Bilingual Reading – Grade 2 - SAISD · Web viewaprender el vocabulario nuevo ... . ... Tell...

Bilingual Reading – Grade 1Unit of Study: Reading is Comprehending (Leer es comprender)

Third Grading Period Weeks 1- 5 CURRICULUM OVERVIEWBig Idea Unit Rationale

“If we want kids to wind up with comprehension, we have to begin with comprehension. The current emphasis on word calling, automaticity, and fluency in the early grades is often at the expense of understanding.” (117).

Routman, R. (2003). Reading Essentials. Heinemann, Portsmouth, NH.

“Effective strategy instruction is about developing readers who actively and independently monitor and regulate their own comprehension.” (120)

“We need to teach our students to ask themselves, as they read: Does this make sense? Does this sound like language? Do I know what is happening in the text?” (125)Routman, R. (2003). Reading Essentials. Heinemann, Portsmouth, NH.

TEKS TEKS Specificity – Intended Outcome TEKS Grade 1 The student is expected to

1A determine the purpose for listening such as to get information, to solve problems, and to enjoy and appreciate

1B respond appropriately and courteously to directions and questions 1C participate in rhymes, songs, conversations, and discussions 1D listen critically to interpret and evaluate 1E(ii) listen responsively to stories and other texts read aloud, including

selections from classic and contemporary works in Spanish 2A connect experiences and ideas with those of others through speaking and

listening 3A(ii) choose and adapt spoken language appropriate to the audienc, purpose

and occasion, including use of appropriate volume and rate 3B(ii) use verbal and nonverbal communication in effective ways when making

announcements, giving directions, etc. 4B use vocabulary to describe clearly ideas, feelings, and experiences 5A recognize that print represents spoken language and conveys meaning 6A demonstrate the concept of word by dividing spoken sentences into individual

words 6B identify, segment, and combine syllables within spoken words such as by

clapping syllables and moving manipulatives to represent syllables in words 6C produce rhyming words and distinguish rhyming words from non-rhyming

words 6D(ii) identify vowel and consonant sounds 6E blend sounds to make spoken words, including three and four phoneme

words, through ways such as moving manipulatives to blend phonemes in a spoken word

6F segment one-syllable spoken words into individual phonemes, including three and four phoneme words, clearly producing beginning, medial, and final sounds

7B understand that written words are composed of letters that represent sounds 7C(ii) learn and apply letter-sound correspondences of vowel-consonant patters

to produce syllables to begin to read 7D(ii) learn and apply the most common letter-sound correspondences

“I CAN” statements highlighted in yellow should be displayed for students.Yo puedo…

participar en rimas, canciones, conversaciones y discusiones (1C, 3Aii, 3Bii, 13B, 13C)

escuchar por diferentes motivos (1A,1D, 1Eii, 13A) hacer conexiones personales con el texto, hacer conexiones entre textos y con

el mundo real (2A, 12G, 13D, 16A) hacer y contestar preguntas (1B, 3C) aprender el vocabulario nuevo (4A, 4B) demostrar el concepto de una palabra al dividir oraciones habladas en palabras

individuales (6A) dividir las palabras en sílabas y sonidos y unir los sonidos y las sílabas para

formar palabras (6B, 6E, 6F) hacer parejas de palabras que riman y distinguir las palabras que riman y no

riman (6C) identificar los sonidos de las vocales y consonantes (6Dii) entender que las palabras habladas están hechas de sonidos (7B) utilizar la correspondencia entre letras y sonidos para aprender a leer (7Cii, 7Dii) descifrar las palabras (7Eii, 7F, 7H, 8A, 11C) leer texto descifrable (7G) usar patrones ortográficos para leer las palabras (8B) utilizar claves estructurales (8Cii) identificar palabras multisilábicas usando patrones ortográficos (8D) utilizar las palabras irregulares de uso frecuente (8F) reconocer las palabras comunes con rapidez (8Gii) leer textos al nivel instruccional e independiente (9A, 9B, 9D) leer con fluidez (9C) leer libros de diferentes géneros y reconocer sus características (10A, 14D) utilizar organizadores gráficos para adquirir información (10B) discutir los significados de palabras (11A) leer las palabras nuevas y usarlas en las discusiones y la escritura (11B) usar el conocimiento previo para entender el texto (12A)

SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 of 42

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

7E(ii) decode words using knowledge of all Spanish sounds, letters, and syllables, including consonants, vowels, blends, and stress

7F decode by using all letter-sound correspondences within regularly spelled words

7G use letter-sound knowledge to read decodable texts (engaging and coherent texts in which most of the words are comprised of an accumulating sequence of letter-sound correspondences being taught)

7H apply letter-sound knowledge to read decodable texts 8A decode by using all letter-sound correspondences within a word 8B use common spelling patterns to read words 8C(ii) use structural cues to recognize words such as compounds, base words,

and inflections such as –mente, -ito, -ada… 8D identify multisyllabic words by using common syllable patterns 8F use knowledge of word order (syntax) and context to support word

identification and confirm word meaning 8G(ii) develop automatic recognition of words that use specific spelling

patterns… 9A read regularly in independent-level materials 9B read regularly in instructional-level materials that are challenging but

manageable 9C read orally from familiar texts with fluency (accuracy, expression, appropriate

phrasing, and attention to punctuation) 9D self-select independent level reading such as by drawing on personal interest,

by relying on knowledge of authors and different types of texts, and/or by estimating text difficulty

10A read fiction, nonfiction, and poetry for pleasure and/or information 10B use graphs, charts, signs, captions, and other informational texts to acquire

information 11A discuss meanings of words and develop vocabulary through

meaningful/concrete experiences 11B develop vocabulary by listening to and discussing both familiar and

conceptually challenging selections read aloud 11C identify words that name persons, places, or things and words that name

actions 12A use prior knowledge to anticipate meaning and make sense of texts 12B establish purposes for reading and listening 12C retell or act out the order of important events in stories 12D monitor his/her own comprehension and act purposefully when

comprehension breaks down using strategies 12E draw and discuss visual images based on text descriptions 12F make and explain inferences from texts such as determining important ideas

and causes and effects, making predictions, and drawing conclusions 12G identify similarities and differences across texts such as in topics,

establecer el propósito para la lectura (12B) volver a contar un cuento (12C) usar diferentes estrategias para comprender el texto (12D) visualizar el texto (12E) saber la idea principal del libro (12F) entender la estructura de un cuento (14B) distinguir entre texto de ficción e informativo, incluyendo fantasía y realidad

(14C) reconocer las características de géneros diferentes (14D, 14E) distinguir entre los papeles de autor e ilustrador (14F) analizar los personajes (incluyendo sus rasgos, sentimientos, relaciones y

cambios) (14G) identificar la importancia del escenario (14H) reconocer el trama o problema del cuento (14I) escribir en su mejor letra (17A)



Con

cept

s 13A listen to stories being read aloud 13B participate actively (react, speculate, join in, read along) when predictable

and patterned selections are read aloud 13D connect ideas and themes across texts 13E describe how illustrations contribute to the text 14B understand simple story structure 14C distinguish fiction from nonfiction, including fact and fantasy 14D recognize the distinguishing features of familiar genres including stories,

poems, and informational texts 14E understand literary forms by recognizing and distinguishing among such

types of text as stories, poems and informational books 14F understand literary terms by distinguishing between the roles of the author

and illustrator 14G analyze characters, including their traits, feelings, relationshiops, and

changes 14H identify the importance of the setting to a story’s meaning 14I recognize the story problem(s) or plot 17A gain increasing control of penmanship

Evidence of Learning Anecdotal remarks from the Reader’s Notebook 85% of the students will score 80% or above on the selection assessments (comprehension and vocabulary). 85% of the students will score 80% or above on the spelling tests. 85% or students will read at a fluency rate of approximately 50 or more wpm.



Bilingual Reading – Grade 1Unit of Study: Reading is Comprehending (Leer es comprender)

Third Grading Period Weeks 1- 5 CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

Why is it important to categorize and classify information from a story?

What do I need to know and understand about the characters of a story?

How do I use context clues to help me understand the meaning of a word?

How do I distinguish between fantasy and reality?

