Bilingual Reading – Grade 2 - SAISD€¦ · Web viewutilizar la correspondencia entre letras y...
Transcript of Bilingual Reading – Grade 2 - SAISD€¦ · Web viewutilizar la correspondencia entre letras y...
Bilingual Reading – Grade 1Unit of Study: Creating a Climate for Thinking (Cómo crear un ambiente para promover el pensamiento)
Second Grading Period Weeks 1- 5 CURRICULUM OVERVIEWBig Idea Unit Rationale
“When our vision of community expands to create a culture and climate for thinking – when rigor, inquiry, and intimacy become key components of our definition – it’s essential that we work first to build genuine relationships, establish mutual trust, and create working literate environments” (17). Miller, D. (2002). Reading with Meaning. Stenhouse Publishers, Markham, Ontario.
“Explicit instruction, modeling, reading high-quality literature and children’s writing, and giving children time to practice real reading and writing are the cornerstones of my teaching” (50). Miller, D. (2002). Reading with Meaning. Stenhouse Publishers, Markham, Ontario.
TEKS TEKS Specificity – Intended Outcome TEKS Grade 1 The student is expected to
1C participate in rhymes, songs, conversations, and discussions 1D listen critically to interpret and evaluate 1E listen responsively to stories and other texts read aloud, including selections
from classic and contemporary 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 3C ask and answer relevant questions and make contributions in small or large
group discussions 4A learn the vocabulary of school such as numbers, shapes, colors, directions,
and categories 4B use vocabulary to describe clearly ideas, feelings, and experiences 5E know the order of the alphabet 5H understand that spoken words are represented in written language by specific
sequences of letters 5I recognize that different parts of a book…offer information 5J recognize that there are correct spellings for 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
7A name and identify each letter of the alphabet 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
“I CAN” statements highlighted in yellow should be displayed for students.Yo puedo…
participar en rimas, canciones, conversaciones y discusiones (1C, 13B, 13C) escuchar por diferentes motivos (1D, 1E, 13A) identificar rimas y sonidos repetidos (1F) hacer conexiones personales con el texto, hacer conexiones entre textos y con
el mundo real (2A, 13D, 16A) hacer y contestar preguntas (3C) aprender el vocabulario nuevo (4A, 4B) conocer los conceptos de la letra impresa (5E, 5H, 5I, 7B) reconocer que las palabras siguen una ortografía propia (5J) 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) nombrar e identificar cada letra del alfabeto (7A) 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) 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) 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) establecer el propósito para la lectura (12B) volver a contar un cuento (12C)
SAISD © 2008-09 – Second Grading Period 1st Grade Bilingual Reading Page 1 of 38
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.
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)
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… 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 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 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 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 13C respond through talk, movement, music, art, drama, and writing to a variety
of stories and poems in ways that reflect understanding and interpretation
saber la idea principal del libro (12F) entender la estructura de un cuento (14B)
SAISD © 2008-09 – Second Grading Period 1st Grade Bilingual Reading Page 2 of 38
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.
Con
cept
s
13D connect ideas and themes across texts 13E describe how illustrations contribute to the text 14B understand simple story structure
Evidence of Learning Anecdotal remarks from the Reader’s Notebook 80% of the students will score 80% or above on the selection assessments (comprehension and vocabulary). 80% of the students will score 80% or above on the spelling tests. 85% of the students will be “Desarrollado” on the Tejas LEE assessment
SAISD © 2008-09 – Second Grading Period 1st Grade Bilingual Reading Page 3 of 38
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.
Bilingual Reading – Grade 1CURRICULUM GUIDE
Essential Questions Essential Pre-requisite Skills What do good readers do when their comprehension breaks
down? What is the author’s purpose for writing? What is cause and effect? How can I use my schema to draw conclusions? What is the main idea of a text? What are blends?
Kindergarten TEKS know that print moves left-to-right across the page and top-to-bottom (5B) produce rhyming words and distinguish rhyming words from non-rhyming words (6C) blend sounds to make spoken words such as moving manipulatives to blend phonemes in a spoken word
(6E) name and identify each letter of the alphabet (7A) learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (7C) use prior knowledge to anticipate meaning and make sense of texts (9A)
The Teaching Plan for Maleta, mapa, osito, pelota and El viento traviesoWeek 1 Instructional Model/Teacher Directions
Daily Instructional Routines30 Minutes
Phonemic Awareness/Phonics Spelling Vocabulary Fluency
Lune
s
pp. 42i-42j, 42k-42lFonética: Sílabas abiertas con m/pDesarrollar 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. 42j, 42lOrtografía: Palabras con ma, me, mi, mo, mu; pa, pe, pi, po, puExamen preliminarEmplear el patrón ortográfico
p. 42lMural de palabras: Palabras de uso
frecuente
p. 42mPresentar el vocabulario
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Escuchar al maestro leer el librito de fonética El mar en voz alta
Practicar la lectura en eco usando el librito de fonética El mar (Teacher Toolkit: Fluency – Echo Reading)
Mar
tes
p. 47cFonética: Sílabas abiertas con m/pActividades de práctica
oCartel de rimas de rimas y canciones de fonética
oEres una sílabaRutina
oFormar palabrasoLibrito de fonética
p. 47dOrtografía: Palabras con ma, me, mi, mo, mu; pa, pe, pi, po, puPráctica con adivinanzasRutina: Práctica de ortografía
p. 47dCaligrafía: Ee
p. 47dMural de palabras: Palabras de uso
frecuenteEscoger una actividad de vocabulario
práctico para repasar las palabras de la semana (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética El mar en coro (Teacher Toolkit: Fluency – Choral Reading)
SAISD © 2008-09 – Second Grading Period 1st Grade Bilingual Reading Page 4 of 38
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.
Mié
rcol
esp. 75aFonética: Sílabas abiertas con m/pRelación con el cuentoActividades de práctica
oFormar palabrasoLibrito de fonética – El mar
Repaso: Vocales a, e, i, o, u
p. 75b Ortografía: Palabras con ma, me, mi, mo, mu; pa, pe, pi, po, puPracticar la escrituraEscoger unas de las actividades para practicar deletreando las palabras (Teacher Toolkit: Spelling Chants)
p. 48aPresentar el vocabulario
p. 75bMural de palabras: Palabras de uso frecuente
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética El mar en parejas (Teacher Toolkit: Fluency – Paired Reading)
Juev
es
p. 76aFonética: Vocales fuertes a, e, o y vocales débiles i, uRepaso: VocalesAtención a necesidades diversasHacer una actividad para desarrollar la conciencia fonémica y la fonética (Teacher Toolkit: Bilingual Phonemic Awareness/Phonics Activities)
p. 76bOrtografía: Palabras con ma, me, mi, mo, mu; pa, pe, pi, po, pu Práctica de ortografía en parejas
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética El mar en coro (Teacher Toolkit: Fluency – Choral Reading)
Vier
nes
p. 77dDivide the class into groups of 3-4 to play ¿Quién escribirá más? (Teacher Toolkit) Each group will divide their paper into 2 columns. The teams will compete against each other to write lists of words beginning with m and p. The team that writes the most words correctly in 10 minutes wins.
p. 77d Escoger unas de las actividades para
practicar las palabras de ortografía (Teacher Toolkit: Games/Activities to Practice Spelling Words)
Examen de ortografía
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética El mar en parejas (Teacher Toolkit: Fluency – Paired Reading)
Weekly Spelling Words High Frequency Words Vocabulary Words Academic Vocabularyamamamámimamapapapi
pumamipapámimopomo
porpapáal
másmi
Maleta, mapa, osito, pelota
maletapiso
El viento travieso
país revéssueños
causaefecto ambiente
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– Cause and Effect(Teacher Toolkit: Teaching Comprehension; Thinking Aloud; Cause and Effect)
Focus: A cause is the reason something happens. An effect is what happens. Before reading, pre-select two or three stopping points to model cause and effect. Place sticky notes on the pages you will be thinking aloud. Read aloud Goldilocks and the Three Bears (Ricitos de oro y los tres osos) and model two or three think aloud strategies related to cause and effect.
