77
ED 132 324 DOCUMENT RESUME OB CE 008 751 TIrLE Discover the World of Work. Teacher's Guide/Student Materic.l.s. Spanish/English Career Education Materials. Grades K-6. Police Officer. Level A. :NSTITUTION Educational Factors, Inc., San Jose, Calif. SPONS AGENCY Bureau of Adult, Vocational, and Technical Education (DHEW/GE), Washington, D.C. POE LATE Jun 76 CONTRACT 0EC-0-74-9245 NOTE 87p.; For related documents see CE 008 739-775 AVAILADLE FROM Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 (Stock Number 017-080-01572-2, $49.00 pe: s2t) EELS PiiICE DESCRIPTORS ABS:RACT ME-$0.83 HC-$4.67 Plus Postage. *Career Awareness; Career Education; Elementary Education; English (Second Language) ; Group Instruction; Individual Instruction; Instructional .Materials; Learning Activities; *Learning Modules; *Migrant Child Education; Migrant Education; *Police; Public Service Occupations; *Reading bvelopment; Reading Level; Spanish Speaking; Teac Mg Guides; *Unit Plan Developed for the Spanish-speaking student at the nonreading level (Level A) , this booklet is one of three modules (Levels A, B, and C) in a curriculum unit on the police officer. (The curriculum unit is one of a series of 12 curriculum units, each on a different occupation, designed to develop career awareness in migrant and non-migrant Spanish-speaking students at different reading levels, particularly in grades K-6.) The booklet is divided into three sections: (1) Teaching Unit, which includes a listing of occupations related to the police officer at the entry and professional levels, unit objectives, major activities (two stories), coofdinated subjects (reading and social studies), attitude and awareness concepts, and a suggestion for a large group experience which would provide a broad focus on the career cluster; (2) Student Activities I and II (in separate sections) , which provide full-page pictures corresponding to ie sequences of the stories presented in the teaching unit, and which allow the testing of student learning according to unit objectives; and (3) Criterion Referenced Tests, which correspond to the two studevt activities. All information is presented in both English and Spanish on a simultaneous, page-by-page basis. (TA) Documents acquired by ERIC include many informal unpublished materials not available from other sources. ERIC makes every effort to obtain the best copy available. Nevertheless, items of marginal reproducibility are often encountered and this affects the quality of the microfiche and hardcopy reproductions ERIC makes available via the ERIC Document Reproduction Service (EDRS). EDRS is not responsible for the quality of the original document. Reproductions supplied by EDRS are the best that can be made from the original.

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ED 132 324

DOCUMENT RESUME

OB CE 008 751

TIrLE Discover the World of Work. Teacher's Guide/StudentMateric.l.s. Spanish/English Career EducationMaterials. Grades K-6. Police Officer. Level A.

:NSTITUTION Educational Factors, Inc., San Jose, Calif.SPONS AGENCY Bureau of Adult, Vocational, and Technical Education

(DHEW/GE), Washington, D.C.POE LATE Jun 76CONTRACT 0EC-0-74-9245NOTE 87p.; For related documents see CE 008 739-775AVAILADLE FROM Superintendent of Documents, U.S. Government Printing

Office, Washington, D.C. 20402 (Stock Number017-080-01572-2, $49.00 pe: s2t)

EELS PiiICEDESCRIPTORS

ABS:RACT

ME-$0.83 HC-$4.67 Plus Postage.*Career Awareness; Career Education; ElementaryEducation; English (Second Language) ; GroupInstruction; Individual Instruction; Instructional.Materials; Learning Activities; *Learning Modules;*Migrant Child Education; Migrant Education; *Police;Public Service Occupations; *Reading bvelopment;Reading Level; Spanish Speaking; Teac Mg Guides;*Unit Plan

Developed for the Spanish-speaking student at thenonreading level (Level A) , this booklet is one of three modules(Levels A, B, and C) in a curriculum unit on the police officer. (Thecurriculum unit is one of a series of 12 curriculum units, each on adifferent occupation, designed to develop career awareness in migrantand non-migrant Spanish-speaking students at different readinglevels, particularly in grades K-6.) The booklet is divided intothree sections: (1) Teaching Unit, which includes a listing ofoccupations related to the police officer at the entry andprofessional levels, unit objectives, major activities (two stories),coofdinated subjects (reading and social studies), attitude andawareness concepts, and a suggestion for a large group experiencewhich would provide a broad focus on the career cluster; (2) StudentActivities I and II (in separate sections) , which provide full-pagepictures corresponding to ie sequences of the stories presented inthe teaching unit, and which allow the testing of student learningaccording to unit objectives; and (3) Criterion Referenced Tests,which correspond to the two studevt activities. All information ispresented in both English and Spanish on a simultaneous, page-by-pagebasis. (TA)

Documents acquired by ERIC include many informal unpublished materials not available from other sources. ERIC makes everyeffort to obtain the best copy available. Nevertheless, items of marginal reproducibility are often encountered and this affects thequality of the microfiche and hardcopy reproductions ERIC makes available via the ERIC Document Reproduction Service (EDRS).EDRS is not responsible for the quality of the original document. Reproductions supplied by EDRS are the best that can be made fromthe original.

1r-4

MONK

SPANISH/ENGL1SH CAREER EDUCATION MATERIALSGrades K-6

DISCOVER THE WORLD OF WORKTeachers Guide/Student Materials

DESCUBRE EL MUNDO DEL TRABAJOGula del Maestro/Materlales del Alumno

PRODUCTOR DE FRUTAS

GANADERO

MECANICO DE AUTOS

TELEFONISTA

REPARADOR DE APARATOS ELECTRICOS

DESPACHADOR RECIBIDOR

CARNICERO

CAJERA DE BANCO

DEPENDIENTE

PELUQUERA

ENFERMERA ESCOLAR

OFICIAL DE POLICrA:41

FRUIT GROWER

CATTLE RAW. ri"-.7.13

AUTO MECHAN1,0

TELEPHONE O ATOR

APPLIANCE REPAIR PERSON

SHIPPING AND RECEIVING CLERK

BUTCHER

BANK TELLER

SALES CLERK

BEAUTICIAN

SCHOOL NURSE

Ole POLICE OFFICER

LEVEL A

U S DEPARTMENT OF HEALTH.EDUCATION WELFARENATIONAL INSTITUTE DF

EDUCATION

THIS DOCUMENT HAS ,EEN REPRO-DUCED EXAM v I IVED FROMTHE PERSCP, -*NI.. 'HON ORIGINATING it V t OF IEW OR OPINIONSSTATED DO NO i.ECESSAFILY REPRESENT OFF ICiAL . TiONAL INSTITUTE OFL DUCA 'HON POSITION OR POLICY

2

CAREER EDUCATION MATERIALS IN THE

ELEMENTARY SCHOOL MEET THE NEEDS

OF CHILDREN TO BECOME AWARE OF THE

REQUIREMENTS OF THE ADULT WORLD OF

WORK.

BILINGUAL CAREER MATERIALS MEET THE

NEEDS OF CHILDREN WHOSE HOME ENVI-

RONMENT USES A NON-ENGLISH LANGUAGE

FOR COMMUNICATION. BILINGUAL MATERI-

ALS RELATE THE CHILD TO THE REQUIRE-

MENTS OF HOME COMMUNITY SCHOOL.

3

TABLE OF CONTENTS

Page

Introduction 2

Teaching Unit 4

Student Activity I 55

Student Activity II 65

Criterion Reference Tests 79

Oficial De Politesa.Police Officer

LEVEL A

INTRODUCCON.

LOS MATERIALES PRESENTADOS EN ESTA SERIE DE PROGRAMAS DE

CARRERA BILINGOES DE EDUCACIN SON:

* AUTOCONTENIDOS, PROQUE LOS MATERIALES PUEDEN USARSE

CAST INDEPENDIENTEMENTE POR CUALQUIERA DE LOS MIEMBROS

DE LA TRTADA DE ENSEKIANZA-APRENDIZAJE: PADRE, MAESTRO

Y NIfi0.