Kindergarten TEKS develop vocabulary by listening to and discussing selections read aloud (8B) use prior knowledge to anticipate meaning and make sense of texts (9A) understand simple story structure (11B) distinguish fiction from nonfiction, including fact and fantasy (11C)

The Teaching Plan for Una máquina de trabajo and Las comunidadesWeeks 1 and

2Instructional Model/Teacher Directions

Daily Instructional Routines30 Minutes

Phonemic Awareness/Phonics Spelling Vocabulary Fluency

Lune

s

pp. 100i-100j, 100k-100lFonética: Sílabas que, qui y Sílabas abiertas con jDesarrollar la conciencia fonémica

oPresentar el carteloCantar la canción

Relacionar el sonido y la letraoPresentar las vocalesoSeñalar las palabrasoCombinar sílabaso Identificar palabrasoDescifrar y formar otras palabras

Rutina oPracticar la pronunciación

Separen las letras Combinen las sílabas

pp. 100j, 100lOrtografía: Palabras con que/qui y con jExamen preliminarEmplear el patrón ortográfico

p. 100lMural de palabras: Palabras de uso frecuente

p. 100mPresentar el vocabulario

Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)

Escuchar al maestro leer el librito de fonética ¡A jugar! en voz alta

Practicar la lectura en eco usando el librito de fonética ¡A jugar! (Teacher Toolkit: Fluency – Echo Reading)



Mar

tes

p. 107cFonética: Sílabas que, qui y Sílabas abiertas con jActividades de práctica

oCartel de rimas de rimas y canciones de fonética

oEres una sílabaFormar palabras

oFormar palabras

Librito de fonética

p. 107dOrtografía: Palabras con que/qui y con jPalabras que faltanRutina: Práctica de ortografía

p. 107dCaligrafía: Qq

p. 107dMural de palabras: Palabras de uso frecuente

Escoger una actividad de vocabulario práctico para repasar las palabras de la semana (Teacher Toolkit: Hands-On Vocabulary Instruction)


Leer el librito de fonética ¡A jugar! en coro (Teacher Toolkit: Fluency – Choral Reading)

Mié

rcol

es

p. 119aFonética: Sílabas que, qui y Sílabas abiertas con jRelación con el cuentoActividades de práctica

oLibro de palabrasoSuperlibro

Repaso: Sílabas ca, co, cu

p. 119b Ortografía: Palabras con que/qui y con jPracticar la escrituraEscoger unas de las actividades para practicar deletreando las palabras (Teacher Toolkit: Spelling Chants)

p. 108aPresentar el vocabulario

p. 119bMural de palabras: Palabras de uso frecuente


Leer el librito de fonética ¡A jugar! en parejas (Teacher Toolkit: Fluency – Paired Reading)

Juev

es

p. 120aFonética: Sílabas abiertas con llRepaso: Sílabas abiertasAtención a necesidades diversas

Hacer una actividad para desarrollar la conciencia fonémica y la fonética (Teacher Toolkit: Bilingual Phonemic Awareness/Phonics Activities)

p. 120bOrtografía: Palabras con que/qui y con j Práctica de ortografía en parejas

Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)


Leer el librito de fonética ¡A jugar! en coro (Teacher Toolkit: Fluency – Choral Reading)

Vier

nes

p. 121Fonética: Sílabas que, qui y Sílabas

abiertas con jPaquete de palabras

p. 121d Escoger unas de las actividades para

practicar las palabras de ortografía (Teacher Toolkit: Games/Activities to Practice Spelling Words)

Examen de ortografía



Leer el librito de fonética ¡A jugar! en parejas (Teacher Toolkit: Fluency – Paired Reading)

Weekly Spelling Words High Frequency Words Vocabulary Words Academic Vocabularypaquetequesoquitaabeja jinete

ojo jugarqueconejomáquina

queella jugar

sucasi

Una máquina, un trabajo

aparatoscoloridos jinetemáquina tejido

Las comunidadescarreterasconstruyenmascotasprotegensalud traen

clasificarautorpropósito del autor

Comprehension Focus Lessons15 Minutes



Note: On Mondays, a read aloud of a mentor text will be done during the comprehension focus lesson. Therefore, 10 minutes will be added to the focus lesson and an additional read aloud after small group/work station time will not take place.

Day 1: Introduce Comprehension Skill with a Read Aloud – Classify(Teacher Toolkit: Classify)Focus: Identify the ways things are alike and different.When modeling classifying, use an expository read aloud. Preview the text to look for good places to model. Mark stopping points where you will think aloud about how things are alike and different. Make predictions about the title or sections of the text. Explain that good readers think about how things are alike and how they are different when reading Read aloud the expository text. Stop two to three times to think aloud. After the read aloud, identify the subject and list how they were alike and different. Remind students that good readers think about ways things are alike and different when they are reading.

Días 2 - 5: Repasar la destreza de comprensión a través de la semana.Día 2: p. 107e Desarrollar la comprensión auditiva Enseñar la destrezaoDemuestreoPracticar

Día 3 Modelar la destreza de comprensión

(clasificar) al leer el cuento Las comunidades, pp. 108-118 en voz alta.

Día 4: p. 119e Práctica: Clasificar Volver al superlibro Repaso: Propósito del autor

Día 5: Examen de la selección: Cuaderno de

práctica 1.3oParte I: Vocabulario, p. 61oParte 2: Comprensión, p. 62

Small Group Guided Reading Instruction/Work Stations 35 Minutes

Note: The phonics story in the Scott Foresman basal and the leveled books will be used during small group guided reading instruction. Small group instruction is based on students’ needs. The teacher will meet with two groups daily (17 minutes per group).

The teacher should spend 5-7 minutes on a skills lesson to address one of the 5 reading components (Phonics, Phonemic Awareness, Vocabulary, Comprehension, or Fluency). Following the brief skills lesson, students should apply their new learning to connected text.

On Tuesday, 10 minutes of Small Group Guided Reading Instruction may be devoted to children needing additional assistance with handwriting. It is very important that the teacher model good handwriting skills during whole group instruction. The whole group focus lessons are listed in the Scott Foresman T.E. on day 2 under the heading Caligrafía. During Small Group Guided Reading Instruction, the teacher needs to make sure that the children are practicing correct letter formation. During both whole group and Small Group Guided Reading Instruction it is suggested that the children use lined handwriting paper (not loose leaf paper nor spiral notebooks).

Go to http://www.tea.state.tx.us/curriculum/biling/Struglingspanishreader.pdf for ideas on skills lessons. Work stations will occur simultaneously with Small Group Guided Reading Instruction. Each station should have differentiated activities that reinforce skills and strategies

taught during whole group instruction. Students will do two work station rotations each day. They will each station twice over the week. Students will visit the following five work stations:

Listening Station (El taller de escuchar)Drama/Retelling Station (El taller de dramatización/volver a contar)Writing Station (El taller de escritura)Independent Reading Station (El taller de lectura independiente)Word Work Station (El taller de palabras)

Go to the Teacher Toolkit for ideas on work station activities.Read Aloud

10 Minutes



http://www.tea.state.tx.us/curriculum/biling/Struglingspanishreader.pdf

Routine: Preread the book to be familiar with the content and how to guide student discussion. Establish a purpose, tell why you selected the book, and familiarize them with the author, illustrator, and genre. Ask students to make predictions. Model comments and reflections as you read. Find a few places to pause and invite students to comment. Keep the pace of the reading so that it is not disjointed, but enjoyable. Keep a list of books you have read aloud and post it so that students can use the list to make connections. Place books you have read aloud in a special container, or display them in the classroom library for easy access.



ResourcesTeacher Toolkit:

Bilingual Phonemic Awareness/Phonics Activities Fluency Speed Drills Ways to Teach Fluency packet Spelling Chants Games/Activities to Practice Weekly Spelling

Words Hands-On Vocabulary Instruction

Textbook: Scott Foresman Lectura Guía del maestro, Vol.

