Este documento lo utilicé de apoyo para el cuaderno de mis estudiantes cuando clasificaron animales, tipos de vertebrados e invertebrados. También muestra brevemente algunas características de cada grupo.

I made this to introduce vertebrate and invertebrate animals. First, I compare an insect and a mammal (try to elicit the answer). Then, I continue by asking about bones. Do all animals have bones? They'll see some examples. You may try asking for more. 
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This presentation is focused on the 5 types of vertebrate animals: mammals, fish, birds, amphibians and reptiles. They'll see some characteristics and facts about them.
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CN02 OA01: Observe, describe and classify vertebrate animals into mammals, birds, amphibians, reptiles or fish, according to some of their characteristics, such as body covering, breathing structure, presence or absence of mammal glands, among others. 

CN02 OA02: Observe, describe and classify invertebrate animals into different groups, such as crustaceans, insects and arachnids, and compare them with vertebrate animals.

This is an assessment on which students have to apply what they learnt about vertebrate and invertebrate animals, by searching for examples on magazines, newspapers or internet, and classify them according to whether they have or not a backbone. They also need to classify vertebrates into mammals, birds, amphibians, reptiles and fish, and invertebrates into crustaceans, insects and arachnids, relating each of these groups with to different colours.

This is a review for vertebrate and invertebrate animals. You can use it as a review worksheet before a test, homework, or even as a formative assessment. 
After studying about gifted and talented students, I realized is a good idea to give them this worksheet even before the start of the unit, to see if there are some kids that already know this information. 

I did this resource with my friend Paula Martínez.

Here I leave you an assessment about Vertebrate and Invertebrate Animals. You can choose to make it formal or informal, at the beginning or end of the unit. 

I did this assessment with my friend Paula Martínez. 

I tried to share it on PDF, but there is one of the pages that is on another direction, so I couldn't save it on the same file. Let me know if it looks weird!

Los verbos son acciones y eso tiene que quedar claro. 
Esta es una guía para repasar los verbos. Poner en contexto y que quede muy claro cuál es la función de éstos. También que existen los tiempos verbales. 

Pequeño recordatorio sobre la manera correcta de escribir los verbos terminados en "aba".

Para cerrar una clase y/o pegar en los cuadernos.

Esta es una tabla para registrar la cantidad de palabras que uno lee en un minuto. En mi colegio tenemos llaveros con palabras de golpe vista que los alumnos usan para practicar su fluidez. La idea es que a lo largo de 4 instancias el niño cuente cuántas palabras lee en un minuto. Es importante que siempre mantenga el mismo orden de lectura, es decir, que siempre empiece con la misma palabra. Con este registro los niños verán que mientras más veces lean esas palabras, mayor cantidad de palabras logran leer. Es un buen instrumento ya que lo ven como una competencia con ellos mismos y están constantemente tratando de superarse.

Lámina para jugar al Veo veo on line y así trabajar la observación y la expresión oral.