The Five Senses

Tell It Again!™ Read-Aloud Supplemental Guide

Kindergarten Core Knowledge Language Arts® • Listening & Learning™ Strand

The Five Senses

Supplemental Guide to the

Tell It Again!™ Read-Aloud Anthology

Listening & Learning™ Strand

KINDERGARTEN

Core Knowledge Language Arts®

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Table of Contents

The Five Senses

Supplemental Guide to the

Tell It Again!™ Read-Aloud Anthology

Preface to the Supplemental Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Alignment Chart for The Five Senses: Supplemental Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvii

Introduction to The Five Senses: Supplemental Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Lesson 1: I Use My Eyes to See . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Lesson 2: I Use My Ears to Hear . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Lesson 3: I Use My Nose to Smell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

Lesson 4: I Use My Tongue to Taste . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Lesson 5: I Use My Skin to Touch. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

Domain Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

Domain Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141

Culminating Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144

Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149

The Five Senses: Supplemental Guide | Preface v

The Supplemental Guide is designed as a companion to the Core

Knowledge Language Arts Tell It Again! Read-Aloud Anthologies, of

which there is one per domain. This preface to the Supplemental Guide

provides information about the guide’s purpose and target audience,

describes how it can be used flexibly in various classroom settings, and

summarizes the features of the guide that distinguish it from the Tell It

Again! Read-Aloud Anthologies.

Intended Users and Uses

This guide is intended to be used by general education teachers, reading

specialists, English as a Second Language (ESL) teachers, and special

education teachers, and teachers seeking an additional resource for

classroom activities. The use of this guide is flexible and versatile and

is to be determined by teachers to fit the unique circumstances and

specific needs of other classrooms and individual students. Teachers

whose students would benefit from enhanced oral language practice may

opt to use the Supplemental Guide as their primary guide for Listening

& Learning. Teachers may also choose to begin a domain by using the

Supplemental Guide as their primary guide before transitioning to the

Tell It Again! Read-Aloud Anthology, or may choose individual activities

from the Supplemental Guide to augment the content covered in the Tell

It Again! Read-Aloud Anthology. Such teachers might use the Vocabulary

Instructional Activities and some of the modified read-alouds during

small-group instruction time. Reading specialists and ESL teachers

may find that the tiered Vocabulary Charts are a useful starting point in

addressing their students’ vocabulary learning needs.

The Supplemental Guide is designed to allow flexibility with regard to

lesson pacing and encourages education professionals to pause and

review when necessary. A number of hands-on activities are included in

the lessons, as are graphic organizers to assist students with learning the

content presented in the lessons.

Preface to the Supplemental Guide

The Five Senses

vi The Five Senses: Supplemental Guide | Preface

Supplemental Guide Contents

The Supplemental Guide contains modified read-alouds, tiered

Vocabulary Charts, Multiple Meaning Word Activities, Syntactic

Awareness Activities, and Vocabulary Instructional Activities. For each

modified read-aloud, a variety of Multiple Meaning Word Activities,

Syntactic Awareness Activities, and Vocabulary Instructional Activities

are available for classroom use, affording students additional

opportunities to use domain vocabulary. The activities integrated into the

lessons of the Supplemental Guide create a purposeful and systematic

setting for English language learning. The read-aloud of each story or

nonfiction text builds upon previously taught vocabulary and ideas and

introduces language and knowledge needed for the next more complex

text. The Supplemental Guide’s focus on oral language in the earlier

grades addresses the language learning needs of students with limited

English language skills who may not be exposed to the kind of academic

language found in written texts outside of a school setting.

Modified Read-Alouds

The modified read-alouds in the Supplemental Guide, like the read-alouds

in the corresponding Tell It Again! Read-Aloud Anthology, are content-rich

and designed to build students’ listening comprehension, which is a crucial

foundation for their reading comprehension abilities. You may notice that

not all of the read-alouds in the Tell It Again! Read-Aloud Anthology appear

in the corresponding Supplemental Guide. Some of the read-alouds were

omitted to provide ample time for teachers to review read-aloud content

and language and engage students in extended dialogue about the text.

Nonetheless, students who listen to the Supplemental Guide read-alouds

will learn the same core content as students who listen to read-alouds

from the corresponding Tell It Again! Read-Aloud Anthology.

In the modified read-alouds, the teacher presents core content in a

clear and scaffolded manner. Lessons are designed to be dialogic

and interactive in nature. This allows students to use acquired content

knowledge and vocabulary to communicate ideas and concepts with

their peers and teachers in an accommodating and safe environment.

Maximizing time for student conversation by structuring supportive

situations where students can engage in meaningful, collaborative

discussions with their teacher and peers is an important catalyst to oral

language development.

The Five Senses: Supplemental Guide | Preface vii

Tips and Tricks for Managing the Flip Book During the Read-Alouds

Please note that many modified read-alouds ask that you show Flip Book

images in a non-sequential order that differs from the order in which

the images are arranged in the Flip Book. Furthermore, some modified

read-alouds make use of Flip Book images from two or more separate

lessons.

It is highly recommended that you preview each modified read-

aloud, with the Flip Book in hand, before teaching a lesson. It is

critical that you be familiar with the order of the Flip Book images for a

given read-aloud, so that you are able to confidently present the read-

aloud text and the appropriate image, without fumbling through pages in

the Flip Book.

We recommend that you consider using one or more of the following tips

in preparing the Flip Book prior to the read-aloud to ensure a smooth

transition in moving from one image to the next :

• Number the Flip Book thumbnails in each read-aloud lesson of

the Supplemental Guide. Place correspondingly numbered sticky

notes, staggered, and in the order Flip Book images will be shown,

projecting from the side of the Flip Book (i.e., if the number “3”

is written next to an image thumbnail in the read-aloud, write the

number “3” on a sticky note and then place this on the appropriate

image so it projects from the side of the Flip Book).

• Alternatively, write the Flip Book image numbers as they appear in the

read-aloud lesson of the Supplemental Guide (e.g., 4A-3) on sticky

notes that project out from the side of the Flip Book so that image

numbers are clearly visible on the sides.

• If you need to show images from two separate, non-consecutive

lessons, use different colored sticky notes for the different lessons.

Be aware that images are printed on both sides of pages in the Flip

Book. In some instances, you may need to be prepared to physically

turn the Flip Book over to locate the next image and continue the

read-aloud.

viii The Five Senses: Supplemental Guide | Preface

Vocabulary Charts

Vocabulary Chart for [Title of Lesson]

Core Vocabulary words are in bold.

Multiple Meaning Word Activity word is underlined.

Vocabulary Instructional Activity words have an asterisk (*).

Suggested words to pre-teach are in italics.

Type of Words Tier 3

Domain-Specific Words

Tier 2

General Academic Words

Tier 1

Everyday-Speech Words

Understanding

Multiple Meaning

Phrases

Cognates

Vocabulary Charts at the beginning of each lesson categorize words into

three tiers which are generally categorized as follows:

• Tier 1 words are those that are likely in the basic repertoire of native

English speaking students—words such as baby, climb, and jacket.

• Tier 2 words are highly functional and frequently used general academic

words that appear across various texts and content areas—words such

as analysis, create, and predict.

• Tier 3 words are content-area specific and difficult words that are crucial

for comprehending the facts and ideas related to a particular subject—

words like photosynthesis, alliteration, and democracy.

Note: In some instances, we have chosen to initially list domain

specific vocabulary as Tier 3 words, but then move these same words

to Tier 1 later in the domain once that word has been presented in

multiple contexts. We do so only for those words that are identified

by Biemiller (2010) as “Easy Words” using Dale and O’Rourke’s Living

Word Vocabulary List.

English Language Learners and students with limited oral language skills

may not necessarily know the meanings of all Tier 1 words and may find

Tier 2 and Tier 3 words confusing and difficult to learn. Thus, explicit

explanation of, exposure to, and practice using Tier 1, 2, and 3 words are

essential to successful mastery of content for these students (National

Governors Association Center for Best Practices, Council of Chief State

School Officers 2010 32–35).

In addition, the Vocabulary Chart indicates whether the chosen words are

The Five Senses: Supplemental Guide | Preface ix

vital to understanding the lesson (labeled Understanding); have multiple

meanings or senses (labeled Multiple Meaning); are clusters of words

that often appear together (labeled Phrases); or have a Spanish word that

sounds similar and has a similar meaning (labeled Cognates). Words in

the Vocabulary Chart were selected because they appear frequently in the

text of the read-aloud or because they are words and phrases that span

multiple grade levels and content areas. Teachers should be aware of and

model the use of these words as much as possible before, during, and after

each individual lesson. The Vocabulary Chart is also a good starting point

and reference for keeping track of students’ oral language development and

retention of domain-related and academic vocabulary. These lists are not

meant to be exhaustive, and teachers are encouraged to include additional

words they feel would best serve their students.



Multiple Meaning Word Activities

Multiple Meaning Word Activities help students determine and clarify the

different meanings of individual words. This type of activity supports a

deeper knowledge of content-related words and a realization that many

content words have multiple meanings associated with them. Students

with strong oral language skills may be able to navigate through different

meanings of some words without much effort. However, students with

limited English language proficiency and minimal vocabulary knowledge

may be less likely to disambiguate the meanings of words. This is why it

is important that teachers have a way to call students’ attention to words

in the lesson that have ambiguous meanings and that students have a

chance to explore the nuances of words in contexts within and outside of

the lessons.

Syntactic Awareness Activities

Syntactic Awareness Activities call students’ attention to sentence

structure. During the early elementary grades, students are not expected

to read or write lengthy sentences, but might be able to produce complex

sentences in spoken language when given adequate prompting and

support. Syntactic Awareness Activities support students’ awareness

of the structure of written language, interrelations between words,

and grammar. Developing students’ oral language through syntactic

awareness provides a solid foundation for written language development

in the later elementary grades and beyond.

x The Five Senses: Supplemental Guide | Preface

Vocabulary Instructional Activities

Vocabulary Instructional Activities are included to build students’ general

academic, or Tier 2, vocabulary. These words are salient because

they appear across content areas and in complex written texts. These

activities support students’ learning of Tier 2 words and deepen their

knowledge of academic words and the connections of these words to

other words and concepts. The vocabulary knowledge students possess

is intricately connected to reading comprehension, and the ability to

access background knowledge, express ideas, communicate effectively,

and learn about new concepts.

English Language Learners and Students with Disabilities

The Supplemental Guide assists education professionals who serve

students with limited English language skills or students with limited

home literacy experience, which may include English Language Learners

(ELLs) and students with special needs. Although the use of this guide

is not limited to teachers of ELLs and/or students with special needs,

the following provides a brief explanation of these learners and the

challenges they may face in the classroom, as well as teaching strategies

that address those challenges.

English Language Learners

The Supplemental Guide is designed to facilitate the academic oral

language development necessary for English Language Learners (ELLs)

to fully participate in the read-alouds and activities in the Tell It Again!

Read-Aloud Anthology and to strengthen ELLs’ understanding of the

core content presented in the Anthologies.

