8/14/2019 Colors - Teaching Guide for School Colors (bilingual) - BrickHouse Education - TG9781598352726

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Objectives Classify and categorize; make predictions using picture and context clues;

ask and answer questions; develop observational skills

Materials construction paper, clear plastic bottles, water, food coloring, index cards,

brown rulers, yellow pencils, 2 pink erasers, 1 blue pen, miscellaneous school supplies

30 minutes, Days 13

Build Background

Activate Prior Knowledge Tell children: Today, you will learn about schoolsupplies and their colors. Hoy aprendern sobre los materiales escolares y sus colores. Askthe class to think about things they use at school. Have them look in their

desks and around the classroom to nd the school supplies they use most

(books, blocks, etc.). Then have them tell you when they use those supplies

(during reading time, art, etc.).

Introduce the Focus Skill: Classify and Categorize Tell children thatclassifying and categorizing means putting similar things in the same group.

Explain that they will conduct a mini-experiment to classify and categorize

objects by color. Fill clear plastic bottles with water. Add a few drops of red,

blue, and yellow food coloring in separate bottles. Divide the class into three

teams. Guide each team to make orange, purple, or green by adding food

coloring to some of the bottles. Then ask the teams to put bottles with thesame color in the same group.

Acquire New Vocabulary Introduce the following words to the class: red/rojo, yellow/amarillo, green/verde,blue/azul, orange/naranja, pink/rosado, brown/marrn, purple/morado,violet/violeta, gray/gris,

white/blanco, andblack/negro. Explain that in Spanish, some color words can end with a or o. These color words need to

match the objects. For example: carpeta negra (not negro). Point out the a in carpeta and negra. Turn to p. 2 and write the Spanish words

on the board. Write the words rojo and roja on separate index cards. Then guide volunteers to tape the corresponding Spanish adjectives

next to the words on the board. For instance: mochila roja, marcador rojo. Review all color words as a class.

Read and Respond Display the book. Read the title and author name aloud as you track the print. Point out the different schoolsupplies used on each page as you read. Pause after reading the questions in English and Spanish, and ask volunteers to make predictions

about the answer using picture and context clues. Then turn to the next page and see if the predictions were correct. Have children repeat

the color name on each page. When reading is complete, encourage children to look for objects and colors around the classroom.

60 minutes, Days 45

Curricular Enrichment: Math Gather the following school supplies: ve yellow pencils, one blue pen, two pinkerasers, and four brown rulers. Guide children to tell you how many objects are in each group and what color they are in

both English and Spanish. Tell the class that they will make bar graphs. Distribute glue, scissors, and construction paper that

matches the color of the objects. Have children use rulers to measure and cut squares out of construction paper. Children will

count how many squares of each color they need to represent the objects. Have each child glue the squares for each object in

columns onto white construction paper (two pink squares represent erasers, ve yellow squares represent pencils, etc.). Then

ask children:How many erasers are there? (two) Cuntas gomas de bor rar hay? (dos) What color are they? (pink) De qu color son? (rosadas).

Guide children to answer your questions using complete sentences, such as: There are two pink erasers. Hay dos gomas de borrar

rosadas. Encourage children to use their bar graphs to answer the questions. Display bar graphs when completed.

Home Connection (Teacher, you may want to photocopythis activity for children to complete with a family member.)

Talk with your child about what he/she learned. Play I

Spy/Veo veowith your child using only colors as clues. For

example, say:I spy with my little eye something that is black(pot).

Veo veo. Qu ves? Una cosita negra (olla). Repeat the complete

phrase to reinforce Spanish usage of feminine/masculine

(i.e. olla negra, gato blanco).

+=MATH

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Teaching Guide

Colores escolares/School Col

NATIONAL STANDARDS

Language Arts: K-12.1, K-12.3K-12.12

Mathematics:Numbers PK-2.1, PK-2.2; Algebra PK-2.1, PK-2.3, PK-2.4; Geometry PK-2.1;

Measurement PK-2.1, PK-2.2; Data & Analysis: PK-2.1, PK-2.2; Communication PK-12.1, PK-12.2,

PK-12.4; Connections PK-12.3

Science: K-4.1, K-4.2, K-4.5

Social Studies: Geography: K-12.1, K-12.2, K-12.4

Visual Arts: K-4.1, K-4.2, K-4.3, K-4.5, K-4.6

Foreign Language: K-12.1, K-12.3, K-12.4, K-12.5