Ciudadanos / Citizenship (K) · Ciudadanos / Citizenship (K) ... roles/ roles invitados/ guests...

Project GLAD

Adapted by Cynthia Bell and Rafaela Albiter

Ciudadanos / Citizenship (K)

I. Temas de la Unidad/ Unit Themes Actividades incluidas en el documento original por Sucu pero no van a ser utilizadas por el Distrito Delavan Darien/ Activities include in the

original document by Sucu but not at the Delavan Darien School District.

● Los buenos ciudadanos actúan de maneras específicas/ Good citizens act in

certain ways.

● Las reglas son diferentes dependiendo del lugar y la situación (comportamiento)/

Different locations and settings require different rules (situational behavior).

● Los ciudadanos presentan características diferentes dependiendo del lugar dónde

están/ Citizens have specific characteristics in relation to the setting.

● Las acciones de los ciudadanos conllevan consecuencias (estudiantes)/ Actions

lead to specific consequences for citizens (students).

● Varios individuos se asocian a diferentes lugares en la comunidad/ Various

individuals are associated with different community locations.

II. Actividades de enfoque- Motivación/ Focus -Motivation

● Reconocimiento Super Científico/Scientist Awards- Reconocimiento concreto de la

conducta científica basada en el estudio de la recompensa intrínseca de aumento de los

conocimientos/ concrete recognition of scientific behavior based on intrinsic reward of

increased knowledge

● Observation charts, Exploration reports-desarrolla habilidades que se usan en la

investigación, como la observación, hacer preguntas, seleccionar y utilizar las

herramientas adecuadas, de medida, descripción de imágenes y palabras y el uso de

tablas y gráficos para mostrar los datos.//Develops skills used in inquiry such as

observation, asking questions, selecting and using appropriate tools, measuring,

describing in pictures and words and using charts and graphs to display data.

● Mapa semántico de los conceptos/conocimiento; Gráfica de Observaciones, Reporte

exploratorio/ Inquiry Charts, Observation charts, Exploration reports-desarrolla

habilidades que se usan en la investigación, como la observación, hacer preguntas,

seleccionar y utilizar las herramientas adecuadas, de medida, descripción de imágenes y

palabras y el uso de tablas y gráficos para mostrar los datos.//Develops skills used in

inquiry such as observation, asking questions, selecting and using appropriate tools,

measuring, describing in pictures and words and using charts and graphs to display data.

● Archivo de Imágenes/ Picture File Cards- Representación visual del vocabulario y

conceptos claves/ non linguistic representation of key vocabulary and concepts

● Realia

● Paseo a varios lugares de la comunidad/ Observation walk (field trip to community

locations)

● Libro Grande/ Big book-Introducir el vocabulario y conceptos claves/ frontloading

vocabulary and key understandings

● Invitados especiales de la comunidad/ Guest speaker(s) of citizens

● Videos, películas y cortos / Videos, movies, & filmstrips

III. Actividades de Cierre/ Closure

● Diagrama de Proceso/ Process Charts

● Arte/Art

● Murales activos /Living Wall (student generated)

● El libro grande (creado por los estudiantes) / Important Big Book (student generated)

● Investigaciones individuales/ Personal Exploration

● Diario de Aprendizaje- Portafolios/ Learning Logs-Portafolios

● Teatro/ Role play

IV. CONCEPTS: Wisconsin Standards History-Social Science

Wisconsin State Standards for Social Studies: Kindergarten

Currently Perma-Bound only has suggested titles for grades K-8 in the Science and Social Studies areas. We are

working on expanding this.To view all matching titles click here.

WI.A. Geography: People, Places and Environments: Students in Wisconsin will learn about geography

through the study of the relationships among people, places, and environments. A.4.8. Identify major changes in the local community that have been caused by human beings, such as a

construction project, a new highway, a building torn down, or a fire; discuss reasons for these changes; and explain

their probable effects on the community and the environment. 85 Suggested Titles for Wisconsin Social Studies State Standard A.4.8.

WI.B. History: Time, Continuity, and Change: Students in Wisconsin will learn about the history of

Wisconsin, the United States, and the world, examining change and continuity over time in order to develop

historical perspective, explain historical relationships, and analyze issues that affect the present and the

future. C.4.1. Identify and explain the individual's responsibilities to family, peers, and the community, including the need

for civility and respect for diversity. 64 Suggested Titles for Wisconsin Social Studies State Standard C.4.1. C.4.3. Explain how families, schools, and other groups develop, enforce, and change rules of behavior and explain

how various behaviors promote or hinder cooperation. 24 Suggested Titles for Wisconsin Social Studies State Standard C.4.3. C.4.5. Explain how various forms of civic action such as running for political office, voting, signing an initiative,

and speaking at hearings, can contribute to the well-being of the community. 21 Suggested Titles for Wisconsin Social Studies State Standard C.4.5. C.4.6. Locate, organize, and use relevant information to understand an issue in the classroom or school, while taking

into account the viewpoints and interests of different groups and individuals. 20 Suggested Titles for Wisconsin

Social Studies State Standard C.4.6.

WI.E. The Behavioral Sciences: Individuals, Institutions, and Society: Students in Wisconsin will learn about

the behavioral sciences by exploring concepts from the discipline of sociology, the study of the interactions

among individuals, groups, and institutions; the discipline of psychology, the study of factors that influence

individual identity and learning; and the discipline of anthropology, the study of cultures in various times and

settings. E.4.1. Explain the influence of prior knowledge, motivation, capabilities, personal interests, and other factors on

individual learning. 77 Suggested Titles for Wisconsin Social Studies State Standard E.4.1. E.4.2. Explain the influence of factors such as family, neighborhood, personal interests, language, likes and dislikes,

and accomplishments on individual identity and development. 70

https://docs.google.com/a/ddschools.org/document/d/1_81omoyLDrE9OPVwmPTQqo9VuBMl2HwHNPt4QsqncOk/edit?usp=sharing

https://www.perma-bound.com/SearchState-Standard/%2012866439001000000%2012866439002000000%2012866439004000000%2012866439005000000%2012866439006000000%2012866439007000000%2012866439008000000%2012866439009000000%2012866440001000000%2012866440002000000%2012866440003000000%2012866440004000000%2012866440005000000%2012866440006000000%2012866440007000000%2012866440008000000%2012866440009000000%2012866440010000000%2012866441001000000%2012866441002000000%2012866441003000000%2012866441004000000%2012866441005000000%2012866441006000000%2012866442001000000%2012866442002000000%2012866442003000000%2012866442004000000%2012866442005000000%2012866442006000000%2012866442007000000%2012866443001000000%2012866443002000000%2012866443003000000%2012866443004000000%2012866443005000000%2012866443006000000%2012866443007000000%2012866443008000000%2012866443009000000%2012866443011000000%2012866443012000000%2012866443013000000%2012866443014000000%2012866443015000000

https://www.perma-bound.com/SearchState-Standard/12866439008000000







Suggested Titles for Wisconsin Social Studies State Standard E.4.2. E.4.3. Describe how families are alike and different, comparing characteristics such as size, hobbies, celebrations,

where families live, and how they make a living. 116 Suggested Titles for Wisconsin Social Studies State Standard E.4.3. E.4.4. Describe the ways in which ethnic cultures influence the daily lives of people. 19 Suggested Titles for Wisconsin Social Studies State Standard E.4.4. E.4.5. Identify and describe institutions such as school, church, police, and family and describe their contributions to

the well being of the community, state, nation, and global society. 75 Suggested Titles for Wisconsin Social Studies State Standard E.4.5. E.4.6. Give examples of group and institutional influences such as laws, rules, and peer pressure on people, events,

and culture. 18 Suggested Titles for Wisconsin Social Studies State Standard E.4.6. E.4.7. Explain the reasons why individuals respond in different ways to a particular event and the ways in which

interactions among individuals influence behavior. 97 Suggested Titles for Wisconsin Social Studies State Standard E.4.7. E.4.8. Describe and distinguish among the values and beliefs of different groups and institutions. 93 Suggested

Titles for Wisconsin Social Studies State Standard E.4.8. E.4.9. Explain how people learn about others who are different from themselves. 112








