente a la palabra anterior y qué significala palabra nueva.

❿Siga el procedimiento inverso con otraspalabras: quitar una letra o sustituir la letra finalpara cambiar el género y el númeroa las palabras.

❿Organice a los niños en equipos.Escriba algunos ejemplos en el pizarrón

y pídales que realicen la actividaden su libro. Se puede propiciar

la confrontación de ideas sobre laescritura de las letras que faltanen cada palabra.


Transformaciónde palabras

E s una actividadque contribuye

al descubrimiento de larelación sonoro-gráfica

y al establecimientodel valor sonoroconvencional de lasletras.


11 • L o s t r e s d e s e o s

7 1

C a mb i a r p a l a b r a s E sc r i b e l as l e t r as qu e f al t an p ar a c amb i ar l as p al ab r as.

R e f l e x i ó n s o b r e l a l e n g u a

E j e mp l o :c amp e si no

c amp e si no s

c amp e si na

c amp e si na s

d o c t o

d o c t o

d o c t o

d o c t o

E/I/P-058-101.QX4.0 12/13/01 1:23 PM



❿Solicite la participación de los niños para leer el cuento en voz alta.

Haga una pausa antes de concluir cada fragmento para que anticipenlas palabras del final, las digan y las señalen.

❿Propóngales que encuentren en sus libros las palabras del cuentoque usted les indique. Mencione, una a una, las palabrascon las que trabajaron en la primera actividad(los personajes, los objetos y los lugares del cuento).Puede preguntar con qué letra comienza cada palabrapara facilitarles su localización.

❿

“Tres deseos” (Actividades , p. 72). Solicite a los niños querecorten las ilustraciones correspondientes a esta actividad(Recortable , p. 67). Explíqueles que, para pegarlas en el lugar

que les corresponde, deberán leer los textos queaparecen debajo de cada cuadro en su libro deactividades. Apóyelos en la lecturade las oraciones.

❿Pida a los niños que elijan algunas palabrasdel cuento, que las escriban en tarjetas y lasagreguen a su colección en el sobre de palabras.Si necesitan alguna información durante

la escritura, sugiérales preguntara un compañero o proporciónelausted mismo.

1 1 • L o s t r e s d e s e o s 73

1 1 • L o s t r e s d

e s e o s

6 7

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6 7

T r es d es e os

P e g a l a s i m á g e n e s d e l c u e n t o d o n d e c o r r e s p

o n d a.

72

L i b r o d e a c t i v

i d a d e s L e e r y c o m p a

r t i r

—M e g u s t a r í a c o m e r

u n a g r a n s a l c h i c h a.

—¡ O j a l á q u e l a s a l c h i c h a

s e t e p e g a r a e n l a n a r i z !

— L e s c u m p l i r é t r e s d e s e o s

a t i y a t u e s p o s a.

—¡ Q u e l a s a l c h i c h a s e m e

d e s p e g u e d e l a n a r i z !

P o r d i s c u t i r, p e r d i

e r o n l a s t r e s o p o r t u n i d a d e s.

651 1 • L o s t r e s d e s e o s

Había una vez un leñador

que fue al bosque a cortar un viejo árbol.

En el viejo árbol vivía un duende,

quien le pidió que no cortara el árbol.

E/I/P-058-101.QX4.0 12/13/01 1:23 PM



❿Converse con el grupo sobre la utilidad de las plantas.

Trate de que se mencionen la mayor cantidad de productos y beneficios que obtenemos de ellas. Escriba en el pizarrónlo que los niños vayan diciendo y agregue a la lista

los productos o beneficios que no hayanmencionado. Al final, lea la lista

con el grupo.

❿Continúe hablandosobre la importanciade la conservación y el

cuidado de los bosques.Usted puede escribir otra listacon los comentarios de los

niños sobre este tema y después leerla en voz alta para que recuerden lo que ya dijeron.Invítelos a pensar si desean agregar algo más.

❿“¿Qué nos dan las plantas?” (Actividades , p. 73). Explique a los niñosque en esta página se presentan varias oraciones incompletas.Deberán completarlas escribiendo el nombredel producto que se obtiene de cada plantamencionada en las oraciones.Lea con los niños los segmentos de oración

y apóyelos para que escriban la palabra faltante.Sugiérales que consulten o pregunten

para resolver sus dudas.

❿Cuando hayan terminado,proponga que intercambien sus textos

para revisarlos.


Hablar y escucharSesión 4

Tiempo de escribir

Desarrollo de laexpresión oral

C rear un ambientede confianza en

donde todos tenganla seguridad de que supalabra será escuchada

y su opinión tomada encuenta, permite que losniños desarrollen su

expresión oral.

¿Qué nos dan las plantas?Observa las imágenes y escribequé nos da cada planta.

11 • L o s t r e s d es eo s 73

El nopal nos da .

El papayo nos da .

La palma nos da .

El naranjo nos da .

Tiempo de escribir

E/I/P-058-101.QX4.0 12/13/01 1:23 PM



❿Pida en secreto a uno de sus alumnos que realice una acción para que

sus compañeros la identifiquen. Luego diga por ejemplo: Rosalinda está..., y pida a los niños que completen el enunciado: brincando . Escriba en elpizarrón la palabra que indica la acción mencionada por los niños.Solicite nuevamente al niño que se encuentra frente al grupoque realice otra acción.

❿“Acciones” (Actividades , p. 74). Explique a los niños la formade resolver esta actividad: primero, es necesario que observenlos dibujos que representan las acciones que está realizandoel duende, luego deben seleccionar la palabra que corresponda

a cada acción y escribir junto a ésta el número que corresponde.

❿“Crucigrama” (Actividades , p. 75). Invite a los niños a queresuelvan el crucigrama que aparece en esta página. La ilustración,

la primera letra y la última ubicadas en elcrucigrama les ayudarán a encontrar la palabraque deben escribir. Es conveniente que ayudea los niños que aún tengan dificultades para escribir;apóyelos para que analicen cada palabra.

1 1 • L o s t r e s d e s e o s 75

Crucigrama

11 • L o s t r e s d es eo s 75


l

s

á

c

r

Escritura de palabraa partir de la letrainicial o final

P roporcionara los niños las letras

iniciales o finales de lapalabra que debenescribir los ayudaa anticipar las letrasque faltan paracompletar su escritura.

Ses ión 5 Reflexión sobre la lengua

Acciones

Escribe abajo de cada palabra el númeroque corresponda a la acción queestá realizando el duende.

Ejemplo:corriendo


leyendo

llorando

patinando

1

cosiendo

cantando

escribiendo

3

6

4

2

1

5

7


E/I/P-058-101.QX4.0 12/13/01 1:23 PM



¡ A que te pego !

En este breve relato un gato y un gallo planean

molestar a un ratón, pero son tan peleoneros

que no logran ponerse de acuerdo entre ellos.

A lo largo del texto se repiten algunas frases

que permiten a los niños realizar anticipaciones

sobre el contenido de la lectura.

En esta lección se analizan palabras que comienzan

igual y se reflexiona sobre el orden de las palabras

en algunas oraciones. También se trabaja

la escritura de un cuento.

Antes de leer

❿“¡A que te pego!” (Lecturas , p. 71). Invite a los niños a que lean el cuento.Escriba el título en el pizarrón y pídales que lo localicen en su libro

de lecturas. Propóngales que observen las ilustraciones y que imaginen de qué tratará el cuento.

Al leer

❿Lea el cuento en voz alta y pida a los niños que siganla lectura en sus libros. Realice una segunda lectura; esta vezinterrúmpala en los fragmentos predecibles e invítelosa leerlos.

Después de leer

❿Pregunte cuáles son los tres personajes del cuento, qué querían hacer,si lograron su propósito o no y por qué. Comente con los niños el finaldel cuento y pregunte por qué se reía el ratón.Finalmente, solicite un voluntario para contar el cuento; los demáscompañeros y usted pueden ayudarlo en la organización del relato.


1212

71

1212 ¡A que te pego!

Mary França • Eliardo França

Editora ática • Libros del Rincón SEP


E/I/P-058-101.QX4.0 12/13/01 1:23 PM



❿“¡A que te pego!” (Lecturas , p. 75). Lea con los niños esta página

del cuento. Escriba en tarjetas las palabras de una oración, por ejemplo:El gato le pegó al gallo. Pegue las tarjetas en el pizarrón

y léalas con los niños.Pregunte cómo deben colocar las tarjetaspara que diga: El gallo le pegó al gato.

Escuche las opiniones de los niños y ordene las tarjetas de acuerdocon lo que ellos le propongan.