SAISD © 2008-09 – Second Grading Period 1st Grade Bilingual Reading Page 5 of 38
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.
Draw the following chart: Causa
¿Por qué pasó? Efecto
¿Qué pasó?El tazón del Osito está vacío.La silla del Osito está rota..
Ricitos de oro huyó. Read each effect and guide students to think about the reason it happened (cause). Add the cause.
Causa¿Por qué pasó?
Efecto¿Qué pasó?
Ricitos de oro se comió toda la avena. El tazón del Osito está vacío.Ricitos de oro estaba demasiado pesada. La silla del Osito está rota..
Ella tenía miedo de los caballos. Ricitos de oro huyó.
Explain that good readers think about cause and effect to help understand what happens and why it happens. Encourage students to look for cause and effect relationships when reading.
Días 2 - 5: Repasar la destreza de comprensión a través de la semana.Día 2: p. 47e Desarrollar la comprensión auditiva Enseñar la destrezaoDemuestreoPracticar
Día 3 Modelar la destreza de comprensión
(causa y efecto) al leer el cuento El viento travieso, pp. 48-74, en voz alta.
Día 4: p. 75e Práctica: Causa y efecto Volver al superlibro Repaso: Ambiente
Día 5: Examen de la selección: Cuaderno de
práctica 1.2oParte I: Vocabulario, p. 29oParte 2: Comprensión, p. 30
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
SAISD © 2008-09 – Second Grading Period 1st Grade Bilingual Reading Page 6 of 38
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.
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.
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.
2 – Míralo de cerca, Páginas 42a-77e Stories: Maleta, mapa, osito, pelota and El
viento travieso Librito de fonética El mar Superlibro Relajo en la cocina
Additional Resources: Cartel de rimas y canciones Audiocasete de la selección Audiocasete para desarrollar el contexto Cuaderno de práctica
Suggested Read Alouds: Ricitos de oro y los tres osos adapted by Marta
Mata Si le das una galletita a un ratón by Laura
Numeroff Julius, el rey de la casa by Kevin Henkes Pollita chiquita by Steven Kellogg La casita by Virginia Lee Burton
SAISD © 2008-09 – Second Grading Period 1st Grade Bilingual Reading Page 7 of 38
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.
The Teaching Plan for La pesa de Nino and Salí de paseoWeek 2 Instructional Model/Teacher Directions
Daily Instructional Routines30 Minutes
Phonemic Awareness/Phonics Spelling Vocabulary Fluency
Lune
s
pp. 78i-78j, 78k-78lFonética: Sílabas abiertas con s/nDesarrollar 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 Separen en sílabas Digan con más fuerza
pp. 78j, 78lOrtografía: Palabras con sa, se, si, so, su; na, ne, ni, no, nuExamen preliminarEmplear el patrón ortográfico
p. 78lMural de palabras: Palabras de uso
frecuente
p. 78mPresentar el vocabulario
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Escuchar al maestro leer el librito de fonética Vi a Susana con la nena en voz alta
Practicar la lectura en eco usando el librito de fonética Vi a Susana con la nena (Teacher Toolkit: Fluency – Echo Reading)
Mar
tes
p. 83cFonética: Sílabas abiertas con s/nActividades de práctica
oCartel de rimas de rimas y canciones de fonética
oFormar palabrasRutina
oFormar palabrasoLibrito de fonética
p. 83dOrtografía: Palabras con sa, se, si, so, su; na, ne, ni, no, nuPráctica con adivinanzasRutina: Práctica de ortografía
p. 83dCaligrafía: Ss
p. 83Mural de palabras: Palabras de uso
frecuenteEscoger una actividad de
vocabulario práctico para repasar las palabras de la semana (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Vi a Susana con la nena en coro (Teacher Toolkit: Fluency – Choral Reading)
Mié
rcol
es
p. 115aFonética: Sílabas abiertas con s/nRelación con el cuentoActividades de práctica
oSafari de palabrasoLibrito de fonética – Vi a Susana
con la nenaoSuperlibro
Repaso: Sílabas abiertas con m
p. 115b Ortografía: Palabras con sa, se, si, so, su; na, ne, ni, no, nuPracticar la escrituraEscoger unas de las actividades para practicar deletreando las palabras (Teacher Toolkit: Spelling Chants)
p. 84aPresentar el vocabulario
p. 115bMural de palabras: Palabras de uso
frecuente
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Vi a Susana con la nena en parejas (Teacher Toolkit: Fluency – Paired Reading)
SAISD © 2008-09 – Second Grading Period 1st Grade Bilingual Reading Page 8 of 38
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.
Juev
esp. 116aFonética: Sílabas abiertas con pRepaso: Sílabas abiertasAtención a necesidades diversas
Hacer una actividad para desarrollar la conciencia fonémica y la fonética (Teacher Toolkit: Bilingual Phonemic Awareness/Phonics Activities)
p. 116bOrtografía: Palabras con sa, se, si, so, su; na, ne, ni, no, nu Práctica de ortografía en parejas
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Vi a Susana con la nena en coro (Teacher Toolkit: Fluency – Choral Reading)
Vier
nes
p. 117dDivide the class into groups of 3-4 to play ¿Quién escribirá más? (Teacher Toolkit) Each group will divide their paper into 2 columns. The teams will compete against each other to write lists of words beginning with s and n. The team that writes the most words correctly in 10 minutes wins.
p. 117d Escoger unas de las actividades para
practicar las palabras de ortografía (Teacher Toolkit: Games/Activities to Practice Spelling Words)
Examen de ortografía
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Vi a Susana con la nena en parejas (Teacher Toolkit: Fluency – Paired Reading)
Weekly Spelling Words High Frequency Words Vocabulary Words Academic Vocabularymesasaposopamanomona
nenenadasísolopesa
sísolonada
estovi
La pesa de Nino
pesasala
Salí depaseo
animalesmontónpaseo rosado
predecirclaves de contexto
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– Predicting(Teacher Toolkit: Teaching Comprehension; Thinking Aloud; Making Predictions)
Focus: Make a prediction about future events and outcomes with supporting textual evidence
Before reading, pre-select two or three stopping points to make predictions. Place sticky notes on the pages you will be thinking aloud. Read aloud to the first stopping point and make a prediction. Model your thinking by referring back to the text and explaining why you made the prediction, providing textual
evidence. At the next stopping point, ask students to make predictions, referring back to the text to explain why they made that prediction. Have students turn and talk to a neighbor
about their predictions. Ask two students to share with the whole group. Encourage students to make predictions when they read and to use information from the text to support their thinking.
SAISD © 2008-09 – Second Grading Period 1st Grade Bilingual Reading Page 9 of 38
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.
Días 2 - 5: Repasar la destreza de comprensión a través de la semana.Día 2: p. 83e Desarrollar la comprensión auditiva Enseñar la destrezaoDemuestreoPracticar
Día 3 Modelar la destreza de comprensión
(predecir) al leer el cuento Salí de paseo, pp. 84-113, en voz alta.
Día 4: p. 115e Práctica: Predecir Volver al superlibro Repaso: Claves de contexto
Día 5: Examen de la selección: Cuaderno de
práctica 1.2oParte I: Vocabulario, p. 45oParte 2: Comprensión, p. 46
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 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.
SAISD © 2008-09 – Second Grading Period 1st Grade Bilingual Reading Page 10 of 38
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.
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.