3 – Juntos aprendemos, Páginas 100a-77e Stories: Una máquina de trabajo and Las

comunidades Librito de fonética ¡A jugar! Superlibro Cómo se hacen los ositos de

peluche

Additional Resources: Cartel de rimas y canciones Audiocasete de la selección Audiocasete para desarrollar el contexto Cuaderno de práctica

Suggested Read Alouds: La caja de los botones by Margarette Reid Trenes by Matt Doeden ¿Has visto estas aves? by Joanne Oppenheim Las ballenas y los delfines by J.I. Anderson Aeronaves asombrosos by Seymour Simon

The Teaching Plan for Rafi, el rey gigante and Zorro y Osa miran la lunaWeek 3 Instructional Model/Teacher Directions



Lune

s

pp. 122i-122j, 122k-122lFonética: r fuerte – ra, re, ri, ro, ru y Sílabas ge, giDesarrollar la conciencia fonémica




Separen las letras Combinen las sílabas Digan con más fuerza

pp. 122j, 122lOrtografía: Palabras con r fuerte – ra, re, ri, ro, ru y Palabras con ge/guiExamen preliminarEmplear el patrón ortográfico




Escuchar al maestro leer el librito de fonética Genaro y Roberto en voz alta

Practicar la lectura en eco usando el librito de fonética Genaro y Roberto (Teacher Toolkit: Fluency – Echo Reading)



Mar

tes

p.127cFonética: r fuerte – ra, re, ri, ro, ru y Sílabas ge, giActividades de práctica


oFormar palabrasRutina

oFormar palabras


p. 127dOrtografía: Palabras con r fuerte – ra, re, ri, ro, ru y Palabras con ge/guiRompecabezas de ortografíaRutina: Práctica de ortografía

p. 127dCaligrafía: Uu




Leer el librito de fonética Genaro y Roberto en coro (Teacher Toolkit: Fluency – Choral Reading)

Mié

rcol

es

p. 141aFonética: r fuerte – ra, re, ri, ro, ru y Sílabas ge, giRelación con el cuentoActividades de práctica

oSaco de palabrasoLibrito de fonética – Genaro y

RobertooSuperlibro

Repaso: Sílabas ca, co, cu/que, qui

p. 141b Ortografía: Palabras con r fuerte – ra, re, ri, ro, ru y Palabras con ge/guiPracticar la escrituraEscoger unas de las actividades para practicar deletreando las palabras (Teacher Toolkit: Spelling Chants)




Leer el librito de fonética Genaro y Roberto en parejas (Teacher Toolkit: Fluency – Paired Reading)

Juev

es

p. 142aFonética: Sílabas abiertas con jRepaso: Sílabas abiertasAtención a necesidades diversas


p. 142bOrtografía: Palabras con r fuerte – ra, re, ri, ro, ru y Palabras con ge/gui Práctica de ortografía en parejas



Leer el librito de fonética Genaro y Roberto en coro (Teacher Toolkit: Fluency – Choral Reading)

Vier

nes

p. 143dDivide the class into groups of 3-4 to play ¿Quién escribirá más? (Teacher Toolkit) Each group will divide their paper into 5 columns and compete against each other to write lists of words beginning with ra, re, ri, ro, ru OR divide their paper into 2 columns and compete to write words with ge and gi. The team that writes the most words correctly in 10 minutes wins.






Leer el librito de fonética Genaro y Roberto en parejas (Teacher Toolkit: Fluency – Paired Reading)



Weekly Spelling Words High Frequency Words Vocabulary Words Academic Vocabulary rama risa rosagemelopágina

vigila reygelatina recoge ruge

gente reyalgo

en bueno

La pesa de Nino

gigantegirasol invitó

Zorro y Osa miran la luna

abajodioespaldamovió regresó

claves de contextosacar conclusiones



Day 1: Introduce Comprehension Skill with a Read Aloud– Context Clues(Teacher Toolkit: Context Clues 2)Focus: Context Clues help readers to figure out the meaning of unknown words.

Before reading, pre-select two or three vocabulary words to model context clues. Place sticky notes on the pages you will be thinking aloud. Ask students what they do when they are reading and come to a word they don’t understand. Explain to students that they are going to be word detectives. Tell them that you are going to show them how to use clues around the word to figure out what the word means. Read aloud. Stop at two or three pre-selected words to think aloud. Model how good readers use context clues to figure out unknown words. Tell students that when they are

reading and they come to a word they don’t know, they can use other words or sentences as clues to figure out the word.

Continue to read aloud. Have students use context clues to figure out an unknown word. Have students turn and talk to a partner to give the meaning of the unknown word and how they figured it out.

Remind students to use context clues to figure out unknown words in a text. Explain that good readers look for words or sentences around the unknown word to help them figure out the meaning of the word.



(claves de contexto) al leer el cuento Zorro y Osa miran la luna, pp. 128-140 en voz alta.

Día 4: p. 141e Práctica: Claves de contexto Volver al superlibro Repaso: Sacar conclusiones














10 MinutesRoutine:

Preread the book to be familiar with the content and how to guide student discussion. Establish a purpose, tell why you selected the book, and familiarize them with the author, illustrator, and genre. Ask students to make predictions. Model comments and reflections as you read. Find a few places to pause and invite students to comment. Keep the pace of the reading so that it is not disjointed, but enjoyable. Keep a list of books you have read aloud and post it so that students can use the list to make connections. Place books you have read aloud in a special container, or display them in the classroom library for easy access.





3 – Juntos aprendemos, Páginas 122a-143e Stories: Rafi, el rey gigante and Zorro y Osa

miran la luna Librito de fonética Genaro y Roberto Superlibro Cómo se hacen los ositos de

peluche


Suggested Read Alouds: Donde viven los monstruos by Maurice Sendak Crisantemo by Kevin Henkes Owen by Kevin Henkes Stelaluna by Janell Cannon Silvestre y la piedrecita mágica by William Steig



The Teaching Plan for Kiko lee and Me gusta leerWeek 4 Instructional Model/Teacher Directions



Lune

s

pp. 144i-144j, 144k-144lFonética: r antes de consonante y Sílabas abiertas con kDesarrollar la conciencia fonémica




Digan con más fuerza Separen en sílabas Identifiquen las sílabas Combinen las sílabas

pp. 144j, 144lOrtografía: r antes de consonante y Palabras con ka, ke, ki, ko, kuExamen preliminarEmplear el patrón ortográfico




Escuchar al maestro leer el librito de fonética Keko de Japón en voz alta

Practicar la lectura en eco usando el librito de fonética Keko de Japón (Teacher Toolkit: Fluency – Echo Reading)

Mar

tes

p. 151cFonética: r antes de consonante y Sílabas abiertas con kActividades de práctica


oFormar palabrasRutina

oFormar palabrasLibrito de fonética

p. 151dOrtografía: r antes de consonante y Palabras con ka, ke, ki, ko, kuPalabras con adivinanzasRutina: Práctica de ortografía

p. 151dCaligrafía: Rr




Leer el librito de fonética Keko de Japón en coro (Teacher Toolkit: Fluency – Choral Reading)

Mié

rcol

es

p. 171aFonética: r antes de consonante y Sílabas abiertas con k

Relación con el cuentoActividades de práctica

oPalabras músicalesoLibrito de fonética – Keko de

JapónoSuperlibro

Repaso: Sílabas abiertas

p. 171b Ortografía: r antes de consonante y Palabras con ka, ke, ki, ko, kuPracticar la escrituraEscoger unas de las actividades para practicar deletreando las palabras (Teacher Toolkit: Spelling Chants)

p. 152aLa lectura



Leer el librito de fonética Keko de Japón en parejas (Teacher Toolkit: Fluency – Paired Reading)



Juev

esp. 172aFonética: Sílabas abiertas ge, giRepaso: Sílabas abiertasAtención a necesidades diversas


p. 171bOrtografía: r antes de consonante y Palabras con ka, ke, ki, ko, ku Práctica de ortografía en parejas



Leer el librito de fonética Keko de Japón en coro (Teacher Toolkit: Fluency – Choral Reading)

Vier

nes

p. 173aFonética: r antes de consonante y Sílabas abiertas con kDetective de palabras







Leer el librito de fonética Keko de Japón en parejas (Teacher Toolkit: Fluency – Paired Reading)

Weekly Spelling Words High Frequency Words Vocabulary Words Academic Vocabularybarcocortoparqueverdekaki

kepiskilo tardekaratepartido

kiloporque tarde

hasta partes

Kiko leedescansónubló tortillas

Me gusta leer folletoshéroeshistorietas periódico revista rumbosecretosvillanos

personaje recordar y volver a contar



Day 1: Introduce Comprehension Skill with a Read Aloud– Character(Teacher Toolkit: Character)

Focus: Authors tell what characters are like by what they say, think, and do. Use a familiar read aloud with a main character. Preview the text and mark stopping points where you will think aloud and discuss character. Make a character anchor chart on a sheet of chart paper. Write Character Traits as the heading. Write the following character traits on the chart: friendly, brave, helpful, nice, smart, clever, mean, curious, angry, shy. Tell the students that they are going to learn more about characters in a story. Characters are people or animals in a story. Explain that we can learn what characters are like by

what they say, think, and do. Ask students to think about some stories that they’ve heard or read like The Three Little Pigs/Los tres cerditos. Ask who the main characters were and whether they can think of some words to describe the characters. Ask them to tell you something from the story that made them think that way. Sometimes we have to use clues in the story to learn more about the character. For example, Mrs. Cantu took food to her neighbor when she was sick. Then she went to the store to pick up her neighbor’s medicine. What are some words to describe Mrs. Cantu? (nice, kind)

Show students the character anchor chart. Discuss the words on the chart. Tell students that more words can be added to the chart to help us describe characters. Explain that after the story you will be asking them to think of some words to describe the characters.



