Post on 25-Jan-2019
Project GLAD
Adapted by Cynthia Bell and Rafaela Albiter
Ciudadanos / Citizenship (K)
I. Temas de la Unidad/ Unit Themes Actividades incluidas en el documento original por Sucu pero no van a ser utilizadas por el Distrito Delavan Darien/ Activities include in the
original document by Sucu but not at the Delavan Darien School District.
● Los buenos ciudadanos actúan de maneras específicas/ Good citizens act in
certain ways.
● Las reglas son diferentes dependiendo del lugar y la situación (comportamiento)/
Different locations and settings require different rules (situational behavior).
● Los ciudadanos presentan características diferentes dependiendo del lugar dónde
están/ Citizens have specific characteristics in relation to the setting.
● Las acciones de los ciudadanos conllevan consecuencias (estudiantes)/ Actions
lead to specific consequences for citizens (students).
● Varios individuos se asocian a diferentes lugares en la comunidad/ Various
individuals are associated with different community locations.
II. Actividades de enfoque- Motivación/ Focus -Motivation
● Reconocimiento Super Científico/Scientist Awards- Reconocimiento concreto de la
conducta científica basada en el estudio de la recompensa intrínseca de aumento de los
conocimientos/ concrete recognition of scientific behavior based on intrinsic reward of
increased knowledge
● Observation charts, Exploration reports-desarrolla habilidades que se usan en la
investigación, como la observación, hacer preguntas, seleccionar y utilizar las
herramientas adecuadas, de medida, descripción de imágenes y palabras y el uso de
tablas y gráficos para mostrar los datos.//Develops skills used in inquiry such as
observation, asking questions, selecting and using appropriate tools, measuring,
describing in pictures and words and using charts and graphs to display data.
● Mapa semántico de los conceptos/conocimiento; Gráfica de Observaciones, Reporte
exploratorio/ Inquiry Charts, Observation charts, Exploration reports-desarrolla
habilidades que se usan en la investigación, como la observación, hacer preguntas,
seleccionar y utilizar las herramientas adecuadas, de medida, descripción de imágenes y
palabras y el uso de tablas y gráficos para mostrar los datos.//Develops skills used in
inquiry such as observation, asking questions, selecting and using appropriate tools,
measuring, describing in pictures and words and using charts and graphs to display data.
● Archivo de Imágenes/ Picture File Cards- Representación visual del vocabulario y
conceptos claves/ non linguistic representation of key vocabulary and concepts
● Realia
● Paseo a varios lugares de la comunidad/ Observation walk (field trip to community
locations)
● Libro Grande/ Big book-Introducir el vocabulario y conceptos claves/ frontloading
vocabulary and key understandings
● Invitados especiales de la comunidad/ Guest speaker(s) of citizens
● Videos, películas y cortos / Videos, movies, & filmstrips
III. Actividades de Cierre/ Closure
● Diagrama de Proceso/ Process Charts
● Arte/Art
● Murales activos /Living Wall (student generated)
● El libro grande (creado por los estudiantes) / Important Big Book (student generated)
● Investigaciones individuales/ Personal Exploration
● Diario de Aprendizaje- Portafolios/ Learning Logs-Portafolios
● Teatro/ Role play
IV. CONCEPTS: Wisconsin Standards History-Social Science
Wisconsin State Standards for Social Studies: Kindergarten
Currently Perma-Bound only has suggested titles for grades K-8 in the Science and Social Studies areas. We are
working on expanding this.To view all matching titles click here.
WI.A. Geography: People, Places and Environments: Students in Wisconsin will learn about geography
through the study of the relationships among people, places, and environments. A.4.8. Identify major changes in the local community that have been caused by human beings, such as a
construction project, a new highway, a building torn down, or a fire; discuss reasons for these changes; and explain
their probable effects on the community and the environment. 85 Suggested Titles for Wisconsin Social Studies State Standard A.4.8.
WI.B. History: Time, Continuity, and Change: Students in Wisconsin will learn about the history of
Wisconsin, the United States, and the world, examining change and continuity over time in order to develop
historical perspective, explain historical relationships, and analyze issues that affect the present and the
future. C.4.1. Identify and explain the individual's responsibilities to family, peers, and the community, including the need
for civility and respect for diversity. 64 Suggested Titles for Wisconsin Social Studies State Standard C.4.1. C.4.3. Explain how families, schools, and other groups develop, enforce, and change rules of behavior and explain
how various behaviors promote or hinder cooperation. 24 Suggested Titles for Wisconsin Social Studies State Standard C.4.3. C.4.5. Explain how various forms of civic action such as running for political office, voting, signing an initiative,
and speaking at hearings, can contribute to the well-being of the community. 21 Suggested Titles for Wisconsin Social Studies State Standard C.4.5. C.4.6. Locate, organize, and use relevant information to understand an issue in the classroom or school, while taking
into account the viewpoints and interests of different groups and individuals. 20 Suggested Titles for Wisconsin
Social Studies State Standard C.4.6.
WI.E. The Behavioral Sciences: Individuals, Institutions, and Society: Students in Wisconsin will learn about
the behavioral sciences by exploring concepts from the discipline of sociology, the study of the interactions
among individuals, groups, and institutions; the discipline of psychology, the study of factors that influence
individual identity and learning; and the discipline of anthropology, the study of cultures in various times and
settings. E.4.1. Explain the influence of prior knowledge, motivation, capabilities, personal interests, and other factors on
individual learning. 77 Suggested Titles for Wisconsin Social Studies State Standard E.4.1. E.4.2. Explain the influence of factors such as family, neighborhood, personal interests, language, likes and dislikes,
and accomplishments on individual identity and development. 70
Suggested Titles for Wisconsin Social Studies State Standard E.4.2. E.4.3. Describe how families are alike and different, comparing characteristics such as size, hobbies, celebrations,
where families live, and how they make a living. 116 Suggested Titles for Wisconsin Social Studies State Standard E.4.3. E.4.4. Describe the ways in which ethnic cultures influence the daily lives of people. 19 Suggested Titles for Wisconsin Social Studies State Standard E.4.4. E.4.5. Identify and describe institutions such as school, church, police, and family and describe their contributions to
the well being of the community, state, nation, and global society. 75 Suggested Titles for Wisconsin Social Studies State Standard E.4.5. E.4.6. Give examples of group and institutional influences such as laws, rules, and peer pressure on people, events,
and culture. 18 Suggested Titles for Wisconsin Social Studies State Standard E.4.6. E.4.7. Explain the reasons why individuals respond in different ways to a particular event and the ways in which
interactions among individuals influence behavior. 97 Suggested Titles for Wisconsin Social Studies State Standard E.4.7. E.4.8. Describe and distinguish among the values and beliefs of different groups and institutions. 93 Suggested
Titles for Wisconsin Social Studies State Standard E.4.8. E.4.9. Explain how people learn about others who are different from themselves. 112
V. Vocabulario/ Vocabulary
Ciudadanía/
Citizenship
Salón de clases/
Classroom
Baño/
Bathroom
Juegos/
Playground
lugar/
setting
puerta/
door
algunas veces /
sometimes
tobogán o
resbaladilla/
slide
ubicación/
location
ventana/
window
lavar/
wash
arriba/
top
situaciones/
situations
piso/
floor
manos/
hands
abajo/
bottom
individuos/
individuals
paredes/
walls
personas/
person
arriba/
above
regla de oro/
golden rule
armario/
cubby
tiempo/
time
abajo/
below
obligaciones/
obligations
escritorio/
desk
basura/
garbage
trozos de madera/
bark
characterísticas/
characteristics
silla/
chair
servilletas/
napkins
tierra/ dirt
ciudadano/
citizen
mesa/
table
toallas de papel/
paper towels
suelo/
soil
acción/
action
estudiantes/
students
papel/
paper
concreto/
concrete
consecuencia/
consequence
maestros/ teachers esperar/
wait
jugar juntos/
play together
emociones/
feelings
voluntarios/
volunteers
silenciosamente/
quietly
jugar/ play
roles/
roles
invitados/
guests
modesto/
modest
amigos/
friends
que haceres/
duties
estraños/
strangers
cómodo/
comfortable
pasamanos/
monkey bars
Ciudadanía/
Citizenship
Salón de clases/
Classroom
Baño/
Bathroom
Juegos/
Playground
escuchar/
listening
cortez/
courteous
dirección/
direction
compartir/
sharing
comprometido/
comprise
espacio personal/
personal space
seguir/
follow
limpio/
cleanliness
límites/
boundaries
direcciones/
directions
pies/
feet
cara feliz/
happy face
honestidad/
honesty
inodoro/
toilet brincar o saltar/
Jump
decisión/
decision
baño/
restroom
comunicarse/
communicate
turnos/
turns
jalar la cadena/
flush
hablar/
talk
votar/
vote
cerrar/
close
conversar/
speak
respeto/
respect
abrir/
open
compartir/
share
adentro/
inside
útil/
helpful
afuera/
outside
bienvenido/
welcoming
gérmenes/
germs
ára de permiso/
permission area
sano/
healthy
divertido/
fun
emocionado/
exciting
Hospitales, Actos religiosos y
Actos cívicos/Civic
Assemblies Masjid
Hogar/
Home
Tienda/
Store
niños/
children
mamá/
mom
oficinista
clerk
adultos/
adults
papá/
dad
cajero
cashier
familias/
families
madre/
mother
conserje
janitor
adentro/
indoor
padre/
father
vecinos
neighbors
afuera/
outdoor
hermanas/
sisters
compradores
shoppers
voz/
voice
hermanos/
brothers
compras
shopping
silencio/
silent
hermanos/
siblings
vigilante
caretaker
orar
praying
abuelos/
grandparents
pago
pay
calcetines
socks
juguetes/
toys
articulos
items
bare ropa/
clothes
estantes
shelves
hijab (scarf) doblar/
fold
salir
leave
kufi (hat), hacer la cama/
make bed
amable
gentle
humilde/
humble
padres/
parents
paciente
patient
serio/
serious
responsabilidad/
responsibility
verdad
truthful
pacífico/
peaceful
gentileza/
kindness
sonreir
smile
caminando/
walking
lealtad/
loyalty
disfruta
enjoy
sentado/ obedecer/
sitting obey
línea hombro a hombro/
shoulder line
escuchar/
listening
disruptivo/
disruptive
leer/
reading
enfocado/
focused
ancianos/
elders
distraído/ distracted amor/
love
blessed necesidades/
need
mercy
VI. READING/WRITING SKILLS/LISTENING SPEAKING (ELD standards next
section)
Kindergarten – English Language Arts (ELA)
READING
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Concepts About Print
1.1 Identify the front cover, back cover, and title page of a book. 1.2 Follow words from left to right and from top to bottom on the printed page. 1.3 Understand that printed materials provide information. 1.4 Recognize that sentences in print are made up of separate words. 1.5 Distinguish letters from words. 1.6 Recognize and name all uppercase and lowercase letters of the alphabet.