❿Luego pídales que lean la oración

y, si ésta quedó desordenada, analicecon ellos las palabras para llegar al ordenrequerido. Al final, analice con los niños la necesidadde ordenar las palabras en las oraciones para comunicarel significado deseado.

❿Enseguida, proponga a los niños sustituir algunas palabrasde la oración. Por ejemplo, debajo de la oración escritaen tarjetas escriba: El ratón le pegó al gato .Pídales que expliquen qué permanece y qué cambia en la nueva oración.Invítelos a leerla.Dé oportunidad a los niños para que propongan otras sustituciones siguiendoel procedimiento ya señalado.

❿“¿Quién le pegó a quién?” (Actividades , p. 76). Explíqueles que esta actividades muy similar a la que hicieron en el pizarrón. Señale que deben observar

las ilustraciones para saber quién le pega a quién. Luego debencompletar las oraciones que están al lado de cada ilustración.Lea y analice con ellos el ejemplo resuelto.

❿“Palabras de una oración” (Fichero , p. 35).

En esta ficha se presentan otras sugerenciaspara el análisis de las partes de una oración.

1 2 • ¡ A q u e t e p e g o ! 77

35

Palabrasde una oración• Que los alumnos descubran

la relación que existe entre las partesde la emisión oraly las partes de

larepresentación escrita.

L a u

r a C a n

o

1. Elmaestro platica con los niños sobre algúntema de interés,porejemplo, cómo es la escuelaa la que recientemente ingresaron.

2.Despuésdelaconversacióndice alosniños queescribiráenelpizarrónunaoraciónrelacionadaconeltema queacabande tratar,porejemplo: Mi escuelat ieneunjardínconflores .E lmaestrosedirigeal grupoy explica:“Aquíyo escribí : Mi escuelat ieneun jardín conflores” ( leyendoyseñalandodeprincipioafin todalaoración).Luegopregunta:“¿Quéescribí?”Silosniños norecuerdantextualmentetodalaoración,la leedenuevo paraasegurarsedequesepanloqueestáescri to.

3. Elmaestro pide a los niños que ubiquen yseñalen,en lo que está escrito,algunas palabrasque élles va a decir:“¿Dirá jardín? ¿Dirá escuela?Sidigo: Miescuela tiene un jardín con flores ,¿dónde crees que escribí tiene ?”(señalando todolo escrito),“¿y aquíqué dice?”(señalando flores ).“Todo junto,¿cómo dice?”(si es necesario lee laoración).“¿Dirá tiene ?,¿dónde? ¿Qué dice aquí?”(señalando un)“¿Dirá mi ?,¿qué creen que digaaquí?” (señalando escuela)“¿Dirá flores ?,¿diráun?,ytodo junto,¿quédice?”

4.Elmaestro hace vera los niños que las palabrasde la oración que está escrita en elpizarrónguardan elmismo orden que los elementos de laemisión oral,es decir,se escribe primero lo que sedice primero,luego lo segundo y asíse continúahasta elfinalde la oración.

5. Una vez que los niños hayan ubicado todas laspartes de la oración,elmaestro escribe dos ora-ciones más y realiza elmismo tipo de preguntas.Es importante que los niños justifiquen cada unade sus respuestas,para asegurarse de que com-prenden que todas las palabras de la emisión oralestán representadas en la escritura y que guardanelmismo orden. También debe señalarse a losniños que en la escritura las palabras se separandejando espacios en blanco.


Trabajo con oraciones

D urante el procesode alfabetización

es posible trabajar lapalabra y la oraciónvinculadas al texto

del cual forman parte.Las observacionesrealizadas sobre laoración y las palabrasfavorecerán elaprendizaje de lalectura y escritura.

¡A que te pego!¿Quién le pegó a quién?

Completa cada oración según corresponda.


1212


El le pegó al .

El pegó al .

le al .

El le pegó al .

.

El le pegó al .

gallogato

751 2 • ¡ A q u e t e p e g o !

El gallo le pegó al gato.El gato le pegó al gallo.

Y allá, a lo lejos,el ratón reía, reía.

E/I/P-058-101.QX4.0 12/13/01 1:23 PM



❿Invite a los niños a jugar a: un barco cargado, cargado de..., que consiste

en decir la mayor cantidad de palabras que comiencen igual que la palabraempleada como muestra.Exponga varios ejemplos para que todos comprendan el juego. Usted puededecir: Éste era un barco cargado, cargado de gatos, y pedir que mencionenotras palabras que comiencen igual: gansos, gancho .

Anote en el pizarrón la palabra muestra (gato ) para que los niños observencómo empieza.Cada vez que alguien proponga una palabra escríbala en el pizarrón y analicecon el grupo si comienza igual a la palabra muestra.

❿“¿Cuáles comienzan igual?” (Actividades , p. 77). Pida a los niños que lean cadauna de las palabras que acompañan los dibujos de esta página. Pídales que

observen con qué letra empiezan y que las escriban en la columnacorrespondiente.

❿Luego pida que, en parejas, revisen su trabajo y lo corrijanen caso necesario.

❿Haga usted una revisión con el grupo. Anote en el pizarrónlos encabezados de las dos listas y pida a varios niños queindiquen en cuál anotaron las palabras. Si surgen diferencias deopinión entre los niños, recuérdeles que para colocar cada palabraen la columna correspondiente deben observar si la letra

inicial es la misma que aparece en el encabezado de la columna.

❿Proponga a los niños que lean el cuento junto con su compañero de banca.

Propicie la reflexión sobre la actitud del gato y el gallo: pregunte sobre lasconsecuencias de pelear todo el tiempo. Pregunte a los niños si tienen amigosque pelean con sus hermanos o con otros niños.Pídales su opinión sobre los resultados que se obtienen cuando se trabajaen equipo y cuando se trabaja en medio de peleas y discusiones.


Sesión 2

Tiempo de escribir


gallo gallina rana gorila

gato ratón rinoceronte gusano

¿Cuáles comienzan igual?

Escribe en las líneas las palabras que comienzancon la misma letra.

1 2 • ¡ A q u e t e p e g o ! 77

Tiempo de escribir

g r


E/I/P-058-101.QX4.0 12/13/01 1:24 PM



❿Proponga a los niños que exploren el texto nuevamente. Pídales

que localicen los signos de interrogación y admiración. Usted puedeescribirlos en el pizarrón y señalar que estos signos se escribenpor pares: uno de ellos abre el enunciado y el otro lo cierra.Pida a algunos niños que señalen los signos que encontraron

y que lean el fragmento donde aparecen.Comente con ellos cuál es su función en la escritura. Concluya con el grupoque en la escritura, la sorpresa, el enojo o la alegría, se indican con signosde admiración y que las preguntas se señalan con signos de interrogación.Pídales que revisen lecturas anteriores para que localicen otros fragmentosdonde se utilizan los signos de interrogación y admiración; analice con ellos

el contexto en que se emplean.

❿Explique a los niños la importancia de expresarse con precisión. Pídales quepiensen en algunas situaciones que así lo requieren, por ejemplo: cuando seda una dirección, cuando se menciona el lugar exacto donde se encuentrauna cosa y cuando se dan las instrucciones para realizar un juego.

❿Pregunte a los niños qué pasaría si en esos casos no se cuidara la precisión.Es decir, si las instrucciones para un juego se dieran al revés; si seproporcionara una dirección de manera confusa o si en una receta de cocinalas cantidades de los ingredientes se alteraran.Invítelos a que platiquen alguna anécdota en la que, por falta de precisión,haya ocurrido algo gracioso.

1 2 • ¡ A q u e t e p e g o ! 79


Reflexión sobre la lenguaSes ión 4

E/I/P-058-101.QX4.0 12/13/01 1:24 PM



❿“¿Dónde está?” (Actividades , p. 78). Explique a los niños que en esta páginase presentan varias frases escritas e ilustraciones de algunos de los

personajes del cuento y de otros animales.Mencione que usted va a decir algunas oraciones y que ellosdeben localizar las ilustraciones que las representan; los niñosmencionarán el número que acompaña a cada dibujo.Usted puede decir, por ejemplo: El gato está debajo

del tapete .Puesto que hay varias ilustraciones donde apareceun gato, el centro de atención de los niños debe serla palabra debajo.

Continúe así, diciendo una oración para cada ilustración.

❿Pídales que lean las frases que se encuentran en la página y que escriban el número de la ilustración que representea cada una.

❿Proponga a los niños que narren el cuento. Oriéntelospreguntando quiénes eran los personajes, cómo empezabael cuento y cómo terminaba.