Read aloud, stopping two to three times to think aloud. After the read aloud, ask students to name the characters and describe them, providing textual evidence. Remind students that good readers look for clues that tell about the characters and that we get clues from what the characters say, think, or do. Continue adding to the character traits anchor chart during subsequent read alouds.



(personaje) al leer el cuento Me gusta leer pp. 152-169 en voz alta.

Día 4: p. 171e Práctica: Personaje Volver al superlibro Repaso: Recordar y volver a contar











10 MinutesRoutine:









3 – Juntos aprendemos, Páginas 144a-173e Stories: Kiko lee and Me gusta leer Librito de fonética Keko de Japón Superlibro Cómo se hacen los ositos de

pelucheAdditional Resources:

Cartel de rimas y canciones Audiocasete de la selección Audiocasete para desarrollar el contexto Cuaderno de práctica

Suggested Read Alouds: Amos y Boris by William Steig La asombrosa Graciela by Mary Hoffman Niño cuervo by Taro Yashima La princesa vestida con una bolsa de papel by

Robert Munsch Alejandro y el día terrible, horrible, espantoso,

horroroso by Judith Viorst

The Teaching Plan for El zorro que quería ser lechuza and La mejor manera de cargar aguaSAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 of 42


Week 5 Instructional Model/Teacher DirectionsDaily Instructional Routines

30 MinutesPhonemic Awareness/Phonics Spelling Vocabulary Fluency

Lune

s

pp. 10i-10j, 10k-10lFonética: Sílabas za, zo, zu y Sílabas abiertas con rrDesarrollar la conciencia fonémica




Separen las letras Combinen las sílabas Digan con más fuerza Separen en sílabas

pp. 10j, 10lOrtografía: Palabras con za, zo, zu y Palabras con rra, rre, rri, rro, rruExamen preliminarEmplear el patrón ortográfico

p. 10lMural de palabras: Palabras de uso

frecuente



Escuchar al maestro leer el librito de fonética Zoilo el zorrillo en voz alta

Practicar la lectura en eco usando el librito de fonética Zoilo y zorrillo (Teacher Toolkit: Fluency – Echo Reading)

Mar

tes

p. 15dFonética: Sílabas za, zo, zu y Sílabas abiertas con rrActividades de práctica


RutinaoFormar palabras


p. 15dOrtografía: Palabras con za, zo, zu y Palabras con rra, rre, rri, rro, rruRompecabezas de ortografíaRutina: Práctica de ortografía

p. 15dCaligrafía: Zz

p. 15dMural de palabras: Palabras de uso

frecuenteEscoger una actividad de vocabulario

práctico para repasar las palabras de la semana (Teacher Toolkit: Hands-On Vocabulary Instruction)


Leer el librito de fonética Zoilo el zorrillo en coro (Teacher Toolkit: Fluency – Choral Reading)

Mié

rcol

es

p. 35aFonética: Sílabas za, zo, zu y Sílabas abiertas con rrRelación con el cuentoActividades de práctica

oTrabalenguasoSuperlibro

Repaso: r fuerte

p. 35b Ortografía: Palabras con za, zo, zu y Palabras con rra, rre, rri, rro, rruPracticar la escrituraEscoger unas de las actividades para practicar deletreando las palabras (Teacher Toolkit: Spelling Chants)

p. 16aPresentar el vocabularioPalabra de acción

p. 35bMural de palabras: Palabras de uso

frecuente


Leer el librito de fonética Zoilo el zorrillo en parejas (Teacher Toolkit: Fluency – Paired Reading)



Juev

esp. 36aFonética: Sílabas abiertas con kRepaso: Sílabas abiertasAtención a necesidades diversas


p. 36bOrtografía: Palabras con za, zo, zu y Palabras con rra, rre, rri, rro, rru Práctica de ortografía en parejas



Leer el librito de fonética Zoilo el zorrillo en coro (Teacher Toolkit: Fluency – Choral Reading)

Vier

nes

p. 37dFonética: Sílabas za, zo, zu y Sílabas abiertas con rrBolsa de palabras


p. 37d Escoger unas de las actividades

para practicar las palabras de ortografía (Teacher Toolkit: Games/Activities to Practice Spelling Words)




Leer el librito de fonética Zoilo el zorrillo en parejas (Teacher Toolkit: Fluency – Paired Reading)

Weekly Spelling Words High Frequency Words Vocabulary Words Academic Vocabulary tazazapatozonaburrogorro

torreperrozorrocalabazazorrillo

perrozorrodel

ladoentonces

El zorro que quería ser lechuzacueva lechuza tierra

La mejor manera de cargar agua

baldesdormitorioextraño liviana tráeme

realismo fantasíaclaves de contexto



Day 1: Introduce Comprehension Skill with a Read Aloud– Realism and Fantasy(Teacher Toolkit: Realism and Fantasy )Focus: A realistic story tells about something that could really happen. A fantasy story tells about something that could not really happen. Sometimes stories combine reality with fantasy.

When modeling reality and fantasy, use a short fantasy story. Preview the text and mark stopping points where you will think aloud to discuss reality and fantasy. Write on the board: The dog chased the ball. The dog barked at the cat. The dog said, “I wish that little boy would play with me.” (El perro persiguió la pelota. El perro le ladró

al gato. El perro dijo, ─Ojalá que ese niño jugara conmigo.) Ask which of these statements could not happen in real life. Tell students that realistic stories tell about things that could really happen in real life. The story might be about a girl going on a trip with her family or a boy going to the

library. A fantasy story tells about things that are make believe. For example, in the story Little Red Riding Hood, the wolf dresses up in grandma’s clothes and talks. That is fantasy because it can not really happen. Some fantasy stories have things that could happen in real life.

Read aloud the fantasy story and ask students to tell which parts of the story are realistic and which parts of the story are fantasy. Summarize: How can you figure out whether a story is realism or fantasy? (Ask yourself if these things could really happen.)

Días 2 - 5: Repasar la destreza de comprensión a través de la semana.SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 of 42


Día 2: p. 15e Desarrollar la comprensión auditiva Enseñar la destrezaoDemuestreoPracticar


(realismo y fantasía) al leer el cuento La mejor manera de cargar agua pp. 16-33 en voz alta.

Día 4: p. 35e Práctica: Realismo y fantasía Volver al superlibro Repaso: Claves de contexto











10 MinutesRoutine:









4 – ¡Me gusta!, Páginas 10a-37e Stories: El zorro que quería ser lechuza and La

mejor manera de cargar agua Librito de fonética Zoilo el zorrillo Superlibro Pachanga deliciosa


Suggested Read Alouds: Frederick by Leo Lionni El trapito feliz by Tony Ross La torre de Zoe by Paul and Emma Rogers Marta habla by Susan Meddaugh Mi dinosaurio by Mark Alan Weatherby

Evidence of Learning

Differentiation Interims/TAKS/Benchmarks College-Readiness (Anticipated Skills for SAT/ACT/College Board/Careers/Life)

What do you do for students who need additional support?

Students will meet with the teacher for Small Group Guided Reading Instruction. The teacher will do a skills lesson to address the needs of students and the students will apply that skill to their reading.

Work stations are differentiated to meet the needs of the learner. Students will have additional practice to help them master the skills learned during whole group instruction.

What do you do for students who master the learning quickly?

Activities/materials offered during Small Group Guided Reading Instruction and work stations are differentiated to meet the needs of the learner.