Los MATERIALES DEL NIVEL A SON PARA EL ESTUDIANTE

QUE NO LEE QUE TRABAJARA CON UN MAESTRO 0 PADRE,

0 CON AMBOS.

Los MATERIALES DEL NIVEL B SON PARA EL ESTUDIANTE

DE LIMITADA HABILIDAD DE LECTURA QUE CONSTANTEMENTE

ES ESTIMULADO A DESARROLLAR US HABILIDADES DE

LECTURA EN CUALESQUIERA DE LOS DOS IDIOMAS.

Los MATERIALES DEL NIVEL C SON PARA EL ESTUDIANTE

QUE PUEDE LEER EN AMBOS IDIOMAS Y QUE PUEDE REQUERIR

REFUERZO EN EL OTRO IDIOMA PARA MAYOR COMPRENSI6N

DE LAS OPORTUNIDADES DEL MUNDO DEL TRABAJO EN ESTE

PAIS.

* DISEIIADA PARA USO CON MATERIALES Y EQUIPO EN LA

VARIEDAD m4s AMPLIA DE MEDIO AMBIENTES RURALES Y

URBANOS. TODOS LOS MATERIALES SON REPRODUCIBLES

EN LA LOCALIDAD.

5

2

INTRODUCTION

THE MATERIALS PRESENTED IN THIS SERIES OF BILINGUAL CAREER

EDUCATION PROGRAMS ARE:

* SELF-CONTAINED IN THAT THE MATERIALS CAN BE USED ALMOST

INDEPENDENTLY BY ANY MEMBER OF THE TEACHING-LEARNING

TRIAD: PARENT, TEACHER, CHILD.

LEVEL A MATERIALS ARE FOR THE NON-READING STUDENT

WHO WILL WORK WITH A TEACHER OR PARENT, OR WITH

BOTH.

LEVEL B MATERIALS ARE FOR THE STUDENT OF LIMITED

READING ABILITY WHO IS CONSTANTLY ENCOURAGED TO

DEVELOP HIS READING SKILLS IN EITHER LANGUAGE.

LEVEL C MATERIALS ARE FOR THE STUDENT WHO CAN

READ IN EITHER LANGUAGE AND WHO MAY R5QUIRE

REINFORCEMENT IN THE OTHER LANGUAGE FOR GREATER

UNDERSTANDING OF THE WORLD OF WORK OPPORTUNITIES

IN THIS COUNTRY.

* DESIGNED FOR USE WITH MATERIALS AND EQUIPMENT AVAILABLE

IN THE WIDEST VARIETY OF RURAL AND URBAN SETTINGS. ALL

MATERIALS IN THE SERIES ARE LOCALLY REPRODUCIBLE.

SERVICIO PUBLICO

OCUPACION: OFICIAL DE POLICIA

OCUPACIONES RELACIONADAS:

Nivel de entrada Nivel profesional

cadete de policfa Oficial de patrulla de ca-escribiente de la ley minos.

funcionario auxiliar de uncondado.alguacilagente vigilante de delin-cuentes juveniles.juez.

OBJETIVOS:

1. Los alumnos reconocergn cuatro objetos usados por unguardia de seguridad de patrulla.

2. Los alumnos se familiarizargn con cuatro tareas deun guardia de cruce.

3. Los alumnos sergn capaces de reconocer y explicar el usode cinco herramientas que necesita un oficial de pe-licla en su trabajo, marcando los articulos correc-tos de una lista de ocho dibujos de herramientas.

4. Los alumnos sergn capaces de reconocer y explicarcuatro trabajos diferentes ejecutados por un oficialde policfa, eligiendo los artfculos correctos dadosen una lista de ocho trabajos de un oficial de poli-cfa.

ACTIVIDADES PRINCIPALES QUE SE INCLUYEN:

1. Un cuento, Rafael, el guarda de cruce.

2. Un cuento, Perdido en la ciudad.

ASIGNATURAS RELACIONADAS:Lectura y Estudios Sociales.

ACTITUD Y PERCEPCION.

1. Concepto principal que se tratarg: Los individuospueden aprender a ejecutar adecuadamente en una va-riedad de ocupaciones y ambientes ocupacionales.

2. Concepto secundario que se tratarg: En tareas espe-cfficas dadas, un individuo debe aprender a ser res-ponsable de su propia seguridad Y de la de otros.

4

PUBLIC SERVICE

OCCUPATION: POLICE OFFICER

RELATED OCCUPATIONS:

Entry Level

Police CadetLaw Clerk

OBJECTIVES:

Police Officer Level A

Professional Level

Highway Patrol OfficerDeputy SheriffMarshallProbation OfficerJudge

1. The students will re- -)cinize four objects used by asafety patrol guard.

2. The students will become familiar with four tasks of acrossing guard.

3. The students will be able to recognize five items usedby a police officer on his job by marking the correctitem from a picture list of eight tools.

4. The students will be able to recognize four differentjobs performed by a police officer by picking out thecorrect item from a list of eight.

MAJOR ACTIVITIES INCLUDED:

1. A story, Rafael, the Safety Patrol Guard.

2. A story, Lost in the City.

COORDINATED SUBJECTS:

Reading and Social Studies

ATTITUDE & AWARENESS:

1. Major concept to be treated: Individuals can learnto perform adequately in a variety of occupations andoccupational environments.

2. Subconcept to be treated: In performing given tasks,an individual must learn to be responsible for his ownsafety and that of others.

5

ANTES DE LAS LECCIONES.

Los alumnos seran prsentados a la ocupaci6n de Oficial dePolicla como representante de la agrupación de carreras delos Servicios Palicos. El concepto de agrupación usado a-qul es el concepto que emplea la Cficina de Educación de losEstados Unidos, titulado: "Agrupaciones Modificadas" que a-grupa las funciones ocupacionales de la fuerza obrera de lanación en quince amplias areas generales. Para dar una vi-sión amplia de la carrera a la clase, comience las leccionescon una experiencia del grupo.

EXPERIENCIA DEL GRUPO.

Deber5 prepararse el Diario mural con cuadros o dibujosque muestran escenas del pueblo local, de la escuela yde las casas locales. En una de las esquinas de abajo delDiario Mural, monte un sobre que contendra las tarjetas.Cada alumno preparara una o mas tarjetp-3 con un cuaäro odibujo de una persona en una situación de trabajo que hayen esa area. Las tarjetas sern colocailas en el sobre queesta ubicado en una de las esquinas del Diario Mural.Cada dla la maestra pondra la Pregunta del dla, en el Diariomural y los alumnos pueden sacar las tarjetas del sobre queson apropiadas a la pregunta del dia y ponerlas en el DiarioMural e incluso pueden hacer tarjetas nuevas. Algunas pre-guntas tipicas pueden ser: zQuien gasta dinero?, Nuian ne-cesita leer?, Nuién usa un uniforme?, Nuién decide porotras personas?

(careereducation

0 QUESTION OF THE DAY:PREGUNTA DEL DIA :

NUESTRA CASA:OUR HOME

JOB CARD5

TARJETAS DE

OCUPACIONES

0

NUE5-1R A CIUDAD:

Elm

t, 4

OUR TOWN:

NUE STRA ESCUE LA:

OUR SCHOOL:

6

9

Police Officer Level A

BEFORE THE LESSONS.

The stueents will be introduced to the occupation of a PoliceOfficer as representative of the broad career cluster ofPublic Service. The cluster concept used here is the con-cept used by the U.S. Office of Education titled "ModifiedClusters" which groups the occupational functions of thenation's broad focus on the cluster, begin the lessons witha group experience.

LARGE GROUP EXPERIENCE.

The bulletin board should be prepared with pictures or drawingsshowing sL'enes from the local town, of the school, and of thelocal homes. In one lower corner mount a pocket designed tohcld cards. Each student should prepare one or more cardswith a picture or drawing of a person in a work situatiolfound in the area. The cards are then placed in the pocketon the bulletin board. Each day the teacher will mount the"Question of the Day" on the board and the students can thenfrom the pocket take cards appropriate to the question formounting on the board, or even make up new cards. Typicalquestions may be: Who spends money?. Who needs to read?,Who wears a uniform?, Who decides for other people?

careereducation

QUESTION OF THE DM:PREGUNTA DEL DO; :

NUESTRA CASA:OUR HOME:

It

30B CARDS.

