# data[].attributes.body
This unit is designed to build knowledge on the five senses.  We will be reading narrative, predictable and informational texts.

# data[].attributes.body
-All living things have five senses: Touch, sight, smell, hearing, and taste.
-All the senses have a different purpose.
-Living things are able to survive and grow because of their senses.
-Living things may have one sense that is not working properly, but their other four senses make up for it.

# data[].attributes.body
Senses- The things we use to help us understand what is around us: sight, touch, hearing, smell and taste.
Sight- What we can see.
Touch- What we can feel.
Hearing- What we listen to.
Smell- What different odors that are around us.
Taste- What the things we eat feel like on our tongues.

By giving students meaningful ways to connect with our senses, they will have a better understanding of what they are and how we can use them. Through the texts that I have selected, students will learn these new words and form a meaningful connection to them (Neuman & Wright 2013, pg 1).

# data[].attributes.body
Written by Dr. Suess (1954)

# data[].attributes.body
Horton Hears A Who is a predictable story written by Dr. Seuss in 1954.  This text was selected because of the way it exposes students to the five senses in a storybook, predictable type of way.  This book gives examples of all of the senses, including the title example. Horton is an elephant who sometimes cannot see things because they are too small, so he uses his other sense of hearing to help him find things. This text was selected because it not only introduces the senses but guides the students to use all of their senses to their advantage.

# data[].attributes.body
-What were some things that Horton heard?
*When a student answers, I will clarify their answers by asking them, 'How did Horton know to listen carefully at that time?' (West et al. 2013, pg 708).
-What other senses would you use if you could not see well? What if you could not hear well?

# data[].attributes.body
Written by Joanna Cole and Bruce Degen (1999)

# data[].attributes.headline
The Magic School Bus Explores the Senses Description

# data[].attributes.subject
The Magic School Bus Explores the Senses Description

# data[].attributes.body
The Magic School Bus Explores the Senses is an informational narrative book written by Joanna Cole and Bruce Degen in 1999.  This story was selected because it is a storybook that allows students to explore the different senses through the eyes of Mr. Wilde, Ms. Frizzle, and her class.  The characters in the story go on a field trip to the eye, through the ear, through the mouth, and shows us a dog's nose.  Students will have an understanding that not only humans have senses, but dogs do too!

# data[].attributes.headline
The Magic School Bus Explores the Senses Discussion Questions

# data[].attributes.subject
The Magic School Bus Explores the Senses Discussion Questions

# data[].attributes.body
-If you have a pet, what are some things that they might smell? Hear? Taste? See? Feel?
*Here I will make the connection that animals have the same senses we do. For example, if we can smell dinner cooking in our house, so can our dog (West et al. 2013, pg 706).
-If you were on the Magic School Bus, where would you like to go inside the body and why?

# data[].attributes.body
Cold, Crunchy and Colorful is an informational text written by Jane Brocket in 2014.  This book was selected because it is an informational text designed to grab the students attention when learning about senses.  The book tells students about the different things that they can see, smell, touch, hear and taste.  It gives common examples that students have been accustomed to before and even explains that all five senses can be used at once.  This book provides a great opportunity to stop and asked students how they have used their five senses.

# data[].attributes.headline
Cold, Crunchy and Colorful Discussion Questions

# data[].attributes.subject
Cold, Crunchy and Colorful Discussion Questions

# data[].attributes.body
-What are things you can SEE in the classroom?
-What are things you can TOUCH in the classroom?
-What are things you can HEAR in the classroom?
-What are things you can SMELL in the classroom?
-What are things you can TASTE in the classroom?

*These seemingly basic questions are a great way to encourage talk in the classroom (Hadley et al. 2020, pg 5). For example, when a student tells me something they can smell in the classroom I will ask them what it smells like. If they smell someone's lunch and I ask how it smells, they might say it smells yummy, spicy, or sweet. This may seem simple, but it is encouraging conversation in the classroom that promotes healthy and diverse growth of vocabulary and language.

# data[].attributes.body
Gracie's Ears written by Debbie Blackington in 2011 is an informational text.  This text was selected because we talked all about all of the senses in this text set, but what happens when a sense does not work properly? In the story, Gracie's ears are 'sleeping', letting the reader know the Gracie is hard of hearing. This text shows the students that it is okay if one sense is not work properly. We will also talk about what to do if our own senses are not working properly and what we can do to help ourselves.

# data[].attributes.body
-What can we do to help a friend who may not be able to fully use one of their senses?
*Here I will create cohesion in the unit by reminded the students about Horton Hears a Who. I will ask, 'What did Horton do when he could not see the small people? What other sense did he use?' (West et al. 2013, pg 709).
-If Gracie came to your house, what could she hear with her hearing aids?

# data[].attributes.body
Hadley, E.B., Newman, K.M., & Mock, J. (2020).  Setting the stage for TALK: Strategies for encouraging language-building conversations.  The Reading Teacher, 74(1), 39-48. doi: 10.1002/trtr1900.

Neuman, S.B., & Wright, T.S. (2013).  Supporting content-rich vocabulary through book reading.  All About Words. pp. 62-82.Teachers College Press, NY, NY.

West, J.M., Wright, T.S., & Gotwals, A. (2021).  Supporting scientific discussions: Moving kindergartners’ conversations forward.  The Reading Teacher, 74(6), 703-712. Doi: 10.1002/trtr.1977.