Sample QuestionThird Grade: TAKS Released TestSource: TEA Website

Spanish Reading: April 200629 Probablemente, ¿cómo se siente el Sr. Muñoz al final de la historia?О Confiado de que Lalo va a escribir más cartas a la directoraО Enojado con Lalo por quedarse mirando por la ventanaО Decepcionado porque Lalo no terminó su tareaО Orgulloso de lo bien que Lalo escribió la carta

Sample QuestionSixth Grade: TAKS Released TestSource: TEA Website

Spanish Reading: April 200620 El Sr. Brugger se puede describir mejor como —

F asustado por la reacción de John cuando le llamó

G impresionado por los logros de John siendo tan joven

H orgulloso por el gran interés de John en la naturaleza

J confundido por el tono de voz de John



Bilingual Reading – Grade 1Unit of Study: Creating Mental Images (Creando imágenes visuales)

Third Grading Period Weeks 6 – 9 CURRICULUM OVERVIEWBig Idea Unit Rationale

“Visualization has been successful in improving comprehension monitoring, a skill integral to expert reading, identifying main ideas and justifying these with evidence from a text, and seeing patterns of details across a text or texts to discover complex implied relationships.” (16). Wilhelm, J. (2004). Reading Is Seeing. Scholastic, New York.

“Visualizing, according to Keene and Zimmermann is a comprehension strategy that enables readers to make the words on a page real and concrete. Visualizing allows readers to create mental images from words in the text, links past experience to the words and ideas in the text, heightens engagement with text, and brings joy to reading.” (22-23). Harvey, S. and Goudvis, A. (2000). Strategies That Work. Stenhouse Publishers, Portland, ME.

TEKS TEKS Specificity – Intended Outcome

Con

cept

s

TEKS Grade 1 The students will… 1A determine the purpose for listening such as to get information, to solve

problems, and to enjoy and appreciate 1B respond appropriately and courteously to directions and questions 1C participate in rhymes, songs, conversations, and discussions 1D listen critically to interpret and evaluate 1E(ii) listen responsively to stories and other texts read aloud, including

selections from classic and contemporary Spanish works 1F identify the musical elements of literary language such as its rhymes or

repeated sounds 2A connect experiences and ideas with those of others through speaking and

listening 3A(ii) choose and adapt spoken language appropriate to the audience, purpose

and occasion, including use of appropriate volume and rate 3B(ii) use verbal and nonverbal communication in effective ways when making

announcements, giving directions, etc. 3C ask and answer relevant questions and make contributions in small or large

group discussions 4B use vocabulary to describe clearly ideas, feelings, and experiences 5F know the difference between capital and lowercase letters 6A demonstrate the concept of word by dividing spoken sentences into individual

words 6B identify, segment, and combine syllables within spoken words such as by

clapping syllables and moving manipulatives to represent syllables in words 6C produce rhyming words and distinguish rhyming words from non-rhyming

words 6E blend sounds to make spoken words, including three and four phoneme

words, through ways such as moving manipulatives to blend phonemes in a spoken word

6F segment one-syllable spoken words into individual phonemes, including three and four phoneme words, clearly producing beginning, medial, and final sounds

7B understand that written words are composed of letters that represent sounds

“I CAN” statements highlighted in yellow should be displayed for students.

Yo puedo… escuchar por diferentes motivos (1A, 1D, 1Eii, 12B, 13A, 13B) hacer y contestar preguntas (1B, 3C) participar en rimas, canciones, conversaciones y discusiones (1C, 13B, 13C) identificar rimas y sonidos repetidos (1F) hacer conexiones personales con el texto, hacer conexiones entre textos y con

el mundo real (2A, 12G) adaptar el lenguaje a la situación (3Aii, 3Bii) aprender el vocabulario nuevo (4B) distinguir entre letras mayúsculas y minúsculas (5F) dividir las oraciones en palabras individuales (6A) dividir las palabras en sílabas y sonidos y unir los sonidos y las sílabas para

formar palabras (6B, 6E, 6E, 6F) hacer parejas de palabras que riman y distinguir las palabras que riman y no

riman (6C) entender que las palabras habladas están hechas de sonidos (7B) utilizar la correspondencia entre letras y sonidos para aprender a leer (7Cii, 7Dii) descifrar las palabras (7Eii, 7F, 7H, 8A) leer texto descifrable (7G) usar patrones ortográficos para leer las palabras (8B) utilizar claves estructurales (8Cii) identificar las palabras irregulares de uso frecuente (8E) reconocer las palabras comunes con rapidez (8Gii) leer textos al nivel instruccional e independiente (9A, 9B, 9D) leer con fluidez (9C) leer libros de diferentes géneros y reconocer sus características (10A, 14D) usar fuentes gráficas (10B) discutir los significados de palabras (11A) leer las palabras nuevas y usarlas en las discusiones y la escritura (11B) usar el conocimiento previo para entender el texto (12A)



7C(ii) learn and apply letter-sound correspondences of consonant-vowel patterns to produce syllables to begin to read

7D(ii) learn and apply the most common letter-sound correspondences 7E(ii) decode words using knowledge of all Spanish sounds, letters, and

syllables, including consonants, vowels, blends, and stress 7F decode by using all letter-sound correspondences within regularly spelled

words 7G use letter-sound knowledge to read decodable texts (engaging and coherent

texts in which most of the words are comprised of an accumulating sequence of letter-sound correspondences being taught)

7H apply letter-sound knowledge of consonant-vowel patterns to produce syllables to begin to read

8A decode by using all letter-sound correspondences within a word 8B use common spelling patterns to read words 8C(ii) use structural cues to recognize words such as compounds, base words,

and inflections such as –mente, -ito, -ada… 8E recognize high frequency irregular words 8F use knowledge of word order (syntax) and context to support word

identification and confirm word meaning 8G(ii) develop automatic recognition of words that use specific spelling patterns 9A read regularly in independent-level materials 9B read regularly in instructional-level materials that are challenging but

manageable 9C read orally from familiar texts with fluency (accuracy, expression, appropriate

phrasing, and attention to punctuation) 9D self-select independent level reading such as by drawing on personal interest,

by relying on knowledge of authors and different types of texts, and/or by estimating text difficulty

10A read fiction, nonfiction, and poetry for pleasure and/or information 10B use graphs, charts, signs, captions, and other informational texts to acquire

information 11A discuss meanings of words and develop vocabulary through

meaningful/concrete experiences 11B develop vocabulary by listening to and discussing both familiar and

conceptually challenging selections read aloud 11C identify words that name persons, places, or things and words that name

actions 12A use prior knowledge to anticipate meaning and make sense of texts 12B establish purposes for reading and listening 12C retell or act out the order of important events in stories 12D monitor his/her own comprehension and act purposefully when

comprehension breaks down using strategies 12E draw and discuss visual images based on text descriptions

volver a contar los eventos del cuento (12C) usar estrategias para comprender el cuento (12D) visualizar el cuento (12E) saber la idea principal del libro (12F) describir cómo las ilustraciones contribuyen al texto (13E) distinguir entre diferentes formas de texto (14A) entre los hechos y la fantasía (14C) reconocer las características particulares de géneros particulares (14D) explicar lo que hacen los autores e ilustradores (14F) analizar los personajes (14G) identificar la importancia del escenario en el significado de una historia (14H) reconocer los problemas del cuento o argumento (14I) escribir en mi mejor letra (17A)



12F make and explain inferences from texts such as determining important ideas and causes and effects, making predictions, and drawing conclusions

12G identify similarities and differences across texts such as in topics, characters, and problems

13A listen to stories being read aloud 13B participate actively (react, speculate, join in, read along) when predictable

and patterned selections are read aloud 13E describe how illustrations contribute to the text 14A distinguish different forms of texts such as lists, newsletters, and signs and

the functions they serve 14C distinguish fiction from nonfiction, including fact and fantasy 14D recognize the distinguishing features of familiar genres, including stories,

poems, and informational texts 14F understand literary terms by distinguishing between the roles of the author

and illustrator such as the author writes the story and the illustrator draws the pictures

14G analyze characters, including their traits, feelings, relationships, and changes

14H identify the importance of the setting to a story’s meaning 14I recognize the story problem(s) or plot 17A gain an increasing control of penmanship such as pencil grip, paper position,

stroke, and posture

Evidence of Learning Anecdotal remarks from the Reader’s Notebook 85% of the students will score 80% or above on the selection assessments (comprehension and vocabulary). 85% of the students will score 80% or above on the spelling tests. 85% of the students will read at a rate of 50 or more wpm.