2 – Míralo de cerca, Páginas 78a-117e Stories: La pesa de Nino and Salí de paseo Librito de fonética Vi a Susana con la nena Superlibro Yo tenía un hipopótamo
Additional Resources: Cartel de rimas y canciones Audiocasete de la selección Audiocasete para desarrollar el contexto Cuaderno de práctica
Suggested Read Alouds: Prudencia se preocupa by Kevin Henkes La escoba de la viuda by Chris Van Allsburg Carlos by Ivar Da Coll Pindulí by Janell Cannon Willy el campeón by Anthony Browne El chiquero by Mark Teague
SAISD © 2008-09 – Second Grading Period 1st Grade Bilingual Reading Page 11 of 38
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.
The Teaching Plan for Lalo y Didi and Federico y el marWeek 3 Instructional Model/Teacher Directions
Daily Instructional Routines30 Minutes
Phonemic Awareness/Phonics Spelling Vocabulary Fluency
Lune
s
pp. 118i-118j, 118k-118lFonética: Sílabas abiertas con l/dDesarrollar 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 Separen en sílabas
pp. 118j, 118lOrtografía: Palabras con la, le, li, lo, lu; da, de, di, do, duExamen preliminarEmplear el patrón ortográfico
p. 118lMural de palabras: Palabras de uso frecuente
p. 118mPresentar el vocabulario
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Escuchar al maestro leer el librito de fonética La luna en voz alta
Practicar la lectura en eco usando el librito de fonética La luna (Teacher Toolkit: Fluency – Echo Reading)
Mar
tes
p. 123cFonética: Sílabas abiertas con l/dActividades de práctica
oCartel de rimas de rimas y canciones de fonética
RutinaoFormar palabrasoLibrito de fonética
p. 123dOrtografía: Palabras con la, le, li, lo, lu; da, de, di, do, duPalabras que faltanRutina: Práctica de ortografía
p. 83dCaligrafía: Ii
p. 123dMural 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)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética La luna en coro (Teacher Toolkit: Fluency – Choral Reading)
Mié
rcol
es
p. 139aFonética: Sílabas abiertas con l/dRelación con el cuentoActividades de práctica
oCuaderno de palabrasoLibrito de fonética – La lunaoSuperlibro
Repaso: Sílabas abiertas con s
p. 139b Ortografía: Palabras con la, le, li, lo, lu; da, de, di, do, duPracticar la escrituraEscoger unas de las actividades para
practicar deletreando las palabras (Teacher Toolkit: Spelling Chants)
p. 124aNombres Imaginar un paseo
p. 139bMural de palabras: Palabras de uso frecuente
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética La luna en parejas (Teacher Toolkit: Fluency – Paired Reading)
SAISD © 2008-09 – Second Grading Period 1st Grade Bilingual Reading Page 12 of 38
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.
Juev
esp. 140aFonética: Sílabas abiertas con nRepaso: Sílabas abiertasAtención a necesidades diversas
Hacer una actividad para desarrollar la conciencia fonémica y la fonética (Teacher Toolkit: Bilingual Phonemic Awareness/Phonics Activities)
p. 140bOrtografía: Palabras con la, le, li, lo, lu; da, de, di, do, du Práctica de ortografía en parejas
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética La luna en coro (Teacher Toolkit: Fluency – Choral Reading)
Vier
nes
p. 117dDivide the class into groups of 3-4 to play ¿Quién escribirá más? (Teacher Toolkit) Each group will divide their paper into 2 columns. The teams will compete against each other to write lists of words beginning with l and d. The team that writes the most words correctly in 10 minutes wins.
p. 141d Escoger unas de las actividades para
practicar las palabras de ortografía (Teacher Toolkit: Games/Activities to Practice Spelling Words)
Examen de ortografía
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética La luna en parejas (Teacher Toolkit: Fluency – Paired Reading)
Weekly Spelling Words High Frequency Words Vocabulary Words Academic Vocabulary lima lomapaladedodime
lodode la lunasaludo
la lunade
dosy
Lalo y Didi–o–
Federico y el mararenabaldedivertida
enormes fondo lagunamiedoorilla
ambiente secuencia
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– Setting(Teacher Toolkit: Teaching Comprehension; Thinking Aloud; Setting)
Focus: Setting is the time and place in which a story occurs.
Brainstorm a list of places where stories occur. Read aloud. Point out the setting (time and place) of the story. Explain how you used pictures to figure out the setting. Have students draw a picture of the setting in their reader’s notebooks. Explain how pictures might show us the setting of the story. Sometimes we have to imagine the setting by paying attention to details the author has written. Remind students that the setting is the time and place in which a story occurs. Explain that good readers look at the pictures and use details to figure out the setting of the story.
Días 2 - 5: Repasar la destreza de comprensión a través de la semana.
SAISD © 2008-09 – Second Grading Period 1st Grade Bilingual Reading Page 13 of 38
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.
Día 2: p. 123e Desarrollar la comprensión auditiva Enseñar la destrezaoDemuestreoPracticar
Día 3 Modelar la destreza de comprensión
(ambiente) al leer el cuento Federico y el mar pp. 124-137, en voz alta.
Día 4: p. 139e Práctica: Ambiente Volver al superlibro Repaso: Secuencia
Día 5: Examen de la selección: Cuaderno de
práctica 1.2oParte 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 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.
SAISD © 2008-09 – Second Grading Period 1st Grade Bilingual Reading Page 14 of 38
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.
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.
2 – Míralo de cerca, Páginas 118a-141e Stories: Lalo y Didi and Federico y el mar Librito de fonética La luna Superlibro Caras de peces
Additional Resources: Cartel de rimas y canciones Audiocasete de la selección Audiocasete para desarrollar el contexto Cuaderno de práctica
Suggested Read Alouds: La montaña más bella by Alfredo Gómez Cerdá El gran capoquero by Lynne Cherry El camino de Amelia by Linda Jacobs Altman Carlos y la milpa de maíz by Jan Romero
Stevens Mi propio cuartito by Amada Irma Pérez
SAISD © 2008-09 – Second Grading Period 1st Grade Bilingual Reading Page 15 of 38
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.
The Teaching Plan for Los animales de la finca and Los hogares de los animalesWeek 4 Instructional Model/Teacher Directions
Daily Instructional Routines30 Minutes
Phonemic Awareness/Phonics Spelling Vocabulary Fluency
Lune
s
pp. 142i-142j, 142k-142lFonética: Sílabas abiertas con t/fDesarrollar 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 Digan con más fuerza Separen en sílabas
pp. 142j, 142lOrtografía: Palabras con ta, te, ti, to, tu; fa, fe, fi, fo, fuExamen preliminarEmplear el patrón ortográfico
p. 142lMural de palabras: Palabras de uso
frecuente
p. 142mPresentar el vocabulario
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Escuchar al maestro leer el librito de fonética El patito nada en voz alta
Practicar la lectura en eco usando el librito de fonética El patito nada (Teacher Toolkit: Fluency – Echo Reading)
Mar
tes
p. 147cFonética: Sílabas abiertas con t/fActividades de práctica
oCartel de rimas de rimas y canciones de fonética
RutinaoFormar palabrasoLibrito de fonética
p. 147dOrtografía: Palabras con ta, te, ti, to, tu; fa, fe, fi, fo, fuRompecabezas de ortografíaRutina: Práctica de ortografía
p. 147dCaligrafía: Oo
p. 147dMural de palabras: Palabras de uso
frecuenteEscoger una actividad de
vocabulario práctico para repasar las palabras de la semana (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética El patito nada en coro (Teacher Toolkit: Fluency – Choral Reading)
Mié
rcol
es
p. 157aFonética: Sílabas abiertas con t/fRelación con el cuentoActividades de práctica
oSaco de palabrasoLibrito de fonética – El patito
nadaoSuperlibro
Repaso: Sílabas abiertas con l
p. 157b Ortografía: Palabras con ta, te, ti, to, tu; fa, fe, fi, fo, fuPracticar la escrituraEscoger unas de las actividades para practicar deletreando las palabras (Teacher Toolkit: Spelling Chants)
p. 148aPresentar el vocabularioEnseñar estrategias de vocabulario:
Antónimos
p. 157bMural de palabras: Palabras de uso
frecuente
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética El patito nada en parejas (Teacher Toolkit: Fluency – Paired Reading)
SAISD © 2008-09 – Second Grading Period 1st Grade Bilingual Reading Page 16 of 38
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.