V. Vocabulario/ Vocabulary

Ciudadanía/

Citizenship

Salón de clases/

Classroom

Baño/

Bathroom

Juegos/

Playground

lugar/

setting

puerta/

door

algunas veces /

sometimes

tobogán o

resbaladilla/

slide

ubicación/

location

ventana/

window

lavar/

wash

arriba/

top

situaciones/

situations

piso/

floor

manos/

hands

abajo/

bottom

individuos/

individuals

paredes/

walls

personas/

person

arriba/

above

regla de oro/

golden rule

armario/

cubby

tiempo/

time

abajo/

below

obligaciones/

obligations

escritorio/

desk

basura/

garbage

trozos de madera/

bark

characterísticas/

characteristics

silla/

chair

servilletas/

napkins

tierra/ dirt

ciudadano/

citizen

mesa/

table

toallas de papel/

paper towels

suelo/

soil

acción/

action

estudiantes/

students

papel/

paper

concreto/

concrete

consecuencia/

consequence

maestros/ teachers esperar/

wait

jugar juntos/

play together

emociones/

feelings

voluntarios/

volunteers

silenciosamente/

quietly

jugar/ play

roles/

roles

invitados/

guests

modesto/

modest

amigos/

friends

que haceres/

duties

estraños/

strangers

cómodo/

comfortable

pasamanos/

monkey bars

Ciudadanía/

Citizenship

Salón de clases/

Classroom

Baño/

Bathroom

Juegos/

Playground

escuchar/

listening

cortez/

courteous

dirección/

direction

compartir/

sharing

comprometido/

comprise

espacio personal/

personal space

seguir/

follow

limpio/

cleanliness

límites/

boundaries

direcciones/

directions

pies/

feet

cara feliz/

happy face

honestidad/

honesty

inodoro/

toilet brincar o saltar/

Jump

decisión/

decision

baño/

restroom

comunicarse/

communicate

turnos/

turns

jalar la cadena/

flush

hablar/

talk

votar/

vote

cerrar/

close

conversar/

speak

respeto/

respect

abrir/

open

compartir/

share

adentro/

inside

útil/

helpful

afuera/

outside

bienvenido/

welcoming

gérmenes/

germs

ára de permiso/

permission area

sano/

healthy

divertido/

fun

emocionado/

exciting

Hospitales, Actos religiosos y

Actos cívicos/Civic

Assemblies Masjid

Hogar/

Home

Tienda/

Store

niños/

children

mamá/

mom

oficinista

clerk

adultos/

adults

papá/

dad

cajero

cashier

familias/

families

madre/

mother

conserje

janitor

adentro/

indoor

padre/

father

vecinos

neighbors

afuera/

outdoor

hermanas/

sisters

compradores

shoppers

voz/

voice

hermanos/

brothers

compras

shopping

silencio/

silent

hermanos/

siblings

vigilante

caretaker

orar

praying

abuelos/

grandparents

pago

pay

calcetines

socks

juguetes/

toys

articulos

items

bare ropa/

clothes

estantes

shelves

hijab (scarf) doblar/

fold

salir

leave

kufi (hat), hacer la cama/

make bed

amable

gentle

humilde/

humble

padres/

parents

paciente

patient

serio/

serious

responsabilidad/

responsibility

verdad

truthful

pacífico/

peaceful

gentileza/

kindness

sonreir

smile

caminando/

walking

lealtad/

loyalty

disfruta

enjoy

sentado/ obedecer/

sitting obey

línea hombro a hombro/

shoulder line

escuchar/

listening

disruptivo/

disruptive

leer/

reading

enfocado/

focused

ancianos/

elders

distraído/ distracted amor/

love

blessed necesidades/

need

mercy

VI. READING/WRITING SKILLS/LISTENING SPEAKING (ELD standards next

section)

Kindergarten – English Language Arts (ELA)

READING

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Concepts About Print

1.1 Identify the front cover, back cover, and title page of a book. 1.2 Follow words from left to right and from top to bottom on the printed page. 1.3 Understand that printed materials provide information. 1.4 Recognize that sentences in print are made up of separate words. 1.5 Distinguish letters from words. 1.6 Recognize and name all uppercase and lowercase letters of the alphabet.

Phonemic Awareness 1.7 Track (move sequentially from sound to sound) and represent the number, sameness/difference, and

order of two and three isolated phonemes (e.g., /f, s, th/, /j, d, j/). 1.8 Track (move sequentially from sound to sound) and represent changes in simple syllables and words

with two and three sounds as one sound is added, substituted, omitted, shifted, or repeated (e.g., vowel-

consonant, consonant-vowel, or consonant-vowel consonant). 1.9 Blend vowel-consonant sounds orally to make words or syllables. 1.10 Identify and produce rhyming words in response to an oral prompt. 1.11 Distinguish orally stated one-syllable words and separate into beginning or ending sounds. 1.12 Track auditorily each word in a sentence and each syllable in a word. 1.13 Count the number of sounds in syllables and syllables in words.

Decoding and Word Recognition 1.14 Match all consonant and short-vowel sounds to appropriate letters. 1.15 Read simple one-syllable and high-frequency words (i.e., sight words). 1.16 Understand that as letters of words change, so do the sounds (i.e., the alphabetic principle).

Vocabulary and Concept Development 1.17 Identify and sort common words in basic categories (e.g., colors, shapes, foods). 1.18 Describe common objects and events in both general and specific language.

2.0 Reading Comprehension Structural Features of Informational Materials

2.1 Locate the title, table of contents, name of author, and name of illustrator. Comprehension and Analysis of Grade-Level-Appropriate Text

2.2 Use pictures and context to make predictions about story content. 2.3 Connect to life experiences the information and events in texts. 2.4 Retell familiar stories. 2.5 Ask and answer questions about essential elements of a text.

3.0 Literary Response and Analysis - Narrative Analysis of Grade-Level-Appropriate Text 3.2 Identify types of everyday print materials (e.g., storybooks, poems, labels). 3.3 Identify characters, settings, and important events.

Kindergarten – English Language Arts (ELA) continued

WRITING

Organization and Focus 1.1 Use letters and phonetically spelled words to write about experiences, stories, people, objects, or events. 1.2 Write consonant-vowel-consonant words (i.e., demonstrate the alphabetic principle). 1.3 Write by moving from left to right and from top to bottom.

Penmanship 1.4 Write uppercase and lowercase letters of the alphabet independently, attending to the form and proper

spacing of the letters. Sentence Structure

1.1 Recognize and use complete, coherent sentences when speaking. Spelling

1.2 Spell independently by using pre-phonetic knowledge, sounds of the alphabet, and knowledge of letter

names.

LISTENING AND SPEAKING

Listening and Speaking Strategies - Comprehension 1.1 Understand and follow one- and two-step oral directions. 1.2 Share information and ideas, speaking audibly in complete, coherent sentences.

Speaking Applications (Genres and Their Characteristics) 2.1 Describe people, places, things (e.g., size, color, shape), locations, and actions. 2.2 Recite short poems, rhymes, and songs. 2.3 Relate an experience or creative story in a logical sequence.

Kindergarten – English Language Development (ELD)

READING

Word Analysis Beginning: Concepts About Print, Phonemic Awareness, and Vocabulary and Concept Development

● Recognize English phonemes that correspond to phonemes students already hear and produce in their

primary language. Early Intermediate: Decoding and Word Recognition and Vocabulary and Concept Development

● Produce English phonemes that correspond to phonemes students already hear and produce, including long

and short vowels and initial and final consonants. ● Recognize English phonemes that do not correspond to sounds students hear and produce, (e.g., a in cat

and final consonants). Kindergarten

● 1.7 Track (move sequentially from sound to sound) and represent the number, sameness/difference,

and order of two and three isolated phonemes (e.g., /f, s, th/,/j, d, j/). ● 1.10 Identify and produce rhyming words in response to an oral prompt.

Intermediate: Phonemic Awareness

Kindergarten

● 1.7 Track (move sequentially from sound to sound) and represent the number, sameness/difference,

and order of two and three isolated phonemes (e.g., /f, s, th/,/j, d, j/). Decoding and Word Recognition and Vocabulary and Concept Development

● Recognize sound/symbol relation-ships and basic word-formation rules in phrases, simple sentences,

or simple text. Concepts About Print

● Recognize and name all uppercase and lowercase letters of the alphabet. Kindergarten

● Identify the front cover, back cover, and title page of a book. ● Follow words from left to right and from top to bottom on the printed page. ● Understand that printed materials provide information. ● Recognize that sentences in print are made up of separate words. ● Distinguish letters from words.

Early Advanced: Phonemic Awareness and Decoding and Word Recognition

● Use common English morphemes to derive meaning in oral and silent reading (e.g., basic syllabication

rules, regular and irregular plurals, and basic phonics). Kindergarten

● 1.8 Track (move sequentially from sound to sound) and represent changes in simple syllables and

words with two and three sounds as one sound is added, substituted, omitted, shifted, or repeated (e.g.,

vowel-consonant, consonant-vowel, or consonant-vowel-consonant). ● 1.9 Blend vowel-consonant sounds orally to make words or syllables. ● 1.11 Distinguish orally stated one-syllable words and separate into beginning or ending sounds. ● 1.12 Track auditorily each word in a sentence and each syllable in a word. ● 1.13 Count the number of sounds in syllables and syllables in words.

Phonemic Awareness and Decoding and Word Recognition

● Recognize sound/symbol relationship and basic word-formation rules in phrases, simple sentences, or

simple text. Kindergarten

● 1.14 Match all consonant and short-vowel sounds to appropriate letters. ● 1.15 Read simple one-syllable and high-frequency words (i.e., sight words). ● 1.16 Understand that as letters of words change, so do the sounds (i.e., the alphabetic principle).