❿Propóngales la elaboración colectiva de un cuentoparecido al que leyeron.Mencione que entre todos van a proponer los personajes,el motivo del pleito y el final de la historia. Dígales que

usted escribirá lo que ellos le dicten.

❿“Tu cuento” (Actividades , p. 79). Expliquea los niños que en esta página harán un dibujoalusivo al cuento. Pídales que contesten

las preguntas que aparecen en la parte finalde la página. Apóyelos en esta tarea.

Al terminar, pida que algunos niños leansus respuestas.



Las primerasescrituras

Es probable quela mayoría de los

niños no escriba demanera convencional.Sin embargo, estose irá lograndoprogresivamente.En la medida quetengan oportunidad dereflexionar sobre laforma y función de la

escritura y comprendanel principio alfabético,los niños escribiránconvencionalmente.


¿Dónde está?

Coloca junto a cada frase el número de la imagenque le corresponde.


Sobre el tapete.

Enfrente del perro.

Adentro de la casa.

Arriba de la escalera.

Afuera de la casa.

Debajo del tapete.

Atrás del perro.

Abajo de la escalera.

5

4

2

7

8

3

6

1

12 • ¡A que te pe go!79

Personajes

¿Cómo empezó el pleito?

¿Qué ocurrió después?

¿Qué pasó al final?

.

.

.

.

Tu cuento

Inventa un cuento parecido al que leíste. Dibújalo y contesta las preguntas.

Tiempo de escribir

E/I/P-058-101.QX4.0 12/13/01 1:24 PM



❿“¡A jugar al gato!” (Actividades , p. 80). Pregunte a los niños

si saben jugar al gato . Si es necesario, explíquelesel procedimiento e invítelos a jugar con un compañero.Para esto recortarán las fichas correspondientes (Recortable , p. 69)

y utilizarán el tablero de su libro de actividades.

❿“Juego y aprendo a dar instrucciones”(Fichero , p. 69). En esta ficha se sugierenactividades que ayudarán a los niñosa expresarse claramente al dar instruccionespara realizar un juego.

1 2 • ¡ A q u e t e p e g o ! 81

12 • ¡A que te pe go!69

Hablar y escuchar

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6 9

Juego y apr endo

a dar instr ucciones

has ta el e xtremo superior; cuando la ficha se

coloque en la cola deuna serpien te sedescenderá

hasta la cabeza de la misma. Gana el jugador que

llegue primero, con el número e xac to de pun tos

marcados por el dado, a la casilla número 100.”

3. En caso de que el juego no se desarrolle correc-

tamen tepor erroresenlas ins trucciones,el maes tro

hará las pregun tas per tinen tes, por ejemplo:

“¿Por qué será que no funciona es te juego? ¿Qué

podemos hacer para resol ver el problema? ¿Será

necesario re visar las instrucciones quenos dieron?”

Seguramen te surgirán diversas respues tas; el

maes tro procurará que los niños reconozcan la

con veniencia de ser precisos en las ins trucciones

que se dan a o tra persona, para facili tar la com-

prensión del mensaje.

Es ta ac ti vidad se realiza tan tas veces como el

maes tro lo considere con venien te, asegurándose

de la participación de di feren tes niños en cada

ocasión.

• Que los alumnos formulen

ins trucciones de manera

organizada.

L a u r a C a n o

Mat erial

Variará en función de los juegos sugeridos por

los niños.

1. El maes tro propone a los niños organizar sesio-

nes de di versión que les permitan aprender nue-

vos y diver tidos juegos. Para ello es necesario que

un niño prepare un juego y solicite los ma teriales

con an ticipación a la fecha acordada para la

sesión.

2. El alumno responsable de la ac ti vidad da oral-

men te las ins trucciones precisas para su realiza-

ción, así como las reglas del juego. Por ejemplo:

“ Vamosa jugar ‘Serpien tesyescaleras’. Es te juego

requiere de una lámina con casillas numeradas

has ta el 100, un dado y una ficha para cada

jugador. Se tira el dado por turnos y se a vanza

tan tos lugares como marque el dado. En caso de

que una ficha quede colocada en el e x tremo

in ferior de una escalera, se ascenderá por ella

Hablar y escuchar


R

ecuerde incorporara la carpeta de cada niñolos datos que muestren sus

avances. Incluya algunas delas mejores produccionesde cada niño, así como algunaactividad que haya sido resuelta

por todos, de tal manera que tengauna muestra del progreso

del niño respecto de sí mismo

y con relación al grupo.

Espacios de juego

A l participar enjuegos dentro del

aula, los niños aprendena relacionarse dediversas maneras

con sus compañeros:explicando las reglasdel juego, respetandosu turno de participación,aceptando cuando otrogana o cuando élmismo es el ganador.

69

¡A jugar al gato!

Recorta las ilustraciones y juega al gato con un compañero.


Hablar y escuchar

E/I/P-058-101.QX4.0 12/13/01 1:24 PM



El gato bombero

Este es un cuento acerca de un gatito que

consigue un hogar gracias a su actitud valiente.

El texto propicia la anticipación, ya que algunas frases aparecen

en forma reiterada.

En la lección se analizan principios y finales

de palabras, se plantean el análisis

y la elaboración de un cartel.

El texto se aprovecha, además, para que

los niños conversen sobre las mascotas

y los cuidados que éstas requieren.

Antes de leer

❿“El gato bombero” (Lecturas , p. 76). Escriba en el pizarrón el título del cuento y pida a los niños que lo busquen en su libro de lecturas. Invítelos a que

observen las ilustraciones para que hagan predicciones sobre elcontenido de la lectura. Anote en el pizarrón algunas de éstas.

Al leer

❿Lea el cuento en voz alta. Pida a los niños que siganla lectura en su libro. En las partes del texto que se repiten,puede interrumpir la lectura para que los niños anticipenesas partes, por ejemplo: —¡Yo no quiero gatos en la...

Después de leer

❿Pida a los niños que expresen sus opiniones sobre el cuento; orientelos comentarios planteando preguntas como: ¿De qué trata el cuento?

¿Cuál era el problema del gatito? ¿En qué lugares intentó vivir? ¿Qué le decíanal gatito cada vez que llegaba a un lugar? ¿Cómo encontró un hogar?

❿Señale que cuando los personajes hablan , se indica lo que dicenanteponiendo un guión largo.


1313

76

1313El gato bombero


E/I/P-058-101.QX4.0 12/13/01 1:24 PM



❿“¿Qué pasó?” (Actividades , p. 81). Comente con sus alumnos

que en esta actividad están ilustrados los personajes de los distintoslugares donde quería vivir el gatito del cuento.Debajo de cada ilustración hay una oración incompleta, por ejemplo:El gatito quería vivir en una...Los niños deben observar cada dibujo mientras usted lee las oraciones.

Ayúdelos a escribir los nombres de los distintos lugares en los queintentó vivir el gatito: panadería , carnicería , juguetería .

❿Inicie una conversación sobre el tema de las mascotas. Pregunte a los niñossobre los animales que pueden tenerse como mascotas y los cuidados queéstas requieren. Si algún niño tiene una mascota solicítele que la describa.Comente que una descripción consiste en mencionar las característicasde algo o alguien. Por ejemplo: en el caso de un animal deben mencionarsu color, su tamaño, sus costumbres, etcétera.

❿“Las mascotas” (Actividades , p. 82). Pida a los niñosque recorten las ilustraciones (Recortable , p. 71)

y que las peguen en la parte correspondiente de sulibro de actividades. Luego deben escribir el nombrede cada uno de los animales debajo de la ilustraciónque pegaron.

❿“Con cuántas. Con cuáles” (Fichero , p. 23).En esta ficha se proponen otras opciones paraque los niños trabajen el análisis de palabras.

❿Invite a los niños a conversar sobre los distintos usos de laescritura, por ejemplo para dejar un recado, para recordaruna dirección, una fecha de cumpleaños, etcétera.

1 3 • E l g a t o b o m b e r o 83

El gato bombero¿Qué pasó?

Lee las oraciones y escribe la palabra que falta.

13 • E l gato bombe r o 81

1313

Leer y compartir

El bombero se llevó

al a su casa.

El gatito quería vivir en una

.


.


.

71

Las mascotas

Recorta las mascotas y pégalas donde corresponda.Completa después el nombre de las mascotas.



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Material Un alfabeto móvilpara cada equipo.