Juev
esp. 158aFonética: Sílabas abiertas con dRepaso: Sílabas abiertasAtención a necesidades diversas
Hacer una actividad para desarrollar la conciencia fonémica y la fonética (Teacher Toolkit: Bilingual Phonemic Awareness/Phonics Activities)
p. 158bOrtografía: Palabras con ta, te, ti, to, tu; fa, fe, fi, fo, fu Práctica de ortografía en parejas
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética El patito nada en coro (Teacher Toolkit: Fluency – Choral Reading)
Vier
nes
Divide the class into groups of 3-4 to play ¿Quién escribirá más? (Teacher Toolkit) Each group will divide their paper into 2 columns. The teams will compete against each other to write lists of words beginning with t and f. The team that writes the most words correctly in 10 minutes wins.
p. 159d Escoger unas de las actividades para
practicar las palabras de ortografía (Teacher Toolkit: Games/Activities to Practice Spelling Words)
Examen de ortografía
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética El patito nada en parejas (Teacher Toolkit: Fluency – Paired Reading)
Weekly Spelling Words High Frequency Words Vocabulary Words Academic Vocabulary lata tapa tela fila fino
sofá feo tú teléfono tomate
tan tú fin
feoestoy
Los animales de la finca
cabra fabulosos fincaoveja
Los hogares de los
animales lustrosapescuezopielselva túneles
propósito del autorsecuenciaantónimos
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– Author’s Purpose(Teacher Toolkit: Author’s Purpose )
Focus: Determine the author’s purpose for writing a selection
When modeling author’s purpose, use a read aloud of your choice. Preview the text and mark stopping points where you will think aloud to discuss the author’s purpose. Make an author’s purpose anchor chart using a sheet of chart paper. At the top, write the heading, Author’s Purpose. Below the heading, make a three column chart. Write one word in each column: entertain, inform, persuade.
Tell students that an author is a person who writes a book. Say: Authors have different reasons or purposes for writing. Sometimes an author will write a book just for you to enjoy or to entertain you. Remember when we read ________? The author wrote that book to entertain you. Authors can write to inform to give you information about something. (Hold up a nonfiction book). This book is full of facts about ________. The author wrote this book to give you information about ________. Sometimes authors write to make you think a certain way or persuade. Show students an example of a book written to persuade. EX: saving the environment, protecting endangered animals, benefits of exercising. The author wrote this to
SAISD © 2008-09 – Second Grading Period 1st Grade Bilingual Reading Page 17 of 38
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.
make you want to__________. (Los autores escriben con diferentes propósitos. A veces un autor escribirá un libro para entretenerte. ¿Acuérdense cuando leímos ____________? El autor escribió ese libro para entretener al lector. Los autores pueden escribir para informarte o para darte información acerca de algo. (Muestre un libro informativo.) Este libro está lleno de hechos. El autor escribió este libro para darte información acerca de ________________. A veces los autores escriben para hacerte pensar de cierta manera o para persuadirte. (Muestre un libro escrito para persuadir.) Ejemplos: salvar el medio ambiente, proteger las especies de animales en peligro, los beneficios de hacer ejecicios, etc.) El autor escribió esto para persuadirte a _________________.) Show students the author’s purpose anchor chart and use it to review author’s purpose. Say: As I’m reading today, I want you to think about the author’s purpose for writing the
book. (Mientras leo el cuento, quiero que piensen en el propósito del autor para escribir el libro.) 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. Write the title of
the book under the correct column on the anchor chart. After the read aloud, remind students that good readers think about the author’s purpose when they are reading. Continue to add to the author’s purpose anchor chart using subsequent read alouds.
Días 2 - 5: Repasar la destreza de comprensión a través de la semana.Día 2: p. 147e Desarrollar la comprensión auditiva Enseñar la destrezaoDemuestreoPracticar
Día 3 Modelar la destreza de comprensión
(propósito del autor) al leer el cuento Los hogares de los animales pp. 124-137, en voz alta.
Día 4: p. 157e Práctica: Propósito del autor Volver al superlibro Repaso: Secuencia
Día 5: Examen de la selección: Cuaderno de
práctica 1.2oParte I: Vocabulario, p. 77oParte 2: Comprensión, p. 78
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 SAISD © 2008-09 – Second Grading Period 1st Grade Bilingual Reading Page 18 of 38
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.
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.
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.
2 – Míralo de cerca, Páginas 142a-159e Stories: Los animales de la finca and Los
hogares de los animales Librito de fonética El patito nada Superlibro ¿Quién llegará primero?
Additional Resources: Cartel de rimas y canciones Audiocasete de la selección Audiocasete para desarrollar el contexto Cuaderno de práctica
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))
SAISD © 2008-09 – Second Grading Period 1st Grade Bilingual Reading Page 19 of 38
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.
The Teaching Plan for Gato Goloso y Lobita Bonita and La cinturita de AnansiWeek 5 Instructional Model/Teacher Directions
Daily Instructional Routines30 Minutes
Phonemic Awareness/Phonics Spelling Vocabulary Fluency
Lune
s
pp. 160i-160j, 160k-160lFonética: Sílabas ga, go, gu y Sílabas abiertas con bDesarrollar la conciencia fonémica
oPresentar el carteloCantar la canciónoVolver al cartel
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 Separen en sílabas Digan con más fuerza
pp. 160j, 160lOrtografía: Palabras con ga, go, gu; Sílabas abiertas con bExamen preliminarEmplear el patrón ortográfico
p. 160lMural de palabras: Palabras de uso
frecuente
p. 160mPresentar el vocabulario
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Escuchar al maestro leer el librito de fonética El gato de bigote en voz alta
Practicar la lectura en eco usando el librito de fonética El gato de bigote (Teacher Toolkit: Fluency – Echo Reading)
Mar
tes
p. 165cFonética: Sílabas ga, go, gu y Sílabas abiertas con bActividades de práctica
oCartel de rimas de rimas y canciones de fonética
RutinaoFormar palabrasoLibrito de fonética
p. 165dPalabras con ga, go, gu; Sílabas abiertas con bRevoltillo de palabrasRutina: Práctica de ortografía
p. 165dCaligrafía: Gg
p. 165dMural de palabras: Palabras de uso
frecuenteEscoger una actividad de
vocabulario práctico para repasar las palabras de la semana (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética El gato de bigote en coro (Teacher Toolkit: Fluency – Choral Reading)
Mié
rcol
es
p. 187aFonética: Sílabas ga, go, gu y Sílabas abiertas con bRelación con el cuentoActividades de práctica
oSafari de palabras de palabrasoSuperlibro
Repaso: Sílabas abiertas con t
p. 187b Palabras con ga, go, gu; Sílabas abiertas con bPracticar la escrituraEscoger unas de las actividades para practicar deletreando las palabras (Teacher Toolkit: Spelling Chants)
p. 166aPresentar el vocabularioEnseñar estrategias de vocabulario:
Antónimos
p. 187bMural de palabras: Palabras de uso
frecuente
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética El gato de bigote en parejas (Teacher Toolkit: Fluency – Paired Reading)
SAISD © 2008-09 – Second Grading Period 1st Grade Bilingual Reading Page 20 of 38
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.