When teaching ELLs, it is important to keep in mind that they are a

heterogeneous group from a variety of social backgrounds and at

different stages in their language development. There may be some

ELLs who do not speak any English and have little experience in a

formal education setting. There may be some ELLs who seem fluent

in conversational English, but do not have the academic language

proficiency to participate in classroom discussions about academic

content. The following is a chart showing the basic stages of second

language acquisition; proper expectations for student behavior and

performance; and accommodations and support strategies for each

The Five Senses: Supplemental Guide | Preface xi

stage. Please note that ELLs may have extensive language skills in their

first language and that they advance to the next stage at various rates

depending on their acculturation, motivation, and prior experiences in an

education setting.

xii The Five Senses: Supplemental Guide | Preface

Language

Acquisition Stage

Comprehension

and Production

Accommodations and

Support Strategies

Preproduction

(“The Silent Period”)

• Produces little or no English

• May refuse to say or do

anything

• Responds in nonverbal ways

• Has a minimal receptive

vocabulary in English

• Use predictable phrases for set routines

• Use manipulatives, visuals, realia, props

• Use Total Physical Response (TPR) to indicate

comprehension (point, nod, gestures)

• Use lessons that build receptive vocabulary

• Pair with another ELL who is slightly more

advanced in oral language skills for activities and

discussions focused on the English language

• Pair with same-language peers for activities and

discussions focused on content

• Use simple questions that require simple nonverbal

responses (e.g., “Show me . . . ,” “Circle the . . . ”)

• Use a slow rate of speech and emphasize key

words

• Model oral language, but do not force student to

produce oral language

Early Production

• Responds with one- or two-

word phrases

• Understands basic phrases

and words

• Uses abundant fillers, e.g.,

“er” and “um” when speaking

• Includes frequent, long

pauses when speaking

• Has basic level of English

vocabulary (common words

and phrases)

• Use repetition, gestures, and visual aids to facilitate

comprehension and students’ responses

• Use small-group activities

• Use charades and linguistic guessing games

• Use role-playing activities

• Use lessons that expand receptive and expressive

vocabulary

• Use increasingly more difficult question types as

students’ receptive and expressive language skills

improve:

• Yes/no questions

• Either/or questions

• Questions that require short answers

• Open-ended questions to encourage expressive

responses

• Pair with another ELL who is slightly more

advanced in oral language skills for activities and

discussions focused on the English language

• Pair with same-language peers for activities and

discussions focused on content

• Allow for longer processing time

• Continue to allow participation to be voluntary

The Five Senses: Supplemental Guide | Preface xiii

Speech Emergence

(Low Intermediate)

• Speaks in short phrases and

simple sentences

• Makes multiple grammatical

errors

• Begins to use context to infer

the meanings of unknown

words heard or read

• Can produce some narratives

and understand some details

of a story

• Uses many fillers, e.g., “um”

and “like” when speaking

• Repeats individual phrases

multiple times

• Has a much larger receptive

than expressive vocabulary in

English

• Model correct language forms

• Use more complex stories and books

• Start to focus on Tier 2 vocabulary

• Pair with high-level English speakers for activities

and discussions focused on the English language

• Provide some extra time to respond

• Use increasingly difficult question types as

students’ receptive and expressive language skills

improve:

• Questions that require short sentence answers

• Why and how questions

• Questions that check for literal and abstract

comprehension

• Engage students in producing language

Intermediate Fluency

(High Intermediate)

• Engages in conversations

• Produces connected narrative

• Makes few grammatical errors

• Uses some fillers when

speaking

• Shows good comprehension

• Has and uses expanded

vocabulary in English

• Model correct language forms

• Introduce academic terms (e.g., making

predictions and inferences, figurative language)

• Use graphic organizers

• Pair with native English speakers

• Use questions that require opinion, judgment, and

explanation

Advanced Fluency

• Uses English that nearly

approximates the language of

native speakers

• Understands most

conversations and can

maintain a two-way

conversation

• Uses more complex

grammatical structures, such

as conditionals and complex

sentences.

• Has and uses an enriched

vocabulary in English

• Continue to build background knowledge

• Build high-level/academic language

• Expand figurative language (e.g., by using

metaphors and idioms)

• Focus on high-level concepts

• Pair with students who have a variety of skills and

language proficiencies

• Use questions that require inference and

evaluation

(Adapted from Hirsch and Wiggins 2009, 362–364; Smyk et al. forthcoming)

xiv The Five Senses: Supplemental Guide | Preface

Students with Disabilities and Students with Special Needs

Students with disabilities (SWDs) have unique learning needs that require

accommodations and modifications to the general education curriculum.

When using the Supplemental Guide with SWDs and students with

special needs, it is important to consider instructional accommodations,

tools, strategies, and Universal Design for Learning (UDL) Principles,

which promote learning for all students through the use of multiple forms

of representation, expression, and engagement (Hall, Strangman, and

Meyer 2003).

Pacing

Pacing is the purposeful increase or decrease in the speed of instruction.

Educators can break lessons into manageable chunks depending

on needs of the class and follow the section with a brief review or

discussion. This format of instruction ensures that students are not

inundated with information. Additionally, you may want to allow students

to move around the room for brief periods during natural transition points.

When waiting for students to respond, allow at least three seconds of

uninterrupted wait time to increase correctness of responses, response

rates, and level of thinking (Stahl 1994).

Goals and Expectations

Make sure students know the purpose and the desired outcome of each

activity. Have students articulate their own learning goals for the lesson.

Provide model examples of desired end-products. Use positive verbal

praise, self-regulation charts, and redirection to reinforce appropriate

ways for students to participate and behave.

Directions

Provide reminders about classroom rules and routines whenever

appropriate. You may assign a partner to help clarify directions. When

necessary, model each step of an activity’s instructions. Offering explicit

directions, procedures, and guidelines for completing tasks can enhance

student understanding. For example, large assignments can be delivered

in smaller segments to increase comprehension and completion

(Franzone 2009).

The Five Senses: Supplemental Guide | Preface xv

Instruction Format and Grouping

Use multiple instruction formats (e.g., small-group instruction, individual

work, collaborative learning, and hands-on instruction). Be sure to group

students in logical and flexible ways that support learning.

Instructional Strategies

The following evidence-based strategies can assist students with

disabilities in learning content (Scruggs et al. 2010):

• Mnemonic strategies are patterns of letters and sounds related to

ideas that enhance retention and recall of information. They can be

used as a tool to encode information.

• Spatial organizers assist student understanding and recall of

information using charts, diagrams, graphs, and/or other graphic

organizers.

• Peer mediation, such as peer tutoring and cooperative learning

groups, can assist in assignment completion and enhance

collaboration within the classroom.

• Hands-on learning offers students opportunities to gain

understanding of material by completing experiments and activities

that reinforce content.

• Explicit instruction utilizes clear and direct teaching using small

steps, guided and independent practice, and explicit feedback.

• Visual strategies (e.g., picture/written schedules, storymaps, task

analyses, etc.) represent content in a concrete manner to increase

focus, communication, and expression (Rao and Gagie 2006).

xvi The Five Senses: Supplemental Guide | Preface

References

1. Biemiller, Andrew. Words Worth Teaching. Columbus: SRA/

McGrawHill, 2010.

2. Franzone, Ellen L. Overview of Task Analysis. Madison, WI: National

Professional Development Center on Autism Spectrum Disorders,

Waisman Center, University of Wisconsin, 2009.

3. Hall, Tracey, Anne Meyer and Nicole Strangman. Differentiated

Instruction and Implications for UDL Implementation. National Center

on Accessing the General Curriculum: 2003.

4. Hirsch, Jr., E. D. and Alice K. Wiggins, Core Knowledge Preschool

Sequence and Teacher Handbook. Charlottesville, VA: Core

Knowledge Foundation, 2009.

5. National Governors Association Center for Best Practices, Council

of Chief State School Officers. “Appendix A,” in Common Core

State Standards: English Language Arts Standards. Washington DC:

National Governors Association Center for Best Practices, Council of

Chief State School Officers, 2010.

6. Rao, Shaila M. and Brenda Gagie. “Learning Through Seeing

and Doing: Visual Supports for Children with Autism.” Teaching

Exceptional Children, 38, no. 6. (2006): 26-33.

7. Scruggs, Thomas E., Margo A. Mastropieri, Sheri Berkeley, and Janet

E. Graetz. “Do Special Education Interventions Improve Learning

of Secondary Content? A Meta-Analysis.” Remedial and Special

Education, 31 (2010): 437-449.

8. Smyk, Ekaterina, Maria Adelaida Restrepo, Joanna S. Gorin, and

Shelley Gray. Forthcoming. Development and Validation of the

Spanish-English Language Proficiency Scale (SELPS).

9. Stahl, Robert J. Using “Think-Time” Behaviors to Promote Students’

Information Processing, Learning, and On-Task Participation: An

Instructional Module. Tempe, AZ: Arizona State University, 1994.

The Five Senses: Supplemental Guide | Alignment Chart xvii

Alignment Chart for The Five Senses: Supplemental Guide

The following chart contains core content objectives addressed in this

domain. It also demonstrates alignment between the Common Core

State Standards and corresponding Core Knowledge Language Arts

(CKLA) goals.

Alignment Chart for The Five Senses: Supplemental Guide

Lessons

12345

Core Content Objectives

Identify and describe the five senses: sight, hearing, smell, taste, and touch



Identify the body parts associated with the five senses



Provide simple explanations about how the eyes, ears, nose, tongue, and skin work



Describe how the five senses help people learn about their world

 

Describe some ways people take care of their bodies



Describe some ways the five senses help protect people from harm

 

Reading Standards for Literature: Kindergarten

Key Ideas and Details

STD RL.K.5 Recognize common types of texts (e.g., storybooks, poems).

CKLA

Goal(s)

Listen to, understand, and recognize a variety of texts, including

fictional stories, fairy tales, fables, nursery rhymes, and poems



Reading Standards for Informational Text: Kindergarten

Key Ideas and Details

STD RI.K.1 With prompting and support, ask and answer questions about key details in a text.

CKLA

Goal(s)

With prompting and support, ask and answer questions (e.g., who,

what, where, when) requiring literal recall and understanding of the

details and/or facts of a nonfiction/informational read-aloud



Answer questions that require making interpretations, judgments,

or giving opinions about what is heard in a nonfiction/informational

read-aloud, including answering why questions that require

recognizing cause/effect relationships



STD RI.K.2 With prompting and support, identify the main topic and retell key details of a text.

CKLA

Goal(s)

With prompting and support, identify the main topic and retell key

details of a nonfiction/informational read-alouds



xviii The Five Senses: Supplemental Guide | Alignment Chart

Alignment Chart for The Five Senses: Supplemental Guide

Lessons

12345

STD RI.K.3

With prompting and support, describe the connection between two individuals, events, ideas, or pieces of

information in a text.

CKLA

Goal(s)

With prompting and support, describe the connection between two

individuals, events, ideas, or pieces of information in a nonfiction/

informational read-aloud



Craft and Structure

STD RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.

CKLA

Goal(s)

With prompting and support, ask and answer questions about

unknown words in nonfiction/informational read-alouds and

discussions



Integration of Knowledge and Ideas

STD RI.K.7

With prompting and support, describe the relationship between illustrations and the text in which they appear

(e.g., what person, place, thing, or idea in the text an illustration depicts).

CKLA

Goal(s)

With prompting and support, describe illustrations from a

nonfiction/informational read-aloud, using the illustrations to check

and support comprehension of the read-aloud



STD RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text.

CKLA

Goal(s)

With prompting and support, identify the reasons or facts an author

gives to support points in a nonfiction/informational read-aloud



STD RI.K.9

With prompting and support, identify basic similarities in and differences between two texts on the same topic

(e.g., in illustrations, descriptions, or procedures).

CKLA

Goal(s)

With prompting and support, compare and contrast similarities and

differences within a single nonfiction/informational read-aloud or

between two or more nonfiction/informational read-alouds



Range of Reading and Level of Text Complexity

STD RI.K.10 Actively engage in group reading activities with purpose and understanding.

CKLA

Goal(s)

Actively engage in nonfiction/informational read-alouds



Writing Standards: Kindergarten

Text Types and Purposes

STD W.K.2

Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they

name what they are writing about and supply some information about the topic.

CKLA

Goal(s)

Use a combination of drawing, dictating, and writing to present

information from a nonfiction/informational read-aloud, naming the

topic and supplying some details

 

The Five Senses: Supplemental Guide | Alignment Chart xix

Alignment Chart for The Five Senses: Supplemental Guide

Lessons

12345

Production and Distribution of Writing

STD W.K.5

With guidance and support from adults, respond to questions and suggestions from peers and add details to

strengthen writing as needed.

CKLA

Goal(s)

With guidance and support from adults, respond to questions and

suggestions from peers and add details to strengthen writing as

needed



STD W.K.8

With guidance and support from adults, recall information from experiences or gather information from

provided sources to answer a question.

CKLA

Goal(s)

With assistance, categorize and organize facts and information

within a given domain to answer questions



Speaking and Listening Standards: Kindergarten

Comprehension and Collaboration

STD SL.K.1

Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers

and adults in small and large groups

STD SL.K.1a

Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics

and texts under discussion).

CKLA

Goal(s)

Use agreed-upon rules for group discussions, e.g., look at and

listen to the speaker, raise hand to speak, take turns, say “excuse

me” or “please,” etc.



STD SL.K.2

Confirm understanding of a text read aloud or information presented orally or through other media by asking

and answering questions about key details and requesting clarification if something is not understood.

CKLA

Goal(s)

Ask and answer questions to clarify information in a fiction or

nonfiction/informational read-aloud



Presentation of Knowledge and Ideas

STD SL.K.4 Describe familiar people, places, things, and events and with prompting and support, provide additional detail.

CKLA

Goal(s)

Describe familiar people, places, things, and events and, with

prompting and support, provide additional detail



STD SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.

CKLA

Goal(s)

Add drawings or other visual displays to descriptions as desired to

provide additional detail

 

xx The Five Senses: Supplemental Guide | Alignment Chart

Alignment Chart for The Five Senses: Supplemental Guide

Lessons

12345

Language Standards: Kindergarten

Conventions of Standard English

STD L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

STD L.K.1b Use frequently occurring nouns and verbs.