Advanced: Decoding and Word Recognition

● Apply knowledge of common morphemes to derive meaning in oral and silent reading (e.g., basic

syllabication rules, regular and irregular plurals, and basic phonics). Kindergarten

● 1.14 Match all consonant and short-vowel sounds to appropriate letters. ● 1.15 Read simple one-syllable and high-frequency words (i.e., sight words). ● 1.16 Understand that as letters of words change, so do the sounds (i.e., the alphabetic principle).

Fluency and Systematic Vocabulary Development Beginning: Vocabulary and Concept Development

Respond appropriately to some social and academic interactions (e.g., simple question/ answer, negotiate play)

● Read aloud simple words (e.g., nouns and adjectives) in stories or games. Kindergarten

● 1.17 Identify and sort common words in basic categories (e.g., colors, shapes, foods) Vocabulary and Concept Development (These standards are also addressed in Listening and Speaking)

● Demonstrate comprehension of simple vocabulary with an appropriate action. ● Retell simple stories by using drawings, words, or phrases. ● Produce simple vocabulary (single words or short phrases) to communicate basic needs in social and

academic settings (e.g., locations, greetings, classroom objects.) Early Intermediate: Vocabulary and Concept Development

● Produce vocabulary, phrases, and simple sentences to communicate basic needs in social and academic

settings. ● Read simple vocabulary, phrases, and sentences independently. ● Read aloud an increasing number of English words. ● Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting

some errors when speaking or reading aloud. Intermediate: Vocabulary and Concept Development

● Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting

errors when speaking or reading aloud. ● Use decoding skills to read more complex words independently.

Vocabulary and Concept Development (The standards are also addressed in Listening and Speaking.)

● Use more complex vocabulary and sentences to communicate needs and express ideas in a wider variety of

social and academic settings (e.g., classroom discussions, mediation of conflicts). Kindergarten

● 1.18 Describe common objects and events in both general and specific language. K-2

● Apply knowledge of content-related vocabulary to discussions and reading. Vocabulary and Concept Development and Decoding and Word Recognition

● Recognize simple prefixes and suffixes when they are attached to known vocabulary (e.g., remove,

jumping). Early Advanced: Vocabulary and Concept Development

● Recognize simple antonyms and synonyms (e.g., good, bad; blend, mix) in stories or games. ● Use decoding skills and knowledge of academic and social vocabulary to begin independent reading.

Advanced: Vocabulary and Concept Development

● Read aloud with appropriate pacing, intonation, and expression narrative and expository texts. Decoding and Word Recognition

Kindergarten

● 1.14 Match all consonant and short-vowel sounds to appropriate letters. ● 1.15 Read simple one-syllable and high-frequency words (i.e., sight words). ● 1.16 Understand that as letters change, so do the sounds (i.e., the alphabetic principle).

Reading Comprehension Beginning: Comprehension

● Respond orally to stories read aloud, using physical actions and other means of nonverbal communication

(e.g., matching objects, pointing to an answer, drawing pictures). ● Respond orally to stories read aloud, giving one- or two-word responses (e.g. brown bear) to factual

comprehension questions. ● Draw pictures from one’s own experience related to a story or topic (e.g., community in social studies). ● Understand and follow simple one-step directions for classroom activities.

Comprehension and Analysis of Grade-Level-Appropriate Text

● Identify, using key words or pictures, the basic sequence of events in stories read aloud. Early Intermediate: Comprehension

● Respond orally to simple stories read aloud, using phrases or simple sentences to answer factual

comprehension questions. ● Draw and label pictures related to a story topic or one’s own experience. ● Understand and follow simple two-step directions for classroom activities.

Comprehension and Analysis of Grade-Level-Appropriate Text

● Orally identify, using key words or phrases, the basic sequence of events in text read. ● Draw logical inferences from a story read aloud.

Intermediate: Comprehension and Analysis of Grade-Level-Appropriate Text

● Read stories and respond orally in simple sentences to factual comprehension questions about the stories. ● While reading aloud in a group, point out basic text features, such as the title, table of contents, and chapter

headings. ● Draw inferences about stories read aloud and use simple phrases or sentences to communicate the

inferences. Comprehension

● Write captions or phrases for drawings related to a story. ● Understand and follow some multiple-step directions for classroom-related activities.

Early Advanced: Comprehension and Analysis of Grade-Level-Appropriate Text

● Read text and use detailed sentences to identify orally the main idea and use the idea to draw inferences

about the text. ● Read stories and orally respond to them by answering factual comprehension questions about cause-and-

effect relationships. ● Write a brief summary (three or four complete sentences) of a story.

Comprehension

● Read and use basic text features, such as the title, table of contents, and chapter headings. Comprehension and Analysis of Grade-Level-Appropriate Text and Expository Critique

● Read stories and texts from content areas and respond orally to them by restating facts and details to clarify

ideas. Advanced: Comprehension and Analysis of Grade-Level-Appropriate Text

● Prepare an oral or a written summary by using various comprehension strategies (e.g., generate and respond

to questions, draw inferences, compare information from several sources) with literature and content area

texts. Comprehension and Analysis of Grade-Level-Appropriate Text and Expository Critique

● Locate and use text features, such as the title, table of contents, chapter headings, diagrams, index.. Literary Response and Analysis Beginning: Narrative Analysis of Grade-Level-Appropriate Text (These standards are also addressed in Reading

Comprehension.)

● Listen to a story and respond orally in one or two words to factual comprehension questions. ● Draw pictures related to a work of literature identifying setting and characters.

Early Intermediate: Narrative Analysis of Grade-Level-Appropriate Text (These standards are also addressed in Reading

Comprehension.)

● Respond orally to factual comprehension questions about stories by answering in simple sentences. ● Recite simple poems.

Narrative Analysis of Grade-Level-Appropriate Text

● Identify orally the setting and characters by using simple sentences and vocabulary.

Intermediate: Narrative Analysis of Grade-Level-Appropriate Text (The standards are also addressed in Word Analysis,

Fluency, and Systematic Vocabulary Development.)

● Use expanded vocabulary and descriptive words in oral and written responses to simple texts. Narrative Analysis of Grade-Level-Appropriate Text (The standards are also addressed in Reading

Comprehension)

● Read simple poetry and use simple sentences in answering factual comprehension questions. Early Advanced: Structural Features of Literature

● Read short poems and orally identify the basic elements (e.g., rhythm and rhyme). Narrative Analysis of Grade-Level-Appropriate Text and Literary Criticism

● Read a literary selection and orally identify the literary elements of plot, setting, and characters. ● Read a story and identify the beginning, middle, and end.

Advanced: Narrative Analysis of Grade-Level-Appropriate Text (The standards are also addressed in Reading

Comprehension)

● Read a variety of children’s literature and respond to it both orally and in writing. Structural Features of Literature

● Describe the elements of poetry (e.g., rhythm, rhyme, alliteration). Narrative Analysis of Grade-Level-Appropriate Text and Literary Criticism

● Compare and contrast different authors’s use of literary elements.

WRITING

Strategies and Applications Beginning: Penmanship

● Copy the English alphabet legibly. Penmanship and Organization and Focus

● Copy words posted & commonly used in the classroom (e.g., labels, number names, days of the week). Organization and Focus

● Write a few words or phrases about an event or character from a story read by the teacher. ● Write a phrase or simple sentence about an experience generated from a group story.

Early Intermediate: Organization and Focus

● Write simple sentences about events or characters from familiar stories read aloud by the teacher. ● Write simple sentences by using key words posted and commonly used in the classroom (e.g., labels,

number names, days of the week, and months (e.g., Today is Tuesday.) Organization and Focus, Evaluation and Revision

● Write one to two simple sentences. (e.g., I went to the park.). Intermediate: Organization and Focus

● Write short narrative stories that include the elements of setting and characters. ● Produce independent writing that is understood when read but may include inconsistent use of standard

grammatical forms. ● Following a model, proceed through the writing process to independently write short paragraphs of at least

three lines. ● Write simple sentences appropriate for language arts and other content areas(e.g., math, science, social

studies). Organization and Focus

● Write a friendly letter of a few lines. Early Advanced: Organization and Focus

● Write short narratives that include elements of setting, characters, and events. ● Proceed through the writing process to write short paragraphs that maintain a consistent focus. ● Use complex vocabulary and sentences appropriate for language arts and other content areas(e.g., math,

science, social studies). ● Write a formal letter.

Organization and Focus, Evaluation and Revision

● Produce independent writing with consistent use of standard grammatical forms. (Some rules may not be

followed.) Advanced: Organization and Focus

● Write short narratives that include examples of writing appropriate for language arts and other content areas

(e.g., math, science, social studies). ● Write short narratives that describe the setting, characters, objects, and events.