Juev
esp. 158aFonética: Sílabas abiertas con fRepaso: Sílabas abiertasAtención a necesidades diversas
Hacer una actividad para desarrollar la conciencia fonémica y la fonética (Teacher Toolkit: Bilingual Phonemic Awareness/Phonics Activities)
p. 188bPalabras con ga, go, gu; Sílabas abiertas con b Práctica de ortografía en parejas
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética El gato de bigote en coro (Teacher Toolkit: Fluency – Choral Reading)
Vier
nes
p. 189dFonética: Sílabas ga, go, gu; Sílabas abiertas con b Bolsas de palabras
p. 189d Escoger unas de las actividades para
practicar las palabras de ortografía (Teacher Toolkit: Games/Activities to Practice Spelling Words)
Examen de ortografía
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética El gato de bigote en parejas (Teacher Toolkit: Fluency – Paired Reading)
Weekly Spelling Words High Frequency Words Vocabulary Words Academic Vocabularyamigagotagusanobebidabota
nubebonitogatobigotebodega
gatogustarmuy
bonitodijo
Gato Goloso y Lobita Bonita
batidobigote lamemantel
La cinturita de Anansi
adentrandoarenaátenmecinturacordel reventaronselva tirón
causaefectopropósito del autorantónimos
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– Cause and Effect(Teacher Toolkit: Cause and Effect )
Focus: A cause is the reason something happens. An effect is what happens.When modeling cause and effect, use a read aloud of your choice. Preview the text and mark two or three stopping points where you will think aloud. Before the lesson, make a cause and effect anchor chart using a sheet of chart paper. Write the heading, Cause and Effect at the top of the paper. Draw a box on one side, followed by an arrow, and another box on the other side. Repeat two times.Label the boxes on the left, cause and the boxes on the right, effect. Say: Today we are going to be thinking about cause and effect. A cause is the reason that something happens. An effect is what happens. Let me give you an example. If you
have a baby brother or sister at home, you know that babies cry a lot. Let me write “The baby is crying” as the effect. (On the anchor chart, write: The baby is crying.) What caused the baby to cry? The baby is hungry. The baby cried because he was hungry. Let me write “The baby is hungry” as the cause. (On the anchor chart, write: The baby is hungry.) There could be other things that caused the baby to cry. He might need his diaper changed or he might be tired. (Hoy vamos a pensar en la causa y efecto. La causa es la razón por qué algo sucedió. El efecto es lo que pasó. Déjenme darles un ejemplo. Si tienen un hermanito bebé en la casa, saben que los bebés lloran mucho. Voy a escribir “El bebé llora” como el efecto. (On the anchor chart, write: El bebé llora.) ¿Por qué el bebé está llorando? El bebé tiene hambre. El bebé lloró porque tenía hambre. Déjenme escribir “El bebé tiene hambre” como la causa. (On the anchor chart, write: El bebé tiene hambre.) Puede ser motivos por qué el bebé llora. Por ejemplo, es posible que necesite
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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.
que cambie su pañal o que esté cansado.) Good readers think about what happened and why it happened. Read aloud and model two or three think alouds related to cause and effect. After the read aloud, select two key points from the story to illustrate cause and effect. On the anchor chart, write the effect and ask students to determine the cause. Repeat with
another example from the story. Remind students that good readers think about cause and effect to help them understand what happens and why it happens. Encourage students to look for cause and effect
relationships when reading.Días 2 - 5: Repasar la destreza de comprensión a través de la semana.Día 2: p. 165e Desarrollar la comprensión auditiva Enseñar la destrezaoDemuestreoPracticar
Día 3 Modelar la destreza de comprensión
(causa y efecto) al leer el cuento La cinturita de Anansi pp. 166-185, en voz alta.
Día 4: p. 187e Práctica: Causa y efecto Volver al superlibro Repaso: Propósito del autor
Día 5: Examen de la selección: Cuaderno de
práctica 1.2oParte I: Vocabulario, p. 93oParte 2: Comprensión, p. 94
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 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.
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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.
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. 2 – Míralo de cerca, Páginas 160a-189e Stories: Gato Goloso y Lobita Bonita and La
cinturita de Anansi Librito de fonética El gato de bigote Superlibro El ratoncito, la fresa roja y madura
y el gran oso hambriento
Additional Resources: Cartel de rimas y canciones Audiocasete de la selección Audiocasete para desarrollar el contexto Cuaderno de práctica
Suggested Read Alouds: Si le das un panqueque a una cerdita a un ratón
by Laura Numeroff Si le das un panecillo a un alce by Laura Numeroff Pollita chiquita by Steven Kellogg La casita by Virginia Lee Burton El conejo andarín by Margaret Wise Brown
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: February 20065. Observa el siguiente diagrama con información del artículo.
CAUSADeborah Turner supo de un carrito que podría ayudar a los animales.
Muchas personas oyeron sobre Willy.
EFECTO
_______________
Willy se hizo famoso.
¿Cuál de las siguientes oraciones va en los renglones en blanco?
О Willy se quedó en el hospital por un año.О Willy esperó a que alguien lo adoptara.О Willy chocaba contra las paredes y los muebles.О Willy podía moverse por su cuenta.
Sample QuestionEighth Grade: TAKS Released TestSource: TEA Website
Reading: April 2006
8 Look at this chart of information from the story.Cause Effects
The Hindenburg catches fire.
People race frantically to escape from the burning debris.
________________________ Fire trucks begin to arrive at
Lakehurst Naval Air Station.
Which detail belongs on the empty line?F The airship arrives at Lakehurst Naval Air Station.G Leanna’s father points at a fin on the airship.H The airship crumples to the ground and collapses.J Leanna and her father park far from the airfield.
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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.
Bilingual Reading – Grade 1Unit of Study: Motivating Children to Read (Cómo motivar a los alumnos a leer)
Second Grading Period Weeks 6 – 9 CURRICULUM OVERVIEWBig Idea Unit Rationale
“Done thoughtfully, reading aloud becomes a critically important means of teaching background knowledge, vocabulary, comprehension strategies, and knowledge of written language so crucial to becoming skilled and willing readers during the primary grades and beyond” (224). Avery, C. (2002). And With a Light Touch. Heinemann, Portsmouth, NH.
“If you want to develop readers, you have to read to children, give them time to read real books, and opportunity to discuss them, respond to them, value them” (267). Avery, C. (2002). And With a Light Touch. Heinemann, Portsmouth, NH.
“Reading aloud motivates kids to want to learn to read, extends their oral language, and gives them opportunities to connect new information to what they already know” (29). Miller, D. (2002). Reading with Meaning. Stenhouse Publishers, Markham, Ontario.
TEKS TEKS Specificity – Intended Outcome
Con
cept
s
TEKS Grade 1 The students will… 1C participate in rhymes, songs, conversations, and discussions 1D listen critically to interpret and evaluate 1E listen responsively to stories and other texts read aloud, including selections
from classic and contemporary 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 3C ask and answer relevant questions and make contributions in small or large
group discussions 4A learn the vocabulary of school such as numbers, shapes, colors, directions,
and categories 4B use vocabulary to describe clearly ideas, feelings, and experiences 5E know the order of the alphabet 5H understand that spoken words are represented in written language by specific
sequences of letters 5I recognize that different parts of a book 5J recognize that there are correct spellings for 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
“I CAN” statements highlighted in yellow should be displayed for students.