CKLA

Goal(s)

Use frequently occurring nouns and verbs in oral language



STD L.K.1d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

CKLA

Goal(s)

Ask questions beginning with who, what, where, when, why, or how



STD L.K.1e Use the most frequently occurring prepositions (e.g. to, from, in, out, on, off, for, of, by, with)

CKLA

Goal(s)

Use the most frequently occurring prepositions



STD L.K.1f Produce and expand complete sentences in shared language

CKLA

Goal(s)

Answer questions orally in complete sentences



Produce and expand complete sentences in shared language



Vocabulary Acquistion and Use

STD L.K.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Kindergarten

reading and content.

STD L.K.4a

Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning

the verb to duck).

CKLA

Goal(s)

Identify new meanings for familiar words and apply them accurately

(e.g., knowing duck is a bird and learning the verb to duck)



STD L.K.4b

Use the most frequently occurring inflections and affixes (e.g. –ed, –s, re–, un–, pre–, –ful) as a clue to the

meaning of an unknown word.

CKLA

Goal(s)

Use the most frequently occurring inflections and affixes as a clue

to the meaning of an unknown word



STD L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings.

STD L.K.5a

Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories

represent.

CKLA

Goal(s)

Sort common objects into categories (e.g., shapes, foods) to gain a

sense of the concepts the categories represent



STD L.K.5b

Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites

(antonyms).

CKLA

Goal(s)

Demonstrate understanding of frequently occurring verbs and

adjectives by relating them to their opposites (antonyms).



The Five Senses: Supplemental Guide | Alignment Chart xxi

Alignment Chart for The Five Senses: Supplemental Guide

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STD L.K.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful).

CKLA

Goal(s)

Identify real-life connections between words and their use (e.g.,

note places at school that are colorful)



STD L.K.5d

Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut,

prance) by acting out the meanings.

CKLA

Goal(s)

Distinguish shades of meaning among verbs describing the same

general action by acting out the meanings



STD L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

CKLA

Goal(s)

Use words and phrases acquired through conversations, being read

to, and responding to texts



Learn the meaning of common sayings and phrases





These goals are addressed in all lessons in this domain. Rather than repeat these goals as lesson

objectives throughout the domain, they are designated here as frequently occurring goals.

The Five Senses: Supplemental Guide | Introduction 1

This introduction includes the necessary background information to be

used in teaching The Five Senses domain. The Supplemental Guide

for The Five Senses contains five lessons, each of which spans two

instructional days.

At the end of the domain, a Domain Review, a Domain Assessment, and

Culminating Activities are included to allow time to review, reinforce,

assess, and remediate content knowledge. You should spend no more

than twelve days total on this domain.

Lesson Structure

First Instructional Day

On the first instructional day, Parts A and B of the lesson (50 minutes

total) are to be covered at different intervals during the day.

Part A (35 minutes) includes:

• Introducing the Read-Aloud

• Presenting the Read-Aloud

• Discussing the Read-Aloud

If necessary, Part A can be divided into two sessions with 15 minutes for

Introducing the Read-Aloud up to Purpose for Listening and 20 minutes

for Purpose for Listening, Presenting the Read-Aloud, and Discussing the

Read-Aloud.

Later in the day, Part B (15 minutes) should be covered and includes the

activities unique to the Supplemental Guide:

• Multiple Meaning Word Activity

• Syntactic Awareness Activity

• Vocabulary Instructional Activity

The Five Senses

Supplemental Guide Introduction

2 The Five Senses: Supplemental Guide | Introduction

Each activity may take up to 5 minutes to complete. The Multiple

Meaning Word Activity helps students to determine and clarify the

different meanings of words. The Syntactic Awareness Activity calls

students’ attention to sentence structure, word order, and grammar. The

Vocabulary Instructional Activity places importance on building students’

general academic, or Tier 2, vocabulary. Part B concludes with an interim

assessment opportunity called an End-of-Lesson Check-In; this is a dual

opportunity for the teacher to focus on a select group of students to

directly assess the students’ language and content knowledge in a low

stress environment. Moreover, the teacher can gauge which students

may be in need of additional language or content support.

Second Instructional Day

On the second instructional day, Parts C and D of the lesson (50 minutes

total) are to be covered at different intervals during the day.

Part C (35 minutes) includes:

• Reviewing the Read-Aloud

• Presenting the Interactive Read-Aloud

• Discussing the Read-Aloud

If necessary, Part C can be divided into two sessions with 10 minutes for

Reviewing the Read-Aloud up to Purpose for Listening and 25 minutes

for Purpose for Listening, Presenting the Interactive Read-Aloud, and

Discussing the Read-Aloud.

Later in the day, Part D (15 minutes) should be covered and includes the

extension activities of the related lesson in the Tell It Again! Read-Aloud

Anthology for The Five Senses.

The Five Senses: Supplemental Guide | Introduction 3

Week One: Anthology

Day 1 Day 2

Day 3 

Day 4 Day 5 #

Lesson 1A: “My Senses

Are Amazing” (35min.)

Lesson 2A: “The Sense

of Sight” (35min.)

Lesson 3A: “The Sense

of Hearing” (35min.)

Lesson 4A: “The Sense

of Smell” (35min.)

Lesson 5A: “The Sense of

Taste” (35min.)

Lesson 1B: Extensions

(15min.)

Lesson 2B: Extensions

(15min.)

Lesson 3B: Extensions

(15min.)

Lesson 4B: Extensions

(15min.)

Lesson 5B: Extensions

(15min.)

50 min. 50 min. 50 min. 50 min. 50 min.

Week One: Supplemental Guide

Day 1

Day 2 # 

Day 3 #

Day 4 # 

Day 5 #

Lesson 1A: “I Use My

Eyes to See”

(Day 1 of 2) (35min.)

Lesson 1C: “I Use My

Eyes to See”

(Day 2 of 2) (35min.)

Lesson 2A: “I Use My

Ears to Hear”

(Day 1 of 2) (35min.)

Lesson 2C: “I Use My

Ears to Hear”

(Day 2 of 2) (35min.)

Lesson 3A: “I Use My

Nose to Smell”

(Day 1 of 2) (35min.)

Lesson 1B: SG Activities

(15min.)

Lesson 1D: Extensions

(15min.)

Lesson 2B: SG Activities

(15min.)

Lesson 2D: Extensions

(15min.)

Lesson 3B: SG Activities

(15min.)

50 min. 50 min. 50 min. 50 min. 50 min.

Week Two: Anthology

Day 6 #

Day 7 

Day 8Day 9Day 10

Lesson 6A: “The Sense

of Touch” (35min.)

Pausing Point Lesson 7A: “Ray Charles”

(35min.)

Lesson 8A: “Helen Keller”

(35min.)

Domain Review

Lesson 6B: Extensions

(15min.)

Lesson 7B: Extensions

(15min.)

Lesson 8B: Extensions

(15min.)

50 min. 50 min. 50 min. 50 min. 50 min.

Week Two: Supplemental Guide

Day 6 

Day 7 #

Day 8 # 

Day 9 #

Day 10 # 

Lesson 3C: “I Use My

Nose to Smell”

(Day 2 of 2) (35min.)

Lesson 4A: “I Use My

Tongue to Taste”

(Day 1 of 2) (35min.)

Lesson 4C: “I Use My

Tongue to Taste”

(Day 2 of 2) (35min.)

Lesson 5A: “I Use My

Skin to Touch”

(Day 1 of 2) (35min.)

Lesson 5C: “I Use My

Skin to Touch”

(Day 2 of 2) (35min.)

Domain Review

(15min.)

Lesson 3D: Extensions

(15min.)

Lesson 4B: SG Activities

(15min.)

Lesson 4D: Extensions

(15min.)

Lesson 5B: SG Activities

(15min.)

50 min. 50 min. 50 min. 50 min. 50 min.

Week Three

Day 11



Day 12 #

Domain Assessment Culminating Activities

50 min. 50 min.

Lessons include Student Performance Task Assessments

# Lessons requiring advance preparation and/or additional materials; please plan ahead

4 The Five Senses: Supplemental Guide | Introduction

Not all lessons from the Tell It Again! Read-Aloud Anthology for The Five

Senses are included into the Supplemental Guide; use this chart to see

how the lessons correlate.

Lesson Match-up for The Five Senses

Anthology Supplemental Guide

Lesson 1: My Senses Are Amazing n/a

Lesson 2: The Sense of Sight Lesson 1: I Use My Eyes to See

Lesson 3: The Sense of Hearing Lesson 2: I Use My Ears to Hear

Lesson 4: The Sense of Smell Lesson 3: I Use My Nose to Smell

Lesson 5: The Sense of Taste Lesson 4: I Use My Tongue to Taste

Lesson 6: The Sense of Touch Lesson 5: I Use My Skin to Touch

Lesson 7: Ray Charles Culminating Activities

Lesson 8: Helen Keller Culminating Activities

Lesson Implementation

It is important to note that the interactive activities in the Supplemental

Guide count on the teacher as the “ideal reader” to lead discussions,

model proper language use, and facilitate interactions among student

partners.

Student Grouping

Teachers are encouraged to assign partner pairs prior to beginning a

domain and partners should remain together for the duration of the

domain. If possible, English Language Learners should be paired with

native English speakers, and students who have limited English oral

language skills should be paired with students who have strong English

language skills. Keep in mind that in some instances a group of three

would benefit beginning ELLs and an older student or adult volunteer

may be a better arrangement for some students with disabilities.

Partnering in this way promotes a social environment where all students

engage in collaborative talk and learn from one another.

In addition, students of the same home language should have

opportunities to work together, fostering their first-language use and

existing knowledge to construct deeper meanings about new information.

The Five Senses: Supplemental Guide | Introduction 5

Graphic Organizers and Domain-Wide Activities

Several different organizers and suggested activities are included to aid

students in their learning of the content in The Five Senses domain.

• Response Cards for The Five Senses (Instructional Master 1A-1)

can be used to help students distinguish between the five senses.

Students can use these Response Cards during discussions with their

partner and to answer questions about their senses.

• The Five Senses Chart (one per sense) and The Five Senses Image

Sheet (Instructional Master 1C-2) can be used during the second

instructional day of each lesson for students to review what they have

learned about the sense presented on the previous day.

Note: You may wish to create a large class chart of the five senses to

display in front of the class during the read-alouds. Students can add

their own drawings or cut outs to the class chart.

• Sensory Activities—you may wish to incorporate a hands-on activity

for each of the five senses.

For the sense of sight you could:

• play “I Spy” inside and outside of the classroom

• have students make their own “I Spy” page by creating a collage

with magazine images

• learn how to make hand shad ow puppets by using a flashlight in a

dark room.

For the sense of hearing you could:

• show students three common classroom items that are different in

shape and weight. Have students close their eyes as you put those

items into separate boxes, and have the students shake the boxes

around and guess which item is in each box.

• prepare sound clips of different sounds—e.g., animals, nature,

instruments—and play the sound clip to the students as they

figure out what makes the sound. You may wish to make this into a

sound BINGO game.

For the sense of smell you could:

• make scented paints by adding imitation flavors (e.g., mint, vanilla,

6 The Five Senses: Supplemental Guide | Introduction

strawberry, banana, lemon, almond) to liquid paint (e.g., tempura

paint, finger paint)

Note: Be sure to follow your school’s policy regarding food

distribution and allergies.

• make smelling bottles by adding imitation flavors to cotton balls

and putting them into ventilated bottles.

• For the sense of taste you could: have a taste test where students

try a food with their eyes closed and guess what the food is; or,

play Ten Questions where you show one student a picture of a

food and the rest of the class asks up to ten yes/no questions

to try and figure out what the food is. You may wish to bring a

sample of that food for students to taste. Note: Be sure to check

with your school’s policy regarding food distribution and allergies.

For the sense of touch you could:

• create a texture sort activity by putting several items into a box

and having small groups sort the items by texture

• set up touch and guess tables where you put items (e.g., crayons,

cotton balls, rice, beans) into opaque bags (or opaque balloons)

for students to feel and guess what is inside

• create a sensory collage using textured materials, e.g., sandpaper,

foil, felt, pompoms, pipe cleaners, colored plastic wrap, etc.

The Five Senses: Supplemental Guide | Introduction 7

Anchor Focus in The Five Senses

This chart highlights several Common Core State Standards addressed

in this domain. This chart also provides the relevant academic language

associated with the activities in this domain.

Anchor Focus CCSS Description of Focus and Relevant Academic Language

Writing

W.K.8 The Five Senses Chart

review, chart, row, fill in, draw, cut and paste

Speaking and Listening

SL.K.1a Follow agreed-upon rules for discussion

It is important to set predictable routines and communicate clear

expectations at the beginning of the year. Be sure that students

understand what the agreed-upon rules are and give them many

opportunities to practice using the rules.