TARJETAS DEOCUPACIONES

tbAlko tc1A4l..4, 1'

t1E34.3. "A 'fb

NUE STRA ESCUELA

OUR SCHOOL:

NUESTRA CiUDAD:OUR TOWN:

tri

IIv c21.

ern V-st-4,1

7

10

DISCUSION DE LA CLASE.

Cuando se desee, se puede conducir un periodo de preguntascon los alumnos, relacionado a la Pregunta del dia. Porejemplo para el dfa que la pregunta es: zQui4n usa un uni-forme?

Preguntas:

Concepto:

zQuién usa un uniforme en nuestra comunidad?

clQui6n usa un uniforme fuera de nuestra comu-nidad?

zPor cia hay gente que usa uniforme en ciertostrabajos?

aor qu6 serfa inconveniente para nosotros siel oficial de policia no usara uniforme?

Para ayudar a los alumnos a ser capaces de nombrarvarios caminos para clasificar ocupaciones y obre-ros que trabajan en esas ocupaciones.

CESION INDIVIDUAL1

Haga que cada alumno clasifique una actividad donle se requie-re alguna forma de precaucit5n*de seguridad, tal com ser: du-rante un juego a la pelota, cruzando la calle, trabajando conherramientas, etc. Escriba las sugerencias de los estudiantesen una tarjeta (ohaga que los padres escriban las sugerenciasde los estudiantes) y luego las monten en el Diario Mural. Unavez que una actividad ha sido puesta en el Diario Mural, nodeberá ser duplicada.

Concepto: En tareas especIficas dadas, un individuo debe aprendera ser responsable por su propia seguridad y la de otzas.

ii

8

iJolice Officer - Level A

CLASS DISCUSSION.

When decided a questi()il period can be conducted with thestudents, relating to the "Question of the Day". Forexample: for the day with the question: Who wears a uniform?

Questions:

Concept:

Who wears a uniform in our community?

Who wears a uniform outside our community?

Why do people wear uniforms in certain jobs?

How would it be inconvenient for us if thepoliceperson did not wear a uniform?

To help the students to be able to name several waysto classify occupations and workers in those occupa-tions.

INDIVIDUAL ACTIVITY.

Have each student classify an activity where sot,e form ofsafety precaution is required, such as: during a ballgame,crossing the streets, working with sharp tools, etc. Writestudent's suggestions on a card, (or the parnts may writethe student's suggestions) and mount the caids on thz: bulletinboard. Once an activity is on the board, it should not beduplicated.

Concept: In performing given tasks, an individual must learnto be responsible for his own safety and that ofothers.

12

9

LA LECCION UN CUENTO, RAFAEL, EL GUARDA DE CRUCE,

I. VOCABULARIO.

La lectura debajo df- los dibujos en los libretos delos alumnos en el rcicio I ha sido coordinada conel Primer Nivel de , 'ara de Harper & Row BasicReading Program. . iguientes palabras son palabrasnuevas y 6nicas a el-, lecci6n:

guarda letrero uniforme

Las siguientes palabras son palabras de exposici6nque pueden usarse pra aumentar el aspecto vocacionalde la lecci6n:

guarda de cruce

seguridad del tr6fico

sefial de parar

un escudiante o adultoque nos ayuda a cruzarla calle para y desdela escuela.

el saber y comprenderlas reglas de seguridadque nos ayudan a cruzarla calle con cuidado apie 0 en bicicleta.

un letrero rojo colocadoen un poste qur3 se usapara que el guardia decruce detenga el trrificopara que los estudiantespuedan cruzar la calle.

regla es un acuerdo para hacercosa!1 en cierta forma .

uniforme

13

1 0

vestimenta especial quese una cuando se hileo untrabajo especial.

Police Officer - Level A

THE LESSON A STORY, RAFAEL, THE SAFETY PATROL GUARD

VC)( :N1',1:LARY

The text below the pictures in student activity I hasbeen coordinated with the First Reader Level of TheHar)er & Row Basic Reading Pro ram. The followingworc s are new wor s unique to this lesson:

guard sign uniform

The following words are O1r7play words which may be usedto augment the vocational a;pect of the lesson:

safety patrol guard

traffic safety

stop sign

rolo

unifo)rm

l I

a student or adult whohelps you cross the streeton your way to and fromschool.

knowing and understandingthe safety rules whichhelp you cross the streetcarefully on foot or onyour bicycle.

- a red sign attached to apole which is used by thesafety patrol guard tohalt traffic so that stu-dents can cross the street.

an agreement to do thingsa certain way.

special clothing whichyou wear while doing cer-tain jobs.

II. PREGUNTAS DE ESTIMULACIO'N.

La maestra puede usar las siguientes preguntas como unaintroducci6n a la leccift con el prop6sito de estimularel interds de los alumnos. La maestra debe avudar a losalumnos a responder las preguntas en oraciones completas.

1. zCuSntos de ustedes han visto a un oficial de poli-cfa? zEra el oficial un hombre o una mujer?

Los alumnos cuentan sus propias experiencias per-sonales.

2. zC6mosupiste tG que era un oficial?

Sabfa que la persona era un oficial por el uni-forme y el equipo, etc

3. zHas t.5 hablado alguna 7ez a una policfa o a unpolicfa?

Los alumnos relatan sus propias experiencias.

4. zEn qué forma nos ayuda una policfa o un poli-cfa?

(Presente actitudes positivas en la motivacidn).

Los alumnos expresan su conocimiento de oficialesde policia.

(La maestra no deberia tratar de aluiliar el conocimientode los alumnos a este punto.)

5. zQud harfas t si te perdieras?

Los alumnos discuten.

III. EJERCICIO.

Lea a los alumnos el cuento, Perdido en la ciudad,

en voz alta a los alumnos. Haga que el grupo sigalas secuencias del cuento en sus libretos. Cuandoel cuento ha terminado, usted puede peair a los alumnosque coloreen los dibujos, llamando su atenci6n a lastareas retratadas en los dibujos. Cuando los alumnoshan completado de colorear, continue la lecci6n conuna discusi6n de las preguntas en la Secci6n IV.

15

12

Police Officer Level A

II. MOTIVATING QUESTIONS.

The teacher may use the followinu questions as an in-troduction to the lesson for the purpose of stimulat-ing the students' interests. The teacher should helpthe students to answer the questions in complete sen-tences.

1. How many of you have ever lean a Police Officer?Was the officer a man or a woman?

The students relate their personal experiences.

2. How did you know the person was an officer?

I knew the person was an officer because of theuniform and equipment, etc.

3. Have you ever talked to a policewoman or police-man?

The students relate their personal experiences.

4. In what way does a pDlixewoman or policemanhelp us?

(Presmt positive attitu1e.5 in the motivation.)

The student expresses his knowledge of police of-ficers.

(The teacher should no': try at this time to expand thestudentslknowledge).

5. What would you do if you got lost?

The student infers.

ACTIVITIES.

Read the story, Lost in the City aloud to the chil7dren. Have the group follow the sequence of the storyin the student booklets. When the story is finished,you may have the children color the pictures, callingtheir attention to the tasks portrayed in the pictures.When the students have completed the coloring, con-tinue the lesson with a discussion of the questionsin Part IV.

16

13

EJERCICIO I

RAFAEL, EL GUARDA DE CRUCE

Un cuento

Era el segundo dia de escuela y Rafael, el guarda decruce, estaba ayudando a los niños a cruzar la calle,en la esquina. Mientras 61 ayudaba a Araceli a atra-vesar i3 calle, le sonreia.

Fn .0 claie Araceli le pregunt6 al Sr. Chavez, su maes-"Qu4nes son esos niños y nifias que estan para-

do er la ,quina todos los dias?"

on los guarda de crude", contest6 el Sr.Chavez. "zAlgunos de ustedes sabe lo que ellos hacen?"