Organization and Focus, Evaluation and Revision

● Produce independent writing by using correct grammatical forms. ● Proceed through the writing process to write clear and coherent sentences and paragraphs that maintain a

consistent focus. English Language Conventions Beginning: Capitalization

● Use capitalization when writing one’s own name. Early Intermediate: Capitalization

● Use capitalization to begin sentences and for proper nouns. Punctuation

● Use a period or question mark at the end of a sentence. Punctuation, Capitalization, and Spelling

● Edit writing for basic conventions (e.g., capitalization and use of periods) and make some corrections. Intermediate: Capitalization, Punctuation, and Spelling

● Produce independent writing that may include some inconsistent use of capitalization, periods, and correct

spelling. Sentence Structure, Grammar, and Spelling

● Use standard word order but may have some inconsistent grammatical forms (e.g., subject/verb without

inflections). Early Advanced: Capitalization, Punctuation, and Spelling

● Produce independent writing that may include some periods, correct spelling, and inconsistent

capitalization. Sentence Structure, Grammar, and spelling

● Use standard word order with some inconsistent grammar forms (e.g., subject/verb agreement). K-2

● Edit writing to check some of the mechanics of writing (e.g., capitalization and periods). Spelling

● 1.8 Spell three-and four-letter short-vowel words and grade-level-appropriate sight words correctly. Advanced: Sentence Structure and Grammar

● Use complete sentences and correct word order. Grammar

● Use correct parts of speech, including correct subject/verb agreement. Capitalization, Punctuation, and Spelling

● Edit writing for punctuation, capitalization, and spelling.

Sentence Structure, Grammar, Punctuation, Capitalization, and Spelling

● Produce writing that demonstrates a command of the conventions of standard English.

LISTENING AND SPEAKING Beginning: Comprehension

● Begin to speak a few words or sentences by using some English phonemes and rudimentary English

grammatical forms (e.g., single words or phrases). ● Begin to speak a few words or sentences by using some English phonemes and rudimentary English

grammatical forms (e.g., single words or phrases.) ● Answer simple questions with one- to two-word responses. ● Respond to simple directions and questions by using physical actions and other means of nonverbal

communication (e.g., matching objects, pointing to an answer, drawing pictures). Comprehension and Organization and Delivery of Oral Communication

● Orally identify types of media (e.g., magazine, documentary film, news report). Early Intermediate: Comprehension

● Orally identify types of media (e.g., magazine, documentary film, news report). ● Begin to be under-stood when speaking but may have some inconsistent use of standard English

grammatical forms and sounds (e.g., plurals, simple past tense, pronouns such as he or she). ● Ask and answer questions by using phrases or simple sentences.

Comprehension and Organization and Delivery of Oral Communication

● Retell familiar stories and short conversations by using appropriate gestures, expressions, and illustrative

objects. ● Orally communicate basic needs (e.g., May I get a drink?) ● Recite familiar rhymes, songs, and simple stories.

Intermediate: Comprehension

● Ask and answer instructional questions by using simple sentences. ● Listen attentively to stories and information and identify important details and concepts by using both

verbal and nonverbal responses. Comprehension and Organization and Delivery of Oral Communication

● Make oneself under-stood when speaking by using consistent standard English grammatical forms and

sounds; however, some rules may not be followed (e.g., third-person singular, male and female pronouns). ● Participate in social conversations with peers and adults on familiar topics by asking and answering

questions and soliciting information. ● Retell stories and talk about school-related activities by using expanded vocabulary, descriptive words, and

paraphrasing. Early Advanced: Comprehension

● Listen attentively to stories and information and orally identify key details and concepts. Comprehension and Organization and Delivery of Oral Communication

● Retell stories in greater detail by including the characters, setting, and plot. ● Make oneself under-stood when speaking by using consistent standard English grammatical forms, sounds,

intonation, pitch, and modulation but may make random errors. ● Participate in and initiate more ex-tended social conversations with peers and adults on unfamiliar topics by

asking and answering questions and restating and soliciting information. ● Recognize appropriate ways of speaking that vary according to the purpose, audience, and subject matter. ● Ask and answer instructional questions with more extensive supporting elements (e.g., Which part of the

story was the most important?) Advanced: Comprehension

● Listen attentively to stories and information on new topics and identify both orally and in writing key

details and concepts. ● Demonstrate an understanding of idiomatic expressions (e.g., Give me a hand.) by responding to such

expressions and using them appropriately. Comprehension and Organization and Delivery of Oral Communication

● Negotiate and initiate social conversations by questioning, restating, soliciting information, and

paraphrasing the communication of others. ● Consistently use appropriate ways of speaking and writing that vary according to the purpose, audience,

and subject matter. ● Narrate and paraphrase events in greater detail by using more extended vocabulary. ● Speak clearly and comprehensibly by using standard English grammatical forms, sounds, intonation, pitch,

and modulation.

VII. RECURSOS Y MATERIALES/ RESOURCES AND MATERIALS

No ficción - Ficción/ Non-Fiction-Fiction

● HMR ● http://www.amazon.com

Sitios en línea /Web Sites

● http://en.wikipedia.org/wiki/Main_Page (Free Encyclopedia) ● http://www.encyclopedia.com ● http://www.enchantedlearning.com ● http://www.about.com

Excursiones/ Field Trips

● Park ● Local store ● Supermarket ● Places of worship (Masjid/Church/Synagogue/Temple) ● Homes of students ● Another School ● Other Classrooms

http://www.enchantedlearning.com/

http://www.enchantedlearning.com/

http://www.about.com/

http://www.about.com/

Project GLAD

Silicon Valley Academy and Delavan Darien School District By Aylin Sucu, Noshaba Afzal, & Jabbar Beig.

Spanish interpretation by Cynthia Bell and Rafaela Albiter.

Buenos Ciudadanos(K)/ Citizenship (K)

Hojas de Planeamiento/ Planning Pages

I. Actividades de Enfoque- Motivación/ Focus-Motivation

● Reconocimiento Supercientífico 3 estándares (Tomo buenas decisiones, resuelvo

problemas, Muestro respeto). /Superscientist awards

● Palabra Clave del día/Signal Words

● Diccionario de Contenido Cognitivo con la “Palabra clave del día” /Cognitive Content

Dictionary (CCD)

● Diccionario pictórico/ Picture Dictionary

● Libro grande (hecho por la maestra)/Big Book (teacher generated)

● Gráfica de observaciones/ Observation Charts

● Reporte exploratorio/ Exploration report

● Mapa semántico de los conceptos y conocimientos/ Inquiry chart

● Archivo de imágenes/Picture File Cards

● Realia

● Excursiones dentro de la escuela: Observa y dibuja/School walk (field trips): observe &

sketch.

● Invitado especial (un maestro o alguien que trabaje en la escuela)/ Guest speaker(s) –

staff at the school

● Videos, películas y cortos/ Videos, movies, & filmstrips

II. Estrategias de introducción/ Input

● Presentación Ilustrada de la escuela con los lugares y personal de la escuela/ School

Input Chart with the locations and staff members

● Presentación ilustrada comparativa del salón y del baño/ Comparative Pictorial Input

Chart of the classroom and bathroom

● Presentación Narrativa//Narrative Input

● Grupos expertos/ Expert Groups

III. Práctica Guiada de destrezas de Lenguaje Oral/ Guided Oral Practice

● Poesía, raps, canciones, cantos/ Poetry, raps, songs, chants

● Tabla de patrones de oraciones/ Farmer-in-the-Dell/Sentence Patterning Chart (SPC)

● Gráfica T de habilidades sociales (ciudadanía)/ T-graph for social skills (citizenship)

● Trabajos de Equipo/ Team Tasks

● Farmer-in-the-Dell (Sustantivo: estudiantes/ Noun: students)

● Volver a contar la narrativa/ Retelling Narrative

● Grupos separado por lenguaje primario (L1)/ Primary Language Groups

● Revisar las tarjetas de vocabulario y de presentación ilustrada/ Word card review with

input charts

● Conexiones Escuela - Hogar/ Home School Connections

● Interacciones personales/ Personal Interactions

● Suzy

IV. Actividades de lectura y escritura/ Reading and Writing Activities

A. Todo el salón/ Whole Class

● Mapa del cuento / Narrative story map

● Párrafos cooperativo de tiras de oración con respuestas, notas de edición y

revisiones (use pocket chart)/ Group Frame paragraph with responding,

revising, and editing (use pocket chart)

B. Equipos-Grupos- Cooperativo/ Team-Group-Cooperative

● Tareas en Equipos/ Team tasks

● Grupos expertos/ Expert Groups

● Mapa mental/ Mind mapping

● Cuadrícula para procesar la información/Process Grid

● Grupos flexibles de lectura con estudiantes que van a escribir un texto/

Flexible Group reading with student generated text

C. Individual/Individual ● Diario Interactivo / Interactive Journals

● Taller de escritura con la Silla del Autor/ Writer’s

Workshop with Author’s Chair

● Diario de Aprendizaje/ Learning logs

V. Actividades de extensión/ Extended Activities

● Caminata dentro de la escuela para observar lo que tiene la escuela/ Observation

School Walk

● Crear un mapa o modelo de la escuela con sus diferentes lugares, personal de la

escuela y reglas/ Create a model of the school with locations, staff, and rules

● Teatro mostrando actos de ciudadanía/ Creative Drama-Plays to demonstrate

citizenship

VI. Cierre y Evaluación/ Closure-Evaluation

● Diario de aprendizaje-Portafolio/ Learning logs-Portfolios

● Proyectos artísticos/ Art-Projects

● Murales activos/Living Walls

Project GLAD

Silicon Valley Academy

By Aylin Sucu, Noshaba Afzal, & Jabbar Beig Spanish interpretation by Cynthia Bell and Rafaela Albiter.