Phonemic Awareness 1.7 Track (move sequentially from sound to sound) and represent the number, sameness/difference, and
order of two and three isolated phonemes (e.g., /f, s, th/, /j, d, j/). 1.8 Track (move sequentially from sound to sound) and represent changes in simple syllables and words
with two and three sounds as one sound is added, substituted, omitted, shifted, or repeated (e.g., vowel-
consonant, consonant-vowel, or consonant-vowel consonant). 1.9 Blend vowel-consonant sounds orally to make words or syllables. 1.10 Identify and produce rhyming words in response to an oral prompt. 1.11 Distinguish orally stated one-syllable words and separate into beginning or ending sounds. 1.12 Track auditorily each word in a sentence and each syllable in a word. 1.13 Count the number of sounds in syllables and syllables in words.
Decoding and Word Recognition 1.14 Match all consonant and short-vowel sounds to appropriate letters. 1.15 Read simple one-syllable and high-frequency words (i.e., sight words). 1.16 Understand that as letters of words change, so do the sounds (i.e., the alphabetic principle).
Vocabulary and Concept Development 1.17 Identify and sort common words in basic categories (e.g., colors, shapes, foods). 1.18 Describe common objects and events in both general and specific language.
2.0 Reading Comprehension Structural Features of Informational Materials
2.1 Locate the title, table of contents, name of author, and name of illustrator. Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 Use pictures and context to make predictions about story content. 2.3 Connect to life experiences the information and events in texts. 2.4 Retell familiar stories. 2.5 Ask and answer questions about essential elements of a text.
3.0 Literary Response and Analysis - Narrative Analysis of Grade-Level-Appropriate Text 3.2 Identify types of everyday print materials (e.g., storybooks, poems, labels). 3.3 Identify characters, settings, and important events.
Kindergarten – English Language Arts (ELA) continued
WRITING
Organization and Focus 1.1 Use letters and phonetically spelled words to write about experiences, stories, people, objects, or events. 1.2 Write consonant-vowel-consonant words (i.e., demonstrate the alphabetic principle). 1.3 Write by moving from left to right and from top to bottom.
Penmanship 1.4 Write uppercase and lowercase letters of the alphabet independently, attending to the form and proper
spacing of the letters. Sentence Structure
1.1 Recognize and use complete, coherent sentences when speaking. Spelling
1.2 Spell independently by using pre-phonetic knowledge, sounds of the alphabet, and knowledge of letter
names.
LISTENING AND SPEAKING
Listening and Speaking Strategies - Comprehension 1.1 Understand and follow one- and two-step oral directions. 1.2 Share information and ideas, speaking audibly in complete, coherent sentences.
Speaking Applications (Genres and Their Characteristics) 2.1 Describe people, places, things (e.g., size, color, shape), locations, and actions. 2.2 Recite short poems, rhymes, and songs. 2.3 Relate an experience or creative story in a logical sequence.
Kindergarten – English Language Development (ELD)
READING
Word Analysis Beginning: Concepts About Print, Phonemic Awareness, and Vocabulary and Concept Development
● Recognize English phonemes that correspond to phonemes students already hear and produce in their
primary language. Early Intermediate: Decoding and Word Recognition and Vocabulary and Concept Development
● Produce English phonemes that correspond to phonemes students already hear and produce, including long
and short vowels and initial and final consonants. ● Recognize English phonemes that do not correspond to sounds students hear and produce, (e.g., a in cat
and final consonants). Kindergarten
● 1.7 Track (move sequentially from sound to sound) and represent the number, sameness/difference,
and order of two and three isolated phonemes (e.g., /f, s, th/,/j, d, j/). ● 1.10 Identify and produce rhyming words in response to an oral prompt.
Intermediate: Phonemic Awareness
Kindergarten
● 1.7 Track (move sequentially from sound to sound) and represent the number, sameness/difference,
and order of two and three isolated phonemes (e.g., /f, s, th/,/j, d, j/). Decoding and Word Recognition and Vocabulary and Concept Development
● Recognize sound/symbol relation-ships and basic word-formation rules in phrases, simple sentences,
or simple text. Concepts About Print
● Recognize and name all uppercase and lowercase letters of the alphabet. Kindergarten
● Identify the front cover, back cover, and title page of a book. ● Follow words from left to right and from top to bottom on the printed page. ● Understand that printed materials provide information. ● Recognize that sentences in print are made up of separate words. ● Distinguish letters from words.
Early Advanced: Phonemic Awareness and Decoding and Word Recognition
● Use common English morphemes to derive meaning in oral and silent reading (e.g., basic syllabication
rules, regular and irregular plurals, and basic phonics). Kindergarten
● 1.8 Track (move sequentially from sound to sound) and represent changes in simple syllables and
words with two and three sounds as one sound is added, substituted, omitted, shifted, or repeated (e.g.,
vowel-consonant, consonant-vowel, or consonant-vowel-consonant). ● 1.9 Blend vowel-consonant sounds orally to make words or syllables. ● 1.11 Distinguish orally stated one-syllable words and separate into beginning or ending sounds. ● 1.12 Track auditorily each word in a sentence and each syllable in a word. ● 1.13 Count the number of sounds in syllables and syllables in words.
Phonemic Awareness and Decoding and Word Recognition
● Recognize sound/symbol relationship and basic word-formation rules in phrases, simple sentences, or
simple text. Kindergarten
● 1.14 Match all consonant and short-vowel sounds to appropriate letters. ● 1.15 Read simple one-syllable and high-frequency words (i.e., sight words). ● 1.16 Understand that as letters of words change, so do the sounds (i.e., the alphabetic principle).
Advanced: Decoding and Word Recognition
● Apply knowledge of common morphemes to derive meaning in oral and silent reading (e.g., basic
syllabication rules, regular and irregular plurals, and basic phonics). Kindergarten
● 1.14 Match all consonant and short-vowel sounds to appropriate letters. ● 1.15 Read simple one-syllable and high-frequency words (i.e., sight words). ● 1.16 Understand that as letters of words change, so do the sounds (i.e., the alphabetic principle).
Fluency and Systematic Vocabulary Development Beginning: Vocabulary and Concept Development
Respond appropriately to some social and academic interactions (e.g., simple question/ answer, negotiate play)
● Read aloud simple words (e.g., nouns and adjectives) in stories or games. Kindergarten
● 1.17 Identify and sort common words in basic categories (e.g., colors, shapes, foods) Vocabulary and Concept Development (These standards are also addressed in Listening and Speaking)
● Demonstrate comprehension of simple vocabulary with an appropriate action. ● Retell simple stories by using drawings, words, or phrases. ● Produce simple vocabulary (single words or short phrases) to communicate basic needs in social and
academic settings (e.g., locations, greetings, classroom objects.) Early Intermediate: Vocabulary and Concept Development
● Produce vocabulary, phrases, and simple sentences to communicate basic needs in social and academic
settings. ● Read simple vocabulary, phrases, and sentences independently. ● Read aloud an increasing number of English words. ● Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting
some errors when speaking or reading aloud. Intermediate: Vocabulary and Concept Development
● Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting
errors when speaking or reading aloud. ● Use decoding skills to read more complex words independently.
Vocabulary and Concept Development (The standards are also addressed in Listening and Speaking.)
● Use more complex vocabulary and sentences to communicate needs and express ideas in a wider variety of
social and academic settings (e.g., classroom discussions, mediation of conflicts). Kindergarten
● 1.18 Describe common objects and events in both general and specific language. K-2
● Apply knowledge of content-related vocabulary to discussions and reading. Vocabulary and Concept Development and Decoding and Word Recognition
● Recognize simple prefixes and suffixes when they are attached to known vocabulary (e.g., remove,
jumping). Early Advanced: Vocabulary and Concept Development
● Recognize simple antonyms and synonyms (e.g., good, bad; blend, mix) in stories or games. ● Use decoding skills and knowledge of academic and social vocabulary to begin independent reading.