SL.K.2 Confirm understanding by asking and answering questions about key

details and requesting information if something is not understood.

Tell students the protocol for asking and answering questions about the

read-aloud. Provide students with phrases to use when something from

the read-aloud is not understood, e.g., I have a question about . . . ; can

you please repeat the last sentence; I do not understand . . . ; Can you

tell me more about . . .

Language

L.K.1d Understand and use question words when expanding sentences

L.K.1f Produce simple sentences in shared language activities

Domain Components

Along with this Supplemental Guide, you will need:

• Tell It Again! Media Disk or Tell It Again! Flip Book* for The Five

Senses*

• Tell It Again! Image Cards for The Five Senses

• Tell It Again! Read-Aloud Anthology for The Five Senses for reference

*The Tell It Again! Multiple Meaning Word Posters for The Five Senses are

found at the end of the Tell It Again! Flip Book.

Recommended Resource:

• Core Knowledge Kindergarten Teacher Handbook, edited by E. D.

Hirsch, Jr. and Souzanne A. Wright (Core Knowledge Foundation,

2004) ISBN: 978-1890517694

8 The Five Senses: Supplemental Guide | Introduction

Why The Five Senses Are Important

The color of the sky, the sound of a dog barking, the scent of a rose,

the taste of chocolate cake, the feel of a cool breeze—everything that

we know about the world comes to us through our five senses. Humans

gather information about their environment through the use of sight,

hearing, smell, taste, and touch. Each of the five senses responds to

specific stimuli in the world around us, and each uses a unique part of

the body to take in information.

This domain will be one of many that will follow in subsequent grade

levels in which students will broaden their knowledge of the human body.

An exploration of the senses also requires students to make observations

and then use language to describe those observations, both of which are

key skills in the scientific process.

The Five Senses: Supplemental Guide | Introduction 9

Lesson 1

sight

iris

leap

protect

pupil

Lesson 2

echo

invisible

sound waves

vibrate

volume

Lesson 3

smell

molecules

mucus

nostrils

scents

smell receptors

Lesson 4

taste

congested

 avorful

pucker

saliva

taste buds

Lesson 5

touch

nerves

sensitive

skin

texture

Core Vocabulary for The Five Senses

The following list contains all of the core vocabulary words in the

Supplemental Guide for The Five Senses in the form in which they

appear in the read-alouds or, in some instances, in the “Introducing the

Read-Aloud” section at the beginning of the lesson. All instances where

core vocabulary is used are boldfaced to make apparent the context in

which core vocabulary appears and to provide a quick way for teachers

to identify these words. The inclusion of the words on this list does

not mean that students are immediately expected to be able to use

all of these words on their own. However, through repeated exposure

throughout the lessons, they should acquire a good understanding of

most of these words and begin to use some of them in conversation.

10 The Five Senses: Supplemental Guide | Introduction

In addition to this core vocabulary list, every lesson includes its own

tiered Vocabulary Chart categorized according to the model for

conceptualizing words presented by Beck, McKeown, and Kucan (2008).

Words in this chart either appear several times in the Read-Aloud or

are words and phrases that support broader language growth, which is

crucial to the English language development of young students. Most

words on the chart are part of the General Service List of English Words

(West 1953) or part of the Dale-Chall (1995) list of 3,000 familiar words

known by fourth grade. Moreover a conscious effort has been made to

include words from the Primary Priority Words according to Biemiller’s

(2010) Words Worth Teaching. The words on the Vocabulary Chart

are not meant to be exhaustive, and teachers are encouraged to add

additional words they feel would best serve their group of students.

Vocabulary Chart for I Use My Eyes to See

Core Vocabulary words are in bold.

Multiple Meaning Word Activity word is underlined.

Vocabulary Instructional Activity word(s) have an asterisk (*).

Suggested words to pre-teach are in italics.

Type of Words Tier 3

Domain-Specific Words

Tier 2

General Academic Words

Tier 1

Everyday-Speech Words

Understanding

eye

eyeball

eyebrow

eyelash

eyelid

harmful

leap*

protect*

tiny

blink

closed

inside

light

tear

Multiple meaning

iris

pupil

sight

color

Phrases

sense of sight come in

Cognates

iris

pupil

proteger* color

References

1. Beck, Isabel L., Margaret G. McKeown, and Linda Kucan. Creating

Robust Vocabulary: Frequently Asked Questions and Extended

Examples. New York: Guilford, 2008.

2. Biemiller, Andrew. Words Worth Teaching. Columbus: SRA/

McGrawHill, 2010.

3. Chall, Jeanne and Edgar Dale. Readability Revisited: The New Dale-

Chall Readability Formula. Cambridge, MA: Brookline Books/Lumen

Editions, 1995.

The Five Senses: Supplemental Guide | Introduction 11

4. West, Michael. A General Service List of English Words. London:

Longman, Green and Co., 1953.

Comprehension Questions

In the Supplemental Guide for The Five Senses, there are three types of

comprehension questions.

Literal questions assess students’ recall of key details from the read-

aloud; these questions are text dependent, requiring students to

paraphrase and/or refer back to the portion of the read-aloud in which

the specific answer to the question is provided. These questions

generally address Reading Standards for Literature 1 (RL.K.1) and

Reading Standards for Informational Text 1 (RI.K.1).

Inferential questions ask students to infer information from the text and

think critically; these questions are also text dependent, but require

students to paraphrase and/or refer back to the different portions of

the read-aloud that provide information leading to and supporting the

inference they are making. These questions generally address Reading

Standards for Literature 2–4 (RL.K.2–RL.K.4) and Reading Standards for

Informational Text 2–4 (RI.K.2–RI.K.4).

Evaluative questions ask students to build upon what they have learned

from the text using analytical and application skills; these questions are

also text dependent, but require students to paraphrase and/or refer back

to the portion(s) of the read-aloud that substantiate the argument they

are making or the opinion they are offering. Evaluative questions might

ask students to describe how reasons or facts support specific points in

a read-aloud, which addresses Reading Standards for Informational Text

8 (RI.K.8). Evaluative questions might also ask students to compare and

contrast information presented within a read-aloud or between two or

more read-alouds, addressing Reading Standards for Literature 9 (RL.K.9)

and Reading Standards for Informational Text 9 (RI.K.9).

The Supplemental Guides include complex texts, thus preparing

students in these early years for the increased vocabulary and syntax

demands aligned texts will present in later grades. As all of the readings

incorporate a variety of illustrations, Reading Standards for Literature7

(RL.K.7) and Reading Standards for Informational Text 7 (RI.K.7) are

addressed as well.

12 The Five Senses: Supplemental Guide | Introduction

Student Performance Task Assessments

In the Supplemental Guide for The Five Senses, there are numerous

opportunities to assess students’ learning. These assessment

opportunities range from informal observation opportunities, like the End-

of-Lesson Check-In and some Extension activities, to more formal written

assessments. These Student Performance Task Assessments (SPTA) are

identified with this icon:



. There is also an end-of-domain summative

assessment. Use the Tens Conversion Chart located in the Appendix to

convert a raw score on each SPTA into a Tens score. On the same page

you will also find the rubric for recording observational Tens scores.

Above and Beyond

In the Supplemental Guide for The Five Senses, there are numerous

opportunities to challenge students who are ready to attempt activities

that are above grade-level. These activities are labeled “Above and

Beyond:” and are identified with this icon:

➶

Supplemental Guide Activities

The Supplemental Guide activities that may be particularly relevant to any

classroom are the Multiple Meaning Word Activities and accompanying

Multiple Meaning Word Posters; Syntactic Awareness Activities; and

Vocabulary Instructional Activities. In addition, several multiple meaning-

words in the read-alouds are underlined. These activities afford all

students additional opportunities to acquire a richer understanding of the

English language. Supplemental Guide activities are identified with this

icon:



The Five Senses: Supplemental Guide | Introduction 13

Recommended Resources for The Five Senses

Trade Book List

The Supplemental Guide includes a number of opportunities in

Extensions, the Pausing Point, and Culminating Activities for teachers to

select trade books from this list to reinforce domain concepts through

the use of authentic literature. In addition, teachers should consider other

times throughout the day when they might infuse authentic domain-

related literature.

If you recommend that families read aloud with their child each night,

you may wish to suggest that they choose titles from this trade book list

to reinforce the domain concepts. You might also consider creating a

classroom lending library, allowing students to borrow domain-related

books to read at home with their families.