Gloria levant6 su mano y dijo: "Ellos paran los autoscon las seflas especiales".

14

Police Officer - Level A

ACTIVITY I.

RAFAEL, THE SAFETY PATROL GUARD.

A Story.

It was the second day of school and Rafael, the SafetyPatrol Guard, was crossing the children at the corner. Hesmiled at Araceli as he helped her across the street.

In her class Araceli asked Mr. Ch'a.vez, her teacher, "Who arethose boys and girls that stand at the corner every day?"

"They are the safety patrol guards," answered Mr. Chavez."Do any of you know what they do?"

Gloria raised her hand and said," Theystop the cars by usingspecial signals."

15

"zPuede cualquier persona ser guarda de cruce?" pre-gunt6 Carlitos. "A mi me gustaria usar un sombrero ama-rillo y una chaqueta roja con una insignia, como la deRafael".

ei)

"Bueno", dijo el Sr. Chavez, "para ser un guarda decruce, ustedes deben conocer las reglas y obedecerlasantes de que ustedes ayuden a otros a travesar la calle".

"J,C6mo podemos aprender estas reglas, Sr. Chavez?" pre-gunt6 Marcela.

"Quizas podamos invitar a Rafael a nuestra clase a con-versar sobre sus deberes", contest6 el maestro.

16

1 9

Police Officer Level A

"Can anyone be a patrol guard?" asked Carlitos. "I'd reallylike to wear. a yellow hat and a red jacket with a badge, justlike Rafael."

"Well," said Mr. Chavez, "to be a safety patrol guard, youmust know special rules and obey them before you can helpothers cross the street."

"How do we learn these rules, Mr. Chavez?" asked Marcella.

"Perhaps we can invite Rafael to our class to talk about hisduties," answered the teacher.

#17

2 0

Al dla siguiente Rafael vino a visitar la clase. El lle-vaba su sombrero amarillo y chaqueta roja con la insignia.Este era el uniforme de un guarda de cruce.

El habfa trafdo consigo las herramientas que 61 usaba ensu trabajo para dirigir el trafico. Primero, 61 le mos-tr6 a la clase una gran serial en rojo y blanco que decfa"PARE".

Su otra herramienta era otra serial grande en rojo y blancoque decia "PARE" en un poste largo amarillo. Esta era laserial de parar.

El le cont6 a la clase acerca de su trabajo.

Araceli pregunt6 a Rafael si ella también podria ser unaguarda de cruce.

505ed y ftJroI Guarci

E. , 4-.

7 I) 1-C 1---46\21

1K

10 !' , ...--1.- , ......,.......

=17.:;"% , - ,,,,,a....

21

5TOP

18

Police Officer - Level A

The next day Rafael came to visit. He was wearing his yel-low hat and red jacket with the badge. This was his patrolguard uniform.

He had brought with him the tools he used in his work todirect traffic. First, he showed the class a big red andwhite sign that said "STOP."

His other tool was another big red and white STOP sign ona long yellow pole. This was the stop sign.

He told the class about his job.

Araceli asked Rafael if she could be a patrol guard too.

2 2

19

Rafael dijo, "No ahora, Araceli. TG estgs en el primergrado. Debes esperar unos afios mgs y aprender todas lasreglas de seguridad antes de que puedas ayudar a otros ni-flos a cruzar la calle. Ustedes deben sober algo acPrca de lasluces de tráfico y de las sefiales".

Pronto era la hora para Rafael de regresar a su propia cla-se. Los nifios y nifias le agradecieron por venir y 2e pro-metieron obedecer todas sus instrucciones.

Los nillos en la clase del Sr. Chavez, estaban impacien-tes por aprender todas las reglas de seguridad, para quecuando crecieran ellos podrlan ser guardias de cruce,también.

2 3

20

Police Officer èvel A

Rafael said,"Not now, Araceli. You are in the first grade.You must wait a few more years and know all the safety rulesbefore you can help other children cross the street. Youmust know something about traffic lights and signs."

Soon it was time for Rafael to return to his own class.The boys and girls thanked him for coming and promised toobey all his directions.

The children in Mr. Chgvez' class were eager to learn allthe safety rules, so when they were older they could besafety patrol guards too.

2 4

21

IV. PREGUNTAS PARA DESPUES DEL CUENTO.

La maestra debe ayudar a los alumnos a contestar laspreguntas en oraciones completas.

1. zCuales son algunas de las cosas que los guardas decruce deben haz..er?

Los guardas cruce llevan seriales de "pare".Ellos par:-1 autos. Ellos ayudan a los escolaresa cruzar ia calle.

2. ZU116 crees t6 sucederia a los nifios pequellos sino hubieran guardas de cruce?

Si no hubieran guardas de cruce, los nifios pe-querlos podrian ser atropellados por un auto, ca-mi6n obicicleta.

3. aor qu6 las reglas de seguridad deben ser obe-decidas?

Si la gente hiciera s6lo lo que quieren hacer,sin tomar en cuenta las reglas de seguridad,habrian un mont6n de accidentes.

4. 1,Qu6 debes t6 hacer para ser un guardas de cru-ce?

Para ser un guardas de cruce, uno tiene que a-prender las reglas de seguridad. A uno le debegustar hacer decisiones. A uno deberia gustarleayudar a otros.

V. PRUEBA ESCRITA DE COMPRENSION - EJERCICIO I

Este cuento tiene dos pruebas escritas de comprensi6n(CRT); una para el Objetivo 1 y otra para el Objetivo2. Las pruebas pueden ser usadas como pre/post prue-bas 0 como post pruebas solamente.

Las pruebas estgn en un formato bilingile. El alumnopuede elegir la versi6n en espailol 0 en ingl6s. Laspruebas y los conceptos son exactamente iguales en losdos idiomas.

Si los alumnos tienen dificultad en leer las instruc-ciones o las pruebas, ent(,nces deben ser leidas en vozalta.

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Police Officer - Level A

IV. QUESTIONS TO FOLLOW THE STORY.

Help the children to answer the questions in complatesentences.

1 What are some things that safety patrol guardsdo?

The safety patrol guards carry stop signs. Theystop cars. They help school children cross thestreet.

2. What do you think might happen to small childrenif there were no safety patrol guards?

If there were no safety patrol guards,small chil-dren might get hit by a car, truck or bicycle.

3. Why must safety rules be obeyed?

If people did only what they wanted to do, with-out regard to safety rules, there would be a lotof accidents.

4. What must you do to become a safety patrol guard?

To become a safety patrol guard you have to learnthe safety rules. You should like to make de-cisions. You should enjoy helping others.

V. CRITERION REFERENCE TESTING - ACTIVITY I

This story has two Criterion Reference Tests (CRTs);one for objective 1 and another for objective 2. Thetests may be used as a pre/post test OR as a post testonly.

The tests are in a bilingual format. The student maychoose either the Spanish or the English version.The tests and the concepts are exactly the same inboth languages.

Where the students have difficulty in reading the in-structions or test items, the test may be read aloud.

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CLAVE-PRUEBA 41 CLAVE-PRUEBA #2

Colorear B, D, E & F Circulo en los cuadro:;B, C, F & H.

ACTIVIDADES EXPLORATORIAS.

ACTIVIDADES DEL GRUPO SU6ERIDAS.

1. Marque el cruce de una calle con tela adhesiva en elcorredor de la escuela y asigne un alumno cada dfapara que act.5e como guarda de cruce. Haga que losalumnos hagan sus 7-ropias fajas de brazo, sombrerosy serlas para que uen durante esta actividad.

2. Invite a un oficial de policfa a la clase para que lescuente acerca del trabajo d. enfnrzar la ley. Pidaal oficial que les explique por qu6 le gusta su tra-bajo 0 por qué no le gusta su trabajo y lo que es ne-cesario saber para hacer un buen trabajo. Fomente aque el oficial traiga su auto de patrulla para mos-trarlo a los alumnos.