Advanced: Vocabulary and Concept Development
● Read aloud with appropriate pacing, intonation, and expression narrative and expository texts. Decoding and Word Recognition
Kindergarten
● 1.14 Match all consonant and short-vowel sounds to appropriate letters. ● 1.15 Read simple one-syllable and high-frequency words (i.e., sight words). ● 1.16 Understand that as letters change, so do the sounds (i.e., the alphabetic principle).
Reading Comprehension Beginning: Comprehension
● Respond orally to stories read aloud, using physical actions and other means of nonverbal communication
(e.g., matching objects, pointing to an answer, drawing pictures). ● Respond orally to stories read aloud, giving one- or two-word responses (e.g. brown bear) to factual
comprehension questions. ● Draw pictures from one’s own experience related to a story or topic (e.g., community in social studies). ● Understand and follow simple one-step directions for classroom activities.
Comprehension and Analysis of Grade-Level-Appropriate Text
● Identify, using key words or pictures, the basic sequence of events in stories read aloud. Early Intermediate: Comprehension
● Respond orally to simple stories read aloud, using phrases or simple sentences to answer factual
comprehension questions. ● Draw and label pictures related to a story topic or one’s own experience. ● Understand and follow simple two-step directions for classroom activities.
Comprehension and Analysis of Grade-Level-Appropriate Text
● Orally identify, using key words or phrases, the basic sequence of events in text read. ● Draw logical inferences from a story read aloud.
Intermediate: Comprehension and Analysis of Grade-Level-Appropriate Text
● Read stories and respond orally in simple sentences to factual comprehension questions about the stories. ● While reading aloud in a group, point out basic text features, such as the title, table of contents, and chapter
headings. ● Draw inferences about stories read aloud and use simple phrases or sentences to communicate the
inferences. Comprehension
● Write captions or phrases for drawings related to a story. ● Understand and follow some multiple-step directions for classroom-related activities.
Early Advanced: Comprehension and Analysis of Grade-Level-Appropriate Text
● Read text and use detailed sentences to identify orally the main idea and use the idea to draw inferences
about the text. ● Read stories and orally respond to them by answering factual comprehension questions about cause-and-
effect relationships. ● Write a brief summary (three or four complete sentences) of a story.
Comprehension
● Read and use basic text features, such as the title, table of contents, and chapter headings. Comprehension and Analysis of Grade-Level-Appropriate Text and Expository Critique
● Read stories and texts from content areas and respond orally to them by restating facts and details to clarify
ideas. Advanced: Comprehension and Analysis of Grade-Level-Appropriate Text
● Prepare an oral or a written summary by using various comprehension strategies (e.g., generate and respond
to questions, draw inferences, compare information from several sources) with literature and content area
texts. Comprehension and Analysis of Grade-Level-Appropriate Text and Expository Critique
● Locate and use text features, such as the title, table of contents, chapter headings, diagrams, index.. Literary Response and Analysis Beginning: Narrative Analysis of Grade-Level-Appropriate Text (These standards are also addressed in Reading
Comprehension.)
● Listen to a story and respond orally in one or two words to factual comprehension questions. ● Draw pictures related to a work of literature identifying setting and characters.
Early Intermediate: Narrative Analysis of Grade-Level-Appropriate Text (These standards are also addressed in Reading
Comprehension.)
● Respond orally to factual comprehension questions about stories by answering in simple sentences. ● Recite simple poems.
Narrative Analysis of Grade-Level-Appropriate Text
● Identify orally the setting and characters by using simple sentences and vocabulary.
Intermediate: Narrative Analysis of Grade-Level-Appropriate Text (The standards are also addressed in Word Analysis,
Fluency, and Systematic Vocabulary Development.)
● Use expanded vocabulary and descriptive words in oral and written responses to simple texts. Narrative Analysis of Grade-Level-Appropriate Text (The standards are also addressed in Reading
Comprehension)
● Read simple poetry and use simple sentences in answering factual comprehension questions. Early Advanced: Structural Features of Literature
● Read short poems and orally identify the basic elements (e.g., rhythm and rhyme). Narrative Analysis of Grade-Level-Appropriate Text and Literary Criticism
● Read a literary selection and orally identify the literary elements of plot, setting, and characters. ● Read a story and identify the beginning, middle, and end.
Advanced: Narrative Analysis of Grade-Level-Appropriate Text (The standards are also addressed in Reading
Comprehension)
● Read a variety of children’s literature and respond to it both orally and in writing. Structural Features of Literature
● Describe the elements of poetry (e.g., rhythm, rhyme, alliteration). Narrative Analysis of Grade-Level-Appropriate Text and Literary Criticism
● Compare and contrast different authors’s use of literary elements.
WRITING
Strategies and Applications Beginning: Penmanship
● Copy the English alphabet legibly. Penmanship and Organization and Focus
● Copy words posted & commonly used in the classroom (e.g., labels, number names, days of the week). Organization and Focus
● Write a few words or phrases about an event or character from a story read by the teacher. ● Write a phrase or simple sentence about an experience generated from a group story.
Early Intermediate: Organization and Focus
● Write simple sentences about events or characters from familiar stories read aloud by the teacher. ● Write simple sentences by using key words posted and commonly used in the classroom (e.g., labels,
number names, days of the week, and months (e.g., Today is Tuesday.) Organization and Focus, Evaluation and Revision
● Write one to two simple sentences. (e.g., I went to the park.). Intermediate: Organization and Focus
● Write short narrative stories that include the elements of setting and characters. ● Produce independent writing that is understood when read but may include inconsistent use of standard
grammatical forms. ● Following a model, proceed through the writing process to independently write short paragraphs of at least
three lines. ● Write simple sentences appropriate for language arts and other content areas(e.g., math, science, social
studies). Organization and Focus
● Write a friendly letter of a few lines. Early Advanced: Organization and Focus
● Write short narratives that include elements of setting, characters, and events. ● Proceed through the writing process to write short paragraphs that maintain a consistent focus. ● Use complex vocabulary and sentences appropriate for language arts and other content areas(e.g., math,
science, social studies). ● Write a formal letter.
Organization and Focus, Evaluation and Revision
● Produce independent writing with consistent use of standard grammatical forms. (Some rules may not be
followed.) Advanced: Organization and Focus
● Write short narratives that include examples of writing appropriate for language arts and other content areas
(e.g., math, science, social studies). ● Write short narratives that describe the setting, characters, objects, and events.
Organization and Focus, Evaluation and Revision
● Produce independent writing by using correct grammatical forms. ● Proceed through the writing process to write clear and coherent sentences and paragraphs that maintain a
consistent focus. English Language Conventions Beginning: Capitalization
● Use capitalization when writing one’s own name. Early Intermediate: Capitalization
● Use capitalization to begin sentences and for proper nouns. Punctuation
● Use a period or question mark at the end of a sentence. Punctuation, Capitalization, and Spelling
● Edit writing for basic conventions (e.g., capitalization and use of periods) and make some corrections. Intermediate: Capitalization, Punctuation, and Spelling
● Produce independent writing that may include some inconsistent use of capitalization, periods, and correct
spelling. Sentence Structure, Grammar, and Spelling
● Use standard word order but may have some inconsistent grammatical forms (e.g., subject/verb without
inflections). Early Advanced: Capitalization, Punctuation, and Spelling
● Produce independent writing that may include some periods, correct spelling, and inconsistent
capitalization. Sentence Structure, Grammar, and spelling
● Use standard word order with some inconsistent grammar forms (e.g., subject/verb agreement). K-2
● Edit writing to check some of the mechanics of writing (e.g., capitalization and periods). Spelling
● 1.8 Spell three-and four-letter short-vowel words and grade-level-appropriate sight words correctly. Advanced: Sentence Structure and Grammar
● Use complete sentences and correct word order. Grammar
● Use correct parts of speech, including correct subject/verb agreement. Capitalization, Punctuation, and Spelling
● Edit writing for punctuation, capitalization, and spelling.
Sentence Structure, Grammar, Punctuation, Capitalization, and Spelling
● Produce writing that demonstrates a command of the conventions of standard English.
LISTENING AND SPEAKING Beginning: Comprehension
● Begin to speak a few words or sentences by using some English phonemes and rudimentary English
grammatical forms (e.g., single words or phrases). ● Begin to speak a few words or sentences by using some English phonemes and rudimentary English
grammatical forms (e.g., single words or phrases.) ● Answer simple questions with one- to two-word responses. ● Respond to simple directions and questions by using physical actions and other means of nonverbal
communication (e.g., matching objects, pointing to an answer, drawing pictures). Comprehension and Organization and Delivery of Oral Communication
● Orally identify types of media (e.g., magazine, documentary film, news report). Early Intermediate: Comprehension
● Orally identify types of media (e.g., magazine, documentary film, news report). ● Begin to be under-stood when speaking but may have some inconsistent use of standard English
grammatical forms and sounds (e.g., plurals, simple past tense, pronouns such as he or she). ● Ask and answer questions by using phrases or simple sentences.
Comprehension and Organization and Delivery of Oral Communication
● Retell familiar stories and short conversations by using appropriate gestures, expressions, and illustrative
objects. ● Orally communicate basic needs (e.g., May I get a drink?) ● Recite familiar rhymes, songs, and simple stories.