Yo puedo… participar en rimas, canciones, conversaciones y discusiones (1C, 13B, 13C) escuchar por diferentes motivos (1D, 1E, 13A) identificar rimas y sonidos repetidos (1F) hacer conexiones personales con el texto, hacer conexiones entre textos y con
el mundo real (2A, 13D, 16A) hacer y contestar preguntas (3C) aprender el vocabulario nuevo (4A, 4B) conocer los conceptos de la letra impresa (5E, 5H, 5I, 7B) reconocer que las palabras siguen una ortografía propia (5J) 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, 7H, 8A) leer texto descifrable (7G) usar patrones ortográficos para leer las palabras (8B) utilizar claves estructurales (8Cii) 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) discutir los significados de palabras (11A)
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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.
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)
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 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 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 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 13C respond through talk, movement, music, art, drama, and writing to a variety
of stories and poems in ways that reflect understanding and interpretation
leer las palabras nuevas y usarlas en las discusiones y la escritura (11B) usar el conocimiento previo para entender el texto (12A) volver a contar un cuento (12C) saber la idea principal del libro (12F) entender la estructura de un cuento (14B) distinguir entre los hechos y la fantasía (14C) utilizar el conocimiento de palabras y el contexto para identificar las palabras
(8F, 11A) explicar lo que hacen los autores e ilustradores (14F) analizar los personajes (14G) escribir en mi mejor letra (17B, 17E)
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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.
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 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
16A connect his/her own experiences with the life experiences, languages, customs, and culture of others
17B write each letter of the alphabet, both capital and lowercase, using correct formation, appropriate size, and spacing
17E 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 80% of the students will score 80% or above on the selection assessments (comprehension and vocabulary). 80% of the students will score 80% or above on the spelling tests. 85% of the students will be “Desarrollado” on the Tejas LEE assessment 80% of the students will read at a rate of 40wpm or more on the Tejas LEE assessment
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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.
CURRICULUM GUIDE
Essential Questions Essential Pre-requisite Skills How do I choose a book that’s just right for me? What are reading genres? What do good readers do when they come to a new word
they don’t know? What consonant letters make two sounds? What are contractions? How does the reader learn more about a character?
Kindergarten TEKS know that print moves left-to-right across the page and top-to-bottom (5B) produce rhyming words and distinguish rhyming words from non-rhyming words (6C) blend sounds to make spoken words such as moving manipulatives to blend phonemes in a spoken word
(6E) name and identify each letter of the alphabet (7A) learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (7C) use prior knowledge to anticipate meaning and make sense of texts (9A)
The Teaching Plan for ¡Vaya guiso! and La gallina PaulinaWeek 6 Instructional Model/Teacher Directions
Daily Instructional Routines30 Minutes
Phonemic Awareness/Phonics Spelling Vocabulary Fluency
Lune
s
pp. 10i-10j, 10k-10lFonética: Sílabas abiertas con gue, gui; Sílabas abiertas con vDesarrollar 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 sílabas Combinen las sílabas
pp. 10j, 10lOrtografía: Palabras con gue, gui; va, ve, vi, vo, vuExamen preliminarEmplear el patrón ortográfico
p. 10lMural de palabras: Palabras de uso frecuente
p. 10mPresentar el vocabulario
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Escuchar al maestro leer el librito de fonética Fue el guepardo en voz alta
Practicar la lectura en eco usando el librito de fonética Fue el guepardo (Teacher Toolkit: Fluency – Echo Reading)
Mar
tes
p. 17cFonética: Sílabas abiertas con gue, gui; Sílabas abiertas con vActividades de práctica
oCartel de rimas de rimas y canciones de fonética
RutinaoFormar palabrasoLibrito de fonética
p. 17dPalabras con gue, gui; va, ve, vi, vo, vuPalabras que faltanRutina: Práctica de ortografía
p. 17dCaligrafía: Vv
p. 17dMural 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)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Fue el guepardo en coro (Teacher Toolkit: Fluency – Choral Reading)
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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.
Mié
rcol
esp. 41aFonética: Sílabas abiertas con gue, gui; Sílabas abiertas con vRelación con el cuentoActividades de práctica
oLibro de palabrasoLibrito de fonética
Repaso: Sílabas abiertas con ga, go, gu
p. 41b Ortografía: Palabras con gue, gui; va, ve, vi, vo, vuPracticar la escrituraEscoger unas de las actividades para
practicar deletreando las palabras (Teacher Toolkit: Spelling Chants)
p. 18aNombresExplicar los pasos
p. 42bMural de palabras: Palabras de uso frecuente
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Fue el guepardo en parejas (Teacher Toolkit: Fluency – Paired Reading)
Juev
es
p. 42aFonética: Sílabas abiertas con bRepaso: Sílabas abiertasAtención a necesidades diversas
Hacer una actividad para desarrollar la conciencia fonémica y la fonética (Teacher Toolkit: Bilingual Phonemic Awareness/Phonics Activities)
p. 140bOrtografía: Palabras con gue, gui; va, ve, vi, vo, vu Práctica de ortografía en parejas
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Fue el guepardo en coro (Teacher Toolkit: Fluency – Choral Reading)
Vier
nes
p. 43dDivide the class into groups of 3-4 to play ¿Quién escribirá más? (Teacher Toolkit) Each group will divide their paper into 2 columns. The teams will compete against each other to write lists of words beginning with gue and gui. The team that writes the most words correctly in 10 minutes wins.
p. 43d Escoger unas de las actividades para
practicar las palabras de ortografía (Teacher Toolkit: Games/Activities to Practice Spelling Words)
Examen de ortografía
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Fue el guepardo en parejas (Teacher Toolkit: Fluency – Paired Reading)
Weekly Spelling Words High Frequency Words Vocabulary Words Academic Vocabularyguíaguisadopaguevasovela
vivoguisovamoságuilavenado
vamosguisover
pues fue
¡Vaya guiso!desastrepasillo reguero
La gallina Paulina
espigasgranohornomolinopicoteabavecinos
comparacióncontrastevolver a contar
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.
Focus: When you compare and contrast, you see how things are alike and how they are different.
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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.
Before this lesson, you need to read aloud The Three Little Pigs to the class. In this lesson, you will be comparing and contrasting The Three Little Pigs with Little Red Riding Hood. Preview the text and mark stopping points where you will think aloud to make text to text connections.
Using a sheet of chart paper, prepare a compare and contrast anchor chart. Label the chart compare and contrast at the top. Draw a Venn Diagram. You may laminate the chart for durability. Say: We’ve been learning about what good readers do to understand when they read. Good readers think about how things are alike and how they are different. Good readers
compare and contrast. Compare means to think about how things are alike. Contrast means to think about how things are different. We read The Three Little Pigs the other day. Today we are going to read Little Red Riding Hood and we are going to think about how the stories are alike and how they are different. (Hemos aprendido de lo que hacen los buenos lectores para comprender lo que leen. Los buenos lectores piensen en cómo las cosas son parecidas y diferentes. Ellos comparan y contrastan. Comparar quiere decir pensar en cómo son parecidas o iguales las cosas. Contrastar significa pensar en cómo son diferentes.)
Read aloud Little Red Riding Hood. Stop two to three times to make text to text connections with The Three Little Pigs. After the read aloud, label the Venn diagram with The Three Little Pigs on the left and Little Red Riding Hood on the right. As a class, complete the Venn diagram, comparing the
story elements (setting, characters, problem, attempts to solve the problem, and solution) of both stories. Remind students that good readers think about how things are alike and how they are different when they are reading.
Días 2 - 5: Repasar la destreza de comprensión a través de la semana.Día 2: p. 17e Desarrollar la comprensión auditiva Enseñar la destrezaoDemuestreoPracticar
Día 3 Modelar la destreza de comprensión
(comparación y contraste) al leer el cuento La gallina Paulina pp. 18-40, en voz alta.
Día 4: p. 41e Práctica: Comparación y contraste Volver al superlibro Repaso: Recordar y volver a contar
Día 5: Examen de la selección: Cuaderno de
práctica 1.3oParte I: Vocabulario, p. 13oParte 2: Comprensión, p. 14
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 SAISD © 2008-09 – Second Grading Period 1st Grade Bilingual Reading Page 29 of 38
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.