Bilingual Reading – Grade 1Unit of Study: Creating Mental Images (Creando imágenes visuales)

Third Grading Period Weeks 6 – 9 CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

How do I distinguish between realism and fantasy? How do I identify the theme of the story? What is the main idea of the text? What is the author’s purpose for writing the selection?

Kindergarten TEKS distinguish fiction from nonfiction, including fact and fantasy (11C) use prior knowledge to anticipate meaning and make sense of texts (9A) understand simple story structure (11B)

The Teaching Plan for Ceci habla con su abuelo and La hamaca de la vacaWeek 6 Instructional Model/Teacher Directions



Lune

s

pp. 38i-38j, 38k-38lFonética: Sílabas ce, ci y Sílabas abiertas con hDesarrollar la conciencia fonémica

oPresentar el carteloCantar la canciónoVolver al cartel




pp. 38j, 38lOrtografía: Palabras con ce, ci; ha, he, hi, ho, huExamen preliminarEmplear el patrón ortográfico




Escuchar al maestro leer el librito de fonética Helena ayuda a hacer la tarea en voz alta

Practicar la lectura en eco usando el librito de fonética Helena ayuda a hacer la tarea (Teacher Toolkit: Fluency – Echo Reading)

Mar

tes

p. 45cFonética: Sílabas ce, ci y Sílabas abiertas con hActividades de práctica




p. 45dOrtografía: Palabras con ce, ci; ha, he, hi, ho, huPalabras que faltanRutina: Práctica de ortografía

p. 45dCaligrafía: Hh




Leer el librito de fonética Helena ayuda a hacer la tarea en coro (Teacher Toolkit: Fluency – Choral Reading)



Mié

rcol

esp. 69aFonética: Sílabas ce, ci y Sílabas abiertas con hRelación con el cuentoActividades de práctica

oLibros de palabrasoSuperlibro

Repaso: Sílabas abiertas con za, zo, zu

p. 69b Ortografía: Palabras con ce, ci; ha, he, hi, ho, huPracticar la escrituraEscoger unas de las actividades para practicar deletreando las palabras (Teacher Toolkit: Spelling Chants)


oAcciones de los animaleso Imaginar un paseo



Leer el librito de fonética Helena ayuda a hacer la tarea en parejas (Teacher Toolkit: Fluency – Paired Reading)

Juev

es

p. 70aFonética: Sílabas abiertas con rrRepaso: Sílabas abiertasAtención a necesidades diversas


p. 70bOrtografía: Palabras con ce, ci; ha, he, hi, ho, hu Práctica de ortografía en parejas



Leer el librito de fonética Helena ayuda a hacer la tarea en coro (Teacher Toolkit: Fluency – Choral Reading)

Vier

nes

p. 71dFonética: Sílabas ce, ci y Sílabas abiertas con h Hoja de palabras







Leer el librito de fonética Helena ayuda a hacer la tarea en parejas (Teacher Toolkit: Fluency – Paired Reading)

Weekly Spelling Words High Frequency Words Vocabulary Words Academic Vocabularycejacenavecinohilohoja

humohabíacebollaheladooficina

hormigacercohabía

llevar le

Ceci habla con su abuelo

cuadernodisfrutabaobservar

La hamaca de la vaca

agradablebalandocroandoespantahamacamececombravoluntad

temacomparacióncontraste



Day 1: Introduce Comprehension Skill with a Read Aloud– Theme(Teacher Toolkit: Theme )Focus: The theme is the “big idea” of a story.

When modeling theme, use a read aloud of your choice. Preview the text and mark stopping points where you will think aloud to discuss the theme.



Common themes include growing up, cooperation, responsibility, respecting others, overcoming fears, the importance of being a friend. Tell students that the theme or “big idea” of a story is what the author wants you to learn or understand from the story. A story may tell us a message about friendship or honesty. Think about a story that the students have recently read and identify its theme. Read aloud, stopping at several places to think aloud. Tell students to ask themselves what the characters in this story learned and what they can learn from the events in the story. Tell students that good readers use story details as well as their own schema (background knowledge) to understand the theme.



(tema) al leer el cuento La hamaca de la vaca pp. 46-67 en voz alta.

Día 4: p. 69e Práctica: Tema Volver al superlibro Repaso: Comparación y contraste











10 MinutesRoutine:


Resources




Teacher Toolkit: Bilingual Phonemic Awareness/Phonics Activities Fluency Speed Drills Ways to Teach Fluency packet Spelling Chants Games/Activities to Practice Weekly Spelling



4 – ¡Me gusta!, Páginas 38a-71e Stories: Ceci habla con su abuelo and La

hamaca de la vaca Librito de fonética Helena ayuda a hacer la

cena Superlibro Pachanga deliciosa


Suggested Read Alouds: Un libro ilustrado sobre Martin Luther King, Jr. by David

Adler Una niña llamada Helen Keller by Margo Lundell El pollo de los domingos by Patricia Polacco Querida Sra. LaRue: Cartas desde la Academia Canina

by Mark Teague Crisantemo by Kevin Henkes El pingüino Taky by Helen Lester El patito feo by Hans Christian Andersen



The Teaching Plan for La visita de Ximena y tío Arturo and Nuestra reunión familiarWeek 7 Instructional Model/Teacher Directions



Lune

s

pp. 72i-72j, 72k-72lFonética: r suave – ra, re, ri, ro, ru y Sílabas abiertas con xDesarrollar la conciencia fonémica




Separen las sílabas Combinen las sílabas Digan con más fuerza

pp. 72j, 72lOrtografía: r suave – ra, re, ri, ro, ru y Palabras con xa, xe, xi, xo, xuExamen preliminarEmplear el patrón ortográfico




Escuchar al maestro leer el librito de fonética Mis cosas favoritas en voz alta

Practicar la lectura en eco usando el librito de fonética Mis cosas favoritas (Teacher Toolkit: Fluency – Echo Reading)

Mar

tes

p 77cFonética: r suave – ra, re, ri, ro, ru y Sílabas abiertas con xActividades de práctica




p. 77dOrtografía: r suave – ra, re, ri, ro, ru y Palabras con xa, xe, xi, xo, xuRompecabezas de ortografíaRutina: Práctica de ortografía

p. 77dCaligrafía: Xx y Jj




Leer el librito de fonética Mis cosas favoritas en coro (Teacher Toolkit: Fluency – Choral Reading)

Mié

rcol

es

p. 95aFonética: r suave – ra, re, ri, ro, ru y Sílabas abiertas con xRelación con el cuentoActividades de práctica

oSaco de palabrasoSuperlibro

Repaso: Sílabas sílabas za, zo, zu/ce, ci

p. 95a Ortografía: r suave – ra, re, ri, ro, ru y Palabras con xa, xe, xi, xo, xuPracticar la escrituraEscoger unas de las actividades para practicar deletreando las palabras (Teacher Toolkit: Spelling Chants)

p. 78aPresentar el vocabularyDramzatizar una reunión familiar



Leer el librito de fonética Mis cosas favoritas en parejas (Teacher Toolkit: Fluency – Paired Reading)



Juev

esp. 96aFonética: Sílabas abiertas con hRepaso: Sílabas abiertasAtención a necesidades diversas


p. 96bOrtografía: r suave – ra, re, ri, ro, ru y Palabras con xa, xe, xi, xo, xu Práctica de ortografía en parejas



Leer el librito de fonética Mis cosas favoritas en coro (Teacher Toolkit: Fluency – Choral Reading)

Vier

nes

p. 97dFonética: r suave – ra, re, ri, ro, ru y Sílabas abiertas con xCuentos en grupo







Leer el librito de fonética Mis cosas favoritas en parejas (Teacher Toolkit: Fluency – Paired Reading)

Weekly Spelling Words High Frequency Words Vocabulary Words Academic Vocabularycaraorejaparecepera toro

Méxicoperoarenamariposamexicano

peroquerernos

asínuestro

La visita de Ximena y tío

Arturoaplaudeescuchamunco

Nuestra reunión familiar

chistemostróotoñoprimos rancho reunión riendas tíos treparon

idea principalambiente



Day 1: Introduce Comprehension Skill with a Read Aloud– Main Idea(Teacher Toolkit: Main Idea )Focus: The main idea is the most important idea about the topic. The supporting details tell more about the main idea.