Intermediate: Comprehension
● Ask and answer instructional questions by using simple sentences. ● Listen attentively to stories and information and identify important details and concepts by using both
verbal and nonverbal responses. Comprehension and Organization and Delivery of Oral Communication
● Make oneself under-stood when speaking by using consistent standard English grammatical forms and
sounds; however, some rules may not be followed (e.g., third-person singular, male and female pronouns). ● Participate in social conversations with peers and adults on familiar topics by asking and answering
questions and soliciting information. ● Retell stories and talk about school-related activities by using expanded vocabulary, descriptive words, and
paraphrasing. Early Advanced: Comprehension
● Listen attentively to stories and information and orally identify key details and concepts. Comprehension and Organization and Delivery of Oral Communication
● Retell stories in greater detail by including the characters, setting, and plot. ● Make oneself under-stood when speaking by using consistent standard English grammatical forms, sounds,
intonation, pitch, and modulation but may make random errors. ● Participate in and initiate more ex-tended social conversations with peers and adults on unfamiliar topics by
asking and answering questions and restating and soliciting information. ● Recognize appropriate ways of speaking that vary according to the purpose, audience, and subject matter. ● Ask and answer instructional questions with more extensive supporting elements (e.g., Which part of the
story was the most important?) Advanced: Comprehension
● Listen attentively to stories and information on new topics and identify both orally and in writing key
details and concepts. ● Demonstrate an understanding of idiomatic expressions (e.g., Give me a hand.) by responding to such
expressions and using them appropriately. Comprehension and Organization and Delivery of Oral Communication
● Negotiate and initiate social conversations by questioning, restating, soliciting information, and
paraphrasing the communication of others. ● Consistently use appropriate ways of speaking and writing that vary according to the purpose, audience,
and subject matter. ● Narrate and paraphrase events in greater detail by using more extended vocabulary. ● Speak clearly and comprehensibly by using standard English grammatical forms, sounds, intonation, pitch,
and modulation.
VII. RECURSOS Y MATERIALES/ RESOURCES AND MATERIALS
No ficción - Ficción/ Non-Fiction-Fiction
● HMR ● http://www.amazon.com
Sitios en línea /Web Sites
● http://en.wikipedia.org/wiki/Main_Page (Free Encyclopedia) ● http://www.encyclopedia.com ● http://www.enchantedlearning.com ● http://www.about.com
Excursiones/ Field Trips
● Park ● Local store ● Supermarket ● Places of worship (Masjid/Church/Synagogue/Temple) ● Homes of students ● Another School ● Other Classrooms
Project GLAD
Silicon Valley Academy and Delavan Darien School District By Aylin Sucu, Noshaba Afzal, & Jabbar Beig.
Spanish interpretation by Cynthia Bell and Rafaela Albiter.
Buenos Ciudadanos(K)/ Citizenship (K)
Hojas de Planeamiento/ Planning Pages
I. Actividades de Enfoque- Motivación/ Focus-Motivation
● Reconocimiento Supercientífico 3 estándares (Tomo buenas decisiones, resuelvo
problemas, Muestro respeto). /Superscientist awards
● Palabra Clave del día/Signal Words
● Diccionario de Contenido Cognitivo con la “Palabra clave del día” /Cognitive Content
Dictionary (CCD)
● Diccionario pictórico/ Picture Dictionary
● Libro grande (hecho por la maestra)/Big Book (teacher generated)
● Gráfica de observaciones/ Observation Charts
● Reporte exploratorio/ Exploration report
● Mapa semántico de los conceptos y conocimientos/ Inquiry chart
● Archivo de imágenes/Picture File Cards
● Realia
● Excursiones dentro de la escuela: Observa y dibuja/School walk (field trips): observe &
sketch.
● Invitado especial (un maestro o alguien que trabaje en la escuela)/ Guest speaker(s) –
staff at the school
● Videos, películas y cortos/ Videos, movies, & filmstrips
II. Estrategias de introducción/ Input
● Presentación Ilustrada de la escuela con los lugares y personal de la escuela/ School
Input Chart with the locations and staff members
● Presentación ilustrada comparativa del salón y del baño/ Comparative Pictorial Input
Chart of the classroom and bathroom
● Presentación Narrativa//Narrative Input
● Grupos expertos/ Expert Groups
III. Práctica Guiada de destrezas de Lenguaje Oral/ Guided Oral Practice
● Poesía, raps, canciones, cantos/ Poetry, raps, songs, chants
● Tabla de patrones de oraciones/ Farmer-in-the-Dell/Sentence Patterning Chart (SPC)
● Gráfica T de habilidades sociales (ciudadanía)/ T-graph for social skills (citizenship)
● Trabajos de Equipo/ Team Tasks
● Farmer-in-the-Dell (Sustantivo: estudiantes/ Noun: students)
● Volver a contar la narrativa/ Retelling Narrative
● Grupos separado por lenguaje primario (L1)/ Primary Language Groups
● Revisar las tarjetas de vocabulario y de presentación ilustrada/ Word card review with
input charts
● Conexiones Escuela - Hogar/ Home School Connections
● Interacciones personales/ Personal Interactions
● Suzy
IV. Actividades de lectura y escritura/ Reading and Writing Activities
A. Todo el salón/ Whole Class
● Mapa del cuento / Narrative story map
● Párrafos cooperativo de tiras de oración con respuestas, notas de edición y
revisiones (use pocket chart)/ Group Frame paragraph with responding,
revising, and editing (use pocket chart)
B. Equipos-Grupos- Cooperativo/ Team-Group-Cooperative
● Tareas en Equipos/ Team tasks
● Grupos expertos/ Expert Groups
● Mapa mental/ Mind mapping
● Cuadrícula para procesar la información/Process Grid
● Grupos flexibles de lectura con estudiantes que van a escribir un texto/
Flexible Group reading with student generated text
C. Individual/Individual ● Diario Interactivo / Interactive Journals
● Taller de escritura con la Silla del Autor/ Writer’s
Workshop with Author’s Chair
● Diario de Aprendizaje/ Learning logs
V. Actividades de extensión/ Extended Activities
● Caminata dentro de la escuela para observar lo que tiene la escuela/ Observation
School Walk
● Crear un mapa o modelo de la escuela con sus diferentes lugares, personal de la
escuela y reglas/ Create a model of the school with locations, staff, and rules
● Teatro mostrando actos de ciudadanía/ Creative Drama-Plays to demonstrate
citizenship
VI. Cierre y Evaluación/ Closure-Evaluation
● Diario de aprendizaje-Portafolio/ Learning logs-Portfolios
● Proyectos artísticos/ Art-Projects
● Murales activos/Living Walls
Project GLAD
Silicon Valley Academy
By Aylin Sucu, Noshaba Afzal, & Jabbar Beig Spanish interpretation by Cynthia Bell and Rafaela Albiter.
Buenos Ciudadanos (K)/ Citizenship (K)
EJEMPLOS DE LECCIONES (5 DIAS)
SAMPLE DAILY LESSON PLAN (5-Day)
Día 1 /Day 1
ESTRATEGIAS DE ENFOQUE- MOTIVACIÓN/ FOCUS-MOTIVATION
● Reconocimiento Supercientífico 3 estándares (Tomo buenas decisiones, resuelvo
problemas, Muestro respeto). (BUENOS CIUDADANOS)/Super Scientist
Reinforcers (Citizenship)
● Palabra clave del día procesada con el diccionario de contenido cognitivo/ Signal
Word processing w/Cognitive Content Dictionary
● Gráfica de observaciones/ Observation Charts
● Realia
● Mapa semántico de los conceptos y conocimientos/ Inquiry Chart
● El libro grande/ Important Big Book
ESTRATEGIAS DE INTRODUCCIÓN/INPUT
● Presentación pictórica de la escuela (con fotografías y 10/2)/ School Input Chart
(w/picture file cards & 10/2’s)
● Diario de aprendizaje/ Learning log
● Recuento para los estudiantes de inglés-español como segunda lengua/ ELD
review/retell
PRÁCTICA GUIADA DE DESTREZAS DE LENGUAJE ORAL/ GUIDED ORAL
PRACTICE
● Poemas/ Poem
ESTRATEGIAS DE ENTRADA/ INPUT
● Presentación Narrativa/ Narrative Input
PRÁCTICA GUIADA DE DESTREZAS DE LENGUAJE ORAL/ GUIDED ORAL
PRACTICE
● Lluvia de ideas sobre ciudadanía/Brainstorm on citizenship
● Gráfica T de habilidades sociales/ T-graph on citizenship
● Reporte Exploratorio con fotografías para los equipos/ Exploration Report with
Picture File Cards in Teams
● Poemas/ Poem
CIERRE/ CLOSURE
● Diario Interactivo/ Interactive Journal
● Cuadrícula para procesar la información/ Process Inquiry Chart
● Conección Escuela-Hogar/ Home/School Connection
Project GLAD
Silicon Valley Academy
By Aylin Sucu, Noshaba Afzal, & Jabbar Beig Spanish interpretation by Cynthia Bell and Rafaela Albiter.
Buenos Ciudadanos (K)/ Citizenship (K)
EJEMPLOS DE LECCIONES (5 DIAS)
SAMPLE DAILY LESSON PLAN (5-Day)
Día 2/Day 2
ACTIVIDADES DE ENFOQUE- MOTIVACIÓN/ FOCUS-MOTIVATION
● Reconocimiento Supercientífico (Buenos ciudadanos)/ Super Scientist Reinforcers
(Citizenship)
● Conexión Escuela- Hogar. Compartir en grupo/ Home/School Connection share out.