3. Muestre la pelfcula, Our Friend the Policeman,ACI films - 35 N. 45th Sr. N.Y.

4. Muestre la pelfcula con grabacift, The Policeman,EP Films, Glenview, Ill. (Espariol-Ingl4s).

5. Hagan una lista de ciis de otros ayudantes de la co-munidad. Ca alumno seleccionarS uno de estos tra-bajos que encue.ltro inte'esante. El alumno harS unainsignia o sombx.,ro o uniforme que lo identifique 0herramientas. Hagan un desfile de estos trabajos.Lcs mienbros de la clase toman turnos contando acercadel trabajo que ellos han seleccionado y por qud lesgusta hablar de su trabajo.

ACTIVIDAD INDIVIDUAL SUGERIDA.

1. El Jueqo de quién soy yo. Un rinc6n del pizarr6n sereserva para una pregunta especial. La pregunta secambia cada dia. Antes de irse a casa al final deldfa, los alumnos comparten sus repuestas a la pregun-ta.DIA 1 zQud puedo hacer yo mejor que la mayorfa de la

gente?DIA 2 aud hice vo que hizo feliz a alguien?DIA 3 aué.pue lacer muy bien?DIA 4 zQu6 hict- _ara ayudar a alguien?DIA 5 aud es lo gue mSs me gusta hacer?

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Police Officer - Level A

KEY-TEST #1 KEY-TEST #2

res colored Pictures circled B, C, F & HB, E & F

EXPLORATORY ACTIVITIES.

SUGGESTED GROUP ACTIVITIES.

1. Mark up a street crossing with masking tape in theschool corridor and each day have a new student as-signed as guard. Let the students make arm bands,hats, and signs to use during this activity.

2 Invite a police officer to class to talk about the jobof law enforcement. Ask the officer to explain whyhe/she likes the work, dislikes the work, and whathe/she needs to know to do a good job. Encourage theofficer to show the police car to the class.

3. Show film, Our Friend the Policeman . ACI films,35 N. 45th St., N.Y.

4. Show filmstrip with cassette, The Policeman/ EPfilms, Glenview, Ill. (Spanish-English)

5. Build a class list of other community helpers. Eachstudent will select one that is interesting. Thestudent will make a badge, or hat or- identifying uni-form or tool. Hold a Parade of Job,s. The class mem-bers take turns telling about the job they have se-lected and why they like to talk about that job.

SUGGESTED INDIVIDUAL ACTIVITY.

1. Who am I game. A corner of the blackboard is reservedfor a special question. The question is changed eachday. Prior to going home at the end of the day,students share their answers to the question.

do better than most people?do that made someone happy?do very well?do to help someone?like to do best of all?

Day 1 What can I

Day 2 What did I

Day 3 What can I

Day 4 What did I

Da: r- What do I

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LA LECCION UN CUENTO1 PERDIDO EN LA CIUDAD.

I. VOCABULARIO.

La lectura debajo de los dibujos en los libretos delos alumnos en el Ercicio II ha sido coordinada conel Primer Nivel de Lectura de Harper & Row BasicReading Program. Las siguientes palabras son palabrasnuevas y dnicas a esta lección:

mira patrullamuestra el policla

la policia

Las siguientes palabras son palabras de exposicibn quepueden ser usadas para aumentar el aspecto vocacionalde la lecci6n:

edificio de departamentos - es un edificio de domici-lios individuales dondeviven varias familias.

excursinl

auto patrulla

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- es un viaje a diferenteslugares de interés, porlo general, lugares queno se han visitado antes.

- un auto con equipo es-pecial usado por un ofi-cial de policia.

Police Officer - Level A

THE LESSON A STORY, LOST IN THE CITY.

I. VOCABULARY.

The text below the pictures in student Activity IIhas been coordinated with the First Reader Levelof The Harper & Rowe Basic Reading Program. Thefollowing words are new words unique to this lesson:

looks patrolshows policeman

policewomen

The following words are display words which may beused to augment the vocational aspect of the lesson:

apartment building

sightseeing

patrol car

- a building of individualdwellings where severalfamilies live.

- a trip to different placesof interest, usuallyplaces you have not vis-ited.before.

- a car with special equip-ment used by police of-ficers.

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II. PREGUNTAS DE ESTIMULACION.

La maestra puede usar las siguientes preguntas como unaintroducci6n a la lecci6n con el prop6sito de estimularel interds de los alumnos. La maestra debe ayudar a losalumnos a responder las preguntas en oraciones completas.

1. zCugles scfn algunas de las cosas que t5 deberias hacerantes de c-uzar la calle?

Antes de cruzar la calle yo deberia mirar las se-fias del trAfico y deberia mirar para los dos la-dos buscando autos, camiones y bicicletas.Yo deberia cruzar s6lo cuando es seguro.

2. zQuién le ayuda a cruzar la calle con seguridad?

Los oficiales de policia y los guardasnos ayudan a cruzar la calle con seguridad.

3. zNecesitan saber reglas especiales los guardasde cruce?

Si. Los guardas de cruce deben aprender las re-glas de trAfico al igual que los oficiales depolicia tienen que ir a la escuela a aprender lasreglas de trfifico y en caso de un accidente nece-sitan saber lo que deben hacer.

4. zQué pasarla si no siguAramos las reglas de se-guridad cuando cruzamos la calle?

Si no siguidramos las relgas de seguridad al cruzarla calle, podriamos ser atropellado por un auto,cami6n 0 bicicleta.

III. EJERCICIO.

Lea el cuento, Rafael, el guarda de cruce, a losalumnos en voz alta. Haga que el grupo siga las se-cuencias del cuento en los libretos de los alumnos.Cuando el cuento ha terminado, usted puede pedir a losalumnos que pinten los dibujos, llamando su atenci6na las tareas retratadas en los dibujos. Cuando losalumnos hayan terminado de colorear, continue la lec-ci6n con una discusi6n de las preguntas en la Secci6nIV.

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Police Officer - Level A

II. MOTIVATING QUESTIONS.

The teacher may use the following questions as an in-troduction to the lesson for the purpose of stimulat-ing the students' interests. The teacher should helpthe students to answer the questions in complete sen-tences.

1. What are some things that you should do beforecrossing the street?

Before cros:Ang the street I should look at traf-fic signals, and I should look both ways for cars,trucks, and bicycles. I should walk when it issafe.

2. Who helps you to cross the street safely?

Police officers and safety patrol guards help uscross the street safely.

3. Do safety patrol guards need to know special rules?

Yes. Safety patrol guards must learn traffic rules,just as police officers must go to school tolearn traffic rules, and if there is an accidentthey need to know what to do.

4. What would happen if we didn't follow safetyrules when crossing the street?

If wd didn't follow the safety rules we could gethurt by a car, truck or bicycle.

III. ACTIVITY.

Read the story, Rafael, the Safety Patrol Guard, aloud tothe children. Have the group follow the sequence ofthe story in the student booklets. When the story isfinished, you may have the children color the pictures,calling their attention to the tasks portrayed in thepictures. When the students have completed the col-oring, continue the lesson with a discussion of thequestions in Part IV.

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EJERCICIO II

PERDIDO EN LA CIUDAD

Un cuento

La familia Castillo estaba manejando hacia Seattle, Washingtona visitar a su tio Radl y a su tia Anita. Ellos vivian enun gran edificio de departamentos, ubicado en la calle Made-ro. La mama habia dicho a Angalica, quien tenia ocho aims ya Mario su hermano de cuatro aiios que recordaran "calle Ma-dero 300 ". Este es la calle y el ndmero del gran edificiodonde vive el tio Radl.

3 3

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Police Officer - Level A

ACTIVITY II.

LOST IN THE CITY.

A Story.

The Castillo family was driving to Seattle, Washington, tovisit their Uncle Ran and Aunt Anita. They lived in a bigapartment building. It was on Madero Street. Mother toldAng6lica, who was eight years old, and Mario, her four yearold brother, to remember "300 Madero Street." This was thestreet and house ntImber for the big building where UncleRaill lives.