Laur aC ano

1. Elmaestro propone a los niños,organizados enequipos, construir palabras con letras móviles.Dice:“Vamos a escribircon estas letras la lista decosas que necesitamos para elfestejo del día delniño”.Los niños proponen y elmaestro decidecuáles palabras y en qué orden las escribirán.

2. Elmaestro reparte alfabetos móviles a los equi-pos y dice:“Antes de escribir,díganme con quéempieza la palabra tacos” .Se escuchan las distin-tas respuestas de los niños y se confrontan. Enseguida pregunta:

“¿Con cuántas letras se escribe tacos ?,¿cuálesson?,¿cuál es la primera y las que siguen?”

Generalmente ocurre que la cantidad de letrasque los niños anticipan no es la misma que la qu eobtienen aldecir las letras que componen la

palabra.Por este motivo se vuelve a pedirqu ecuenten las letras de la palabra que escribirán.

3. Los niños inician la escritura de la palabra conlas letras móviles.Elmaestro acude a los equipospara observarla forma como están trabajando,lasdecisiones que van tomando y promoverelinter-cambio de ideas.

4. Se continúa eldictado.Para cada nueva pala-bra se siguen los pasos señalados para la primera.

5. Cuando han terminado de escribir las pala-bras,pasa un niño alpizarrón y escribe la primera,taly como lo hicieron en su equipo.Elresto de losniños la compara con la escrita porsu equipo.Sediscute sihay diferencias,se pide a los niños que



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Leer y compartir

Hablar y escucharSes ión 2


Tiempo de escribir

E/I/P-058-101.QX4.0 12/13/01 1:24 PM



❿ Pregúnteles cómo podría utilizarse la escritura en caso de que se perdierauna mascota. Oriente la conversación hacia la elaboración de un aviso o un cartel.

❿Comente con los niños qué información debeincluirse en un cartel para facilitar la recuperaciónde la mascota.

❿“En busca de la mascota” (Actividades , p. 83).Pida a los niños que elaboren un cartel queinforme sobre una mascota perdida y que se desearecuperar. Sugiérales que trabajen en pequeñosgrupos.

❿Seleccione las siguientes palabras del cuento: policía,

bombero, gato, casa . Analice con el grupo cómo comienza y cómo termina cada una.Escuche las respuestas de los niños y aclare las dudas que surjan.

Anote en el pizarrón algunas de las respuestas de los niños y pídales que expliquen cómo eligieron esas palabras.

❿“¡A buscar palabras!” (Actividades , p. 84). Explique a los niñosque deberán buscar palabras que terminen igual que policía,

bombero, gato y casa .

❿Organice a los niños en equipos. Escriba en el pizarrón las siguientes palabras: panadería , juguetería , carnicería . También puede escribirlas en tarjetas y repartirun juego a cada equipo.Pídales que localicen estas palabras en el cuento. Lea con ellos las palabras escritasen el pizarrón. Puede preguntar: ¿En dónde dice panadería ? Los niños señalarán en

el pizarrón o mostrarán la tarjeta donde está escrita la palabra. De la misma manera,lea las demás palabras. Luego pregunte: ¿En qué se parecen estas palabras?¿En qué son diferentes? Señale la semejanza de los finales y pida a los niñosque mencionen otras palabras que terminen como panadería .Sugiérales que copien en su cuaderno las palabras analizadas.


Los carteles o avisos

E s importante quelos niños conozcan

las distintas funcionesde la escritura:informar, divertir,recordar, etcétera.Asimismo, es importanteque los niños conozcan

las características quedebe tener un cartelpara que cumpla sufunción.



En busca de la mascota

Imagina que tu mascota se perdió. ¿Qué harías paraencontrarla? Platica con tus compañeros.Elabora un cartel con los datosde tu mascota para recuperarla.


Muestra tu cartel a tus compañeros y coméntalo con ellos.

Animal

Nombre

Color

Edad

Avisar a

Vivo en

Se buscaesta mascota

Tiempo de escribir

¡A buscar palabras!

Escribe palabras que terminen igual que:


Tiempo de escribir

gato casa

policía bombero

E/I/P-058-101.QX4.0 12/13/01 1:24 PM



❿“La tienda de juguetes” (Actividades , p. 85). Indique a los niños

que observen la ilustración de esta actividad y nombren losjuguetes que encuentren.

❿Explíqueles que deben buscar el juguete que tiene la etiquetacon el número 1 y escribir el nombre del juguete en la listade la parte inferior de la página; proceda igual con los demásjuguetes. Usted puede escribir en el pizarrón los nombresque mencionen los niños para apoyarlos en esta actividad.

❿Pregunte a los niños cómo se puede conseguir una mascota y dónde se puede encontrar información sobre los cuidados y la alimentación que requieren los animales.

Comente que antes de adquirir una mascota se debepensar en su bienestar, ya que es necesario cuidarla.

❿“La casa de las mascotas” (Actividades , p. 86).Pida a los niños que recorten las ilustracionescorrespondientes a esta actividad(Recortable , p. 73). Explíqueles que cadailustración incluye el nombre de algúnanimal que puede ser una mascota.Deberán buscar el lugar correspondientea cada ilustración en su libro de actividades

y pegarla.

❿(Recortable , p. 133). Pida que recortenlas tarjetas de imagen y texto que apareceen esta página. Trabaje con las tarjetas alguna

de las opciones propuestas en la lección 1,“Paco el Chato ”.

1 3 • E l g a t o b o m b e r o 85

Tiempo de escribirSes ión 4


La tienda de juguetes

Escribe el nombre de los juguetes según su número.


Tiempo de escribir

5

2

1

3

4

10

7

6

8

9

7

8

3 1 0

9

1

2

4

6

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Leer y compartir

1 3 • U n g a t o b o m b e r o 133

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tortuga

E S CUE LA

Nombre:

Grado:

Domicilio:

culebra

Fotografía

13 • E l gato bombe r o

73


La casa de las mascotas

Recorta las mascotas y pega cada una en el espacioque le corresponda. Después escribe sus nombresen los renglones de abajo.

Tiempo de escribir

pececito culebra ratitaconejo

iguanaperro pajarito rana

gatotortuga

E/I/P-058-101.QX4.0 12/13/01 1:24 PM




Rufina la burra

Rufina la burra quiere ser la estrella de un

circo. Ella no quiere ser una burra, sino otro

animal. Al final encuentra un amigo y se acepta tal y como es.

Este cuento propiciará que los niños reflexionen sobre la diferencia

entre los personajes de la vida real y los personajes

de los cuentos.

En esta lección los niños redactarán oraciones

y textos breves para comunicar sus ideas y pensamientos.

También se trabajará el vocabulario que indica

los nombres de las distintas partes del cuerpo

de los animales y se comparan con las

del hombre.

Antes de leer

❿Converse con los niños acerca de los animales que conocen: los que han vistoen su casa, en la televisión, en los circos o en los libros. Sugiérales que hablende sus características físicas, sus hábitos o la utilidad que tienen para el hombre.

Al leer

❿“Rufina la burra” (Lecturas , p. 82). Diga a los niños que leerá un cuento sobreuna burra llamada Rufina. Muéstreles la carátula del cuento, pídales que lolocalicen en su libro de lecturas y que lo exploren durante unos minutos.

Después léalo en voz alta para los niños.

Después de leer

❿Comente con ellos el tema del cuento; puede plantearpreguntas como: ¿De qué trata el cuento? ¿Cómo se llamabala burra? ¿Cuál era la ilusión de Rufina? ¿A qué animal queríaparecerse? ¿Por qué? ¿Rufina logra disfrazarse de otro animal?¿De cuál? ¿Qué sucede con el disfraz de Rufina?

1414

82

1414 Rufina la burra


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❿¤“Juega con Rufina” (Actividades , p. 87). Lea en voz alta

las instrucciones de la actividad. Explique que en este juegodeben hacer una pregunta a Rufina. Luego deben seguir

con su dedo uno de los hilos que conducen a los globos y leer

la respuesta que da Rufina a la pregunta. Ayude a los niños

a leer las respuestas.

❿¤Pida a los niños que cuenten lo que saben de los burros: cómo son,

dónde viven, qué hacen. Explique el significado de algunas expresiones como:trabajar como un burro o ser terco como un burro .

❿ Pregunte si saben cómo se llaman algunas partes

del cuerpo de los animales. Mencione que las partes del

cuerpo de los animales, a diferencia de las del hombre,

se denominan: hocico , trompa , pezuñas , etcétera.

❿¤Pida al grupo que opine sobre la forma de escribir esas

palabras y anótelas en el pizarrón. Analice con los niños

la escritura de esos nombres, por ejemplo, pregunte cuáles

comienzan con la misma letra (patas, pezuñas), cuáles

palabras contienen una sílaba igual (hocico, cola), etcétera.