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.
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 10a-43e Stories: ¡Vaya guiso! and La gallina Paulina Librito de fonética Fue el guepardo 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 caperucita roja by the Brothers Grimm Los tres cerditos adapted by Mercè Escardó I Bas Los tres cerditos by Margot Zemach ¡La verdadera historia de los tres cerditos! by Jon
Scieszka Cocodrilos y caimanes by Norman S. Barrett Mariposas y las polillas by Janine Scott La Cenicienta by Charles Perrault Las bellas hijas de Mufaro by John Steptoe
SAISD © 2008-09 – Second Grading Period 1st Grade Bilingual Reading Page 30 of 38
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.
The Teaching Plan for El niño dibuja la noche and El papaloteWeek 7 Instructional Model/Teacher Directions
Daily Instructional Routines30 Minutes
Phonemic Awareness/Phonics Spelling Vocabulary Fluency
Lune
s
pp. 44i-44j, 44k-44lFonética: Sílabas abiertas con ch/ñDesarrollar 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
Digan con más fuerza Separen en sílabas Identifiquen las sílabas Combinen las sílabas
pp. 44j, 44lOrtografía: Palabras con cha, che, chi, cho, chu, ña, ñe, ñi, ño, ñuExamen preliminarEmplear el patrón ortográfico
p. 44lMural de palabras: Palabras de uso frecuente
p. 44mPresentar el vocabulario
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Escuchar al maestro leer el librito de fonética Mi amigo Chimo en voz alta
Practicar la lectura en eco usando el librito de fonética Mi amigo Chimo (Teacher Toolkit: Fluency – Echo Reading)
Mar
tes
p. 49cFonética: Sílabas abiertas con ch/ñActividades de práctica
oCartel de rimas de rimas y canciones de fonética
RutinaoFormar palabrasoLibrito de fonética
p. 49dOrtografía: Palabras con cha, che, chi, cho, chu, ña, ñe, ñi, ño, ñuPráctica con adivinanzasRutina: Práctica de ortografía
p. 49dCaligrafía: Ññ
p. 49dMural 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)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Mi amigo Chimo en coro (Teacher Toolkit: Fluency – Choral Reading)
Mié
rcol
es
p. 65aFonética: Sílabas abiertas con ch/ñRelación con el cuentoActividades de práctica
oLibro de palabrasoLibrito de fonética
Repaso: Sílabas abiertas con ga, go, gu/gue, gui
p. 65b Ortografía: Palabras con cha, che, chi, cho, chu, ña, ñe, ñi, ño, ñuPracticar la escrituraEscoger unas de las actividades para
practicar deletreando las palabras (Teacher Toolkit: Spelling Chants)
p. 50aNombresExplicar los pasos
p. 65bMural de palabras: Palabras de uso frecuente
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Mi amigo Chimo en parejas (Teacher Toolkit: Fluency – Paired Reading)
SAISD © 2008-09 – Second Grading Period 1st Grade Bilingual Reading Page 31 of 38
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.
Juev
esp. 67aFonética: Sílabas abiertas con ch/ñRepaso: Sílabas abiertasAtención a necesidades diversas
Hacer una actividad para desarrollar la conciencia fonémica y la fonética (Teacher Toolkit: Bilingual Phonemic Awareness/Phonics Activities)
p. 66bOrtografía: Palabras con cha, che, chi, cho, chu, ña, ñe, ñi, ño, ñu Práctica de ortografía en parejas
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Mi amigo Chimo en coro (Teacher Toolkit: Fluency – Choral Reading)
Vier
nes
p. 67dDivide the class into groups of 3-4 to play ¿Quién escribirá más? (Teacher Toolkit) Each group will divide their paper into 2 columns. The teams will compete against each other to write lists of words beginning with ch and ñ. The team that writes the most words correctly in 10 minutes wins.
p. 67d Escoger unas de las actividades para
practicar las palabras de ortografía (Teacher Toolkit: Games/Activities to Practice Spelling Words)
Examen de ortografía
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Mi amigo Chimo en parejas (Teacher Toolkit: Fluency – Paired Reading)
Weekly Spelling Words High Frequency Words Vocabulary Words Academic Vocabularychino lechemuchoñameñato
piñaniño lechugamuchachopiñata
niñopapelchiquito
vezhacer
El niño dibuja la noche
dibujamoña techo
El papalotecomplicadoconvencimo
sdecidióhilohogarmagnífico
sacar conclusionessecuencia
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– Drawing Conclusions(Teacher Toolkit: Drawing Conclusions)
Focus: Use what you have read and what you know about real life to draw conclusions.Use a read aloud of your choice to model drawing conclusions. Preview the text and mark stopping points where you will think aloud and draw conclusions. Make an anchor chart using a sheet of chart paper. Label it Drawing Conclusions. Make a three column chart and label each part: textual clues, schema, and conclusion.
Say: Authors usually don’t tell their readers everything about the story. Readers have to use the clues in the story along with what they already know, their schema, to figure out the meaning. Today I’m going to show you how to use the clues in the story and add your schema, what you already know, to figure out the meaning. This is called drawing conclusions. Let me give you an example. I’m standing in line in the school cafeteria. I see students biting into the pizza and making a face. Some students are throwing away the pizza. I know that sometimes when I eat food that doesn’t taste good, I make a face and I won’t eat the rest of it. I just throw it away. I can draw the conclusion that the pizza doesn’t taste good. (Los autores por lo general no cuentan la historia a los lectores. Los lectores deben usar las pistas en el cuento con lo que ya saben, su esquema, para averiguar el significado. Hoy les voy a mostrar cómo usar las pistas en el cuento y añadir su esquema, lo que ya saben, para averiguar el significado. Este proceso se llama
SAISD © 2008-09 – Second Grading Period 1st Grade Bilingual Reading Page 32 of 38
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.
sacar conclusiones. Déjenme darles un ejemplo. Estoy parado/-a en fila en la cafeteria. Veo los niños tomando mordiscos de su pizza y haciendo muecas de asco. Algunos niños están echando la pizza en la basura. Yo sé que a veces cuando como algo que no sabe bien, hago una mueca y no comeré el resto de la comida. Nada más la boto. Puedo sacar la conclusión que la pizza no sabe bien.)
Say: As you listen to the story today, see if you can use the clues in the story and add your schema (background knowledge) to draw conclusions. (Mientras escuchan el cuento,, traten de utilizar las pistas en el cuento y añaden su esquema (conocimiento previo) para sacar conclusiones.)
Read aloud, stopping two to three times to draw conclusions based on textual evidence and personal experience. Fill in the anchor chart with two examples from the story. Tell students that good readers look at the clues in the story and use their schema to figure out more about the characters and what happens in the story.Días 2 - 5: Repasar la destreza de comprensión a través de la semana.Día 2: p. 49e Desarrollar la comprensión auditiva Enseñar la destrezaoDemuestreoPracticar
Día 3 Modelar la destreza de comprensión
(sacar conclusiones) al leer el cuento El papalote pp. 50-63, en voz alta.
Día 4: p. 65e Práctica: Sacar conclusiones Volver al superlibro Repaso: Secuencia
Día 5: Examen de la selección: Cuaderno de
práctica 1.3oParte I: Vocabulario, p. 29oParte 2: Comprensión, p. 30
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 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.
SAISD © 2008-09 – Second Grading Period 1st Grade Bilingual Reading Page 33 of 38
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.
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 44a-67e Stories: El niño dibuja la noche and El papalote Librito de fonética Mi amigo Chimo 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: Jumanji by Chris Van Allsburg El higo más dulce by Chris Van Allsburg Los tres cerditos by David Wiesner Willy el mago by Anthony Browne Jorge y Marta by James Marshall Fábulas by Arnold Lobel
SAISD © 2008-09 – Second Grading Period 1st Grade Bilingual Reading Page 34 of 38
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.