1. Bee-bim-Bop!, by Linda Sue Park and illustrated by Ho Baek Lee

(Sandpiper, Houghton Mifflin Harcourt, 2005) ISBN 978-0547076713

2. Brian’s Bird, by Patricia Anne Davis and illustrated by Layne Johnson

(Whitman, 2000) ISBN 978-0807508817

3. A Button in Her Ear, by Ada B. Litchfield and pictures by Eleanor Mill

(Albert Whitman & Company, 1976) ISBN 978-0807509876

4. Eating Well, by Liz Gogerly and Mike Gordon (Crabtree Publishing

Company, 2009) ISBN 978-0778741176

5. Eyes (Human Body), by Robert James (Rourke Publishing, 1995) ISBN

978-1571031044

6. First Delights: A Book About the Five Senses, by Tasha Tudor (Price,

Stern, Sloan, 1988) ISBN 978-0448093277

7. The Five Senses (It’s Science), by Sally Hewitt (Scholastic, 2002) ISBN

978-051623823

8. The Five Senses: Hearing, by Maria Ruis, J. M. Parramon, and J. J.

Puig (Barron’s Educational Series, Inc., 1985) ISBN 978-0812035636

9. The Five Senses: Sight, by Maria Rius, J. M. Parramon, and J. J. Puig

(Barron’s Educational Series, Inc., 1985) ISBN 978-0812035643

10. The Five Senses: Smell, by Maria Rius, J. M. Parramon, and J. J. Puig

(Barron’s Educational Series, Inc., 1985) ISBN 978-0812035650

14 The Five Senses: Supplemental Guide | Introduction

11. The Five Senses: Taste, by Maria Rius, J. M. Parramon, and J. J. Puig

(Barron’s Educational Series, Inc., 1985) ISBN 978-0812035667

12. The Five Senses: Touch, by Maria Rius, J. M. Parramon, and J. J. Puig

(Barron’s Educational Series, Inc., 1985) ISBN 978-0812035674

13. Fuel the Body: Eating Well, by Amanda Doering Tourville and

illustrated by Ronnie Rooney (Picture Window Books, 2008) ISBN 978-

1404848146

14. Get Up and Go!, by Nancy Carlson (Penguin Group, 2008) ISBN 978-

0142410646

15. Go Wash Up: Keeping Clean, by Amanda Doering Tourville and

illustrated by Ronnie Rooney (Coughlan Publishing, 2008) ISBN 978-

1404848085

16. Green Start: The Five Senses, by Ikids (Innovative Kids, 2009) ISBN

978-1584768128

17. Hanni and Beth: Safe and Sound, by Beth Finke and Anthony Alex

Letourneau (Blue Marlin, 2007) 978-0979291807

18. Happy Birthday, Moon, by Frank Asch (Aladdin, 2000) ISBN 978-

0689835445

19. Hearing, by Katie Dicker (M. Evans and Company, 2009) ISBN 978-

0237536008

20. Hearing (I Know That!), by Claire Llewellyn (Franklin Watts, 2009) ISBN

978-0749688950

21. Hearing Things, by Allan Fowler (Childrens Press, Inc., 1991) ISBN

978-0516449098

22. The Hickory Chair, by Lisa Rowe Fraustino and illustrated by Benny

Andrews (Arthur Levine Books, 2001) ISBN 978-0590522489

23. It Looked Like Spilt Milk, by Charles Shaw (HarperFestival, 1992) ISBN

978-0064433129

24. Kami and the Yaks, by Andrea Stenn Stryer and illustrated by Bert

Dodson (Bay Otter Press, 2007) ISBN 978-0977896103

25. The Listening Walk, by Paul Showers and illustrated by Aliki

(HarperCollins, 1993) ISBN 978-0064433228

The Five Senses: Supplemental Guide | Introduction 15

26. Look! A Book About Sight, by Dana Meachen Rau and illustrated by

Rick Peterson (Picture Window Books, 2005) ISBN 978-1404810198

27. Look, Listen, Taste, Touch, and Smell: Learning About Your Five

Senses, by Pamela Hill Nettleton and illustrated by Becky Shipe

(Picture Window Books, 2006) ISBN 978-1404805088

28. Looking Out for Sarah, by Glenna Lang (Charles Bridge, 2001) ISBN

978-1570916076

29. Mandy Sue Day, by Roberta Karim and illustrated by Karen Ritz

(Clarion, 1994) ISBN 978-0618316755

30. Mice Squeak, We Speak, by Arnold L. Shapiro and illustrated by

Tomie dePaola (Puffin, 2000) ISBN 978-0698118737

31. Moses Goes to a Concert, by Isaac Millman (Farrar Straus, 1998)

ISBN 978-0374453664

32. My Amazing Body: A First Look at Health and Fitness, by Pat Thomas

and illustrated by Lesley Harker (Barron’s Educational Series, Inc.,

2001) ISBN 978-0764121197

33. My Five Senses, by Aliki (HarperFestival, 1991) ISBN 978-0440843542

34. My Senses Help Me, by Bobbie Kalman (Crabtree Publishing

Company, 2010) ISBN 978-0778794721

35. No One Saw: Ordinary Things Through the Eyes of an Artist, by Bob

Raczka (Millbook Press, 2001) ISBN 978-0761316480

36. Oh, the Things You Can Do that Are Good for You!: All About Staying

Healthy, by Tish Rabe and illustrated by Aristedes Ruiz (Random

House, Inc., 2001) ISBN 978-0375810985

37. Polar Bear, Polar Bear, by Bill Martin, Jr. and illustrated by Eric Carle

(Henry Holt and Co., 2010) ISBN 978-0805092455

38. Rainbow Joe and Me, by Maria Diaz Strom (Lee and Low Books, 1999)

ISBN 978-1584300502

39. Screaming Kind of Day, by Rachna Gilmore and illustrated by Gordon

Sauve (Fitzhenry & Whiteside, 1999) ISBN 978-1550416619

40. Seeing, by Katie Dicker (M.Evans and Company, 2011) ISBN 978-

0237544485

16 The Five Senses: Supplemental Guide | Introduction

41. Seven Blind Mice, by Ed Young (Puffin Books, 2002) ISBN 978-

0698118959

42. Shhhh . . . A Book About Hearing, by Dana Meachen Rau and

illustrated by Rick Peterson (Picture Window Books, 2005) ISBN 978-

1404810181

43. Sight, by Annalise Bekkering (Weigl Publishers, Inc., 2009) ISBN 978-

1605960531

44. Sign Language for Kids, by Lora Heller (Sterling Children’s Books,

2012) ISBN 978-1402763922

45. Sleep Is for Everyone (Let’s-Read-and-Find-out Science Book),

by Paul Showers and illustrated by Wendy Watson (HarperCollins

Publishers, 1997) ISBN 978-0064451413

46. Smelling and Tasting (I Know That!), by Claire Llewellyn and Gill

Matthews (Orchard/Watts Group, 2004) ISBN 978-0749657260

47. Tasting and Smelling, by Katie Dicker (M. Evans and Company, 2011)

ISBN 978-0237544492

48. Touching (I Know That!), by Claire Llewellyn (Franklin Watts, 2009)

ISBN 978-0749688974

49. Touching and Feeling, by Katie Dicker (M. Evans and Company, 2011)

ISBN 978-0237544508

50. What is Taste?, by Jennifer Boothroyd (Lerner Classroom, 2009) ISBN

978-0761350170

51. You Can’t Smell a Flower with Your Ear! All About Your 5 Senses, by

Joanna Cole and illustrated by Mavis Smith (Penguin Young Readers,

1994) ISBN 978-0448404691

52. You Can’t Taste a Pickle with Your Ear: A Book About Your 5 Senses,

by Harriet Ziefert and illustrated by Amanda Haley (Blue Apple, 2002)

ISBN 1929766688

53. Your Five Senses, by Melvin and Gilda Berger (Scholastic, 2003) ISBN

978-0439566889

The Five Senses: Supplemental Guide | Introduction 17

Websites and Other Resources

Student Resources

1. The Brain and Senses

http://www.childrensuniversity.manchester.ac.uk/interactives/science/

brainandsenses

2. Five Senses Game

http://pbskids.org/sid/isense.html

3. Five Senses Jive

http://pbskids.org/mamamirabelle/funstuff_videos_ﬁve_senses_jive.html

4. Flush the Unhealthy Food Game

http://www.kscience.co.uk/animations/food.htm

5. Guide Dogs Slideshow

http://www.slideshare.net/guestb1e4b60/freedom-guide-dogs-for-kids

6. Sense of Taste

http://library.thinkquest.org/3750/taste/taste.html

7. Sign Design

http://pbskids.org/arthur/print/signdesign/index.html

8. Unite for Sight

http://www.uniteforsight.org/kids/about.php

Teacher Resources

9. Video Resources for The Five Senses

http://www.watchknowlearn.org/Category.aspx?CategoryID=7675

10. United States Department of Health and Human Services

http://www.hhs.gov

11. H e l e n Ke l l e r

http://www.afb.org/section.aspx?SectionID=1&TopicID=194

12. Ray Charles

http://www.pbs.org/wnet/americanmasters/episodes/ray-charles/ about-ray-

charles/554

18 The Five Senses: Supplemental Guide 1 | I Use My Eyes to See

I Use My Eyes to See

 Lesson Objectives

Core Content Objectives

Students will:

 Identify the five senses: sight, hearing, smell, taste, touch

 Identify the body parts associated with the five senses

 Describe the sense of sight

 Identify the parts of the eye

 Provide simple explanations about how the eye works

 Describe some ways people take care of their bodies

 Describe some ways the sense of sight protects people from harm

 Describe how the sense of sight helps people learn about their world

Language Arts Objectives

The following language arts objectives are addressed in this lesson.

Objectives aligning with the Common Core State Standards are noted

with the corresponding standard in parentheses. Refer to the Alignment

Chart for additional standards addressed in all lessons in this domain.

Students will:

 With prompting and support, identify the main topic and retell key

details from “I Use My Eyes to See”

(RI.K.2)

 With prompting and support, describe the connection between an

eyeball and a gumball, and an image of eye in light and eye in dark

(RI.K.3)

 Use a combination of drawing and dictating to present information

about the eye

(W.K.2)

 With guidance and support from adults, respond to suggestions from

peers and add detail to strengthen picture of the eye

(W.K.5)

 With assistance, categorize information about the sense of sight onto

a chart

(W.K.8)

The Five Senses: Supplemental Guide 1 | I Use My Eyes to See 19

 Add drawing or other visual displays to a picture of the eye to provide

additional detail

(SL.K.5)

 Respond to questions that use question words (L.K.1d)

 Produce and expand complete sentences in shared language

activities through answering questions

(L.K.1f)

 Identify new meanings for pupil and apply them accurately (L.K.4a)

 Categorize examples and nonexamples of protect to gain a sense of

the concept protect

(L.K.5a)

 Demonstrate understanding of leap by relating it to its opposites

(L.K.5b)

 Identify real-life connections between words—sight, harmful, pupil,

leap, and protect—and their use

(L.K.5c)

 Distinguish shades of meaning among verbs related to leap by acting

out the meanings

(L.K.5d)

 Explain the meaning of “look before you leap” and use in appropriate

contexts

(L.K.6)

Core Vocabulary

iris, n. The colored part of the eye

Example: The color of Mary’s iris is a lovely shade of green.

Variation(s): irises

leap, v. To jump

Example: I think I can leap over that rock with ease.

Variation(s): leaps, leaped, leapt, leaping

protect, v. To keep something safe from harm

Example: I will protect my new kitten from that large dog.

Variation(s): protects, protected, protecting

pupil, n. A small black hole in the center of the eye where light enters

Example: A pupil is the black circle in the center of your eye.

Variation(s): pupils

sight, n. The act of seeing and looking at things with your eyes

Example: Sight is my favorite sense because I love seeing the different

colors all around me.

Variation(s): none

20 The Five Senses: Supplemental Guide 1 | I Use My Eyes to See

Vocabulary Chart for I Use My Eyes to See

Core Vocabulary words are in bold.

Multiple Meaning Word Activity word is underlined.

Vocabulary Instructional Activity words have an asterisk (*).

Suggested words to pre-teach are in italics.

Type of Words Tier 3

Domain-Specific Words

Tier 2

General Academic Words

Tier 1

Everyday-Speech Words

Understanding

eye

eyeball

eyebrow

eyelash

eyelid

harmful

leap*

protect*

tiny

closed

blink

inside

light

outside

tear

Multiple Meaning

iris

pupil

sight

like color

Phrases

sense of sight

tear duct

come in

Cognates

iris

pupil

proteger* color

Image Sequence

This is the order Flip Book images will be shown for this read-aloud.

Preview the order of Flip Book images before teaching this lesson. Please

note that it differs from the sequence used in the Tell it Again Read-Aloud

Anthology.

1. 2A-1: Boy leaping onto a rock

2. 2A-2: Boy looking to cross the street

3. 2A-3: Child’s head with round eyeball

4. 2A-4: Girl with eyes shut

5. 2A-5: Tears

6. 2A-7: Eye color

7. 2A-8: Dual image of eye in light (large iris, small pupil) and eye in dark

(large pupil, small iris)

8. 2A-6: Diagram of eye

9. 2A-7: Eye color

The Five Senses: Supplemental Guide 1A | I Use My Eyes to See 21

I Use My Eyes to See

Day 1 of 2

At a Glance Exercise Materials Minutes

Introducing the Read-Aloud

Domain Introduction

Instructional Master 1A-1

Making Connections

Vocabulary Preview:

Sight, Harmful

Purpose for Listening

Presenting the Read-Aloud

I Use My Eyes to See

gumballs, gummy bears 10

Discussing the Read-Aloud

Comprehension Questions



Complete Remainder of the Lesson Later in the Day

Extensions

Multiple Meaning Word Activity:

Pupil

Poster 1M (Pupil)

Syntactic Awareness Activity:

Expanding Sentences

Vocabulary Instructional Activity:

Leap

images associated with

the word leap; chart paper;

markers: red, yellow, green

End-of-Lesson Check-In

Response Cards for The Five

Senses

Take-Home Material

Family Letter

Instructional Masters 1B-1,

1B-2, 1B-3

Advance Preparation

Prepare a copy of Instructional Master 1A-1 for each student. Make sure

that each student gets a set of five Response Cards (one Response Card

per sense). Refer to them as Response Cards for The Five Senses. You

may wish to have students place them in zip-top bags and store in their

desk when they are not in use. Students can use these Response Cards

for discussion, review, and to answer questions.

For Vocabulary Instructional Activity, prepare various pictures associated

with the word leap for a Word Web. (See activity for picture suggestions.)

22 The Five Senses: Supplemental Guide 1A | I Use My Eyes to See

For End-of-Lesson Check-In, make up basic questions about the five

senses for students to answer using the Response Cards for The Five

Senses.

Note to Teacher

As students begin to explore their five senses, beginning with sight, it is

important to help them make the connection between their senses and

the body parts associated with each sense. You may wish to introduce

and review each sense with a video and/or song.

Introducing the Read-Aloud 15 minutes

Domain Introduction

• Tell students that over the next several days, they are going to

learn about the different parts of their bodies and the five senses

associated with the body parts.

 Show image 1A-1: Five photos demonstrating senses

• Point to each picture within the image and ask students what they see.

• Invite students to come up to the picture one at a time and point

to the picture as they describe it. Acknowledge correct answers by

reiterating what students say.

• Distribute a set of the Response Cards from Instructional Master 1A-1

to each student. Go over each card and tell students which sense

each card represents. Have students identify the body part that

corresponds to each sense: sight (eyes), hearing (ears), taste (tongue),

smell (nose), and touch (skin/hands).

Making Connections

• Tell students that today they are going to learn about the sense of sight.

• Have students repeat the phrase sense of sight while pointing to their

eyes.

• Ask them to close their eyes for a second and think about colors.

Then instruct them to open their eyes and look quietly around the

room for a moment.

• Ask students, “Which colors do you see in the classroom?”

• Encourage students to elaborate their response by being more

descriptive and using a variety of words for color choices (magenta,

The Five Senses: Supplemental Guide 1A | I Use My Eyes to See 23

mustard, sage, burnt orange, rose, etc.) while pointing to or holding

the objects that are being referenced.

Vocabulary Preview

Sight

1. Today’s lesson is about your sense of sight.

2. Say the word sight with me three times.

3. If you can see things, then you have sight. A sight is also something

you see.

4. Julianne is able to see the front board because of her sense of sight.

The fireworks on the Fourth of July are an amazing sight.

5. Tell your partner about something you are able to see because of your

sense of sight. Use the word sight when you tell about it. For example,

you could say, “I can see [name of student] because of my sense of

sight.” Each person gets three turns.

Harmful

1. Today you will learn that you blink when you think something harmful

will come into your eye like sand or a bug.

2. Say the word harmful with me three times.

3. Harmful means able to hurt someone or something.

4. Poking my eye with my finger is harmful to my eye.

Riding my bike without a helmet is harmful to my safety.