Buenos Ciudadanos (K)/ Citizenship (K)

EJEMPLOS DE LECCIONES (5 DIAS)

SAMPLE DAILY LESSON PLAN (5-Day)

Día 1 /Day 1

ESTRATEGIAS DE ENFOQUE- MOTIVACIÓN/ FOCUS-MOTIVATION

● Reconocimiento Supercientífico 3 estándares (Tomo buenas decisiones, resuelvo

problemas, Muestro respeto). (BUENOS CIUDADANOS)/Super Scientist

Reinforcers (Citizenship)

● Palabra clave del día procesada con el diccionario de contenido cognitivo/ Signal

Word processing w/Cognitive Content Dictionary

● Gráfica de observaciones/ Observation Charts

● Realia

● Mapa semántico de los conceptos y conocimientos/ Inquiry Chart

● El libro grande/ Important Big Book

ESTRATEGIAS DE INTRODUCCIÓN/INPUT

● Presentación pictórica de la escuela (con fotografías y 10/2)/ School Input Chart

(w/picture file cards & 10/2’s)

● Diario de aprendizaje/ Learning log

● Recuento para los estudiantes de inglés-español como segunda lengua/ ELD

review/retell

PRÁCTICA GUIADA DE DESTREZAS DE LENGUAJE ORAL/ GUIDED ORAL

PRACTICE

● Poemas/ Poem

ESTRATEGIAS DE ENTRADA/ INPUT

● Presentación Narrativa/ Narrative Input


PRACTICE

● Lluvia de ideas sobre ciudadanía/Brainstorm on citizenship

● Gráfica T de habilidades sociales/ T-graph on citizenship

● Reporte Exploratorio con fotografías para los equipos/ Exploration Report with

Picture File Cards in Teams

● Poemas/ Poem

CIERRE/ CLOSURE

● Diario Interactivo/ Interactive Journal

● Cuadrícula para procesar la información/ Process Inquiry Chart

● Conección Escuela-Hogar/ Home/School Connection

Project GLAD






Día 2/Day 2

ACTIVIDADES DE ENFOQUE- MOTIVACIÓN/ FOCUS-MOTIVATION

● Reconocimiento Supercientífico (Buenos ciudadanos)/ Super Scientist Reinforcers

(Citizenship)

● Conexión Escuela- Hogar. Compartir en grupo/ Home/School Connection share out.

● Procesar la palabra clave del día con el diccionario cognitivo de materia/ Signal Word

processing w/Cognitive Content Dictionary

● Realia


PRACTICE

● Agregar palabras y notas al Mapa de la Escuela/ Review with words cards – School

Map

● Diario de aprendizaje/ Learning logs

● Poesía/ Poetry

ACTIVIDADES DE INTRODUCCIÓN/ INPUT

● Presentación pictórica comparativa del salón de clases y el baño (agregar fotografías,

TPR y 10/2)/ Comparative Pictorial Input Chart Classroom/Bathroom (w/picture file

cards, TPR, & 10/2’s)

● Diario de aprendizaje/Learning log

● Grupos separado por lenguaje primario (L1) para repasar y re-enseñar/ Primary Language

Groups ELD Review-Retell


PRACTICE

● Agregar palabras y notas a la presentación pictórica /Review with words cards –

Comparative Input Chart

● Diario de aprendizaje/ Learning logs

ACTIVIDADES DE LECTURA Y ESCRITURA/ READING AND WRITING

● Mapa mental/ Mind Map

● Trabajos en equipo: Presentación ilustrada de la escuela, Presentación pictórica

comparativa del salón de clases y el baño./ Team Tasks: School Input, Comparative

Pictorial Input Classroom/Bathroom

● Grupos Expertos/ Expert Groups


PRACTICE

● Agregar palabras y notas a la presentación Narrativa/ Review with words cards –

Narrative Input

● Tabla de patrones de oraciones /Sentence Patterning Chart (Farmer-in-the-Dell)

● Juego de lectura/Read Game

● Juego de intercambiar/ Trade Game

CIERRE/ CLOSURE

● Procesar gráficas y poemas/ Process charts-poems

● Diario interactivo/ Interactive Journals

● Conexión Escuela- Hogar/ Home-School Connection

Project GLAD






Día 3 / Day 3



(Citizenship)

● Conexión Escuela- Hogar. Compartir en grupo/ Home/School Connection share out


processing w/Cognitive Content Dictionary

PRÁCTICA GUIADA DE DESTREZAS DE LENGUAJE ORAL’/ GUIDED ORAL

PRACTICE

● Trabajos de equipo agregar “The Farmer in the Dell” Mapa Mental/ Team Tasks –

add Farmer-in-the-Dell, Mind Map

● Grupos Expertos/ Expert Groups

● Trabajos de equipo - agregar diccionario ilustrada / Team Tasks – add picture

dictionary

● Grupos Expertos/ Expert Group


PRACTICE

● Poesía-Cantos/ Poetry-Chants

● Revisar la presentación narrativa con palabras, con imágenes y con burbujas de

diálogo/ Review of Narrative Input with word cards and conversation bubbles

LECTURA Y ESCRITURA/ READING-WRITING

● Mapa del cuento/ Story Map of Narrative

CIERRE/ CLOSURE

● Diario Interactivo/ Interactive Journals

● Procesar las gráficas/ Process Charts

● Connexión Escuela-Hogar/ Home-School Connection

Project GLAD






Día 4/ Day 4



(Citizenship)


processing with Cognitive Content Dictionary


PRACTICE

● Los grupos expertos comparten en voz alta/ Expert Group share out

ACTIVIDADES DE LECTURA Y ESCRITURA/ READING/WRITING

● Cuadrícula para procesar la información/ Process Grid

● Párrafo cooperativo de tiras de oración/ Cooperative Strip Paragraph


PRACTICE

● Recuento para los estudiantes de inglés-español como segunda lengua/ Narrative

Input L1 review & ELD story retell

-Trabajos de equipo-agregar al Reporte Exploratorio/ Team Tasks add to list

Exploration Report

-Tareas individuales - Mapa de la escuela,Presentación pictórica comparativa,

Diccionario de contenido cognitivo, Diccionario de imágenes, subrayar y dibujar

en los diarios de poesía/ Individual tasks – School Map, Comparative Pictorial

Input, Picture Dictionary, Highlight & sketch in poetry books

LECTURA Y ESCRITURA / READING-WRITING

● Escucha y dibujo/ Listen and Sketch

● Taller de escritura/ Writer’s Workshop

● Mini lección- Organizador gráfico y dibujar (en la hoja de planeamiento) Mini-

lesson – Graphic Organizers and sketching (Planning Page)

● Escritura/ Writing

● La silla del autor/ Author’s Chair

CIERRE/ CLOSURE

● Procesar las gráficas/ Process charts

● Procesar Mapa semántico de los conceptos/conocimientos/ Process Inquiry Chart

● Diario Interactivo/ Interactive Journals

Project GLAD






Día 5/ Day 5

ACTIVIDADES DE ENFOQUE- MOTIVACIÓN/FOCUS-MOTIVATION


(Citizenship)


w/CCD

● Conexión Escuela-Hogar/ Home/School Connection

● Realia

PRÁCTICA GUIADA DE DESTREZAS DE LENGUAJE ORAL/GUIDED ORAL

PRACTICE

● Repasar el Libro grande/ Review Big Book

● Repasar los poemas/ Review poems

LECTURA Y ESCRITURA/READING-WRITING

● Párrafo cooperativo de tiras de oración en grupos /Group Frame (Cooperative Strip)

Paragraph

- Responder, revisar, editar la lista/ Respond, revise, edit checklist

- Agregar lenguaje a la poesía/ Add language from Poetry, SPC

● Grupos de lectura guiada con el párrafo cooperativo de oración/ Leveled Reading