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Ellos habian estado manejando por muchas horas pero final-mente llegaron al departamento del tio Rafil. Era un edifi-cio grande y tenia ascensores que subian y bajaban gentede los diferentes pisos. Después del excitante viaje enascensor al décimo piso, estaban listos para irse a la ca-ma. Habia sido un dia muy ocupado.

Temprano en la mafiana, Angélica y Mario que estaban exci-tados por la gran ciudad y especialmente por los ascen-sores, rogaron a sus padres que les permitieran tomar elascensor a la calle y ver a la luz del dia. Su tia estu-vo de acuerdo en que los nifios podrian tomar el ascensory mirar por la puerta. Ellos podrian tambidn dar unos pa-sos afuera, pero les dijeron que regresaran de inmediato.

Baja, baja se para. La puerta del ascensor se abri6y los nifios salieron a la puerta del edificio. WeberiaAngélica salir afuera? Despuds de todo, ella era respon-sable por Mario y parecia que 61 siempre causaba proble-mas. De seguro, zacaso ella no habia terminado el primerafio? Ella podia arreglSrselas. Ella a menudo habia cui-dado a Mario. TomSndolo de la mano, se fueron a la calle.Mario comenz6 a caminar más rápido. Habian tantas cosasque ver. Ang6lica se detuvo. Mario le rog6 que fueran unpoco más lejos. Pero a cada paso que daban habia algo nue-vo que ver y asi fueron un poco más lejos y muy prontoAng6lica y Mario estaban excitados mirando los autos, ca-miones y gente.

El olor a comida hizo que Ang6lica se detuviera en suspropios pasos. Ellos habian prometido regresar arribaal departamento del tio Rafil inmediatamente para el des-ayuno. Ella le dio un tirón a Mario. "Debemos regresar",dijo. Afin 61 sabia que habian ido demasiado lejos.

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Police Officer Level A

They had been driving for many hours but finally theyarrived at Uncle Raill's apartment. It was a big buildingand it had elevators bring people up and down from the manyfloors. After the exciting ride in the elevator up to thetenth floor, they were ready for bed. It had been a busy day.

Early in the morning, Angglica and Mario, who were excitedabout the big city and especially the elevators, begged totake a ride in the elevator to the street in the daylight.Their aunt agreed that the children could ride down the ele-vator and look out the door. They could even step outside,but were told to come back,right away.

Down, down stop. The elevator door opened and the chil-dren found their way to the doorway. Should Angglica go out?After all, she was responsible for Mario and he always seemedto cause trouble. Surely, hadn't she almost finished thefirst grade? She could manage. She had often taken care ofMario. Hand in hand, they went out into the street. Mariobegan walking faster. There were so many things to see.Angglica held back. Mario begged to go a little farther.All the time there was still something new to see just a lit-tle further away and Angglica and Mario were excited lookingat all the cars, trucks and people.

The smell of food made Angglica stop in her tracks. They hadpromised to return upstairs to Uncle Ra61's apartment immed-iately for breakfast. She tugged at Mario. "We must hurryback," she said. Even he knew they had been gone too long.

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En la esquina Angélica parti6 para Un lado y Mario paraotro. zCual era el camino de regreso? Oeberian elloscruzar la calle otra vez? zEra este el camino correcto?Empezaron a ir mas rapido, finalmente se pusieron a correr.Mario empez6 a llorar y Ang61ica tratando de ser fuerte,asegur6 a su hermano que encontrarian el departamento pron-to.

34

At the corner, Ang6lica pulled one wayother. WHICH WAY? Should they crossthis the right way? They 1Dgan to goMario began to cry, and Angelica, tryiher brother that they would be at the

Police Officer - Level A

and Mario pulled thethe street again? Wasfaster, finally running.ng to be brave, assuredapartment soon.

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A lolejos vieron a una mujer vestida con un uniforme.Mario grit6, "Es una policfa".

Ang61ica estaba de acuerdo. La oficial Lenia puesto unsombrero de policfa, una chaqueta az51 una falda.

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Police Officer - Level A

Down the street they saw a woman dressed in a uniform.Mario cried: "It's a policewoman."

Angeelica agreed. The officer w:lq wearing a police hat, ablue jacket and skirt.

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Ella vino hacia ellos. Mario grit6 aün mas fuerte,"ella nos llevara a la carcel".

"Oh, oh", Angélica pens6. "Ella nos oy6".

"Bueno, zAd6nde van tan apurados estos dos niflos tanbien parecidos?" pregunt6 la policia.

"Debo encontrar a mi papa y a mi mama ahora mismo, es-tamos perdidos", Angélica solloz6.

"Bueno, yo soy la oficial Redmond", dijo y empez6 ahacer preguntas. Ella not6 las respuestas en su libre-ta. "1,C6mo te llamas?"

Ang6lica contest6, "me llamo Angélica y este es mi her-mano Mario".

"1,Cual es tu apellido?" pregunt6 la policia.

"El apellido es Castillo", respondi6 Mario.

"zAd6nde viven? zSaben ustedes la direcci6n?"

"Nosotros no vivimos aqui. Estamos en casa de nues-tros tios", dijo Ang6lica.

"El construye aviones grandes", agreg6 Mario.

Angt ico trat6 de recordar el nümero. "Si, 300...300 ,(1116?... 300 calle Madero. Creo que esa es la di-recci6n", Ang6lica le dijo a la policia Redmond.

"(7,Cual es el apellido de tus tios?" pregunt6.

"Tio Ractl y tia Anita. Asi los llamamos", dijoAng61ica. "No tienen otro nombre".

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Police Officer - Level A

She came toward them. Mario cried louder, "She will take usto jail."

"Oh, oh," Ang6lica thought, "she heard us."

"Now, where could two fine looking children be going in sucha hurry?" the policewoman asked.

"I must find papa and mama right now; we are lost," Ang6licasobbed.

"Well, I am Officer Redmond," she said, and began to ask somequestions. She wrote their answers in her notebook. "Whatis your name?"

Angelica answered,"My name is Ang6lica and this is my brotherMario."

"Do you have a last name?" the policewoman asked.

"Yes," replied Mario, "it is Castillo."

"And where is your house? Do you know your address?"

"We do not live here. We are staying with our Aunt and Uncle,"said Ang6leica.

"He makes big airplanes," Mario added.

Ang6lica tried to remember the number. "Yes, 300 300what? 300 Madero Street? I think that is where weare staying," Angelica told Officer Redmond.

"What is your Uncle's and Aunt's last name?" she asked.

"Uncle Ran and Aunt Anita. That is all we call them," Ang61.-ica said. "There isn't anymore name."

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La policia se sonri6. Déjenme pedir ayuda, okey?Ella condujo a los nifios a una caja que habia en un pos-te de teléfonos cerca de la esquina. Ella sac6 una lla-ve especial para abrir la caja. Angélica pudo ver quehabia un teléfono dentro.

Después que ella habia hablado con alguien en el te16-fono ella dijo: "Otro oficial vendr6 aqui en unos pocosminutos en el auto patrulla y 61 los llevar6 de vuelta atu familia Ang6l1ca. Esperemos en la esquinau.

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Police Officer - Level A

The policewoman smiled, "Let me call for some help, O.K.?"She led the children to a box on a telephone pole near thecorner. She took out a special key to open the box. Ang61-ica could see a telephone inside.

After she had talked to someone on the phone she said:"Another officer will be here in a minute in a patrol car totake you back to your family, AnOlica. Let's wait on thecorner." .

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Mario ya se sentia mejor. De pronto 61 vio el auto pa-trulla blanco y negro que venia por la calle.

"Mira Ang6lica. Aqui viene el auto patrulla", grit6el nifio.

El auto patrulla se detuvo y un oficial de policia saliódel auto.

"'Sargento Ramirez", dijo la policia al hombre que saliadel auto, "esta es Angélica y este es Mario. Dirigi6n-dose a los nifios dijoi uNifios ahora dejaré al SargentoRamirez encargarse de ustedes. Buena suerte".

"Gracias, Oficial Redmond. Adiós", dijeron los mucha-chos mientras se subian al auto patrulla.