5. Tell your partner something you think is harmful. Use the word harmful

when you tell about it. I will call on a few of you to share.

Purpose for Listening

Tell students that they are going to listen to a read-aloud to learn more

about the sense of sight. The main topic, or idea, in this lesson is the

sense of sight. Tell them to listen carefully for the names of the different

parts of the eye and what each part of the eye does.

By the end of the lesson, students should be able to:

 Identify the five senses

 Identify the body parts associated with the five senses

 Describe the sense of sight

 Identify the parts of the eye and their functions

24 The Five Senses: Supplemental Guide 1A | I Use My Eyes to See

Presenting the Read-Aloud 10 minutes

I Use My Eyes to See

 Show image 2A-1: Boy leaping onto a rock

What is the boy doing in this picture?

[Students will probably respond using the word jump. Tell students another

word for jump is leap.]

The boy in the picture is leaping.

Do you think his eyes should be open or closed?

[Call on a few students to answer.]

Hopefully his eyes are open. Think about how much more dangerous

it would be to leap with your eyes closed!

[Model leaping. Call on a few students to come to the front and show the

difference between walk, skip, hop, jump, and leap.]

We use our eyes to see, and our sense of sight helps to keep us safe.

Point to your eyes and repeat the words sense of sight with me.

[Point to your eyes and say, “sense of sight.”]

 Show image 2A-2: Boy looking to cross the street

Your eyes help protect the rest of your body from getting hurt by

bumping into a chair or falling down the stairs. Protect means to keep

something safe from harm. Your sense of sight protects you.

 Show image 2A-3: Child’s head with round eyeball

Your eyes are like round balls about the size and shape of this

gumball.

[Hold up a gumball for students to see, and then hold it next to the picture of

the eye for students to compare.]

But your eyes are not hard like gumballs; they are actually squishy like

gummy bears.

[Show students how a gummy bear is squishy.]

And your eyes are inside holes in your head called eye sockets, so

that they won’t get dirty or poked.

The Five Senses: Supplemental Guide 1A | I Use My Eyes to See 25

 Show image 2A-4: Girl with eyes shut

This girl is blinking.

[Model blinking for students and have students blink with you.]

You are blinking when your eyelids come down and cover your

eyeballs.

[Point to the girl’s eyelids in the picture.]

Even when you are not thinking about it, your eyes blink by

themselves every few seconds. Your eyes need to blink to keep your

eyeballs moist, or a little bit wet. You also blink if something harmful

like sand or a small bug gets into your eye.

The long hairs on your eyelids are called eyelashes.

[Point to the girl’s eyelashes and ask the students to say eyelashes.]

Your eyelashes help keep dirt out of your eyes. And your eyebrows

are important too.

[Point to the girl’s eyebrows and ask students to say eyebrows.]

Your eyebrows help keep water and sweat from dripping down into

your eyes.

 Show image 2A-5: Tears

Tears come out of your tear ducts to protect your eyes, too

[Point to the girl’s tears.]

Tears keep your eyes moist and help make harmful things like dirt and

small bugs come out of your eyes.

 Show image 2A-7: Eye color

Your eyelids, eyelashes, and eyebrows protect your eyes from the

outside

[Point to the eyelids, eyelashes, and eyebrows in the picture and ask students

to name them along with you.]

But what about protecting the inside of your eyes? Luckily, eyes can

protect themselves with the help of the iris and the pupil.

[Point to the iris and pupil. Tell students to say iris and pupil as you point to

them in the pictures.]

26 The Five Senses: Supplemental Guide 1A | I Use My Eyes to See

See the tiny black dot right in the middle of the eye?

[Point to a pupil in the picture.]

This tiny black dot is a covered hole called the pupil.

See the different colors around these pupils? This colored ring

around the pupil is called the iris.

[Point around to the various irises in the picture and mention the colors of the

irises.]

 Show image 2A-8: Dual image of eye in light (large iris, small pupil)

and eye in dark (large pupil, small iris)

Light comes into your eye through your pupil, and your iris controls

how much light comes in by making your pupils bigger or smaller.

[Point to the side with the moon.]

When it is dark, like it is at night, your irises make your pupils bigger

so that more light can come in and that makes it easier for you to see.

[Point to the side with the sun.]

When it is bright, like it is during the daytime, your irises make your

pupils smaller so that less light can come in and that keeps you from

being blinded.

 Show image 2A-6: Diagram of eye

We learned many new things about our eyes today! Let’s take a look

at a picture of an eye.

[Point to each part as you name it.]

Say the different parts of the eye with me: eyelid, eyelash, eyebrow,

tear duct, pupil, and iris. Now you try saying them as I point:

[Point to the eyelid, eyelash, eyebrow, tear duct, pupil, and iris.]

 Show image 2A-7: Eye color

Aren’t you glad that all these parts of your eyes are working hard to

give you sight and help you see the world around you? Your eyes are

protecting you and you can protect your eyes, too, by not putting

anything into your eyes, especially your fingers.

The Five Senses: Supplemental Guide 1A | I Use My Eyes to See 27

Discussing the Read-Aloud 10 minutes

Comprehension Questions

If students have difficulty responding to questions, reread pertinent lines

of the read-aloud and/or refer to specific images. If students give one-

word answers and/or fail to use read-aloud or domain vocabulary in their

responses, acknowledge correct responses by expanding the students’

responses using richer and more complex language. To the extent that

they are able, ask students to answer in complete sentences, even short

sentences. Model answers using complete sentences for students.

Inferential What is the main topic, or idea, of this lesson?

• The main topic, or idea, is the sense of sight.

2. Literal Which part of your body does your sense of sight use?

• My sense of sight uses my eyes.

3. Literal Which parts of your eyes come down over your eyes when you

blink?

• My eyelids come down over my eyes when I blink.

4. Literal Which parts of your eyes brush dirt away from your eyes?

• My eyelashes brush dirt away from my eyes.

5. Literal Which parts of your eyes keep sweat from dripping down into

your eyes?

• My eyebrows keep sweat from dripping down into my eyes.

6. Literal Which parts of your eyes do tears come out from?

• My tears come out from my tear ducts.

7. Literal What is the small black hole in the center of your eye?

• The pupil is the small black hole in the center of my eye.

8. Literal What do you call the colorful part of the eye?

• The iris is the colorful part of the eye.

 Complete Remainder of the Lesson Later in the Day

28 The Five Senses: Supplemental Guide 1B | I Use My Eyes to See

Extensions 15 minutes



Multiple Meaning Word Activity

Associated Phrase: Pupil

Note: You may choose to have students hold up one or two fingers to

indicate which image shows the meaning being described or have a

student walk up to the poster and point to the image being described.

1. Show Poster 1M (Pupil). In the read-aloud you heard, “[T]he tiny black

dot in the middle of your eye is called the pupil. Which picture shows

this?

2. Pupil also means something else. Pupil also means a school-aged

child, like a student. Which picture shows this?

3. [Point to the pupil of the eye.]

With your partner, talk about what you

think of when you see this kind of pupil. I will call on a few partners to

share what they discussed. Try to answer in complete sentences.

• When I think of this kind of pupil, I think of a tiny black dot, where light

comes in, part of the eye, gets smaller and bigger, iris, etc.

4. [Point to the pupils sitting at their desk.] Now with your partner, talk

about what you think of when you see this kind of pupil. I will call on a

few partners to share what they discussed. Try to answer in complete

sentences.

• When I think of this kind of pupil, I think of a student, school, someone

my age, learning, etc.



Syntactic Awareness Activity

Expanding Sentences

Directions: I will show you a picture. Then I will ask you one question at a

time about the picture. Each time you answer a question, we will add it to

our sentence to make our sentence expand, or become longer.

Note: There may be variations in the sentences created by your class.

Allow for these variations and restate students’ sentences so that they

are grammatical. Repeat each sentence for the students. If necessary,

ask students to repeat your sentence.

I Use My Eyes to See

Day 1 of 2

The Five Senses: Supplemental Guide 1B | I Use My Eyes to See 29

 Show image 2A-4: Girl with eyes shut

1. Who is in this picture? (A girl.)

A girl.

2. What is her name? (Alisha)

A girl named Alisha.

3. What is she doing? (blinking)

A girl named Alisha is blinking.

4. Why is she blinking? (It is too bright.)

A girl named Alisha is blinking because it is too bright.

Alisha is blinking is because it is too bright.

Extending the Activity

• You can continue this activity by asking other questions like: Where is

Alisha? Why is it too bright?

Variations

• Students ask the questions

➶

Above and Beyond: Students work with their partners to ask

questions and expand their own sentence.



Vocabulary Instructional Activity

Word Web: Leap

Materials: chart paper; yellow marker, green marker, red marker;

pictures associated with leap

 Show image 2A-1: Boy leaping onto a rock

1. In the lesson you heard, “Think about how much more dangerous it

would be to leap with your eyes closed!”

2. Say leap with me three times.

3. To leap is to jump but not just a regular jump. To leap is to quickly

jump a large distance, usually over something, like this boy, leaping

over rocks.

30 The Five Senses: Supplemental Guide 1B | I Use My Eyes to See

4. We will make a Word Web for the word leap

[If you have pictures ready, use the pictures. Otherwise, write the

word leap in the center of the paper and circle it.]

word

(A) Related (yellow)

(B) Synonyms (green)

Word Web Template

Note: Explain that you are going to write down what students say,

but that they are not expected to be able to read what you write

because they are still learning all the rules for decoding. Tell them it is

important for you to remember what they have said, and that you will

read the words to them.

5. Tell me what you think of when you hear the word leap.

[For words related to leap—like puddle, playground, and playing—

write these words at the top and bottom of leap and use yellow lines

to connect these words to the center. For words that have similar

meaning to leap—like jump, jump off, spring—write these words to the

left of leap and use green lines to connect these words to the center.]

6. Tell me what you think is the opposite of leap.

[For words that have opposite senses to leap—like sit, lying down,

walk—write these words to the right of leap and use red lines to

connect these words to the center.]

7. If you have not already done this, act out the differences between

walk, hop, skip, jump, and leap.

8. Tell your partner what leap means, using what you have learned from

the Word Web. Try to use complete sentences.

[Throughout this domain, encourage students to continue thinking

about the word leap and add additional words that are related to,

similar to, and opposite of leap as they arise.]

The Five Senses: Supplemental Guide 1B | I Use My Eyes to See 31



End-of-Lesson Check-In

I Use My Eyes to See

Choose four students to focus on and record their scores on the Tens

Recording Chart. For this kind of informal observation, you should

give a score of zero, five, or ten based on your evaluation of students’

understanding and language use.

0 Emergent understanding and language use

5 Developing understanding and language use

10 Proficient understanding and language use

• Remind students that they have learned new words and information

about their eyes and the sense of sight.

• Ask them to talk to their partner about what they have learned today

using as many new words and as much new information as they can.

• Students may also use this time to ask their partner about unknown

words in the read-aloud.

• Have students use the Response Cards for The Five Senses to

answer questions you have made up about five senses; e.g., Which of

my five senses helps me to see? to hear? to smell? Which sense do I

use my eyes for?

Items to listen for:

• The words sight and harmful

• The word pupil

• The word leap

• The term sense of sight

• Any words related to the parts of the eye

• Any information about the sense of sight

Take-Home Material

Family Letter

Send home Instructional Masters 1B-1, 1B-2, and 1B-3.

32 The Five Senses: Supplemental Guide 1C | I Use My Eyes to See

At a Glance Exercise Materials Minutes

Reviewing the Read-Aloud

Five Senses Review

Image Cards 1–5; Response

Cards for The Five Senses

What Have We Learned?

Instructional Masters 1C-1,

1C-2

Making Connections

Vocabulary Review:

Sight, Harmful

Purpose for Listening

Presenting the Interactive

Read-Aloud

I Use My Eyes to See

gumballs, gummy bears 15

Discussing the Read-Aloud

Comprehension Questions

Word Work: Protect



Complete Remainder of the Lesson Later in the Day

Extensions

Sayings and Phrases: Look Before

You Leap

The Eye

Instructional Master 1D-1;

drawing tools

Advance Preparation

For What Have We Learned?, give each student a copy of The Five

Senses Chart for sight (Instructional Master 1C-1). Students will show

their understanding of the sense of sight by filling out the chart using

their own drawings or cutting and pasting images from the image sheet

(Instructional Master 1C-2) or from magazines. Please note that the image

sheet can be used in later lessons.

I Use My Eyes to See

Day 2 of 2

The Five Senses: Supplemental Guide 1C | I Use My Eyes to See 33

Reviewing the Read-Aloud 10 minutes

Five Senses Review

 Show image 1A-1: Five photos demonstrating senses

• Invite students to come up to the picture one at a time and point to a

picture and say the sense and its associated body part: sight (eyes),

hearing (ears), taste (tongue), smell (nose), and touch (skin/hands).