Group of Coop Strip Paragraph

-Trabajos en equipos/ Team Tasks

-Tareas individuales/ Individual tasks

● Writer’s Workshop – mini-lesson on types of writing

● Author’s Chair

CIERRE/ CLOSURE

● Procesar todas las gráficas/ Process all charts

● Procesar el Mapa semántico de conceptos yconocimientos/ Process Inquiry Chart

Project GLAD


By Aylin Sucu, Noshaba Afzal, & Jabbar Beig

Citizenship (K)


Day 1:

Focus/Motivation

● Super Scientist Reinforcers (Citizenship)

● Signal Word processing w/Cognitive Content Dictionary

● Observation Charts

● Inquiry Chart

● Big Book

Input

● Input Chart of the School Map

Learning Log

ELD Review/Retell

Guided Oral Practice

● Poetry

● T Graph

● Exploration Report

Input

● Narrative input chart

Reading/Writing

● Interactive journal

● Listen and sketch


● Poetry

Closure

● Process inquiry chart

● Home-School Connection (HSC)

SAMPLE DAILY LESSON PLAN (4-Day Plan)

Day 2

Focus/Motivation


● Home School Connection

● Signal Word processing w/Cognitive Content Dictionary


● Review with word cards the School Map input chart

-Learning logs

● Poetry

Input

● Comparative Pictorial input chart Classroom/Bathroom

-Learning logs


● Poetry

● Review with word cards the Comparative Pictorial Input

-Learning logs

Reading/Writing

● Mind Map

● Expert Groups

- Team tasks: School Map Input Chart, Comparative Pictorial Input Chart


● Team evaluation

● Narrative input review with word cards

● Sentence Patterning Chart (SPC) or Farmer-in-the-Dell

-Read & Trade game

● Poetry

Reading/Writing

● Interactive journal writing

Closure

● Process charts

● Home-School Connection


Day 3

Focus/Motivation



● Signal Word processing w/Cognitive Content Dictionary w/VSS

● Big Book


● Poetry

Reading/Writing

● Expert Groups

- Team tasks: add Mind Map, SPC, CCD

● Process Grid


● Expert share out

Reading/Writing

● Process Grid

● Group Frame/Cooperative Strip Paragraph


● Poetry

● Narrative review with conversation bubbles

Closure

● Interactive journal writing

● Process charts

● Home/School Connection


Day 4

Focus/Motivation

● Super Scientist Reinforcers


● Signal Word processing w/Cognitive Content Dictionary w/VSS

Reading/Writing

● Cooperative Strip Paragraph editing

o Respond, revise, edit checklist

o Poetry, SPC

● Flip Chantl

● Flexible (struggling) reading group of Cooperative Strip Paragraph

- Team tasks: add Process Grid, Flip Chant, Team evaluation

● Ear to Ear reading

● Story Map


● Narrative input primary language retell

- Individual Tasks: highlight/sketch in poetry booklets, add to learning logs, SPC,

personal dictionary

Reading/Writing

● Listen and Sketch

● Writer’s Workshop

Mini-lesson: Planning page, flip chant, strip book

Author’s Chair

Closure

● Interactive Journal Writing

● Review Inquiry Charts

● Metacognition of learning

Buenos ciudadanos

El libro Grande

Por, Jabbar Beig

Traducido e interpretado por Cynthia Bell

Pensé que te gustaría saber que los buenos ciudadanos se comportan de acuerdo con el lugar y a

la ocasión.

● Los buenos ciudadanos siguen las reglas del lugar donde están. .

● En todos los lugares donde hay reglas.

● Algunos lugares son el salón de clases , baño , hogar, y la tienda .


la ocasión.

pg.1


la ocasión.

● Los buenos ciudadanos comparten .

● Compartir es dejar que otros utilicen lo que está utilizando .

● Compartir es esperar pacientemente para que otros puedan terminar.

● Compartir es dar, recibir tomando turnos .


la ocasión.

pg.2


la ocasión.

● Los buenos ciudadanos son honestos y muestran coraje.

● La honestidad es decir la verdad .

● Coraje es hacer algo bueno, incluso cuando tengas miedo.

● Los buenos ciudadanos toman buenas decisiones .

Pensé que te gustaría saber que los buenos ciudadanos se comporta de acuerdo con el lugar y a

la ocasión.

pg.3


la ocasión.

● Los buenos ciudadanos son responsables .

● Ellos siguen las reglas y confían en las personas .

● Ellos tienen la determinación de hacer lo correcto, aunque sea difícil .

● Los buenos ciudadanos resuelven problemas.


la ocasión.

pg.4


la ocasión.

● Los buenos ciudadanos se encuentran hoy en día y en la historia .

● Las historias tienen buenos ciudadanos.

● Cada acción tiene una reacción o efecto .

● Estos efectos se denominan consecuencias .


la ocasión.

pg.5

Citizenship Big Book

By, Jabbar Beig

I just thought you might like to know that being a good citizen involves acting in certain ways.

● Good citizens follow the rules of a setting.

● Settings are different places.

● Some settings are the classroom, bathroom, home, and the store.


Pg.1


● Good citizens share.

● Sharing is allowing others to use what you are using.

● Sharing is waiting patiently for others to finish before you use it.

● Sharing is giving and receiving by taking turns.


Pg.2


● Good citizens are honest and show courage.

● Honesty is telling the truth.

● Courage is doing something even when you feel scared.

● Good citizens make good decisions.


Pg.3


● Good citizens are responsible.

● They follow the rules and are trusted more.

● They have determination to do right even if it is hard.

● Good citizens solve problems.


Pg.4


● Good citizens are found today and in history.

● Stories have good citizens.

● Every action has a reaction or effect.

● These effects are called consequences.


Pg.5

Presentación Pictórica de la escuela #1 / Input Chart #1 School

Pictorial Input Chart Classroom

Si esta haciéndo 3 grupos expertos entonces hacer la presentación pictórica del baño. Si no

hacerlo para el 4to grupo experto/ if doing 3 expert groups then do this Pictorial Input Chart Bathroom as a

comparative with the classroom. Otherwise this input chart is not done and becomes the 4

th expert group.

Buenos Ciudadanos

Cuaderno de Poesía

Nombre___________________________

Citizenship

Poetry Booklet

Name______________________________________________________________________

__

El Rap de los buenos ciudadanos.

por :Noshaba Afzal (Versión en español por Cynthia Bell)

Esta es la historia de los buenos ciudadanos

Escucha con atención de antemano.

Los personajes en la historia son un buen ejemplo

Ciudadanos modelo yo contemplo

La Madre Teresa cuido a los necesitados

Abe Lincoln ayudó a los exclavizados.

Martin luchó para poder votar.

Franklinnos llevó a la luna a volar.

Una persona con responsabilidad

No importa cuál sea tu edad.

Reglas de oro debemos seguir

Buenos ciudadanos vamos a sobresalir

Citizens Rap

By: Noshaba Afzal (adapted by Jabbar Beig)

There is a story in this citizen’s rap,

So you better listen up because there’s lots of facts.

Historical characters are the perfect example,

Model citizens what a sample.

Mother Theresa helped sick and needy too,

Abe Lincoln worked honestly that is true.

Ben Franklin had courage with a message,

MLK Jr. showed determination to prevent suffrage.

An individual with responsibility,

George Washington fought patriotically.

Golden rules that we follow,

Helps make life clear, say bravo!

Ciudadanos

By: Noshaba Afzal. Versión español : Cynthia Bell

Ciudadanos aquí, ciudadanos allá

Ciudadanos, ciudadanos por todos lados

Maestras buenas enseñando

Choferes ágiles manejando

Jardineros creativos plantando

Y banqueros dinero contando.

Ciudadanos en las clases

Vecinos en las tiendas

Amigos en el parque

Y familias en los patios

Ciudadanos aquí, ciudadanos allá

Ciudadanos, ciudadanos por todos lados

Ciudadanos! Ciudadanos! Ciudadanos!

Citizens

By: Noshaba Afzal

Citizens here, citizens there.

Citizens, citizens everywhere.

Helpful cashiers working,

Respectful students studying,

Loving teachers helping,

And happy families sharing.

Citizens in the classrooms,

Neighbors around the store,

Friends at the playground,

And families near the park.

Citizens here, citizens there.

Citizens, citizens everywhere.

Citizens! Citizens! Citizens!

Ciudadanos

Por, Noshaba Afzal. Versión español: Cynthia Bell

Esto es muy emocionante

Los buenos ciudadanos son mejor que diamantes

Con respeto, sonrisas y modales,

Los ciudadanos son profesionales (especiales)

Sound off - Todos votamos

Sound off –Regla de oro

1, 2, 3, 4 – Democracia!

Padres, hermanas y hermanos

Trabajando juntos de la mano

Cocinando, limpiando y lavando

Así estamos ayudando

Sound off –Responsabilidad

Sound off - Buena actitud

1, 2, 3, 4 – Trabajo en equipo!