❿¤Solicite a los niños que mencionen el nombre de algunas partes del cuerpo

de los seres humanos (pies, brazos, boca) y también escríbalas en el pizarrón.

Analice con ellos la escritura de estas palabras.

❿¤“Los animales son diferentes” (Actividades , p. 88). Explique

que, para resolver esta actividad, deben escribir los nombres

de las partes del cuerpo de los humanos y de algunos animales

en su libro de actividades. Sugiérales que trabajen en parejas

y que consulten en el pizarrón la escritura de las palabras

que analizaron.

1 4 • R u f i n a l a b u r r a 87

Ampliacióndel vocabulario

E s importante quelos niños conozcan,

dentro de un contextointeresante, palabrasque les proporcionenun vocabulario máspreciso.


Los animales son diferentes

Algunas partes de nuestro cuerpo no se llaman igualque las partes del cuerpo de los animales.

Tiempo de escribir

Observa los dibujos y escribe los nombres de las partesque se ilustran.

pezuñas

cola

nosotros tenemos

patas

hocico

algunos animales tienen

.

.

. .

.

.

Leer y compartir

Ses ión 2

Tiempo de escribir

RUFINALA BURRA ADIVINA

87

Rufina la burra Juega con Rufina

Rufina ensayó un truco para presentarlo enel circo. Haz una pregunta a Rufina y siguealguno de los hilos que tiene en su hocico.Ella te dará una respuesta.

14 • Rufi na l a bur r a

1414

Leer y compartir

Tendrásque esforzarte

No

Mañana

A lo mejor

Sí

Nunca


E/I/P-058-101.QX4.0 1/17/02 5:48 PM



❿Sugiera a los niños que consulten los materiales de la biblioteca del aula

o algunos que usted pueda proporcionarles. Pídales que busquen informaciónsobre animales. Invítelos a que comenten en el grupo lo que hayanencontrado o lo que ya sepan sobre el tema.Comente que en la naturaleza hay distintas clases de animales: peces, aves,reptiles y mamíferos.

❿“Mundo animal” (Actividades , p. 89). Explique a los niños que paraesta actividad se presentan ilustraciones de cuatro clases

de animales; pídales que las observen y comentenen qué se parecen y en qué son diferentes. Luego comenteque el ser humano también forma parte del reino animal.Pídales que comparen las partes del cuerpo humanocon las de los animales, pregunte en qué se parecen y por qué.Para concluir, lea junto con los niños las preguntasque aparecen al final de esta página y pídales que escribansus respuestas.

❿Lea de nuevo el cuento y pida a los niños que comenten sobrela ocupación que quería desempeñar Rufina (trabajar en un circo).Pregúnteles qué otras ocupaciones u oficios conocen; si puedenexplicar en qué consisten y a cuál de ellos les gustaría dedicarse.

❿“¿Qué te gustaría ser?” (Actividades , p. 90). Pida a los niños queescriban los nombres de los oficios o profesiones que mencionaron y que platiquen cuál de ellos les gustaría desempeñar cuando crezcan.

❿Inicie una plática sobre las diferentes herramientas e instrumentos quese utilizan en las distintas ocupaciones. Pregunte a los niños cuáles conocen

y escríbalos en el pizarrón. Invítelos a explicar cómo se utiliza cada uno de ellos.


Mundo animal

Observa los dibujos y platica con tus compañeros.¿En qué se parecen estos animales? ¿En qué son diferentes?

8914 • Ru fi na l a bur r a

Observa las partes del cuerpo de cada animal ¿A qué animal nosparecemos más?

¿Por qué?

.

Hablar y escuchar

¿qué te gustaría sercuando seas grande?

¿Qué te gustaría ser?

Escribe los nombres de los oficios o profesiones que conozcas y platica con tus compañeros.


Hablar y escuchar

oficios o profesiones

¿por qué?

Hablar y escuchar


Hablar y escuchar

Sesión 4

Sesión 3 Leer y compartir

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❿“¡A trabajar!” (Actividades , p. 91). Explique a los niños que en estapágina se encuentran las ilustraciones y los nombres de varias

herramientas. Pídales que lean esas palabras; pueden apoyarseen las imágenes. Luego pida que escriban el , la, los o las antesdel nombre de cada una de las herramientas. Posteriormente revisecon ellos algunas de las respuestas.

❿Recapitule con los niños el trabajo realizado a lo largo de la semana sobreel tema de los animales. Invítelos a reflexionar sobre las características

de los animales en la realidad, y cuando aparecen en un cuento o en libroscomo enciclopedias u otros que hayan consultado en la biblioteca.

❿Pídales que mencionen algunas diferencias,por ejemplo: en los cuentos los animales hablan, se visten

y actúan como personas, mientras que en otroslibros sobre animales esto no sucede.

❿Pregunte qué otros personajes, ademásde los animales, podemos encontrar en loscuentos (hadas, dragones, duendes, etcétera).

❿“Fantasía o realidad” (Actividades , p. 92).Pida a los niños que observen las ilustracionesde esta página y que discutan en equipo cuálesrepresentan personajes reales y cuáles personajes

fantásticos. Luego deben escribir los nombres de los personajesen cada una de las listas que se presentan en esta página.

❿“El ratón que quiso ser león” (Actividades , p. 93). Propóngalesescribir un cuento semejante al de “Rufina la burra”. Explique que enesta página se encuentran las ilustraciones de un ratón que se disfrazade león y que debajo de cada ilustración se han escrito algunosfragmentos para ayudarlos a escribir su cuento.

1 4 • R u f i n a l a b u r r a 89

El ratón que quiso ser león

Lee el título y observa las imágenes.


Tiempo de escribir

Había una vez

.

Por eso el ratón

.

Cuando el ratón encontró a otros

animales .

Pero en lugar de asustarlos

.

Ahora, completa las oracionespara hacer un cuento.

Fantasía o realidad

Platica con un compañero acerca de cada uno de los dibujos.Decidan cuáles corresponden a la realidad y cuáles a lafantasía. Anota cada nombre en la columna que le corresponda.


dragón

doctora

maestro

hadaduende

caballoartista

pegaso

fantasía realidad

Leer y compartir

91

¡A trabajar!

Escribe el, la, los o las, antes de cada palabra,según corresponda.



tijeras

pinzas

tractor

desarmador

martillos

serrucho

azadón

hacha

machete

arado

báscula

taladro

redes

brocha

yunta

pala

Textos diversos

E s importante quelos niños observen

la diferencia en eltratamiento de unmismo tema de acuerdocon la función del texto.El tratamiento de lainformación en uncuento es diferenteal de una enciclopedia.

Ses ión 5

Tiempo de escribir

Leer y compartir

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Ricitos de Oro

y los tres ososCuento clásico que muchos niños seguramente

ya conocen, por lo que su lectura resultará

más sencilla. El contenido de la historia permite analizar

las relaciones causa-efecto. Asimismo se propicia

que los niños sugieran un desenlace,

primero en forma oral y después

por escrito.En esta lección también se abordará

la descripción, analizando las

palabras que sirven para

caracterizar objetos en la narración.

Antes de leer

❿“Ricitos de Oro” (Lecturas , p. 90). Lea, junto con los niños, el título.Pídales que observen las ilustraciones para que digan lo que imaginanque sucederá. Anote en el pizarrón algunas predicciones para revisarlas

posteriormente. Si alguno de los niños conoce este cuento,pídale que lo platique a sus compañeros.

Al leer

❿Lea el cuento completo y pida a los niños que siganla lectura en sus libros.

Después de leer

❿Pídales que comenten de qué trató el cuento y quecomparen las predicciones que hicieron antes de leerlo con lo que realmentesucedió para ver si acertaron o se aproximaron al contenido del cuento.


1515

90

1515 Ricitos de Oro y los tres osos


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❿“Anticipan y predicen el contenido de un texto” (Fichero , p. 32).En esta ficha se proponen otras actividades que facilitan

la predicción del contenido de un texto.

❿“Los personajes del cuento” (Actividades , p. 94).Pida a los niños que dibujen a los tres osos

y a Ricitos de Oro en el recuadrocorrespondiente. Luego deberán escribir debajo decada dibujo la palabra que falta para completar el nombrede los personajes del cuento.

Al terminar, pueden comparar sus escriturascon las del libro de lecturas para hacer las correccionesnecesarias. Algunos niños pueden explicar al grupolos cambios que hayan requerido en la escriturade las distintas palabras.