When modeling main idea, use a short passage or article of your choice. It may be easier to use nonfiction text. Articles from Scholastic News en español work well. Preview the text and mark stopping points where you will think aloud to discuss the main idea. Create a main idea chart to help students think about the main idea and supporting details. Tell studnets that they are going to think about the main idea of the passage. The main idea is what the text is mostly about. Sometimes when we read, the author tells us the

main idea. Other times, we have to figure out the main idea based on what the paragraph or passage is mostly about.



Read aloud the short text or article. As a class, determine the main idea of the passage. Write the main idea in the top box of the graphic organizer. Ask the class to give you three supporting details, information

that tells more about the main idea. Write the supporting details in the boxes below the main idea. Tell students that good readers think about main ideas and supporting details as they read.



(idea principal) al leer el cuento Nuestra reunión familiar pp. 78-93 en voz alta.

Día 4: p. 95e Práctica: Idea principal Volver al superlibro Repaso: Ambiente











10 MinutesRoutine:









4 – ¡Me gusta!, Páginas 72a-97e Stories: La visita de Ximena y tío Arturo and

Nuestra reunión familiar Librito de fonética Mis cosas favoritas Superlibro Pachanga deliciosa


Suggested Read Alouds: La colcha de recuerdos by Patricia Polacco La clase de arte by Tomie da Paola Amos y Boris by William Steig Un sillón para mi mamá by Vera B. Williams Fábulas by Arnold Lobel El gran capoquero by Lynne Cherry



The Teaching Plan for El hoyo escondido and La rata y el gatoWeek 8 Instructional Model/Teacher Directions



Lune

s

pp. 98i-98j, 98k-98lFonética: Sílabas abiertas con s y Sílabas abiertas con yDesarrollar la conciencia fonémica




Digan con más fuerza Separen en sílabas Identifiquen las sílabas Combinen las sílabas

pp. 98j, 98lOrtografía: Palabras con as, es, is, os, us; ya, ye, yi, yo, yuExamen preliminarEmplear el patrón ortográfico




Escuchar al maestro leer el librito de fonética Óscar el delfín en voz alta

Practicar la lectura en eco usando el librito de fonética Óscar el delfín (Teacher Toolkit: Fluency – Echo Reading)

Mar

tes

p. 105cFonética: Sílabas abiertas con s Sílabas abiertas con yActividades de práctica




p. 105dOrtografía: Palabras con as, es, is, os, us; ya, ye, yi, yo, yuPráctica con adivinanzasRutina: Práctica de ortografía

p. 105dCaligrafía: Yy




Leer el librito de fonética Óscar el delfín en coro (Teacher Toolkit: Fluency – Choral Reading)

Mié

rcol

es

p. 121aFonética: Sílabas abiertas con s y Sílabas abiertas con yRelación con el cuentoActividades de práctica

oPalabras musicalesoSuperlibro

Repaso: Sílabas abiertas – r suave: ra, re, ri, ro, ru

p. 121bOrtografía: Palabras con as, es, is, os, us; ya, ye, yi, yo, yuPracticar la escrituraEscoger unas de las actividades para practicar deletreando las palabras (Teacher Toolkit: Spelling Chants)

p. 106Presentar el vocabularioA la playa



Leer el librito de fonética Óscar el delfín en parejas (Teacher Toolkit: Fluency – Paired Reading)



Juev

esp. 122aFonética: Sílabas abiertas con sRepaso: Sílabas abiertasAtención a necesidades diversas


p. 122bOrtografía: Palabras con as, es, is, os, us; ya, ye, yi, yo, yu Práctica de ortografía en parejas



Leer el librito de fonética Óscar el delfín en coro (Teacher Toolkit: Fluency – Choral Reading)

Vier

nes

p. 123dFonética: Sílabas abiertas con s y Sílabas abiertas con yDetective de palabras







Leer el librito de fonética Óscar el delfín en parejas (Teacher Toolkit: Fluency – Paired Reading)

Weekly Spelling Words High Frequency Words Vocabulary Words Academic Vocabularyasnoeste islapayasoyema

yoyaescaleramaestroyoyo

despuésescuelaya

élese

El hoyo escondidoancianomadera regalosaquito

La rata y el gato

brillacreescuéntame favoritoúltimos

propósito del autor idea principal



Day 1: Introduce Comprehension Skill with a Read Aloud– Author’s Purpose(Teacher Toolkit: Author’s Purpose )

Focus: Determine the author’s purpose for writing a selection Explain that author is a person who writes a book. Authors have different reasons or purposes for writing. Sometimes an author will write a book just for you to enjoy or to entertain

you. Authors can write to inform to give you information about something. Sometimes authors write to make you think a certain way or persuade. Explain that as you are reading today, you want them to think about the author’s purpose for writing the book.

Show students your thinking by discussing the author’s purpose using the title and cover illustrations of the read aloud. Stop two times during your reading to discuss author’s purpose.

After the read aloud, ask students to turn and talk to their partner to discuss the author’s purpose for writing the book. Decide on the author’s purpose as a class. After the read aloud, remind students that good readers think about the author’s purpose when they are reading.





(propósito del autor) al leer el cuento La rata y el gato pp. 106-120 en voz alta.

Día 4: p. 121e Práctica: Propósito del autor Volver al superlibro Repaso: Idea principal











10 MinutesRoutine:






Bilingual Phonemic Awareness/Phonics Activities

Fluency Speed Drills Ways to Teach Fluency packet Spelling Chants Games/Activities to Practice Weekly Spelling


Textbook: Scott Foresman Lectura Guía del maestro, Vol. 4 –

¡Me gusta!, Páginas 98a-123e Stories: El hoyo escondido and La rata y el gato Librito de fonética Óscar el delfín Superlibro Pachanga deliciosa


Suggested Read Alouds: CLIC, CLAC, MUU Vacas escritoras by Doreen

Cronin (Persuasion) Querida Señora LaRue: Cartas desde la Academia

Canina by Mark Teague (Persuasion) Tiburones by Seymour Simon (Information) Delfines by Rosa Costa-Pau (Information) Hallytosis El horrible problema de un perro by Dav

Pilkey (Entertainment) Martha habla by Susan Meddaugh (Entertainment)



The Teaching Plan for La sombra de Miguel and Tengo miedoWeek 9 Instructional Model/Teacher Directions



Lune

s

pp. 124i-124j, 124k-124lFonética: Sílabas cerradas con m; Sílabas cerradas con lDesarrollar la conciencia fonémica


Relacionar los sonidos y las letrasoPresentar las vocalesoSeñalar las palabrasoCombinar sílabaso Identificar palabrasoDescifrar y formar otras palabras


Separen en letras Combinen las sílabas Separen en sílabas Digan con más fuerza

pp. 124j, 124lOrtografía: Palabras con am, em, im, om, um; al, el, il, ol, ulExamen preliminarEmplear el patrón ortográfico




Escuchar al maestro leer el librito de fonética Los animalitos hablan en voz alta

Practicar la lectura en eco usando el librito de fonética Los animalitos hablan (Teacher Toolkit: Fluency – Echo Reading)

Mar

tes

p. 129cFonética: Sílabas cerradas con m; Sílabas cerradas con lActividades de práctica




p. 129dOrtografía: Palabras con am, em, im, om, um; al, el, il, ol, ulRevoltillo de sílabasRutina: Práctica de ortografía

p. 129dCaligrafía: Mm




Leer el librito de fonética Los animalitos hablan en coro (Teacher Toolkit: Fluency – Choral Reading)

Mié

rcol

es

p. 161aFonética: Sílabas cerradas con m; Sílabas cerradas con lRelación con el cuentoActividades de práctica

oLibro de palabrasoLibrito de fonética

Repaso: Sílabas cerradas con s

p. 161bOrtografía: Palabras con am, em, im, om, um; al, el, il, ol, ulPracticar la escrituraEscoger unas de las actividades para practicar deletreando las palabras (Teacher Toolkit: Spelling Chants)

p. 130aPresentar el vocabularioEnseñar estrategias de vocabulario: Sinónimos



Leer el librito de fonética Los animalitos hablan en parejas (Teacher Toolkit: Fluency – Paired Reading)



Juev

esp. 162aFonética: Sílabas abiertas con yRepaso: Sílabas abiertasAtención a necesidades diversas

162bOrtografía: Palabras con am, em, im, om, um; al, el, il, ol, ul Práctica de ortografía en parejas