• Then use Image Cards 1–5 to review each of the senses. Alternatively,

you may have students use the Response Cards for The Five Senses

to answer questions. As you show each Image Card, ask: “What body

part is this and how do you use it?”

What Have We Learned?

 Show image 2A-7: Eye Color

• Remind students that they learned about their eyes and the sense of

sight.

• Ask students questions about the different parts of the eye and their

functions. Have some students point to different parts of the eye in

the picture. If they have a hard time describing the functions of the

different parts, say it for them and have the whole class repeat.

• Eyelids blink to keep my eyes moist and to protect my eyes. Pupils let

light come into my eyes. Irises control my pupil size and how much light

can come into my eyes. Eyelashes keep dirt from going into my eyes.

The Five Senses Chart

• Give each student a copy of Instructional Master 1C-1. Instruct

them to draw or find pictures from Instructional Master 1C-2 or from

magazines to cut and paste onto their chart.

• You can prompt students by asking: “Which body parts are used for

the sense of sight? What can you do with the sense of sight?”

• After students have finished filling in their chart for the sense of sight,

have them discuss with their partner or home-language peers what

they have put onto their chart.

Making Connections

• Have students share with their partner if they know how to say eyes in

a different language.

34 The Five Senses: Supplemental Guide 1C | I Use My Eyes to See

• Have students share with their partner if they know how to say see in

a different language.

• Ask for volunteers to share how they say eyes and see in a different

language.

Vocabulary Review

Sight

1. You have heard the word sight before, like in this sentence, “We use

our eyes to see, and our sense of sight helps to keep us safe.”

2. Sight is the act of seeing and looking at things with your eyes. A sight

is also something you see with your eyes.

3. Taking turns with your partner, use the word sight in a sentence to tell

about some of your favorite sights. I will call on some of you to share.

Harmful

1. You have heard the word harmful before, like in this sentence, “Tears

keep your eyes moist and help make harmful things like dirt and small

bugs come out of your eyes.”

2. Something is harmful if it can hurt someone or something.

3. Taking turns with your partner, ask one another whether the action

you say are harmful or not harmful. For example, your partner may

ask, “Is smelling a flower harmful?” And you would answer, “No, that

is not harmful.” Each person can ask three questions.

Purpose for Listening

Ask students to identify the main topic, or idea, of the lesson. Tell

students that this is the second time they will hear this read-aloud, but

it is different from the first time because they will do most of the talking

about their eyes and the sense of sight.

By the end of the lesson, students should be able to:

 Describe the sense of sight

 Provide simple explanations about how the eye works

 Describe some ways people take care of their bodies

 Describe some ways the sense of sight protects people from harm

The Five Senses: Supplemental Guide 1C | I Use My Eyes to See 35

Presenting the Interactive Read-Aloud 15 minutes

The dialogic factors and instructional conversations within the lesson can

be altered based on the needs of the class and professional judgment.

Please keep in mind the Core Content Objectives for this lesson as you

make adjustments to this interactive read-aloud.

I Use My Eyes to See

 Show image 2A-1: Boy leaping onto a rock

What is the boy doing in this picture?

[Call on a few students; listen for the word leap.]

The boy in the picture is leaping. Talk with your partner about what it

means to leap.

[Allow fifteen seconds for students to talk.]

Hopefully his eyes are open while he leaps. Think about how

dangerous it would be to leap with your eyes closed! You might hear

people say, “Look before you leap.” Say this saying together with me:

“Look before you leap.” When people say, “Look before you leap,”

they want you to be careful and to think before you act. We will talk

more about the saying “look before you leap” later today.

 Show image 2A-2: Boy looking to cross the street

Your eyes help protect the rest of your body from getting hurt. Talk

with your partner about two ways your eyes protect you. I will call on

two partner pairs to share their answers.

[Allow thirty seconds for students to talk. Then, model answers for students as

necessary, “My eyes protect me by .” Sample answers may include look

out for cars while crossing the street, see harmful situations and stay away,

steer away from the swing if someone is on it, etc.]

Your sense of sight protects you.

 Show image 2A-3: Child’s head with round eyeball

[Hold up the gumball.]

How is your eyeball the same as this gumball? How is your eyeball

different from this gumball? Try to use the words same and different

in your answers.

[Call on a two volunteers to answer.]

36 The Five Senses: Supplemental Guide 1C | I Use My Eyes to See

Your eyes are round and about the same size as this gumball,

but your eyes are not hard like a gumball. They are squishy like a

gummy bear.

[Show students how the gummy bear is squishy. Remind students that they

should not put their fingers in their eyes.]

 Show image 2A-4: Girl with eyes shut

This girl is blinking. Can you show me how you blink? You are blinking

when your eyelids come down and cover your eyeballs. Even when

you are not thinking about it, your eyes blink by themselves every few

seconds.

Why do we need to blink?

[Call on two students to share their answer.]

What are the hairs on your eyelids called?

[Pause for students to answer.]

[Point to the girl’s eyelashes.]

Say the word eyelashes. Your eyelashes help keep dirt out of your

eyes. And what are the hairs above your eyes called?

[Point to the girl’s eyebrow.]

Say the word eyebrows. Your eyebrows help keep water and sweat

from dripping down into your eyes.

 Show image 2A-5: Tears

Tears come out of your tear ducts to protect your eyes, too. Have you

ever had tears in your eye because something, like dirt, got into it?

Tell your partner what happened.

[Allow thirty seconds for students to talk. Call on two students to share.]

 Show image 2A-7: Eye color

Your eyelids, eyelashes, and eyebrows protect your eyes from the

outside.

[Point to eyelids, eyelashes, and eyebrows in the picture and ask students to

name them.]

The Five Senses: Supplemental Guide 1C | I Use My Eyes to See 37

But what is protecting the inside of your eyes?

[Call on two volunteers to share their answers. Listen for the words pupil and

iris.]

Luckily, eyes can protect themselves with the help of the iris and

the pupil. Remember pupil has another meaning. What is the other

meaning of pupil?

[Call on a student to answer]

That’s right, pupil also means student. See the tiny black dot right in

the middle of the eye?

[Point to a pupil in the picture.]

This tiny black dot is a covered hole called the pupil. See the different

colors around these pupils?

[Point around to the various irises in the picture and name their color.]

This color ring around the pupil is called the iris.

 Show image 2A-8: Dual image of eye in light (large iris, small pupil

and eye in dark (large pupil, small iris)

Look at the two sides of this picture. Explain to your partner why one

pupil is larger than the other pupil.

[Allow thirty seconds for students to talk. Call on a volunteer partner pair to

answer the question.]

 Show image 2A-6: Diagram of eye

Let’s take a look at a picture of an eye. Say the different parts of the

eye as I point to them.

[Point to eyelid, eyelash, eyebrow, tear duct, pupil, and iris.]

Now with your partner, talk about each part of your eye and what it

does. For example, you can say, “My eyelids blink to keep my eyes

moist.”

[Allow one minute for students to talk. Then call on one student at a time to

name a part of the eye and its function.]

My eyelids blink to keep my eyes moist and to protect my eyes.

My eyelashes keep dirt away from my eyes.

38 The Five Senses: Supplemental Guide 1C | I Use My Eyes to See

My eyebrows keep sweat and water from dripping down into my

eyes.

My tear ducts make tears that keep my eyes moist and wash away

dirt and small bugs.

My pupil lets light into my eye.

My iris controls the size of my pupil and how much light comes into

my eye.

 Show image 2A-7: Eye color

Aren’t you glad that all these parts of your eyes are working hard to

give you sight and help you see the world around you? Your eyes are

protecting you and you can protect your eyes, too, by not putting

anything into your eyes. Especially what?

[Call on a student to answer.]

That’s right, your fingers.

The next time you hear someone say, “Look before you leap,” tell your

eyes a quiet “thank you” for helping to keep you safe!

Discussing the Read-Aloud 10 minutes

Comprehension Questions

If students have difficulty responding to questions, reread pertinent lines

of the read-aloud and/or refer to specific images. If students give one-

word answers and/or fail to use read-aloud or domain vocabulary in their

responses, acknowledge correct responses by expanding the students’

responses using richer and more complex language. To the extent that

they are able, ask students to answer in complete sentences, even short

sentences. Model answers using complete sentences for students.

Inferential Why do you need to blink?

• I need to blink to keep my eyes moist and to keep harmful things from

getting into my eyes.

2. Inferential Why do your pupils change in size?

• They get larger when it’s dark to let in more light and smaller when it’s

bright so they are not harmed by too much light.

The Five Senses: Supplemental Guide 1C | I Use My Eyes to See 39

3. Inferential What will happen to your pupils when you go outside into

the sunlight?

• My pupils will get smaller.

What will happen to your pupils when you go into a dark room?

• My pupils will be bigger.

4. Inferential How can you protect your eyes?

• I can protect my eyes by not putting anything in them, especially my

fingers.

[Please continue to model the Think Pair Share process for students, as

necessary, and scaffold students in their use of the process.]

I am going to ask a question. I will give you a minute to think about the

question, and then I will ask you to turn to your partner and discuss the

question. Finally, I will call on several of you to share what you discussed

with your partner.

Sentence Frames

Do your eyes protect you? (Yes/

No)

My eyes help me to . . .

My eyes keep me safe when . . .

5. Evaluative Think Pair Share: How do your eyes protect you and keep

you safe?

• Answers may vary, but could include: My eyes help me to see things and

keep me from bumping into things. My eyes help me to see if there are

cars coming when I cross the street.

6. After hearing today’s read-aloud and questions and answers, do

you have any remaining questions? [If time permits, you may wish to

allow for individual, group, or class research of the text and/or other

resources to answer these remaining questions.]

Word Work: Protect

1. In the read-aloud today you heard, “Your eyes protect the rest of your

body from getting hurt.”

2. Say the word protect with me three times.

3. Protect means to keep something or someone safe from harm or from

getting hurt.

4. I protect my small dog from bigger dogs when we are walking in my

neighborhood by walking on the other side of the street.

5. Tell your partner about a time that you protected someone or

something or about a time someone protected you. Use the word

protect or protected.

40 The Five Senses: Supplemental Guide 1C | I Use My Eyes to See

[Call on three students to share. If necessary, guide and/or rephrase

the students’ responses: “I protected when . . . ”]

6. What’s the word we’ve been talking about?

Use a Making Choices activity for follow-up. Directions: I am going to

describe some things. If what I describe can protect you, say, “That

protects me,” and then tell me how. If it cannot protect you, say, “That

doesn’t protect me.”

1. the fence around my yard

• That protects me. It keeps stray animals out of my yard.

2. my seatbelt

• That protects me. It keeps me safe in an accident.

3. my pencil

• That doesn’t protect me.

4. holding a grown-up’s hand next to a busy street

• That protects me. It can pull me back if I step out into the street when

there are cars.

5. my neighbor’s cat

• That doesn’t protect me.

6. my bicycle helmet

• That protects me. It keeps my head safe if I fall and bump my head.

 Complete Remainder of the Lesson Later in the Day

The Five Senses: Supplemental Guide 1D | I Use My Eyes to See 41

Extensions 15 minutes

Sayings and Phrases: Look Before You Leap

Proverbs are short, traditional sayings that have been passed along orally

from generation to generation. These sayings usually express general

truths based on experiences and observations of everyday life. Although

some proverbs do have literal meanings—that is, they mean exactly what

they say—many proverbs have a richer meaning beyond the literal level.

It is important to help students understand the difference between the

literal meanings of the words and their implied or figurative meanings.

• Remind students of the phrase “look before you leap.” Tell them that

the phrase “look before you leap” has two meanings. It can mean to

watch where you are walking or jumping in order to keep your body

safe. So we might tell the boy in this picture, “Look before you leap.”

 Show image 2A-1: Boy leaping onto a rock

• Tell students that “look before you leap” can also mean to make

decisions carefully by thinking about what might happen before they

do something so that they won’t be sorry later.

• Explain to students that “look before you leap” can mean to use their

eyes to protect themselves or to use their brain to make a good decision

or choice before they do something, so they won’t be sorry later.

• For instance, share the following example of a figurative use with

students: “You might be so angry at a friend that you forget to ‘look

before you leap.’ Instead you tell her you won’t go to her birthday

party. Then later in the day, you start to think about how much fun you

are going to miss at the party and you are sad. You are sorry you said

you were not going to go to the party. You wish that you had ‘looked

before you leaped’ by thinking more and making a better decision

before you told your friend that you would not go to the party.”