❿Escriba en el pizarrón el nombre de cada uno de los cuatro personajesde la actividad anterior. Pregunte a los niños en qué son iguales

y en qué son diferentes estas palabras: oso , osa , osito , oro .Comente que el cambio de una sola letra en una palabra(oso-osa-oro ) produce un cambio de significado.

❿“Cambia una letra en la palabra” (Fichero , p. 34).Esta ficha proporciona una secuencia didáctica para

el análisis del cambio designificado que se produceen las palabras al sustituiruna o varias letras.

Tiempo de escribir

1 5 • R i c i t o s d e O r o y l o s t r e s o s o s 91


34

Cambia una letraen la palabra

• Que los alumnos se den cuenta de

que al cambiar alguna letra en unapalabra se modifica su significado.

Material Alfabeto móvilgrupal.

L a u r a C a

n o

3. Invita a otro niño a que continúe el juego:“Ahora te toca a ticambiar u por a, ¿qué dice? Elniñolee:cure ;despuéselmaestro pregunta:“¿Quédice? ¿Qué quiere decir? Silos alumnos no saben,el maestro consulta en eldiccionario y lee ladefinición.

4. Los alumnos pueden proponeruna nueva pala-bra para seguirla actividad.

Es importante que cada vez que se forme unapalabra todos la lean y escriban en su cuaderno.

1.Elmaestro invitaa los alumnos a jugary les dice:

“Voya formaruna palabra con letras móviles yustedes tienen quepensaren otras palabras que seformen alcambiaruna sola letra cada vez.Paraqueno serepitan ni se nos olviden,las escribire-mos.”

2. Formala primerapalabra: casa, yp idea lo salumnosquelalean,despuésdice:“Siyocambiolaletra s porm ,¿cómodice?( cama).Invitaaunniñoparaquepaseacambiarotraletra(cambiam porr ),entonces pregunta:“¿Cómodice?” Elniño lalee:cara;y luegocambiae pora, yleecare .El maestropregunta:“¿Quéquieredecir?”Sielniñonosabe,lepreguntaalgrupoy esperalarespuesta;sinosaben,elmaestrodice:“Estapalabranotienesignificado.”

32

Anticipan y predicenel contenidode un texto

1. Elmaestro presenta un determinado libro otexto:

“Este libro tiene elsiguiente título Animales pre-históricos” (oeltítulodel libroqueel maestrohayaelegidodela biblioteca).“¿Sobrequécreenquetrata? ¿Creen que trate de unos leones? ¿Porqué creen eso? ¿Creen que trate de un dinosaurio?¿Les gustaría saber de qué trata?” (elmaestroformulará preguntas relacionadas con elconteni-do dellibro elegido).

2. De acuerdo con las respuestas que los niñosproporcionen,el maestro promueve elintercam-bio de opiniones y realiza la lectura deltexto,enfatizando la entonación,las pausas,e invita alos niños a imitar,por ejemplo,el ruido de unarana,elaull ido de un lobo,etcétera.De estamanera,los niños se d an cuenta de que la lecturade un texto puede producir emociones (tristeza,alegría,susto, sorpresa),originar interrogantes otransmitir información y placer alleerlo.

3. El maestro interrumpe su lectura para pre-guntar:

“¿Qué creen que va a pasardespués? ¿Ustedescreen que pase esto...? Voy a seguirleyendo yustedes van acomprobar sien lahistoriaocurrelo que imaginaron que sucedería.”

Esta actividad se puede realizarcon diferentestipos de texto.El ejemplo que se presenta aquí corresponde a un texto narrativo,sin embargo elmaestro puede utilizartextos de otro tipo:infor-mativos,epistolares,expositivos, etcétera.

Material Libros de la biblioteca.

• Que los alumnos descubranque pormedio de la lectura se obtieneinformación,asícomo placery diversión.

L a u r a C a n o

Tiempo de escribir

Ricitos de Oro y los tres ososLos personajes del cuento

Dibuja los personajes y escribe lo que falta.


La mamáEl papá

El pequeño Ricitos de

1515

Aprendiendoa escribir

E l análisis depalabras que tienen

semejanza gráfica y sonora (oso , osa,osito , oro ) apoyaa los niños para quecomprendan la relaciónentre las letras y sus

sonidos y continúenavanzando en suaprendizaje dela lengua escrita.

E/I/P-058-101.QX4.0 12/13/01 1:25 PM



❿Pida a los niños que observen las ilustraciones

del cuento y solicite a alguno de ellos que lo relate a partirde lo que ve.

❿Proponga a los niños que inventen otro final parael cuento. Pregúnteles qué creen que habría pasado si Ricitos de Oro

no hubiera salido corriendo de la casa de los tres osos. Anote en el pizarrón las respuestas de los niños.Luego pídales que escojan

la idea que más les hayagustado de las que semencionaron y que conella construyan un nuevofinal. Escriba en el pizarrónlo que los niños le dicten.Pídales que copien

en su cuaderno el nuevo final del cuento.Sugiérales que lo ilustren.

❿Pregunte a los niños si conocenlos nombres de algunos animales que vivenen la selva y de otros que viven en el bosque.Dibuje en el pizarrón dos cuadros, cada uno con un encabezado:Selva o Bosque para que los niños escriban ahí los nombresde los diferentes animales. Para ampliar las listas, sugiérales que consulten

libros de la biblioteca y libros de texto de otros grados. Ayúdelos a encontrar la información y dirija su atención hacialas ilustraciones que presentan

los textos para que los niños puedandiferenciar el hábitat de los animales.


Elaboración definales de cuentos

L a comprensión delargumento de uncuento permite elaborarla conclusión o eldesenlace de la historia


Tiempo de escribir

911 5 • R i c i t o s d e O r o y l o s t r e s o s o s

Había una vez tres ososque vivían en el bosque:papá oso, mamá osa y el pequeño osito.

98L i b r o d e l e c t u r a s

Mamá osa dijo: —¡Alguien ha dormidoen mi cama también!El osito gritó: —¡Alguien estádurmiendo en mi cama!

Los tres osos, tristes y hambrientos,decidieron irse a la cama.Papá oso dijo: —¡Alguien ha dormidoen mi cama!

E/I/P-058-101.QX4.0 12/13/01 1:25 PM



❿“Encuentra a los animales” (Actividades , p. 95). Organice a los niñosen pequeños equipos. Explíqueles que deberán observar la ilustración

que aparece en esta página para encontrar a los animales que viven en el bosque y a los que viven en la selva. Despuésdeberán escribir los nombres de los animales en el espaciodestinado para ello. Los niños pueden intercambiar opinionesmientras escriben.

Al terminar, solicite a algunos niños que lean los nombresde los animales que viven en la selva y de los que vivenen el bosque.

❿ Anime a los niños a que lean el cuento con un compañero.

❿“¿Por qué?” (Actividades , p. 96). Lea con ellos las oraciones y ayúdelos a completarlas con las respuestas correctas:

Ricitos de Oro descubrió la casa de los osos porque

ya la conocía / se perdió en el bosque / era bonita.

Pida a algunos niños que lean sus respuestas y solicitea los demás que comparen las suyas con las de sus compañeros.

❿“¿Cómo son?” (Actividades , p. 97). En esta actividadse propone que los niños escriban palabrasque describan cómo son las cosas que aparecenen el cuento. Apóyelos leyendo las oracionespara que ellos escriban la palabra que completela descripción, de acuerdo con lo que

se menciona en el cuento.Invítelos a que comparen sus respuestascon las de sus compañeros.


La descripciónen la narración

L a narración seenriquece con la

incorporación dedescripciones quepermiten al lector

construir una imagende los objetos,personas y lugaresreferidos en la historia.

Encuentra a los animales

Observa la ilustración y escribe el nombrede los animales donde corresponda.

15 • Ri c i tos de Or o y l os t r e s osos 95

Tiempo de escribir

animales del bosqueanimales de la selva



¿Por qué?

Lee y subraya la respuesta correcta.

Ricitos de Oro descubrió la casa de los osos porque:

ya la co no cí a s e p er di ó e n e l b os qu e e ra bo ni ta

Cuando Ricitos de Oro probó la sopa del plato grande gritó porque:

estaba sabrosa estaba fría estaba caliente

Ricitos de Oro se comió toda la sopa del plato pequeño porque:

le gustó mucho estaba caliente estaba fría

Ricitos de Oro se acostó en las camas de los osos porque:

era muy traviesa tenía sueño tenía frío

Cuando Ricitos de Oro despertó, salió corriendo porque:

se espantó al ver a los osos se le hac ía tarde ya no tenía sueño


Leer y compartir

¿Cómo son?