● Procesar la palabra clave del día con el diccionario cognitivo de materia/ Signal Word
processing w/Cognitive Content Dictionary
● Realia
PRÁCTICA GUIADA DE DESTREZAS DE LENGUAJE ORAL/ GUIDED ORAL
PRACTICE
● Agregar palabras y notas al Mapa de la Escuela/ Review with words cards – School
Map
● Diario de aprendizaje/ Learning logs
● Poesía/ Poetry
ACTIVIDADES DE INTRODUCCIÓN/ INPUT
● Presentación pictórica comparativa del salón de clases y el baño (agregar fotografías,
TPR y 10/2)/ Comparative Pictorial Input Chart Classroom/Bathroom (w/picture file
cards, TPR, & 10/2’s)
● Diario de aprendizaje/Learning log
● Grupos separado por lenguaje primario (L1) para repasar y re-enseñar/ Primary Language
Groups ELD Review-Retell
PRÁCTICA GUIADA DE DESTREZAS DE LENGUAJE ORAL/ GUIDED ORAL
PRACTICE
● Agregar palabras y notas a la presentación pictórica /Review with words cards –
Comparative Input Chart
● Diario de aprendizaje/ Learning logs
ACTIVIDADES DE LECTURA Y ESCRITURA/ READING AND WRITING
● Mapa mental/ Mind Map
● Trabajos en equipo: Presentación ilustrada de la escuela, Presentación pictórica
comparativa del salón de clases y el baño./ Team Tasks: School Input, Comparative
Pictorial Input Classroom/Bathroom
● Grupos Expertos/ Expert Groups
PRÁCTICA GUIADA DE DESTREZAS DE LENGUAJE ORAL/ GUIDED ORAL
PRACTICE
● Agregar palabras y notas a la presentación Narrativa/ Review with words cards –
Narrative Input
● Tabla de patrones de oraciones /Sentence Patterning Chart (Farmer-in-the-Dell)
● Juego de lectura/Read Game
● Juego de intercambiar/ Trade Game
CIERRE/ CLOSURE
● Procesar gráficas y poemas/ Process charts-poems
● Diario interactivo/ Interactive Journals
● Conexión Escuela- Hogar/ Home-School Connection
Project GLAD
Silicon Valley Academy
By Aylin Sucu, Noshaba Afzal, & Jabbar Beig Spanish interpretation by Cynthia Bell and Rafaela Albiter.
Buenos Ciudadanos (K)/ Citizenship (K)
EJEMPLOS DE LECCIONES (5 DIAS)
SAMPLE DAILY LESSON PLAN (5-Day)
Día 3 / Day 3
ACTIVIDADES DE ENFOQUE- MOTIVACIÓN/ FOCUS-MOTIVATION
● Reconocimiento Supercientífico (Buenos ciudadanos)/ Super Scientist Reinforcers
(Citizenship)
● Conexión Escuela- Hogar. Compartir en grupo/ Home/School Connection share out
● Procesar la palabra clave del día con el diccionario cognitivo de materia/ Signal Word
processing w/Cognitive Content Dictionary
PRÁCTICA GUIADA DE DESTREZAS DE LENGUAJE ORAL’/ GUIDED ORAL
PRACTICE
● Trabajos de equipo agregar “The Farmer in the Dell” Mapa Mental/ Team Tasks –
add Farmer-in-the-Dell, Mind Map
● Grupos Expertos/ Expert Groups
● Trabajos de equipo - agregar diccionario ilustrada / Team Tasks – add picture
dictionary
● Grupos Expertos/ Expert Group
PRÁCTICA GUIADA DE DESTREZAS DE LENGUAJE ORAL/ GUIDED ORAL
PRACTICE
● Poesía-Cantos/ Poetry-Chants
● Revisar la presentación narrativa con palabras, con imágenes y con burbujas de
diálogo/ Review of Narrative Input with word cards and conversation bubbles
LECTURA Y ESCRITURA/ READING-WRITING
● Mapa del cuento/ Story Map of Narrative
CIERRE/ CLOSURE
● Diario Interactivo/ Interactive Journals
● Procesar las gráficas/ Process Charts
● Connexión Escuela-Hogar/ Home-School Connection
Project GLAD
Silicon Valley Academy
By Aylin Sucu, Noshaba Afzal, & Jabbar Beig Spanish interpretation by Cynthia Bell and Rafaela Albiter.
Buenos Ciudadanos (K)/ Citizenship (K)
EJEMPLOS DE LECCIONES (5 DIAS)
SAMPLE DAILY LESSON PLAN (5-Day)
Día 4/ Day 4
ACTIVIDADES DE ENFOQUE- MOTIVACIÓN/ FOCUS-MOTIVATION
● Reconocimiento Supercientífico (Buenos ciudadanos)/ Super Scientist Reinforcers
(Citizenship)
● Procesar la palabra clave del día con el diccionario cognitivo de materia/ Signal Word
processing with Cognitive Content Dictionary
PRÁCTICA GUIADA DE DESTREZAS DE LENGUAJE ORAL/ GUIDED ORAL
PRACTICE
● Los grupos expertos comparten en voz alta/ Expert Group share out
ACTIVIDADES DE LECTURA Y ESCRITURA/ READING/WRITING
● Cuadrícula para procesar la información/ Process Grid
● Párrafo cooperativo de tiras de oración/ Cooperative Strip Paragraph
PRÁCTICA GUIADA DE DESTREZAS DE LENGUAJE ORAL/ GUIDED ORAL
PRACTICE
● Recuento para los estudiantes de inglés-español como segunda lengua/ Narrative
Input L1 review & ELD story retell
-Trabajos de equipo-agregar al Reporte Exploratorio/ Team Tasks add to list
Exploration Report
-Tareas individuales - Mapa de la escuela,Presentación pictórica comparativa,
Diccionario de contenido cognitivo, Diccionario de imágenes, subrayar y dibujar
en los diarios de poesía/ Individual tasks – School Map, Comparative Pictorial
Input, Picture Dictionary, Highlight & sketch in poetry books
LECTURA Y ESCRITURA / READING-WRITING
● Escucha y dibujo/ Listen and Sketch
● Taller de escritura/ Writer’s Workshop
● Mini lección- Organizador gráfico y dibujar (en la hoja de planeamiento) Mini-
lesson – Graphic Organizers and sketching (Planning Page)
● Escritura/ Writing
● La silla del autor/ Author’s Chair
CIERRE/ CLOSURE
● Procesar las gráficas/ Process charts
● Procesar Mapa semántico de los conceptos/conocimientos/ Process Inquiry Chart
● Diario Interactivo/ Interactive Journals
Project GLAD
Silicon Valley Academy
By Aylin Sucu, Noshaba Afzal, & Jabbar Beig Spanish interpretation by Cynthia Bell and Rafaela Albiter.
Buenos Ciudadanos (K)/ Citizenship (K)
EJEMPLOS DE LECCIONES (5 DIAS)
SAMPLE DAILY LESSON PLAN (5-Day)
Día 5/ Day 5
ACTIVIDADES DE ENFOQUE- MOTIVACIÓN/FOCUS-MOTIVATION
● Reconocimiento Supercientífico (Buenos ciudadanos)/ Super Scientist Reinforcers
(Citizenship)
● Procesar la palabra clave del día con el diccionario cognitivo de materia/ Signal Word
w/CCD
● Conexión Escuela-Hogar/ Home/School Connection
● Realia
PRÁCTICA GUIADA DE DESTREZAS DE LENGUAJE ORAL/GUIDED ORAL
PRACTICE
● Repasar el Libro grande/ Review Big Book
● Repasar los poemas/ Review poems
LECTURA Y ESCRITURA/READING-WRITING
● Párrafo cooperativo de tiras de oración en grupos /Group Frame (Cooperative Strip)
Paragraph
- Responder, revisar, editar la lista/ Respond, revise, edit checklist
- Agregar lenguaje a la poesía/ Add language from Poetry, SPC
● Grupos de lectura guiada con el párrafo cooperativo de oración/ Leveled Reading
Group of Coop Strip Paragraph
-Trabajos en equipos/ Team Tasks
-Tareas individuales/ Individual tasks
● Writer’s Workshop – mini-lesson on types of writing
● Author’s Chair
CIERRE/ CLOSURE
● Procesar todas las gráficas/ Process all charts
● Procesar el Mapa semántico de conceptos yconocimientos/ Process Inquiry Chart
Project GLAD
Silicon Valley Academy
By Aylin Sucu, Noshaba Afzal, & Jabbar Beig
Citizenship (K)
SAMPLE DAILY LESSON PLAN (4-Day)
Day 1:
Focus/Motivation
● Super Scientist Reinforcers (Citizenship)
● Signal Word processing w/Cognitive Content Dictionary
● Observation Charts
● Inquiry Chart
● Big Book
Input
● Input Chart of the School Map
Learning Log
ELD Review/Retell
Guided Oral Practice
● Poetry
● T Graph
● Exploration Report
Input
● Narrative input chart
Reading/Writing
● Interactive journal
● Listen and sketch
Guided Oral Practice
● Poetry
Closure
● Process inquiry chart
● Home-School Connection (HSC)
SAMPLE DAILY LESSON PLAN (4-Day Plan)
Day 2
Focus/Motivation
● Super Scientist Reinforcers (Citizenship)
● Home School Connection
● Signal Word processing w/Cognitive Content Dictionary
Guided Oral Practice
● Review with word cards the School Map input chart
-Learning logs
● Poetry
Input
● Comparative Pictorial input chart Classroom/Bathroom
-Learning logs
Guided Oral Practice
● Poetry
● Review with word cards the Comparative Pictorial Input
-Learning logs
Reading/Writing
● Mind Map
● Expert Groups
- Team tasks: School Map Input Chart, Comparative Pictorial Input Chart
Guided Oral Practice
● Team evaluation
● Narrative input review with word cards
● Sentence Patterning Chart (SPC) or Farmer-in-the-Dell
-Read & Trade game
● Poetry
Reading/Writing
● Interactive journal writing
Closure
● Process charts
● Home-School Connection
SAMPLE DAILY LESSON PLAN (4-Day Plan)
Day 3
Focus/Motivation
● Super Scientist Reinforcers (Citizenship)
● Home School Connection
● Signal Word processing w/Cognitive Content Dictionary w/VSS
● Big Book
Guided Oral Practice
● Poetry
Reading/Writing
● Expert Groups
- Team tasks: add Mind Map, SPC, CCD
● Process Grid
Guided Oral Practice
● Expert share out
Reading/Writing
● Process Grid
● Group Frame/Cooperative Strip Paragraph
Guided Oral Practice
● Poetry
● Narrative review with conversation bubbles
Closure
● Interactive journal writing
● Process charts
● Home/School Connection
SAMPLE DAILY LESSON PLAN (4-Day Plan)
Day 4
Focus/Motivation
● Super Scientist Reinforcers
● Home School Connection
● Signal Word processing w/Cognitive Content Dictionary w/VSS
Reading/Writing
● Cooperative Strip Paragraph editing
o Respond, revise, edit checklist
o Poetry, SPC
● Flip Chantl
● Flexible (struggling) reading group of Cooperative Strip Paragraph
- Team tasks: add Process Grid, Flip Chant, Team evaluation
● Ear to Ear reading
● Story Map
Guided Oral Practice
● Narrative input primary language retell
- Individual Tasks: highlight/sketch in poetry booklets, add to learning logs, SPC,
personal dictionary
Reading/Writing
● Listen and Sketch
● Writer’s Workshop
Mini-lesson: Planning page, flip chant, strip book
Author’s Chair
Closure
● Interactive Journal Writing
● Review Inquiry Charts
● Metacognition of learning
Buenos ciudadanos
El libro Grande
Por, Jabbar Beig
Traducido e interpretado por Cynthia Bell
Pensé que te gustaría saber que los buenos ciudadanos se comportan de acuerdo con el lugar y a
la ocasión.