Week 8 or 9: The Teaching Plan for Un perro llamado Coco and El león y el ratón(DUE TO TEJAS LEE TESTING, THIS SCOPE & SEQUENCE WILL BE USED FOR EITHER WEEK 8 OR 9. DURING THE WEEK OF
TESTING, THE TEACHER WILL REVIEW THE SKILLS FROM THE PREVIOUS WEEKS.)Week 8 or 9 Instructional Model/Teacher Directions
Daily Instructional Routines30 Minutes
Phonemic Awareness/Phonics Spelling Vocabulary Fluency
Lune
s
pp. 68i-68j, 68k-68lFonética: Sílabas abiertas con ca, co, cu; Sílabas abiertas con llDesarrollar la conciencia fonémica
oPresentar el carteloCantar la canciónoVolver al cartel
Relacionar los sonidos y las letrasoPresentar las vocalesoSeñalar las palabrasoCombinar sílabaso Identificar palabrasoDescifrar y formar otras palabras
Rutina oPracticar la pronunciación
Separen las letras Combinen las sílabas Separen en sílabas Digan con más fuerza
pp. 68j, 68lOrtografía: Palabras con ca, co, cu; lla, lle, lli, llo, lluExamen preliminarEmplear el patrón ortográfico
p. 68lMural de palabras: Palabras de uso
frecuente
p. 68mPresentar el vocabulario
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Escuchar al maestro leer el librito de fonética Coco el caballo en voz alta
Practicar la lectura en eco usando el librito de fonética Coco el caballo (Teacher Toolkit: Fluency – Echo Reading)
Mar
tes
p. 75cFonética: Sílabas abiertas con ca, co, cu; Sílabas abiertas con llActividades de práctica
oCartel de rimas de rimas y canciones de fonética
RutinaoFormar palabrasoLibrito de fonética
p. 75dOrtografía: Palabras con ca, co, cu; lla, lle, lli, llo, lluPráctica con adivinanzasRutina: Práctica de ortografía
p. 75dCaligrafía: Cc
p. 75dMural de palabras: Palabras de uso
frecuenteEscoger una actividad de
vocabulario práctico para repasar las palabras de la semana (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Coco el caballo en coro (Teacher Toolkit: Fluency – Choral Reading)
SAISD © 2008-09 – Second Grading Period 1st Grade Bilingual Reading Page 35 of 38
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.
Mié
rcol
esp. 97aFonética: Sílabas abiertas con ca, co, cu; Sílabas abiertas con llRelación con el cuentoActividades de práctica
oLibro de palabrasoLibrito de fonética
Repaso: Sílabas abiertas con ga, go, gu/gue, gui
p. 97b Ortografía: Palabras con ca, co, cu; lla, lle, lli, llo, lluPracticar la escrituraEscoger unas de las actividades para practicar deletreando las palabras (Teacher Toolkit: Spelling Chants)
p. 76aNombresExplicar los pasos
p. 97bMural de palabras: Palabras de uso
frecuente
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Coco el caballo en parejas (Teacher Toolkit: Fluency – Paired Reading)
Juev
es
p. 98aFonética: Sílabas abiertas con ca, co, cu; Sílabas abiertas con llRepaso: Sílabas abiertasAtención a necesidades diversas
p. 98bOrtografía: Palabras con ca, co, cu; lla, lle, lli, llo, llu Práctica de ortografía en parejas
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Coco el caballo en coro (Teacher Toolkit: Fluency – Choral Reading)
Vier
nes
p. 99dDivide the class into groups of 3-4 to
play ¿Quién escribirá más? (Teacher Toolkit) Each group will divide their paper into 3 columns. The teams will compete against each other to write lists of words beginning with ca, co, cu. The team that writes the most words correctly in 10 minutes wins.
p. 99d Escoger unas de las actividades para
practicar las palabras de ortografía (Teacher Toolkit: Games/Activities to Practice Spelling Words)
Examen de ortografía
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Coco el caballo en parejas (Teacher Toolkit: Fluency – Paired Reading)
Weekly Spelling Words High Frequency Words Vocabulary Words Academic Vocabularycamisacococunagallina llama
llavecomer llenocallecuchillo
comer llenoallí
cualdigo
Un perro llamado Coco
conozco lanzopeinar
El león y el ratón
basta favorgran red roersocorro
idea principalsacar conclusiones
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– Main Idea(Teacher Toolkit: Main Idea 2 )
Focus: The main idea is what the story/text is mostly about.Before reading, pre-select two or three stopping points to teach main idea. Place sticky notes on the pages you will be thinking aloud.
Say: The main idea is what a story is all about. It is the most important idea in a selection. Authors use small pieces of information called supporting details to tell more about the
SAISD © 2008-09 – Second Grading Period 1st Grade Bilingual Reading Page 36 of 38
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.
main idea. Good readers think about the main idea to help them understand the story. (La idea principal es lo que trata principalmente la historia .Es la idea más importante de la selección. Los autores utilizan trozos de información llamados detalles de apoyo para decirnos más acerca de la idea principal.)
Read a short nonfiction article/selection. Find a good stopping point to state the main idea. Do a think aloud. “The sentences are mostly about _________. I think the main idea is ________.” (Las oraciones tratan principalmente de _____________. Creo que la idea principal es ____________.)Continue to read the article and modeling the think aloud.
Write main idea in the middle circle of a web. Ask students to tell the main idea of the selection and write it in the middle. Ask students to give supporting details that tell more about the main idea. Write the details on the web.
Remind students that the main idea is the most important idea in a selection. Supporting details tell more about the main idea. Good readers think about the main idea when reading.
Días 2 - 5: Repasar la destreza de comprensión a través de la semana.Día 2: p. 75e Desarrollar la comprensión auditiva Enseñar la destrezaoDemuestreoPracticar
Día 3 Modelar la destreza de comprensión
(idea principal) al leer el cuento El león y el ratón, pp. 50-63, en voz alta.
Día 4: p. 97e Práctica: Idea principal Volver al superlibro Repaso: Sacar conclusions
Día 5: Examen de la selección: Cuaderno de
práctica 1.3oParte I: Vocabulario, p. 45oParte 2: Comprensión, p. 46
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 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.
SAISD © 2008-09 – Second Grading Period 1st Grade Bilingual Reading Page 37 of 38
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.
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 68a-99e Stories: Un perro llamado Coco and El león y
el ratón Librito de fonética Coco el caballo 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: Un sillón para mi mamá by Vera B. Williams El hallazgo de Jamaica by Juanita Havill Por amor a nuestra Tierra by P.K. Hallinan Rita, ¡NO GRITES! by Flávia Muniz Inés del revés by Anita Jeram Crisantemo by Kevin Henkes
Evidence of Learning
Differentiation Interims/TAKS/BenchmarksCollege-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 QuestionsFifth Grade: TAKS Released TestSource: TEA Website – Spring 2004Spanish Reading19 Observa el diagrama con información de este artículo.
¿Qué detalle va en el espacio vacío?A Fueron construidos especialmente por los científicos.B Están cerca del Polo Sur.C Son lugares donde los científicos estudian a los pingüinos.D Incluyen luces especiales con controles de tiempo.
Sample QuestionsTenth Grade: TAKS Released TestSource: TEA Website – April 2006ELA Makeup Test
13 This article is mostly about —
A a father’s pride in his daughter’s accomplishmentsB a writer’s description of his love of basketballC the smallest girl on a college basketball teamD the determination of a couple to have a daughter
SAISD © 2008-09 – Second Grading Period 1st Grade Bilingual Reading Page 38 of 38
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.