Observa las ilustraciones y completa las oraciones.

15 • Ri c i tos de Or o y l os t r e s osos 97


La sopa del plato grande está .

La sopa del plato está helada.

La sopa del plato chiquito está .

La cama grande es .

La cama es muy blanda.

La cama es cómoda.

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❿Comente con los niños qué es y para qué sirve un recado.

Pregunte si alguien ha recibido o escrito uno.

❿“El recado” (Fichero , p. 47). En la ficha se ofreceuna secuencia didáctica para trabajar este tipo de texto.

❿“Un recado” (Actividades , p. 98). Lea con los niños el recado.Pregúnteles quién lo escribió y a quién estádirigido. Pídales que comenten el contenidodel mismo.Invite a los alumnos a que escriban un recado

dirigido a su mamá para avisarle que salieron.Pueden utilizar este recado como modelo cuando necesiten dejarun mensaje a su familia.

❿“En el bosque” (Actividades , p. 99). Explíqueles que deberán armarel rompecabezas de esta página con las ilustraciones de su librorecortable (Recortable , p. 79). Dígales que para saber en qué lugar deben

pegar las ilustraciones, tienen queleer las palabras que están en sulibro de actividades.

Leer y compartir


Tiempo de escribir

Aprenderes divertido

P resentar a los niñossituaciones de

manera interesante y lúdica constituye unreto para su inteligencia

y transforma el trabajoescolar en una actividaddivertida y provechosa.

47

El recado

• Que los alumnos descubranque elrecado es una formadecomunicación y lo utilicenen las relaciones con suscompañeros y amigos.

1. Elmaestro explica alos niños quenecesitaquelos padres de familiaasistan a unareunión paralafirma deboletas decalificaciones yles pregunta:“¿Cómo aviso a sus papás quevengan?”Los niñospueden responder que ellos lo harán.El maestropregunta:

“¿Qué podemos hacerpara quen o lo olviden?¿Podemos enviarun recado? ¿Quécreen quedeba decir?”

Escribeen elpizarrón lo quelos niños ledictany después ellos lo copian en sus cuadernos.

2. Después dequelos niños copiaron elrecadodelpizarrón, elmaestro les sugiere que escribanun recado paraalgún amigo.Elmaestro observalaescrituradelos niños yapoyaa quienes hayanomitido datos.

3.Elmaestro destacaalgunas delas característicasdelrecado:brevedad,familiaridad con eldestina-tario yproximidad temporaldelhecho que secomunica.

4.Hacecomentarios sobre sus experiencias conrecados e invitaa los niños a queexpongan lassuyas.Por ejemplo,conversan sobrelas circuns-tancias en quehan requerido hacerrecados,paraquién los escribieron,algunaanécdota divertida,etcétera.

L a u r a C a n o

Un recado

Lee el recado que escribió mamá osa.


Tiempo de escribir

Ardilla panadera:

Fuimos a visitar al señorvenado. Por favor, dejeel pan para la cena.

Mamá osa

Escribe un recado para tu mamá.

Mamá:

Fui a

.

Regresaré

.

Leer y compartir

79

En el bosque

Recorta las figuras, lee lo que está escritoen los recuadros y pega las figuras en ellugar que les corresponda en este bosque.

15 • R i c i to s d e O r o y l o s t r e s o so s 99

casita de los ososRicitosde Oro

árbol nube

venado y estanque

ardilla flor conejo

puercoespín

Sesión 4

Sesión 5

1 6 • E l c a m i ó n79

Hablar y escuchar

Leer y compartir

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15 • R i ci to s de Oro y lo s t r es o so s

E/I/P-058-101.QX4.0 12/13/01 1:25 PM



❿(Recortable , pp. 75 y 77). Invite a los niños a representar el cuento; puedenutilizar las máscaras que aparecen en su libro. Organice equipos de cuatro

integrantes y dé el tiempo necesario para que preparen su representación.Sugiérales elaborar un escenario. Pueden tomar como modelo algunasde las ilustraciones que recortaron (Recortable , p. 79).Puede realizar esta actividad en varias sesiones si su grupo es muy numeroso.

❿Invite a los niños a que escribanen tarjetas las palabras que elijandel cuento como se indica en la ficha

“Colecciones de palabras (el tarjetero)”(Fichero , p. 25).


25


1. El maestro pregunta a los alumnos:

“¿A alguno de ustedes le gusta coleccionar algo?

¿Qué les gusta coleccionar? ¿Qué hacen paracoleccionar? ¿En qué se fijan? ¿Para qué les sirve?”

Cuando los alumnos terminan sus comentarios,

el maestro les pregunta:

“¿Qué les parece si cada uno de nosotros iniciauna colección de palabras o tarjetero?”

2. El maestro explica que todos escribirán en cada

tarjeta una palabra que ya sepan leer, o pegaránpalabras que lean o recorten de periódicos o

revistas. El maestro pregunta: “¿Qué les parece siiniciamos nuestra colección?” Les entrega el ma-

terial y les dice que escriban una palabra. Cuandohan terminado les pide que la lean y los invita a

intercambiar las tarjetas con otros compañerospara leerlas y analizarlas.

Material

Una caja con tarjetas blancas (de 2 x 8 cm) paracada niño.

• Que los alumnos desarrollenuna actitud de constante búsqueday análisis de las características

del sistema de escritura.

Cada niño integrará en su tarjetero las palabrasque desee. Los niños que aún no puedan escribir

convencionalmente podrán agregar un dibujo oilustración a su escritura.

3. Este mismo material podrá utilizarse para que

formen nuevas palabras. Cuando la colecciónhaya aumentado servirá para formar oraciones o

textos más complejos.

La colección de palabras o tarjetero se organizaposteriormente por orden alfabético.

J u a n

F r a n c i s c o

R í o s

Tiempo de escribir

1 5 • R i c i t o s d e O r o y l o s t r e s o s o s

7 7


M á s c a r a d e R i c i t o s d e O r o

M á s c a r a d e o s i t o

15 • R i c i t o s d e O

r o y l o s t r e s o s

o s

75

H a b l a r y e s c u

c h a r

M ás c a r a

d e m a m á

os a

M ás c a r a

d e p a p á

os o

E/I/P-058-101.QX4.0 12/13/01 1:25 PM



El camión

El texto narra lo que le ocurre a un grupo

de personas que toman un camión equivocado.

Este relato propiciará la reflexión

de los niños sobre la importancia de leer

para desenvolverse mejor en situaciones

de la vida diaria.

Antes de leer

❿Organice una plática con los niños sobre la necesidad de leer para realizaractividades cotidianas. Realice preguntas como: ¿Creen que es necesario

leer algo cuando viajamos? ¿Qué pasaríasi no leyéramos los letreros que hay en lascalles, las carreteras o los camiones?

❿“El camión” (Lecturas , p. 100). Pidaa los niños que observen las ilustracionesdel cuento y pregúnteles: ¿Qué creenque les haya pasado a las personasdel cuento? Pídales que le dicten algunas

de sus respuestas y escríbalas en el pizarrón. Léalas juntocon ellos y pregunte: ¿Quieren que leamos el cuento parasaber lo que realmente pasó?

Al leer

❿Invítelos a leer el cuento. Léalo en voz alta. En algúnmomento o en una lectura posterior, propóngales que leanla historia junto con usted.


1616

Las funcionesde la lengua escrita

E l descubrimientode los usos

prácticos de la lectura y la escritura animaa los niños a interesarseen el aprendizajede la lengua escrita.

100

1616El camión

Libros del Rincón SEP

ColibríPrimeros cuentos


E/I/P-058-101.QX4.0 12/13/01 1:25 PM



Después de leer

❿Pregunte a los niños si les gustó el cuento y si alguna vez ellos

o sus familiares han tomado un camión equivocado.Discuta con ellos las siguientes preguntas relacionadas con el cuento:

¿A dónde querían ir los pasajeros?¿Por qué tomaron un camión equivocado?¿Cómo se sintieron los pasajeros cuando descubrieron que el camiónse alejaba de la ciudad?¿Qué debieron hacer antes de subirse al camión?Si ustedes fueran los pasajeros del cuento, ¿qué camión habrían tomadopara ir al Zócalo?

Las respuestas de los niños pueden variar, lo importante es que expresensu opinión y que rescaten el tema principal y los acontecimientos del cuento.

❿Invite a los niños a leer nuevamente el cuento. Inicie usted la lectura y anímelos a que lean el resto en voz alta. Apóyelos cuando sea necesario.