● Los buenos ciudadanos siguen las reglas del lugar donde están. .
● En todos los lugares donde hay reglas.
● Algunos lugares son el salón de clases , baño , hogar, y la tienda .
Pensé que te gustaría saber que los buenos ciudadanos se comportan de acuerdo con el lugar y a
la ocasión.
pg.1
Pensé que te gustaría saber que los buenos ciudadanos se comportan de acuerdo con el lugar y a
la ocasión.
● Los buenos ciudadanos comparten .
● Compartir es dejar que otros utilicen lo que está utilizando .
● Compartir es esperar pacientemente para que otros puedan terminar.
● Compartir es dar, recibir tomando turnos .
Pensé que te gustaría saber que los buenos ciudadanos se comportan de acuerdo con el lugar y a
la ocasión.
pg.2
Pensé que te gustaría saber que los buenos ciudadanos se comportan de acuerdo con el lugar y a
la ocasión.
● Los buenos ciudadanos son honestos y muestran coraje.
● La honestidad es decir la verdad .
● Coraje es hacer algo bueno, incluso cuando tengas miedo.
● Los buenos ciudadanos toman buenas decisiones .
Pensé que te gustaría saber que los buenos ciudadanos se comporta de acuerdo con el lugar y a
la ocasión.
pg.3
Pensé que te gustaría saber que los buenos ciudadanos se comportan de acuerdo con el lugar y a
la ocasión.
● Los buenos ciudadanos son responsables .
● Ellos siguen las reglas y confían en las personas .
● Ellos tienen la determinación de hacer lo correcto, aunque sea difícil .
● Los buenos ciudadanos resuelven problemas.
Pensé que te gustaría saber que los buenos ciudadanos se comportan de acuerdo con el lugar y a
la ocasión.
pg.4
Pensé que te gustaría saber que los buenos ciudadanos se comportan de acuerdo con el lugar y a
la ocasión.
● Los buenos ciudadanos se encuentran hoy en día y en la historia .
● Las historias tienen buenos ciudadanos.
● Cada acción tiene una reacción o efecto .
● Estos efectos se denominan consecuencias .
Pensé que te gustaría saber que los buenos ciudadanos se comportan de acuerdo con el lugar y a
la ocasión.
pg.5
Citizenship Big Book
By, Jabbar Beig
I just thought you might like to know that being a good citizen involves acting in certain ways.
● Good citizens follow the rules of a setting.
● Settings are different places.
● Some settings are the classroom, bathroom, home, and the store.
I just thought you might like to know that being a good citizen involves acting in certain ways.
Pg.1
I just thought you might like to know that being a good citizen involves acting in certain ways.
● Good citizens share.
● Sharing is allowing others to use what you are using.
● Sharing is waiting patiently for others to finish before you use it.
● Sharing is giving and receiving by taking turns.
I just thought you might like to know that being a good citizen involves acting in certain ways.
Pg.2
I just thought you might like to know that being a good citizen involves acting in certain ways.
● Good citizens are honest and show courage.
● Honesty is telling the truth.
● Courage is doing something even when you feel scared.
● Good citizens make good decisions.
I just thought you might like to know that being a good citizen involves acting in certain ways.
Pg.3
I just thought you might like to know that being a good citizen involves acting in certain ways.
● Good citizens are responsible.
● They follow the rules and are trusted more.
● They have determination to do right even if it is hard.
● Good citizens solve problems.
I just thought you might like to know that being a good citizen involves acting in certain ways.
Pg.4
I just thought you might like to know that being a good citizen involves acting in certain ways.
● Good citizens are found today and in history.
● Stories have good citizens.
● Every action has a reaction or effect.
● These effects are called consequences.
I just thought you might like to know that being a good citizen involves acting in certain ways.
Pg.5
Si esta haciéndo 3 grupos expertos entonces hacer la presentación pictórica del baño. Si no
hacerlo para el 4to grupo experto/ if doing 3 expert groups then do this Pictorial Input Chart Bathroom as a
comparative with the classroom. Otherwise this input chart is not done and becomes the 4
th expert group.
Citizenship
Poetry Booklet
Name______________________________________________________________________
__
El Rap de los buenos ciudadanos.
por :Noshaba Afzal (Versión en español por Cynthia Bell)
Esta es la historia de los buenos ciudadanos
Escucha con atención de antemano.
Los personajes en la historia son un buen ejemplo
Ciudadanos modelo yo contemplo
La Madre Teresa cuido a los necesitados
Abe Lincoln ayudó a los exclavizados.
Martin luchó para poder votar.
Franklinnos llevó a la luna a volar.
Una persona con responsabilidad
No importa cuál sea tu edad.
Reglas de oro debemos seguir
Buenos ciudadanos vamos a sobresalir
Citizens Rap
By: Noshaba Afzal (adapted by Jabbar Beig)
There is a story in this citizen’s rap,
So you better listen up because there’s lots of facts.
Historical characters are the perfect example,
Model citizens what a sample.
Mother Theresa helped sick and needy too,
Abe Lincoln worked honestly that is true.
Ben Franklin had courage with a message,
MLK Jr. showed determination to prevent suffrage.
An individual with responsibility,
George Washington fought patriotically.
Golden rules that we follow,
Helps make life clear, say bravo!
Ciudadanos
By: Noshaba Afzal. Versión español : Cynthia Bell
Ciudadanos aquí, ciudadanos allá
Ciudadanos, ciudadanos por todos lados
Maestras buenas enseñando
Choferes ágiles manejando
Jardineros creativos plantando
Y banqueros dinero contando.
Ciudadanos en las clases
Vecinos en las tiendas
Amigos en el parque
Y familias en los patios
Ciudadanos aquí, ciudadanos allá
Ciudadanos, ciudadanos por todos lados
Ciudadanos! Ciudadanos! Ciudadanos!
Citizens
By: Noshaba Afzal
Citizens here, citizens there.
Citizens, citizens everywhere.
Helpful cashiers working,
Respectful students studying,
Loving teachers helping,
And happy families sharing.
Citizens in the classrooms,
Neighbors around the store,
Friends at the playground,
And families near the park.
Citizens here, citizens there.
Citizens, citizens everywhere.
Citizens! Citizens! Citizens!
Ciudadanos
Por, Noshaba Afzal. Versión español: Cynthia Bell
Esto es muy emocionante
Los buenos ciudadanos son mejor que diamantes
Con respeto, sonrisas y modales,
Los ciudadanos son profesionales (especiales)
Sound off - Todos votamos
Sound off –Regla de oro
1, 2, 3, 4 – Democracia!
Padres, hermanas y hermanos
Trabajando juntos de la mano
Cocinando, limpiando y lavando
Así estamos ayudando
Sound off –Responsabilidad
Sound off - Buena actitud
1, 2, 3, 4 – Trabajo en equipo!