En camino el Sargento Ramirez le dijo a Ang6lica y a Marioacerca de su auto especial. Les mostró los botones parala sirena y para las luces brillantes que estan arriba delauto. Tambi6n les mostró la radio especial de policia.No era una radio regular de auto que tocara mdsica sinoqne ra una para escuchar y hablar.

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Police Officer Level A

Mario was feeling better already. Soon he saw the black andwhite patrol car coming down the street.

"Look, Angelica. Here comes the patrol car," he shouted.

The patrol car stopped and a policeman got out of the car.

"Sergeant Ramirez," she said to the man getting out of thecar," this is Ang4lica and Mario". "Children, I'll let Ser-geant Ramirez take care of you now. Good luck."

"Thank you, Officer Redmond. Good-bye," they said, as theyclimbed into the police car.

On the way Sergeant Ramirez rold Angelica and Mario abouthis special car. He showed them the buttons to the siren andthe flashing light on top of the car. He also showed themthe special police radio. It was no* a regular car radio thatplayed music but one for listening and talking.

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Pronto estaban en la calle Madero. El Sargento Ramirezmir6 los ndmeros de los edificios cuidadosamente. 300Madero, ahi estaba. Angélica ahora recordaba que mamale habia dicho que su tio y su tia tambi6n tenfo- el mis-mo apellido Castillo. Ella estaba muy contenta de decir-le al policia. El detuvo el auto, los niitos alierondel auto y el policia los dirigi6 a la puerta de entradadel edificio de departamentos. El policia estaba reci6npreguntando al hombre de abajo si Radl y Anita Castillovivian aqui y cuando se abri6 la puerta del ascensor ysalieron mama y papa.

Mama y papa abrazaron a los niños. Todos hablaban a unmismo tiempo. El policia y papa tuvieron una larga con-versaci6n mientras que los niños subieron arriba con ma-

Por el resto del fin de semana, Ang6lica y Mario escucharona sus padres muy cuidadosamente. Cada vez que veian auna policia o a un policia, Angélica y Mario se sonreiansilenciosamente. Ellos siempre sabrian adonde ir cuandonecesitaran ayuda.

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Police Officer - Level A

Soon they were driving down Madero Street. Sergeant Ramirezwatched the numbers of the buildings carefully. 300 Madero,there it was. Angglica now remembered that mama had told herthat her Uncle and Aunt had Castillo for a name also. Shewas very happy to be able to tell this to the policeman. Hestopped the car, the children got out, and he led them to thedoor of the apartment building. The policeman was just askingthe man downstairs if Radl and Anita Castillo lived here whenthe elevator door opened and out came mama and papa.

mama and papa hugged the children. Everyone was speaking atonce. The policeman and Papa had a long talk while thechildren went upstairs with mama.

For the rest of the weekend, Angglica and Mario listened totheir parents more carefully. Everytime they saw a police-woman or policeman, Angglida and Mario smiled secretly. Theywould always know where to go when they needed help!

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IV. PREGUNTAS PARA DESPUES DEL CUENTO.

La maestra debe ayudar a los alumnos a contestar laspreguntas en oraciones completas.

1. zQué estaban Ang6lica y Mario haciendo cuandovieron a la policia?

Ang6lica y Mario estaban corriendo cuando vierona la policla.Ellos estaban buscando el edificio de departamen-to de sus tfos.

2. zCe5mo supieron ellos que ella era una policia?

Ellos sabian que era una policia porque ella te-nfa un uniforme, un sombrero de policia y unainsignia.

3. zQu6 preguntó la policla a Angéli.ca y Mario?

La policla pregunti5 a los nifios qu6 estaban ha-ciendo, di5nde vivian y cuS1 era su nombre.

4. elCe5mo obtuvo ayuda la policla para los nifios?

La policla llamó a un auto patrulla desde lacaja de tel6fonos.

5. zQu6 necesitarfas saber t5 si estuvieras per-dido?

Si yo me perdiera, yo deberfa saber: mi direcciónpara que se lo pueda dar al policia. Tambi6n ne-cesitaria saber el nombre de mis padres.

6. zA qué otra persona irfas t5 si te perdieras?

Si me perdiera irTa a una esta .1.6n de bomberos,a un almac6n, a la iglesia.

7. zQu6 habrfa pasado si los nifios no hubieran sabi-do su direccitin?

Si los nifios no supieran donor, vi-, 1:% poll-cfa los habrfa llamado a la policlaporque tarde 0 temprano los pae.. lla-mado a la policla.

Police Officer - Level A

IV. QUESTIONS TO FOLLOW THE STORY:

110 Help the children to answer the questio.s in completesentences.

1. What were Ang6lica and Mario doing when they sawthe policewoman?

Angglica and Maria were running when they saw thepolicewoman.

They were looking for the apartment building oftheir uncle and aunt.

2. How did they know she was a policewoman?

They knew she was a policewoman because she hadon a uniform, a police hat and a badge.

3. What did the policewoman ask Ang4lica and Mario?

The police woman asked the children:

What are you doing? Where do you live? Whatis your name?

4. How did the policewoman get help for the children?

The police woman called a patrol car from thecall box.

5. What would you need to know if you were lost?

If I was lost, I would need to know my address,so that I could give it to the police officer.I would also need to know my parents' names.

6. Whom else could you go to if you were lost?

If I was lost I could go to: a fire station.A store. A church.

7. What would have happened if the children did notknow where they lived?

If the children had not known where they lived thepolicewoman would have taken them to the policestation, because sooner or later the parents wouldcall there to ask about the childrenr

50

8. zPueden ustedes pensar de otras formas en quelos oficiales de policfa ayuaan a la gente?

Los oficiales de policfa ayudan a la gente envarias formas: ellos pescan a los ladrones, ayu-dan a la gente que tienen accidentes de autos,dirigen el trSfico, hablan a los niiios en lasescuelas.

V. FRUEBA ESCRITA DE COMPRENSION - EJERCICIO 11

Este cuento tiene dos pruebas escritas de comprensión(CRT); una para el Objetivo 3 y otra para el Objetivo4. Las pruebas pueden ser usadas como pre/post prue-bas o como post pruebas solamente.

Las pruebas están en un formato bilingUe. El alumnopuede elegir la versi6n en espaliol o en inglés. Laspruebas y los conceptos son exactamente iguales en losdos idiomas.

Si los alumnos tienen dificultad en leer las instruc-ciones 0 las pruebas, entonces pueden ser lefdas envoz alta.

CLAVE-PRUEBA #1 CLAVE-PRUEBA #2

Los dibujos que debenser coloreados son:B,D,E,F & H

ACTIVIDADES EXPLORATORIAS.

ACTIVIDADES DEL GRUPO SUGERIDAS.

Los dibujos con cfrculoson: A,C,F & G.

1. Hagan un mural sobre, El servicial oficial de poli-cfa. Usando seis pies de 42 pulgadas de papel dec6nstrucci6n, haga que cada alumno haga un dibujode c6mo un oficial de policfa hace su trabajo.

2. Hagan un viaje a pie a una calle principal 0 a un ca-mino y observen pasar el trAfico. Discutan las ra-zones para las leyes de conducir. Haga una historiaen una cuadro esquematico, El dia oue no hayan leyesde trAfico.

5 1

48

Police Officer - Level A

8. Can you think of some other ways police officers helppeople?

Police officers help people in many ways. They catchthieves. They help people who have car accidents.They direct traffic. They talk to children in schools.

V. CRITERION REFERENCE TESTING - ACTIVITY II

This story has two Criterion Reference Tests (CRTs);one for objective 3, and another for objective 4. Thetests may be used as a pre/post test OR as a post testonly.

The tests are in a bilingual format. The student maychoose either the Spanish or the English version.The tests and the concepts are exactly the same inboth languages.

Where the students have difficulty in reading the in-structions or test items. the tests may be read aloud.

KEY TEST #1 KEY TEST #2

Pictures color Pictures circled:B, D, E, F & H A, C, F & G

EXPLORATORY ACTIVITIES,

SUGGESTED GROUP ACTIVITTES.