En la tienda compramos la comida

Siempre respetuosos hasta la salida

Caminando por los corredores

Sin empujan a los mayores

Sound off – Seguridad

Sound off – Aprecio a los demás

1, 2, 3, 4 – Buenos ciudadanos!

Citizens Cadence

By, Noshaba Afzal

We just know what we’ve been told,

Good citizenship is better than gold.

With respect, manners, and smiles too,

Showing citizenship is good for you.

Sound off – Everyone votes

Sound off – Golden rule

1, 2, 3, 4 – Democracy!

Parents, sisters, and brothers too,

Working together to help me and you.

Cooking, cleaning, washing too,

Showing love it is true.

Sound off – Responsibility

Sound off – Good sportsmanship

1, 2, 3, 4 – Team work!

In the stores, we get our food,

We get it politely, yes we do.

Walking down all the aisles,

Never knocking things in piles.

Sound off – Safety

Sound off – Keep things clean

1, 2, 3, 4 – Great Citizenship!

La rutina mañanera Bugaluu By Jabbar Beig. Versión en español: Cynthia Bell, Rafaela Albiter

Somos estudiantes y estamos aquí para decirte,

Todos los días nos despertamos temprano.

Primero me levanto de la cama,

"Cepillo mis dientes y quedan muy limpios.”

Despertando, y cepillando mis dientes

Durante la rutina mañanera de Bugaluu!

Despues tengo que peinarme,

Para que mis amigos, no me asusten.

"Quita tu pijama," dice mi mamá,

Me puse pantalones hechos de Alabama

Peinar mi cabello, cambiarme de ropa


Estoy descalzo sin nada en los pies,

Me puse calcetines y los zapatos también .

Entonces atando firmemente mis cordones,

Me fui a caminar a muchos lugares.

Usando mis zapatos, y atando los cordones


Mi estómago necesita una buen desayuno,

Comer el desayuno me pone feliz.

Agarro mi mochila con mis libros,

Soy buen estudiante, no me pueden confundir.

Desayuno, y agarro mi mochila con mis libros también,

Durante la rutina mañanera de Bugaluu!!

Morning Routine Bugaloo

By Jabbar Beig

We’re scholars and we’re here to say,

We wake up early everyday.

First I get up out of bed,

“Brushing my teeth clean,” I said.

Waking up, Brushing teeth too

Doing the Morning Routine Bugaloo!

Next I’ve got to comb my hair,

So my friends, I don’t scare.

“Get out of your pajamas,” says my mama,

I put on some pants made in Alabama

Combing hair, Changing clothes too


I’m barefoot with nothing on my feet,

I put on socks and shoes for some heat.

I then tie tight my shoelaces,

I’ve got to walk around to many places.

Wearing shoes, Tying laces too


My stomach then needs some good food,

Eating breakfast puts me in a good mood.

I grab my backpack with my book,

As a scholar, I can’t be mistook.

Breakfast, Backpacks with books too


Proyecto GLAD

Conexión Escuela - Hogar #1

Buenos Ciudadanos

Habla con tus padres, familiares o un adulto sobre las reglas de tu casa.

Haz un dibujo o escribe algo sobre estas reglas.

Nombre del estudiante:

____________________________________________________________

Firma del padre o encargado: _____________________________________________________

Project GLAD

Home / School Connection #1

Citizenship

Ask your parents, family members, or an adult about the rules at your

home.

Sketch and/or write about those rules below.

Student Name:

_____________________________________________________________________

Parent/Family/Adult Signature: ________________________________

Proyecto GLAD

Conexión Escuela-Hogar #2

Buenos Ciudadanos.

Comparte con tus padres las reglas del salón. Pregúntales sobre las

reglas que ellos tenían cuando estaban en la escuela.


Nombre del estudiante:

____________________________________________________________

Firma del padre o encargado: _____________________________________________________

Project GLAD


Citizenship

Share our classroom rules with your parents, family members, or an

adult. Ask them about the rules they had when they went to school.

Sketch and/or write about those rules below.

Student Name:

____________________________________________________________________

Parent/Family/Adult Signature:

_____________________________________________________________________

Proyecto GLAD


Buenos ciudadanos

Cuéntale a tus padres sobre la historia que escuchaste en el salón de

clases. Pregúntales si ellos saben algo al respecto.


Nombre del estudiante: __________________________________________________________

Firma del padre o encargado : _________________________________________________

Project GLAD


Citizenship

Tell your parents, family members, or an adult about the story you heard

in class. Ask them what they know about it.

Sketch and/or write it below.

Student Name:

___________________________________________________________________

Parent/Family/Adult Signature: _________________________________________________

Proyecto GLAD


Buenos ciudadanos

Habla con tus padres sobre lo que escuchaste en la escuela. Pregúntales

que saben sobre eso.




Project GLAD


Citizenship

Talk to your family members, parents, or an adult about your expert

location or setting. What did they find interesting about it?

Sketch and/or write about it below.

Student Name:

_____________________________________________________________________

Parent/Family/Adult Signature: ___________________________________________________

Proyecto GLAD

Conexión Escuela-Casa #5

Buenos Ciudadanos

Habla con tu familia sobre algún lugar dónde vas a vacacionar. Cuáles

son las reglas de oro ahí?




Project GLAD


Citizenship

Talk to your family members, parents, or an adult about a setting where

you go on vacation. How did you apply the Golden Rules there?

Sketch and/or write about it below.

Student Name:

_____________________________________________________________________

Parent/Family/Adult Signature: ____________________________________________________

GRUPOS EXPERTOS

TEXTO

Los grupos expertos del parque

Dónde están las personas

El parque cuenta con muchas personas. Los estudiantes están en el patio de

recreo. Los profesores están en el patio de recreo. Los padres algunas veces se

encuentran allí.

Reglas de Oro

Las reglas de oro nos mantienen seguros en el patio. Una persona a la vez debe

deslizarse. Nos deslizamos desde la parte superior a la parte inferior. Los trozos de

madera se quedan en el suelo. Los estudiantes juegan juntos y se turnan. Vamos a

través del pasa manos en una dirección.

EXPERT GROUP

TEXT

Playground Expert Group

Individuals at Location

The playground has many people. Students are on the playground.

Teachers are on the playground. Parents are also sometimes there.

Golden Rules

Golden rules keep us safe on the playground. Only person at a time should

be on the slide. We slide from the top to the bottom. The bark stays on the

ground. Students play together and take turns. We go across the monkey bars in

one direction.

Características de un ciudadano

Cada ciudadano necesita su propio espacio que le rodea. Mantenemos nuestras

manos quietas. Esto se conoce como el espacio personal. Una cara feliz nos

permite saber que estamos teniendo diversión. Hablamos de comunicarse entre

sí.

Acciones

Los buenos ciudadanos toman turnos y comparten. Nosotros ayudamos y damos

la bienvenida a otros diciendo: "Ven y únete a nosotros." Esto nos ayuda a hacer

amigos. Siempre debemos pedir permiso de un adulto para salir de la zona de

juegos.

Characteristics of a Citizen

Every citizen needs there own space around them. We keep our hands to

ourselves. This is called personal space. A happy face lets us know we are having

fun. We talk to communicate to each other.

Actions

Good citizens take turns and share. We are helpful and welcome others by

saying, “Come join us.” This helps us make friends. We should always ask an

adult permission to leave the playground area.

Consecuencias

Si seguimos estas reglas de oro, estas cosas pueden suceder. Estaremos felices y

nos divertiremos. El campo de juego es emocionante. Haremos nuevos amigos.

Consequences

If we follow these Golden Rules, these things can happen. We are happy and have

fun. The playground is exciting. We make new friends.

Grupo Experto de la Casa.


En la casa viven diferentes personas diferentes. En casa puedes encontrar a

mamá y a papá. Puedes encontrar hermanos, hermanas. Es divertido tener a los

abuelos de visita.

Reglas de oro.

Las reglas de oro nos mantienen seguros en casa. Debemos recoger nuestros

juguetes para evitar un accidente. Debemos limpiar nuestras recámaras, tender la

cama y doblar la ropa. Esto le va a ayudar mucho a nuestros padres.

Características de los buenos ciudadanos.

Un buen ciudadano en casa es responsable de tomar buenas decisiones.

También resolvemos problemos. Somos cariñosos y respetuosos con nuestros

padres.

Acciones

Los buenos ciudadanos obedecen a sus padres. Escuchamos a nuestros

mayores. Ayudamos a nuestros hermanos y compañeros de clases. También

leemos mucho.

Consecuencias:

Si seguimos las reglas de oro nos sentimos felices y éxitosos. Vamos a dar y

a recibir amor. Nos sentiremos necesitamos y nos convertiremos en mejores

lectores.

Home Expert Group


There can be different people at home. Everyone’s home is different. A

mom and dad can be found there. One sister or brother can be home, many

brothers and sisters too. Grandparents are fun to have at home.