En la tienda compramos la comida
Siempre respetuosos hasta la salida
Caminando por los corredores
Sin empujan a los mayores
Sound off – Seguridad
Sound off – Aprecio a los demás
1, 2, 3, 4 – Buenos ciudadanos!
Citizens Cadence
By, Noshaba Afzal
We just know what we’ve been told,
Good citizenship is better than gold.
With respect, manners, and smiles too,
Showing citizenship is good for you.
Sound off – Everyone votes
Sound off – Golden rule
1, 2, 3, 4 – Democracy!
Parents, sisters, and brothers too,
Working together to help me and you.
Cooking, cleaning, washing too,
Showing love it is true.
Sound off – Responsibility
Sound off – Good sportsmanship
1, 2, 3, 4 – Team work!
In the stores, we get our food,
We get it politely, yes we do.
Walking down all the aisles,
Never knocking things in piles.
Sound off – Safety
Sound off – Keep things clean
1, 2, 3, 4 – Great Citizenship!
La rutina mañanera Bugaluu By Jabbar Beig. Versión en español: Cynthia Bell, Rafaela Albiter
Somos estudiantes y estamos aquí para decirte,
Todos los días nos despertamos temprano.
Primero me levanto de la cama,
"Cepillo mis dientes y quedan muy limpios.”
Despertando, y cepillando mis dientes
Durante la rutina mañanera de Bugaluu!
Despues tengo que peinarme,
Para que mis amigos, no me asusten.
"Quita tu pijama," dice mi mamá,
Me puse pantalones hechos de Alabama
Peinar mi cabello, cambiarme de ropa
Durante la rutina mañanera de Bugaluu!
Estoy descalzo sin nada en los pies,
Me puse calcetines y los zapatos también .
Entonces atando firmemente mis cordones,
Me fui a caminar a muchos lugares.
Usando mis zapatos, y atando los cordones
Durante la rutina mañanera de Bugaluu!
Mi estómago necesita una buen desayuno,
Comer el desayuno me pone feliz.
Agarro mi mochila con mis libros,
Soy buen estudiante, no me pueden confundir.
Desayuno, y agarro mi mochila con mis libros también,
Durante la rutina mañanera de Bugaluu!!
Morning Routine Bugaloo
By Jabbar Beig
We’re scholars and we’re here to say,
We wake up early everyday.
First I get up out of bed,
“Brushing my teeth clean,” I said.
Waking up, Brushing teeth too
Doing the Morning Routine Bugaloo!
Next I’ve got to comb my hair,
So my friends, I don’t scare.
“Get out of your pajamas,” says my mama,
I put on some pants made in Alabama
Combing hair, Changing clothes too
Doing the Morning Routine Bugaloo!
I’m barefoot with nothing on my feet,
I put on socks and shoes for some heat.
I then tie tight my shoelaces,
I’ve got to walk around to many places.
Wearing shoes, Tying laces too
Doing the Morning Routine Bugaloo!
My stomach then needs some good food,
Eating breakfast puts me in a good mood.
I grab my backpack with my book,
As a scholar, I can’t be mistook.
Breakfast, Backpacks with books too
Doing the Morning Routine Bugaloo!
Proyecto GLAD
Conexión Escuela - Hogar #1
Buenos Ciudadanos
Habla con tus padres, familiares o un adulto sobre las reglas de tu casa.
Haz un dibujo o escribe algo sobre estas reglas.
Nombre del estudiante:
____________________________________________________________
Firma del padre o encargado: _____________________________________________________
Project GLAD
Home / School Connection #1
Citizenship
Ask your parents, family members, or an adult about the rules at your
home.
Sketch and/or write about those rules below.
Student Name:
_____________________________________________________________________
Parent/Family/Adult Signature: ________________________________
Proyecto GLAD
Conexión Escuela-Hogar #2
Buenos Ciudadanos.
Comparte con tus padres las reglas del salón. Pregúntales sobre las
reglas que ellos tenían cuando estaban en la escuela.
Haz un dibujo o escribe algo sobre estas reglas.
Nombre del estudiante:
____________________________________________________________
Firma del padre o encargado: _____________________________________________________
Project GLAD
Home / School Connection #2
Citizenship
Share our classroom rules with your parents, family members, or an
adult. Ask them about the rules they had when they went to school.
Sketch and/or write about those rules below.
Student Name:
____________________________________________________________________
Parent/Family/Adult Signature:
_____________________________________________________________________
Proyecto GLAD
Conexión Escuela-Hogar #3
Buenos ciudadanos
Cuéntale a tus padres sobre la historia que escuchaste en el salón de
clases. Pregúntales si ellos saben algo al respecto.
Haz un dibujo o escribe algo sobre estas reglas.
Nombre del estudiante: __________________________________________________________
Firma del padre o encargado : _________________________________________________
Project GLAD
Home / School Connection #3
Citizenship
Tell your parents, family members, or an adult about the story you heard
in class. Ask them what they know about it.
Sketch and/or write it below.
Student Name:
___________________________________________________________________
Parent/Family/Adult Signature: _________________________________________________
Proyecto GLAD
Conexión Escuela-Hogar #4
Buenos ciudadanos
Habla con tus padres sobre lo que escuchaste en la escuela. Pregúntales
que saben sobre eso.
Haz un dibujo o escribe algo sobre estas reglas.
Nombre del estudiante: __________________________________________________________
Firma del padre o encargado : _________________________________________________
Project GLAD
Home / School Connection #4
Citizenship
Talk to your family members, parents, or an adult about your expert
location or setting. What did they find interesting about it?
Sketch and/or write about it below.
Student Name:
_____________________________________________________________________
Parent/Family/Adult Signature: ___________________________________________________
Proyecto GLAD
Conexión Escuela-Casa #5
Buenos Ciudadanos
Habla con tu familia sobre algún lugar dónde vas a vacacionar. Cuáles
son las reglas de oro ahí?
Haz un dibujo o escribe algo sobre estas reglas.
Nombre del estudiante: __________________________________________________________
Firma del padre o encargado : _________________________________________________
Project GLAD
Home / School Connection #5
Citizenship
Talk to your family members, parents, or an adult about a setting where
you go on vacation. How did you apply the Golden Rules there?
Sketch and/or write about it below.
Student Name:
_____________________________________________________________________
Parent/Family/Adult Signature: ____________________________________________________
GRUPOS EXPERTOS
TEXTO
Los grupos expertos del parque
Dónde están las personas
El parque cuenta con muchas personas. Los estudiantes están en el patio de
recreo. Los profesores están en el patio de recreo. Los padres algunas veces se
encuentran allí.
Reglas de Oro
Las reglas de oro nos mantienen seguros en el patio. Una persona a la vez debe
deslizarse. Nos deslizamos desde la parte superior a la parte inferior. Los trozos de
madera se quedan en el suelo. Los estudiantes juegan juntos y se turnan. Vamos a
través del pasa manos en una dirección.
EXPERT GROUP
TEXT
Playground Expert Group
Individuals at Location
The playground has many people. Students are on the playground.
Teachers are on the playground. Parents are also sometimes there.
Golden Rules
Golden rules keep us safe on the playground. Only person at a time should
be on the slide. We slide from the top to the bottom. The bark stays on the
ground. Students play together and take turns. We go across the monkey bars in
one direction.
Características de un ciudadano
Cada ciudadano necesita su propio espacio que le rodea. Mantenemos nuestras
manos quietas. Esto se conoce como el espacio personal. Una cara feliz nos
permite saber que estamos teniendo diversión. Hablamos de comunicarse entre
sí.
Acciones
Los buenos ciudadanos toman turnos y comparten. Nosotros ayudamos y damos
la bienvenida a otros diciendo: "Ven y únete a nosotros." Esto nos ayuda a hacer
amigos. Siempre debemos pedir permiso de un adulto para salir de la zona de
juegos.
Characteristics of a Citizen
Every citizen needs there own space around them. We keep our hands to
ourselves. This is called personal space. A happy face lets us know we are having
fun. We talk to communicate to each other.
Actions
Good citizens take turns and share. We are helpful and welcome others by
saying, “Come join us.” This helps us make friends. We should always ask an
adult permission to leave the playground area.
Consecuencias
Si seguimos estas reglas de oro, estas cosas pueden suceder. Estaremos felices y
nos divertiremos. El campo de juego es emocionante. Haremos nuevos amigos.
Consequences
If we follow these Golden Rules, these things can happen. We are happy and have
fun. The playground is exciting. We make new friends.
Grupo Experto de la Casa.
Dónde están las personas
En la casa viven diferentes personas diferentes. En casa puedes encontrar a
mamá y a papá. Puedes encontrar hermanos, hermanas. Es divertido tener a los
abuelos de visita.
Reglas de oro.
Las reglas de oro nos mantienen seguros en casa. Debemos recoger nuestros
juguetes para evitar un accidente. Debemos limpiar nuestras recámaras, tender la
cama y doblar la ropa. Esto le va a ayudar mucho a nuestros padres.
Características de los buenos ciudadanos.
Un buen ciudadano en casa es responsable de tomar buenas decisiones.
También resolvemos problemos. Somos cariñosos y respetuosos con nuestros
padres.
Acciones
Los buenos ciudadanos obedecen a sus padres. Escuchamos a nuestros
mayores. Ayudamos a nuestros hermanos y compañeros de clases. También
leemos mucho.
Consecuencias:
Si seguimos las reglas de oro nos sentimos felices y éxitosos. Vamos a dar y
a recibir amor. Nos sentiremos necesitamos y nos convertiremos en mejores
lectores.