❿Comente con los niños sobre los distintos mediosde transporte que existen actualmente y sobre la evoluciónque ha tenido el transporte a lo largo del tiempo.Puede apoyarse en algún material de la biblioteca del aula

o en otro disponible.

❿“Transporte público” (Actividades , p. 100). Anote en el pizarrón las palabras que aparecenen la parte inferior de esta página. Analícelas con los niños.

Señale qué palabras comienzan igual: camión , carreta ; tren ,taxi , tranvía ; barco , bicitaxis ; metro , minibús ; cómo comienzaavión , etcétera.

1 6 • E l c a m i ó n 97

Leer y compartir


El camiónTransporte público

Sigue la lectura de tu maestro, descubrequé palabra está incompleta y escribe las letrasen los espacios correspondientes.

Comprueba tus respuestas con las palabras que aparecen al final.

H ac e m uc ho s a ño s l a g en te vi aj ab a e n c a .

Ahora viajamos en c n.

Hay ciudades que han conservado el t a,

p er o o tr as ah or a t ie ne n m o .

Cuando los viajes son muy largos hay que tomar un b o

o un a n.

A mí me gus ta v iajar en t n. En las c iudades grandes

lo mejor es tomar un m s o un t .

E n al gu no s lu ga re s ha n co nv er ti do l as b ic ic le ta s en b i s.


1616

Leer y compartir

carreta barco camiónavión tranvía trenmetro minibús taxi

bicitaxis

Análisis de palabras

E l análisis de laspartes de una

palabra permite apoyarel descubrimiento delprincipio alfabéticoen nuestro sistemade escritura.

E/I/P-058-101.QX4.0 12/13/01 1:25 PM



❿Explique a los niños que va a leer un texto al que le faltan algunas palabras;esas palabras son las que ya analizaron en el pizarrón.

Dígales que va a leer el texto completo y que ellos deben seguir la lecturaen sus libros.Luego pídales que lean el texto otra vez y que escriban las palabrasnecesarias para completarlo.

❿“¿Qué pasó con los pasajeros?” (Actividades , p. 101).Explique a los niños que en esta actividad

ellos tienen que escribir los signos de interrogación y admiración que faltan.

❿“El camión equivocado” (Actividades , p. 102).Organice a los niños en equipos. Pídalesque observen las ilustraciones de esta páginapara descubrir qué rasgo o situación peculiarpresenta cada uno de los camiones. Luego,solicite a los diferentes equipos que exponganante el grupo sus observaciones y opinionescon respecto a cada ilustración.

❿Mantenga la organización de los niñosen equipos. Pídales que mencionenlos distintos tipos de camiones que

conozcan y que escriban los nombresen su cuaderno (camión de pasajeros,camión de basura, etcétera).




Tiempo de escribir

¿Qué pasó con los pasajeros?

Escribe los signos de admiración e interrogaciónque faltan.

10116 • E l camión


Por fin llegó el camión

A dónde vamos

Queríamos ir al Zócalo

No leyeron el letrero

Qué distraídos

E l c a mi ó n e q u i v o c a d o O b se r v a l as i l u st r ac i o ne s y c o me nt ac o n t u s c o mp añ e r o s.

¿V e s al go r ar o e n l o s c ami o ne s?

10 2

L i b r o d e a c t i v i d a d e s


E/I/P-058-101.QX4.0 12/13/01 1:25 PM



❿“¿A dónde va el camión?” (Actividades , p. 103). Comente que los camiones

de transporte público tienen un letrero que indica hacia dónde se dirigen.En esta actividad los niños tienen que observarlas ilustraciones en su libro de actividades y leerlos letreros que señalan un lugar o destino;explique que no todos los lugares tienen nombre.Luego deben recortar unos camioncitos(Recortable , p. 79), leer los letreros que llevan

y pegarlos debajo de la ilustracióncorrespondiente.

❿Pregunte a los niños si saben qué camioneso microbuses van hacia su casa o pasan cerca del lugar donde viven. Preguntesi se han fijado qué dicen los letreros y si entienden su significado (nombresde pueblos, de colonias, de avenidas, de escuelas, de fábricas, de comercios).

❿Pida a los niños que, en compañía de sus padres, observen algunosde los camiones o microbuses que van hacia su colonia o localidad.Indíqueles que escriban en una hoja algunos de estos letreros y que la llevenal salón el siguiente día de clases.

❿Invite a los niños a que comenten acerca de la actividad querealizaron el día anterior: ¿Qué encontraron? ¿Les gustó? ¿Por qué?

❿Solicite que algunos pasen al pizarrón

a escribir los letreros que anotaron en sus libretas.Una vez que hayan escrito varios, léalos conellos. Pregúnteles si conocen los lugaresque designan los letreros.

1 6 • E l c a m i ó n 99

Leer y compartir

Hablar y escuchar


79


Leer y compartir

¿A dónde va el camión?

Busca los camioncitos y pégalos en su lugar de destino.Observa el ejemplo.

1 6 • E l c a m i ó n 79

Hablar y escuchar

Leer y compartir

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15 • R i ci to s de Oro y lo s t r es o so s

E/I/P-058-101.QX4.0 12/13/01 1:25 PM



❿“Pasan por mi casa” (Actividades , p. 104). Solicite a los niños que dibujenalgunos de los camiones que observaron el día anterior.

A cada uno de ellos, deben ponerle el letrerodel lugar a donde se dirige.

❿“¿Por dónde pasa el camión?” (Actividades , p. 105).Pida a los niños que observen los distintos lugaresque se muestran en la ilustración.Lea junto con ellos los nombres de esos lugares.Después pídales que contesten a las preguntasplanteadas en esa página.

❿Invite a los niños a que lean nuevamente el cuento, pero que esta vezintenten hacerlo solos. Forme parejas y explíquelesque se irán turnando para leer cada página.Indíqueles que pueden observar las imágenespara recordar la historia que ya conocen, pero que tratende leer el texto.

❿“El campo y la ciudad” (Actividades , p. 106).Organice a los niños en parejas o equipos.Recuérdeles que en el cuento aparecenla ciudad y el campo. Pídales que observenlas ilustraciones en su libro de actividades

y que discutan qué cosas hay en la ciudad

que no hay en el campo y qué cosashay en el campo pero no en la ciudad.

Hablar y escuchar




E l c a mp o y l a c i u d a d O b se r v a l as i l u st r ac i o ne s y c o nv e r sa c o n t u s c o mp añ e r o s

d e e qu i p o so b r e l o qu e hay e n e l c amp o p e r o no e n l a

c i u d ad , y qu é hay e n l a c i u d ad qu e no hay e n e l c amp o .

10 6

L i b r o d e a c t i v i d a d e s

Pasan por mi casa

Observa los letreros de los camiones o minibuses que pasancerca de tu casa o de tu localidad.Dibuja los camiones o minibuses que viste y escribe el letrerodel lugar al que se dirigen.


Tiempo de escribir

1011 6 • E l c a m i ó n

¡ Po r f in ll eg ó e l c ami ón ! To do s se ap re sur an a s ub ir.

¿Por dónde pasa el camión?

Observa este camino y contesta las preguntas.


Tiempo de escribir

¿Por qué lugares pasa el camión para ir de la clínica a la iglesia ?

¿Por qué lugares pasa el camión para ir de la terminal de autobuses

a la cafetería?

E/I/P-058-101.QX4.0 12/13/01 1:26 PM



❿Mientras los niños observan sus libros y dialogan, escriba en el pizarrón

las palabras Campo y Ciudad. Cada una encabezará una columna.Después pida a varios niños que digan el nombre de alguna de las cosas queaparecen en la ilustración y que pasen al pizarróna escribirlo en la columna correspondiente.El cuadro quedará de la siguiente manera:

Campo Ciudad

plantas calles

caballos coches

Si algún niño tiene dificultad para escribir alguna palabra,propicie la reflexión sobre su escritura, mediante preguntascomo: ¿Con qué letraempieza? ¿Cuáles siguendespués? Promueva laparticipación de otrosniños para responder aestas preguntas.

1 6 • E l c a m i ó n 101


La a ¿dónde va?

L as informacionesque los niños tienen

sobre las letras o laescritura de algunaspalabras aisladaspueden hacerse

significativas refiriéndosea ellas como partesde un texto.

1071 6 • E l c a m i ó n

¡Qué distraídos! Ahora tienen que regresarcaminando a la ciudad.

Tiempo de escribir

E/I/P-058-101.QX4.0 12/13/01 1:26 PM

Libro Para El Maestro

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