I Use My Eyes to See

Day 2 of 2

42 The Five Senses: Supplemental Guide 1D | I Use My Eyes to See



The Eye

• Using Instructional Master 1D-1, have students complete the picture

of the eye. This worksheet is a good review of all of the parts

of the eye and may be helpful if students had difficulty with the

comprehension questions about the read-aloud.

• Tell students that this is a picture of an eye, but a lot of its parts are

missing. Tell them they are going to draw the parts of the eye while

working with a partner.

• Tell them to look at their partner’s eyelashes. Then tell them to

draw eyelashes on the diagram. Do this with each part of the eye

(eyelashes, eyebrows, iris, pupil).

• Tell students to be sure to color in the iris! Encourage them to use

more than one color to capture the flecks of other colors in their

partner’s irises.

• Then have students explain to their partner the different parts of the

eye they drew and their functions. Have students respond to their

partner’s drawing with comments about parts of the drawing that are

accurate and with suggestions to add detail to the picture.

The Five Senses: Supplemental Guide 2 | I Use My Ears to Hear 43

I Use My Ears To Hear

 Lesson Objectives

Core Content Objectives

Students will:

 Describe the sense of hearing

 Identify the parts of the ear

 Provide simple explanations about how the ear works

 Describe some ways people take care of their bodies

 Describe some ways the sense of hearing protects people and from

harm

 Describe how the sense of hearing helps people learn about their

world

Language Arts Objectives

The following language arts objectives are addressed in this lesson.

Objectives aligning with the Common Core State Standards are noted

with the corresponding standard in parentheses. Refer to the Alignment

Chart for additional standards addressed in all lessons in this domain.

Students will:

 Listen to, understand, and recognize the song “Hush Little Baby” (RL.K.5)

 With prompting and support, identify the main topic and retell key

details from “I Use My Ears to Hear”

(RI.K.2)

 With prompting and support, describe the connection between sound

waves and ocean waves, and between “Hush Little Baby” and the

sense of hearing

(RI.K.3)

 With prompting and support, identify differences between ideas from

two texts, such as the difference between covering ears and closing

eyes, and the difference between the song “Hush Little Baby” and the

informational read-aloud “I Use My Ears to Hear”

(RI.K.9)

44 The Five Senses: Supplemental Guide 2 | I Use My Ears to Hear

 Use a combination of drawing and dictating to present information

about sound and volume

(W.K.2)

 With guidance and support from adults, respond to suggestions from

peers and add detail to strengthen pictures related to sound and

volume

(W.K.5)

 With assistance, categorize and organize loud sounds and soft

sounds

(W.K.8)

 With assistance, categorize information about the sense of hearing on

a chart

(W.K.8)

 Add drawing or other visual displays to a picture showing sound and

volume to provide additional detail

(SL.K.5)

 Produce and expand complete sentences in shared language

activities by combining two short sentences into one longer sentence

(L.K.1f)

 Use the most frequently occurring prepositions—out, up, and down—

when producing and expanding complete sentences

(L.K.1e)

 Identify new meanings for wave and apply them accurately (L.K.4a)

 Categorize loud sounds and soft sounds to gain a sense of the

concept of volume

(L.K.5a)

 Demonstrate understanding of the adjective invisible by relating it to

its opposite, visible

(L.K.5b)

 Identify real-life connections between words—sound, hear, wave,

volume, and invisible—and their use

(L.K.5c)

 Distinguish shades of meaning between roar and whisper by acting

out the meanings

(L.K.5d)

The Five Senses: Supplemental Guide 2 | I Use My Ears to Hear 45

Core Vocabulary

echo, n. A sound that you hear again after it bounces off

something, such as a large mountain or building

Example: Surrounded by mountains, I shouted and then heard an echo

of my shout.

Variation(s): echoes

invisible, adj. Not able to be seen

Example: Sound is invisible.

Variation(s): none

sound waves, n. Waves or bands of noise

Example: The sound waves from the music playing down the street

carried all the way to my bedroom.

Variation(s): sound wave

vibrate, v. To move back and forth in a very small motion

Example: Passing trains make my house vibrate.

Variation(s): vibrates, vibrated, vibrating

volume, n. The loudness of a sound; how loud or quiet a sound is

Example: Please turn down the volume on the TV.

Variation(s): none

Vocabulary Chart for I Use My Ears to Hear

Core Vocabulary words are in bold.

Multiple Meaning Word Activity word is underlined.

Vocabulary Instructional Activity words have an asterisk (*).

Suggested words to pre-teach are in italics.

Type of Words Tier 3

Domain-Specific Words

Tier 2

General Academic Words

Tier 1

Everyday-Speech Words

Understanding

ear

eardrum

echo

hear

vibrate

volume*

but

invisible*

loud/quiet

noise

ocean

Multiple Meaning

sound

wave

Phrases

sound waves

sense of sound

figure out turn off

bounce off

fire alarm

Cognates

el eco

vibrar

el volumen*

sentido del sonido

invisible* océano

quieto/quedo

sonar

46 The Five Senses: Supplemental Guide 2 | I Use My Ears to Hear

Image Sequence

This is the order Flip Book images will be shown for this read-aloud.

Please note that it uses the same sequence as the Tell it Again! Read-

Aloud Anthology.

• 3A-1: Different kinds of ears

• 3A-2: Sound wave diagram

• 3A-3: Echo Point

• 3A-4: Ear diagram

• 3A-5: Red fire alarm

• 3A-6: Ear protection

The Five Senses: Supplemental Guide 2A | I Use My Ears to Hear 47

At a Glance Exercise Materials Minutes

Introducing the Read-Aloud

Lesson Introduction

Making Connections

Vocabulary Preview:

Hear, Sound

Purpose for Listening

Presenting the Read-Aloud

I Use My Ears to Hear

Picture of ocean waves;

drum(s)

Discussing the Read-Aloud

Comprehension Questions



Complete Remainder of the Lesson Later in the Day

Extensions

Multiple Meaning Word Activity:

Wave

Poster 2M (Wave)

Syntactic Awareness Activity:

Sentence Builder

Vocabulary Instructional Activity:

Volume

Different pictures showing

soft and loud sounds; chart

paper; glue or tape

End-of-Lesson Check-in

Response Cards for The Five

Senses

Advance Preparation

For Presenting the Read-Aloud, prepare pictures of ocean waves for

students to see what sound waves might look like as they go up and

down. Bring in drums for students to experience what vibration is like.

For Vocabulary Instructional Activity, prepare pictures that show soft and

loud sounds to help students with the concept of volume as it relates to

sound.

For End-of-Lesson Check-In, make up several questions related to the

five senses, in particular the senses of sight and sound. Have students

point to specific parts of the Response Cards for their answers, if

necessary.

Note to Teacher

I Use My Ears To Hear

Day 1 of 1

48 The Five Senses: Supplemental Guide 2A | I Use My Ears to Hear

You may wish to take small groups of students to a room or a place

that can create echoes. For example, there may be an empty (or mostly

empty) room within the school or a handball wall outdoors. Allow

students to observe sounds at different locations and figure out which

places create echoes and which places do not.

Introducing the Read-Aloud 15 minutes

Lesson Introduction

 Show image 3A-1: Different kinds of ears

• Remind students of the previous lesson and how they learned about

the different parts of their eye and the sense of sight.

• Tell students to look at the pictures as you point to the different kinds

of ears.

• Ask students if they can guess what today’s lesson will be about.

• Explain that many animals have ears that help them hear; ears are

used for hearing.

Making Connections

• Tell students that today they are going to learn about the sense of

hearing.

• Have students repeat the phrase sense of hearing while pointing to

their ears.

• Ask them to close their eyes for a moment, be very quiet, and listen

to all the sounds around them. Then tell them to open their eyes and

think about the sounds that they heard.

• Ask them what they heard. They might have heard the hum of the

overhead lights, the birds and insects outside, the students in the

classroom next door, or someone walking down the hall.

• Encourage students to brainstorm as many sounds as they might

have heard. You might even ask them to close their eyes and listen

one more time.

• Point out that sound can be really loud—like a lion’s roar—or really

quiet—like a whisper. Have them roar like a lion and whisper quietly to

their neighbor.

The Five Senses: Supplemental Guide 2A | I Use My Ears to Hear 49

Vocabulary Preview

Hear

1. Today’s lesson is called “I Use My Ears to Hear.”

2. Say the word hear with me three times.

3. Hear means to take in sounds and listen with your ears.

4. We use our ears to hear.

Did you hear the bell ring?

5. Tell your partner something you heard today. Use the word hear or

heard when you tell about it.

Sound

1. Today you will learn that you are always hearing sounds. Sounds are

all around us.

2. Say the word sound with me three times.

3. Sound is noise you sense with your ears.

4. A fire alarm makes a loud sound.

Huyen likes the sound of his mother singing.

5. Tell your partner about a sound that you like. Use the word sound

when you tell about it.

Purpose for Listening

Tell students that they are going to listen to a read-aloud to learn more

about the sense of sound. The main topic, or idea, in this lesson is their

sense of hearing. Tell them to listen carefully to find out how sound gets

into their ears.

By the end of the lesson, students should be able to:

 Describe the sense of hearing

 Identify the parts of the ear

 Provide simple explanations about how the ear works

50 The Five Senses: Supplemental Guide 2A | I Use My Ears to Hear

Presenting the Read-Aloud 10 minutes

I Use My Ears to Hear

 Show image 3A-1: Different kinds of ears

Your ears are always hearing sounds that come from all around you.

Even if you cover your ears, you will still be able to hear sound. Try it!

[Have students put their hands over their ears.]

Now close your eyes so you can’t see anything.

[Have students close their eyes.]

It’s easy to close your eyes so you can’t see anything. But it is not

easy to turn your ears off because they hear sound all the time.

 Show image 3A-2: Sound wave diagram

Sound travels through the air in sound waves.

Like waves in the

ocean, sound waves go up and down as they move.

[Point to the sounds waves and accentuate the up and down motion.]

And just like ocean waves, sound waves make noise as they move.

[Show students a picture of ocean waves.]

But unlike ocean waves, sound waves are invisible; you can’t see

them. Sound waves are all around you. Can you make a wavy motion

with your arms?

[Invite students to make a wavy motions with their arms with you.]

This is how sound waves move all around us, even though we can’t

see them. Remember that sound waves are invisible.

 Show image 3A-3: Echo Point

It’s easy for sound waves to go through objects like classroom walls

and your hand.

[Point to or touch a wall and your hand.]

But sound waves do not go through everything; sometimes a sound

wave will bounce off an object like the sides of these cliffs to make an

echo.

[Point from one cliff to another to show how an echo travels.]

The Five Senses: Supplemental Guide 2A | I Use My Ears to Hear 51

An echo is a sound that you hear again when sound waves bounce

off something. So with a good, loud shout from this cliff, the sound

waves from your voice bounce off the surrounding cliffs.

[Point from one cliff to another to show how an echo travels.]

A second or two later, you hear your voice echo very clearly, copying

everything you said. Raise your hand if you’ve ever heard your voice

echo.

So how does sound get in your ear?

 Show image 3A-4: Ear diagram

Once the sound waves travel into your ear, they bounce off of your

eardrums.

[Using a wavy motion, point from the bee to the eardrum to show how sound

waves travel from outside the ear to the eardrum.]

Your eardrums are inside your ears and, like real drums, when they

get bumped, they vibrate back and forth.

[If available, demonstrate how a real drum vibrates when hit. Allow a few

students to try hitting the drum to feel the vibration.]

When these vibrations move from your ear to your brain, your brain

can figure out what sound made the vibrations.

[Point from the eardrum to where the brain would be located.]

Your brain can also figure out if the sound is loud or quiet, and if it’s

high or low.

 Show image 3A-5: Red fire alarm

One way to talk about a sound is to tell how loud or quiet it is.

This is called the volume. Say the word volume with me.

A whisper is a quiet or soft sound and has a low or soft volume.

Whisper something to your partner.

A fire alarm is a loud sound and has a high or loud volume. Can you

mimic the sound of a fire alarm?

A fire alarm is supposed to be really loud so people can hear it clearly.

The loud volume of the fire alarm makes you want to run away from

it. This is one way your sense of hearing helps to protect you.

52 The Five Senses: Supplemental Guide 2A | I Use My Ears to Hear

 Show image 3A-6: Ear protection

And you should protect your ears and your sense of hearing. If

you hear a really loud noise, you might quickly use your hands to

cover your ears to keep your eardrums safe from the loud volume

that might hurt them. Show me how you would cover your ears.

Sometimes, people use ear plugs or earmuffs to protect their ears.

[Point to the different pictures of earmuffs.]

So, protect your ears from loud noises, and unless a parent or doctor

is helping you, never put anything in your ears. The only things that

should go in your ears are . . . sound waves!

The Five Senses: Supplemental Guide 2A | I Use My Ears to Hear 53