Home Expert Group
Individuals at Location
There can be different people at home. Everyone’s home is different. A
mom and dad can be found there. One sister or brother can be home, many
brothers and sisters too. Grandparents are fun to have at home.
Golden Rules
Golden rules keep us safe at home. We should pick up toys to keep people
from getting hurt. We should clean our rooms by making our beds and folding our
clothes. This will help our parents.
Characteristics of a Citizen
A citizen at home takes individual responsibility by making good decisions.
We solve problems. We are kind and are loyal to our parents.
Actions
Good citizens obey their parents. We listen to our elders. We help our
siblings and classmates. We also read a lot.
Consequences
If we follow these Golden Rules, we will be happy and feel successful. We
will give and get love. We will feel needed and be better readers.
Grupo Experto de las tiendas.
Dónde están las personas
Las tiendas siempre tienen muchas personas. La mayoría son empleados.
Los cajeros, misceláneos y vendedores trabajan en las tiendas. Los vecinos y los
amigos que viven cerca de la tienda compran ahí. Ellos son los clientes de la
tienda.
Reglas de oro
Las reglas de oro nos mantienen seguros en la tienda. Nos quedamos cerca
de nuestros padres o cuidadores. Solamente hablamos con los adultos que
conocemos. Dejamos las cosas que no vamos a comprar en los estantes. Pagamos
por nuestras cosas.
Características de los buenos ciudadanos
En la tienda los buenos ciudadanos se portan de forma gentil con otras
personas. Son pacientes y esperan silenciosos a ser atendidos.
Acciones
Los buenos ciudadanos son confiables y amables. Son pacientes en la línea y
sonreímos mientras nuestros padres hacen las compras.
Consecuencias
Si seguimos las reglas de oro vamos a disfrutar hacer las compras y nuestros
padres van a estar muy felices
(If doing 4 expert groups, include this expert group but don’t do the bathroom pictorial)
Store Expert Group
Individuals at Location
Stores have most individuals. There are employees who work. Clerks,
cashiers, and janitors work at the store. Friends and neighbors who live near us
shop. They are also called shoppers.
Golden Rules
Golden Rules keep us safe at the store. We stay near our parents or
caretaker. We talk only to adults we know. We pay for items. We leave items on
the shelves.
Characteristics of a Citizen
Citizens have good citizenship in the store. We are gentle with others. We
are patient. We wait quietly.
Actions
Good citizens are truthful and helpful. We wait patiently in line. We smile
while our family shops.
Consequences
If we follow these Golden Rules, we will enjoy shopping. We will get to go
shopping. We will have happy parents.
(Si al hacer 4 grupos de expertos, incluir a este grupo de expertos, pero no hagas la presentación
pictórica del baño)
Grupo de Expertos de baño
Dónde está el baño
El baño tiene mucha gente. Hay un cuarto de baño para los niños y un cuarto
de baño de las niñas. Los estudiantes están en los cuartos de baño. A veces un
maestro está en el baño.
Reglas de Oro
Las reglas de oro nos mantienen seguros en el cuarto de baño. Tenemos una
sola persona a la vez, en la caseta de baño o en un fregadero. Nos lavamos las
manos. Las servilletas se tiran en la basura. Esperamos pacientemente si alguien
está enfrente de nosotros.
(If doing 4 expert groups, include this expert group but don’t do the bathroom pictorial)
Bathroom Expert Group
Individuals at Location
The bathroom has many people. There is a boys’ bathroom and a girls’
bathroom. Students are in bathrooms. Sometimes a teacher is in the bathroom.
Golden Rules
Golden rules keep us safe in the bathroom. We have only one person at a
time in the bathroom stall or at a sink. We wash our hands. Napkins are thrown in
the trash can. We wait patiently if someone is in front of us.
Características de un Ciudadano
Los buenos cuidadanos son respetuosos del espacio de sus compañeros. Somos
amables al esperar pacientemente mientras sus compañeros van al baño. Los
buenos ciudadanos garantizan la limpieza.
Acciones
Los buenos ciudadanos mantienen sus pies en el suelo. Mantenemos nuestras
manos cerca de nuestro cuerpo y lejos de las paredes. No jalamos de la cadena una
vez después de su uso. Cuando entramos al baño cerramos la puerta. Recordamos
lavarnos las manos.
Consecuencias
Si seguimos estas reglas de oro, estas cosas pueden suceder. No hay gérmenes.
Nos mantenemos sanos. Estamos limpios. El cuarto de baño es cómodo.
Characteristics of a Citizen
Every citizen is modest by staying in the stall when their clothes are off. We
are courteous by waiting patiently. Good citizens ensure cleanliness.
Actions
Good citizens keep their feet on the ground. We keep our hands near our
body and away from the walls. We flush the toilet once after use. The stall door is
kept closed while inside. We remember to wash our hands.
Consequences
If we follow these Golden Rules, these things can happen. There are no
germs. It keeps us healthy. We are clean. The bathroom is comfortable.
Cuadrícula para procesar la información
Lugar Dónde están
las personas
Reglas de oro Característic
as
Acciones Consecuencias
Salón de
clases
-estudiantes
-maestros
-voluntarios
-invitados
-escuchar
-compartir
-seguir -
indicaciones
-votar
-honesto
-valor
-ser amable
-
responsabili
dad
-tomar buenas
decisiones
-esperar tu
turno
-votar
-mostrar
respeto
-feliz
-divertirse
-aprender
-participar
-opinar
Baño
-estudiantes
-algunas veces
las maestras
-larvarse la
manos
-uno por uno
-botar las toallas
de papel en el
bote de basura
-Esperar de
manera
silenciosa
-ser modesto
-ser cortez
-mantenerse
limpios
-Pies en el
suelo
-manos sin
tocar paredes
-Jalar la cadena
sólo una vez
-cerrar la puerta
cuando estes
adentro
-Lavarse las
manos
-sin gérmenes
-Mantenerse
sano
-mantenerse
limpio -
estar cómodos
Parque
-estudiantes
-maestros
-padres
-una persona
resvalandose a la
vez
-resbalarse de
arriba hacia
abajo
-trozos de
madera en el
suelo
-jugar juntos
-tomar turnos
-usar el
pasamanos en
una dirección
-espacio
personal
-manos
quietas
-caritas
felices
-
comunicació
n
verbal(habla
r)
-tomar turnos
-compartir
-ayudar
-Dar la
bienvenida a
otros
-haciendo
amigos
-“ven con
nosotros”
-Preguntar a un
adulto si puedes
salir del parque
-feliz
-divertido
-emocionante
-nuevos amigos
Casa
-mamá
-papá
-hermanas
-hermanos
-abuelos
-cuartos limpios
-recoger los
juguetes
-diblar la ropa
-tender la cama
-ayudar a los
papás
-ser
responsables
-ser amables
-respetuosos
a los padres
-obedecer a los
padres
-escuchar a los
mayores
-ayudar a los
hermanos
-leer
-estar feliz
-sentirse amado
-ser necesitados.
-ser mejores
lectores
Tienda
-vendedores
-cajeros
-misceláneos
-amigos
-quedarse cerca
de los padres
-pagar por las
cosas
-buenos
ciudadanos.
-ser gentil
con otros
-ser confiables
-ser amables
-esperar con
paciencia
-disfrutar ir de
compras
-ir de compras
-padres felices
-vecinos
-clientes
-dejar las cosas
que no
compramos en
los estantes
-ser
pacientes
-Sonreir
Process Grid
Setting
(Location)
Individuals at
Location
Golden Rules Characterist
ics of a
Citizen
Actions Consequenc
es
Classroom -students
-teachers
-volunteers
-guests
-listening
-sharing
-follow
directions
-vote
-honesty
-courage
-being
polite
-
responsibilit
y
-making a good
decision
-taking turns
-vote
-showing respect
-happy
-have fun
-learn
-
participatin
g
-voice
Bathroom
-students
-sometimes a
teacher
-wash your
hands
-one person at
a time
-throw napkins
in the garbage
-wait quietly
-being
modest
-being
courteous
-comprise
-cleanliness
-feet on the ground
-hands away from
the walls
-flush the toilet
once
-close the door
while inside
-wash your hands
-no germs
-stay
healthy
-clean
-
comfortable
Playground
-students
-teachers
-parents
-one person at
a time on the
slide
-slide top to
bottom
-bark on the
ground
-play together
-take turns
-monkey bars
one direction
-personal
space
-hands to
yourself
-happy face
-
communicat
e verbally
(talking)
-take turns
-share
-being helpful
-welcoming others
-making friends
-“come join us”
-asking permission
to leave the
playground area
-happy
-fun
-exciting
-new friends
Home
-mom
-dad
-sisters
-brothers
-grandparents
-clean room
-pick up toys
-folding
clothes
-make bed
-individual
responsibilit
y
-being kind
-loyalty to
-obeying parents
-listening to elders
-helping siblings
-reading
-be happy
-being loved
-feel needed
-better
reader
-helping
parents
parents
Store
-clerk
-cashier
-janitor
-friends
-neighbors
-shoppers
-stay near
parents or
caretaker
-pay for items
-leave items
on the shelves
-good
citizenship
-being with
gentle
others
-being
patient
-being truthful
-being helpful
-wait in line
patiently
-smile
-enjoy
shopping
-get to go
shopping
-happy
parents
Project G.L.A.D. By Aylin Sucu &Jabbar Beig