1. Make a mural on "The Helpful Police Officer."Using six feet of a 42-inch butcher paper, haveeach student draw a picture of how a police of-ficer does his/her job.

2. Take a walking trip to a major street or road towatch the traffic go by. Discuss the reason forlaws for drivers. Make a class chart story, "TheDay there were no Traffic Laws."

52

49

ACTIVIDAD INDIVIDUAL SUGERIDAS.

1. Cada alumno hard un libro de cuentos de cuatro pgginastitulado, Todo acerca de mi. En la primera pgginadibuje su autoretrato; en la segunda pggina, dibuje loque mgs le gusta hacer; en la tercera pggina, dibuje sulugar favorito y en la cuarta pggina, dibuje a su mejoramigo. Haga que los nifios compartan sus libros, pongagnfasis en la individualidad y en la singularidad delos nifios, proveyendo un refuerzo positivo de sus inte-reses y trabajos.

53

50

Police Officer - Level A

SUGGESTED INDIVIDUAL ACTIVITY

1. Each student will make a four page story book, "AllAbout Me." On page one draw a self-portrait; pagetwo, what I like to do best; page three, my favoriteplace; and page four, my best friend. As the childrenshare their books, emphasize the individuality anduniqueness of the children, providing positive rein-forcement of their interests anu work.

5 4:

Police Officer. Teacher's S:,anish Vocabulary Supplement

VOCM3ULARY SYNONYM

Academia

Acusado

Corte

Excursi6n

Oa:rote

Establecimiento de enserlanza,privado o peblico.

ona a quien se acusaIgo.

_ugar donde se oyen pleitosse decide c6mo dar justicia

de acuerdo a la ley.

viaje D paseo a alguna ciu-dad o paraje para estudio,recreo, o ejercicio fisico.

palo gru y fuerte que usaun policia.

Investigar hacer diligencias para ave-riguar o descubrir una cosa.

Juez

Ley

Mazo

Policia

Regla

Robar

persona que tiene potestadpara juzgar y sentenciar.

precepto dictado por la supre-ma autoridad.

martillo grande de maderaque usa un j-,Aez para ponerorden en un..1 c:.rte de justicia.

cuerpo encargado de velar porel mantenimiento del orden pS-blico y la seguridad de losciudadanos.

ley por la cual se gobiernauna comunidad.

tomar para si lo ajeno sea conviolencia o sin violencia.

institucift,colegio,agrupacift

inculpado, reo, procesado.

tribunal de justicia.

correria, viaje, jira,paseo, paseata

palo

averiguar, indagar,inquirir, pesquisar,buscar, escudriiiar

definidor, Arbitro,regulador, su sefioria

regla, norma, m6todo

mallo, martillo

agente policiaco, polizonte,poli, gura, bofia

pauta, guia, modelo, norma,m6todo, ley, medida

hurtar, guitar, rapirlar,saquear.

5 2

Police Officer (cont.) Teacher's Spanish Vocabulary Supplement

VOCABULARY SYNONIM

TestifIcar afirmar o probar de oficiouna cosa, con referencia atestigos o a documentos au-t6nt1cos.

Testimonio documento autorizado por unescribano o notario, en quese da fe de un hecho.

Testigo

Uniforme

persona que da testimoniode una cosa.

traje especial y distintivoque usan los.militares 1 o-tros empleados o los irdivi-duos que pertenecen a un is-nx cuerpo o colegio.

5 6

5 3

atestiguar, testimoniar,afi:aar, aseverar, certificar

atestación, aseveración,prueba, certificaci6n

atestiguador: aseverador

igual, conforme, semejante,mon6tono, acorde, exacto,parejo

STUDENT ACTIVITY I

Oficial De Policia.Police Officer

II.

LEVEL A

I5 5

57

- THE SAFETY PATROL GUARD WAS CROSSINGCHILDREN AT THE CORNER.

EL GUARDA ESCOLAR DE TRANSITO ESTABAeQUDANDO A CRUZAR A LOS NINOS EN LA ESQUIN,

5 7

58

I WOULD LIKE TO WEAR A UNIFORM

eL

LIKE A PATROL GUARD.

ME GUS TARIA USAR UN UNIFORME COMO ELDE UN GUARDA ESCOLAR DE TRANSITO.

59

59

Safe+ R+roi Guarcl

(ItA

IL

44h1pr

,L4Oti11111 STOP

YOU MUST WAIT A FEW YEARS ANDKNOW ALL THE RULES.

DEBES DE ESPERAR UNOS ANOS MAS Y DEBESSABER LAS REGLAS DE SEGURIDAD.

6 0

61

<

THE BOYS AND GIRLS PROMISED TO OBEYALL HIS DIRECTIONS.

OLOS NINOS Y NINAS LE PROMETIERONBEDECER TODAS SUS INSTRUCCIONES.

61

STUDENT ACTIVITY II

Oficial De Policia.Police Officer

LEVEL A

6 2

65

1

i r-r

ANGELICA AND MARIO WERE BUSY LOOKING--AT ALL THE CARS, TRUCKS AND PEOPLE.

ANGEICA Y MARIO ESTABAN OCUPADOSMIRANDO A TODOS LOS AUTOS,

CAMIONES Y A LA GENTE.

6 7

6 3

Pclice Officer - Level A

716 5

Police Officer Level A

7 3

66

OFFICER RAMTREZ TOLD ANGELICA AND MARIO

ABOUT HIS SPECIAL. CAR.

EL SARGENTO RAMIREZ LES CUENTA ALGO SOBRE

SU AUTO ESPECIAL.01101111=UMINIIIIIRMINEMIIMML

68

THE CHILDREN WERE SOON IN THE OPEN ARMS OF

MAMA AND PAPA.

PRONTO LOS N1q0S ESTABAN EN LOS BRAZOS

ABIERTOS DE MAMA Y PAPA.

69 70

I0

CRITERION REFERENCE TESTS

Oficial De Policia.Police Officer

LEVEL A

co

72

II/

CRITERION REFERENCE TEST POLICE OFFICER

A Safety Patrol Guard uses some of these things ACTIVITY I

on his job. Color only the things that he uses.

TESTI

A.

C.

F.

B.

ad"D.

STOP

G.

STOP

73

/

PRUEBA ESCRITA DE COMPRENSION

Un guarda de cruce usa alguna de estas

cosas en su trabajo. Colorée solamentelas cosas que el policia usa.

/

OFICIAL DE POLICIA

Ejercicio I

Prueba 1

I 0 a

co

76

11/

CRITERION REFERENCE TEST

Draw a circle around tasks a Safety Patrol

Guard does when he is on duty.

4

POLICE OFFICER

ACTIVITY I

TEST 2

A.

E.

B. C. D.

F. G.

.....morrwoommopmmismP

1 H.

77

co

78

OFICIAL DE POLICIA

PRUEBA ESCRITA DE COMPRENSION

Haga un cIrculo alrededor de los trabajos

que un guarda de cruce hace cuando 41 es-

t6 de servicio.

Ejercicio I

Prueba 2

co

Ui

CRITERION REPRENCE TEST

Color only the items used by a police

officer in his job.

4

POLICE OFFICER

ACTIVITY II

TESTI

80 81

PRUEBA ESCRITA DE COMPRENSION

oe solamente los articulos usados

oficiul de policfa Ln su traba-

OFICIA' DE POLICIA

Ejercicio II

Prueba 1

A. .

diow.

.

0

5032

Ci7),

E.

,

0

\ii ;4;el 11.0%.611111000,1410 ,,101.11.% liIWO,1000

v1,11

w9y.gDIMPF

AI _1

1 tS

CRITERION REFEIIINCE TEST

1, I,POLICE OFFICER

Draw a circle around each police- Activity II

officer who is doing his jub.

Test 2

E. F.

C.

81

1-6

0

0

0

1

4ct,

85

PRUEBA ESLITA DE CONPRENSIA

Haqa un crculo alrededor de ead.1 oficial

de poicl.a que esU1 haciendc su trabajo.

OFICIAL DE POLICIA

Ejercicio II

Prueba 2