Leer el librito de fonética Los animalitos hablan en coro (Teacher Toolkit: Fluency – Choral Reading)

Vier

nes

p. 163dFonética: Sílabas cerradas con m; Sílabas cerradas con lBolsas de palabras







Leer el librito de fonética Los animalitos hablan en parejas (Teacher Toolkit: Fluency – Paired Reading)

Weekly Spelling Words High Frequency Words Vocabulary Words Academic Vocabularyambosempezóempujealalto

élalgúnampollaolvidóúltimo

hombrealgúnmucho

haría todo

La sombra de Miguel

recreo tranquilo

Tengo miedoacompañanasustan

colmillosmonstruososcurosprefieren replicasabías transparentes

argumentopredecir



Day 1: Introduce Comprehension Skill with a Read Aloud– Plot(Teacher Toolkit: Plot )Focus: A story’s plot includes the important parts of the story that happen at the beginning, middle, and end. When modeling plot, use a read aloud of your choice. Preview the text and mark stopping points where you will think aloud to discuss the plot. Draw this chart :

Plot (Argumento)Story section (Sección de la historia) Important Story Events (Sucesos importantes del cuento)Beginning (Principio)Middle (Medio)End (Final)

Explain that today we are going to talk about the plot of a story. When we think about the plot, we think about the important parts of the story that happen at the beginning, middle, and end.

Tell students that they are going to listen to a story and then they will help tell about the plot. Tell students to think about the important parts of the story as you read aloud. Read aloud a story with a simple story line (clearly identifiable beginning, middle, end). As you read, think aloud using clue words to sequence the story. After the read aloud, ask students to tell about the plot of the story. Fill in the chart with the important story events. Say that good readers think about the plot to help them understand the story better.





(argumento) al leer el cuento Tengo miedo pp. 130-159 en voz alta.

Día 4: p. 161e Práctica: Reconocer el argumento Volver al superlibro Repaso: Predecir











10 MinutesRoutine:









4 – ¡Me gusta!, Páginas 124a-163e Stories: La sombra de Miguel and Tengo

miedo Librito de fonética Los animalitos hablan Superlibro Pachanga deliciosa


Suggested Read Alouds: Llaman a la puerta by Pat Hutchins El día que la boa de Jimmy se comió la ropa by

Trinka Hakes Noble Si le das un panecillo a un alce by Laura A. Numeroff El pollo de los domingos by Patricia Polacco

The Teaching Plan for Adivina, adivinador and ¿Ya ves?SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 of 42


Week 10 Instructional Model/Teacher DirectionsDaily Instructional Routines

30 MinutesPhonemic Awareness/Phonics Spelling Vocabulary Fluency

Lune

s

pp. 164i-164j, 164k-164lFonética: Sílabas cerradas con n/rDesarrollar la conciencia fonémica


Relacionar los sonidos y las letrasoPresentar las vocalesoSeñalar las palabrasoCombinar sílabaso Identificar palabrasoDescifrar y formar otras palabras



pp. 164j, 164lOrtografía: Palabras con an, en, in, on, un; ar, er, ir, or, urExamen preliminarEmplear el patrón ortográfico




Escuchar al maestro leer el librito de fonética ¡Vamos al mercado! en voz alta

Practicar la lectura en eco usando el librito de fonética ¡Vamos al mercado! (Teacher Toolkit: Fluency – Echo Reading)

Mar

tes

p. 169cFonética: Sílabas cerradas con n/rActividades de práctica




p. 169dOrtografía: Palabras con an, en, in, on, un; ar, er, ir, or, urPalabras que faltanRutina: Práctica de ortografía

p. 169dCaligrafía: Nn




Leer el librito de fonética ¡Vamos al mercado! en coro (Teacher Toolkit: Fluency – Choral Reading)

Mié

rcol

es

p. 183aFonética: Sílabas cerradas con n/rRelación con el cuentoActividades de práctica

oLibro de palabrasoLibrito de fonética

Repaso: Sílabas cerradas con m

p. 183bOrtografía: Palabras con an, en, in, on, un; ar, er, ir, or, urPracticar la escrituraEscoger unas de las actividades para practicar deletreando las palabras (Teacher Toolkit: Spelling Chants)

p. 170aPresentar el vocabularioEnseñar estrategias de vocabulario: Sinónimos



Leer el librito de fonética ¡Vamos al mercado! en parejas (Teacher Toolkit: Fluency – Paired Reading)

Juev

es

p. 184aFonética: Sílabas cerradas con lRepaso: Sílabas cerradasAtención a necesidades diversas

184bOrtografía: Palabras con an, en, in, on, un; ar, er, ir, or, ur Práctica de ortografía en parejas



Leer el librito de fonética ¡Vamos al mercado! en coro (Teacher Toolkit: Fluency – Choral Reading)



Vier

nes

p. 163dFonética: Sílabas cerradas con n/r; Árbol de palabras







Leer el librito de fonética ¡Vamos al mercado! en parejas (Teacher Toolkit: Fluency – Paired Reading)

Weekly Spelling Words High Frequency Words Vocabulary Words Academic Vocabularyantenaenteroondaarcoarte

irantesárbolordenaórgano

antesmejor lugar

ideamío

Adivina, adivinador

cosquillasguardan reloj

¿Ya ves?adivinanzaencontraronpistapuntada remiendos

realismo fantasíacomparacióncontraste



Day 1: Introduce Comprehension Skill with a Read Aloud– Realism/Fantasy(Teacher Toolkit: Realism/Fantasy )Focus: A realistic story tells about something that could really happen. A fantasy story tells about something that could not really happen. Sometimes stories combine reality with fantasy.

When modeling reality and fantasy, use a short fantasy story. Preview the text and mark stopping points where you will think aloud to discuss reality and fantasy. Tell them that realistic stories tell about things that could really happen in real life. For example, the story might be about a girl going on a trip with her family or a boy going to the

library. A fantasy story tells about things that are make-believe. In the story Goldilocks and the Three Bears (Ricitos de oro y los tres ositos), the bears live in a house and talk. This is

fantasy because it can not really happen. Give different scenarios to students and ask them whether what you describing is fantasy or reality. Read aloud a fantasy story to the class. Ask students to tell which parts of the story are realistic and which parts of the story are fantasy. Summarize: How can you figure out whether a story is realism or fantasy? (Ask yourself if these things could really happen.)



(realismo y fantasía) al leer el cuento ¿Ya ves? pp. 170-182 en voz alta.

Día 4: p. 183e Práctica: Realismo y fantasía Volver al superlibro Repaso: Comparación y contraste













10 MinutesRoutine:






4 – ¡Me gusta!, Páginas 164a-185e Stories: Adivina, adivinador and ¿Ya ves? Librito de fonética ¡Vamos al mercado! Superlibro Pachanga deliciosa


Suggested Read Alouds: Frederick by Leo Lionni El trapito feliz by Tony Ross La torre de Zoe by Paul and Emma Rogers Marta habla by Susan Meddaugh Mi dinosaurio by Mark Alan Weatherby




Evidence of Learning

Differentiation Interims/TAKS/Benchmarks College-Readiness (Anticipated Skills for SAT/ACT/College Board/Careers/Life)

What do you do for students who need additional support?

Students will meet with the teacher for Small Group Guided Reading Instruction. The teacher will do a skills lesson to address the needs of students and the students will apply that skill to their reading.

Work stations are differentiated to meet the needs of the learner. Students will have additional practice to help them master the skills learned during whole group instruction.

What do you do for students who master the learning quickly?

Activities/materials offered during Small Group Guided Reading Instruction and work stations are differentiated to meet the needs of the learner.

Sample QuestionsSixth Grade: TAKS Released TestSource: TEA Website – April 2006Spanish Reading

19 El autor probablemente escribió esta lectura para —

A contar acerca de un niño que tiene un pasatiempo poco comúnB explicar cómo se etiquetan las mariposas monarca sin lastimarlasC describir el ciclo de vida de las mariposas monarcaD dar reconocimiento a un niño que contribuyó a un descubrimiento científico

Sample QuestionsTenth Grade: TAKS Released TestSource: TEA Website – April 2006English Language Arts

23 Which of the following is a theme shared by the two selections?

A A person can learn a great deal from nature.

B Parents have a responsibility to care for their children.

C A full stomach is more important than freedom.

D It is hard to let go of something or someone you love.



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