Golden Rules

Golden rules keep us safe at home. We should pick up toys to keep people

from getting hurt. We should clean our rooms by making our beds and folding our

clothes. This will help our parents.


A citizen at home takes individual responsibility by making good decisions.

We solve problems. We are kind and are loyal to our parents.

Actions

Good citizens obey their parents. We listen to our elders. We help our

siblings and classmates. We also read a lot.

Consequences

If we follow these Golden Rules, we will be happy and feel successful. We

will give and get love. We will feel needed and be better readers.

Grupo Experto de las tiendas.


Las tiendas siempre tienen muchas personas. La mayoría son empleados.

Los cajeros, misceláneos y vendedores trabajan en las tiendas. Los vecinos y los

amigos que viven cerca de la tienda compran ahí. Ellos son los clientes de la

tienda.

Reglas de oro

Las reglas de oro nos mantienen seguros en la tienda. Nos quedamos cerca

de nuestros padres o cuidadores. Solamente hablamos con los adultos que

conocemos. Dejamos las cosas que no vamos a comprar en los estantes. Pagamos

por nuestras cosas.

Características de los buenos ciudadanos

En la tienda los buenos ciudadanos se portan de forma gentil con otras

personas. Son pacientes y esperan silenciosos a ser atendidos.

Acciones

Los buenos ciudadanos son confiables y amables. Son pacientes en la línea y

sonreímos mientras nuestros padres hacen las compras.

Consecuencias

Si seguimos las reglas de oro vamos a disfrutar hacer las compras y nuestros

padres van a estar muy felices

(If doing 4 expert groups, include this expert group but don’t do the bathroom pictorial)

Store Expert Group


Stores have most individuals. There are employees who work. Clerks,

cashiers, and janitors work at the store. Friends and neighbors who live near us

shop. They are also called shoppers.

Golden Rules

Golden Rules keep us safe at the store. We stay near our parents or

caretaker. We talk only to adults we know. We pay for items. We leave items on

the shelves.


Citizens have good citizenship in the store. We are gentle with others. We

are patient. We wait quietly.

Actions

Good citizens are truthful and helpful. We wait patiently in line. We smile

while our family shops.

Consequences

If we follow these Golden Rules, we will enjoy shopping. We will get to go

shopping. We will have happy parents.

(Si al hacer 4 grupos de expertos, incluir a este grupo de expertos, pero no hagas la presentación

pictórica del baño)

Grupo de Expertos de baño

Dónde está el baño

El baño tiene mucha gente. Hay un cuarto de baño para los niños y un cuarto

de baño de las niñas. Los estudiantes están en los cuartos de baño. A veces un

maestro está en el baño.

Reglas de Oro

Las reglas de oro nos mantienen seguros en el cuarto de baño. Tenemos una

sola persona a la vez, en la caseta de baño o en un fregadero. Nos lavamos las

manos. Las servilletas se tiran en la basura. Esperamos pacientemente si alguien

está enfrente de nosotros.

(If doing 4 expert groups, include this expert group but don’t do the bathroom pictorial)

Bathroom Expert Group


The bathroom has many people. There is a boys’ bathroom and a girls’

bathroom. Students are in bathrooms. Sometimes a teacher is in the bathroom.

Golden Rules

Golden rules keep us safe in the bathroom. We have only one person at a

time in the bathroom stall or at a sink. We wash our hands. Napkins are thrown in

the trash can. We wait patiently if someone is in front of us.

Características de un Ciudadano

Los buenos cuidadanos son respetuosos del espacio de sus compañeros. Somos

amables al esperar pacientemente mientras sus compañeros van al baño. Los

buenos ciudadanos garantizan la limpieza.

Acciones

Los buenos ciudadanos mantienen sus pies en el suelo. Mantenemos nuestras

manos cerca de nuestro cuerpo y lejos de las paredes. No jalamos de la cadena una

vez después de su uso. Cuando entramos al baño cerramos la puerta. Recordamos

lavarnos las manos.

Consecuencias

Si seguimos estas reglas de oro, estas cosas pueden suceder. No hay gérmenes.

Nos mantenemos sanos. Estamos limpios. El cuarto de baño es cómodo.


Every citizen is modest by staying in the stall when their clothes are off. We

are courteous by waiting patiently. Good citizens ensure cleanliness.

Actions

Good citizens keep their feet on the ground. We keep our hands near our

body and away from the walls. We flush the toilet once after use. The stall door is

kept closed while inside. We remember to wash our hands.

Consequences

If we follow these Golden Rules, these things can happen. There are no

germs. It keeps us healthy. We are clean. The bathroom is comfortable.

Mind Map

Cuadrícula para procesar la información

Lugar Dónde están

las personas

Reglas de oro Característic

as

Acciones Consecuencias

Salón de

clases

-estudiantes

-maestros

-voluntarios

-invitados

-escuchar

-compartir

-seguir -

indicaciones

-votar

-honesto

-valor

-ser amable

-

responsabili

dad

-tomar buenas

decisiones

-esperar tu

turno

-votar

-mostrar

respeto

-feliz

-divertirse

-aprender

-participar

-opinar

Baño

-estudiantes

-algunas veces

las maestras

-larvarse la

manos

-uno por uno

-botar las toallas

de papel en el

bote de basura

-Esperar de

manera

silenciosa

-ser modesto

-ser cortez

-mantenerse

limpios

-Pies en el

suelo

-manos sin

tocar paredes

-Jalar la cadena

sólo una vez

-cerrar la puerta

cuando estes

adentro

-Lavarse las

manos

-sin gérmenes

-Mantenerse

sano

-mantenerse

limpio -

estar cómodos

Parque

-estudiantes

-maestros

-padres

-una persona

resvalandose a la

vez

-resbalarse de

arriba hacia

abajo

-trozos de

madera en el

suelo

-jugar juntos

-tomar turnos

-usar el

pasamanos en

una dirección

-espacio

personal

-manos

quietas

-caritas

felices

-

comunicació

n

verbal(habla

r)

-tomar turnos

-compartir

-ayudar

-Dar la

bienvenida a

otros

-haciendo

amigos

-“ven con

nosotros”

-Preguntar a un

adulto si puedes

salir del parque

-feliz

-divertido

-emocionante

-nuevos amigos

Casa

-mamá

-papá

-hermanas

-hermanos

-abuelos

-cuartos limpios

-recoger los

juguetes

-diblar la ropa

-tender la cama

-ayudar a los

papás

-ser

responsables

-ser amables

-respetuosos

a los padres

-obedecer a los

padres

-escuchar a los

mayores

-ayudar a los

hermanos

-leer

-estar feliz

-sentirse amado

-ser necesitados.

-ser mejores

lectores

Tienda

-vendedores

-cajeros

-misceláneos

-amigos

-quedarse cerca

de los padres

-pagar por las

cosas

-buenos

ciudadanos.

-ser gentil

con otros

-ser confiables

-ser amables

-esperar con

paciencia

-disfrutar ir de

compras

-ir de compras

-padres felices

-vecinos

-clientes

-dejar las cosas

que no

compramos en

los estantes

-ser

pacientes

-Sonreir

Process Grid

Setting

(Location)

Individuals at

Location

Golden Rules Characterist

ics of a

Citizen

Actions Consequenc

es

Classroom -students

-teachers

-volunteers

-guests

-listening

-sharing

-follow

directions

-vote

-honesty

-courage

-being

polite

-

responsibilit

y

-making a good

decision

-taking turns

-vote

-showing respect

-happy

-have fun

-learn

-

participatin

g

-voice

Bathroom

-students

-sometimes a

teacher

-wash your

hands

-one person at

a time

-throw napkins

in the garbage

-wait quietly

-being

modest

-being

courteous

-comprise

-cleanliness

-feet on the ground

-hands away from

the walls

-flush the toilet

once

-close the door

while inside

-wash your hands

-no germs

-stay

healthy

-clean

-

comfortable

Playground

-students

-teachers

-parents

-one person at

a time on the

slide

-slide top to

bottom

-bark on the

ground

-play together

-take turns

-monkey bars

one direction

-personal

space

-hands to

yourself

-happy face

-

communicat

e verbally

(talking)

-take turns

-share

-being helpful

-welcoming others

-making friends

-“come join us”

-asking permission

to leave the

playground area

-happy

-fun

-exciting

-new friends

Home

-mom

-dad

-sisters

-brothers

-grandparents

-clean room

-pick up toys

-folding

clothes

-make bed

-individual

responsibilit

y

-being kind

-loyalty to

-obeying parents

-listening to elders

-helping siblings

-reading

-be happy

-being loved

-feel needed

-better

reader

-helping

parents

parents

Store

-clerk

-cashier

-janitor

-friends

-neighbors

-shoppers

-stay near

parents or

caretaker

-pay for items

-leave items

on the shelves

-good

citizenship

-being with

gentle

others

-being

patient

-being truthful

-being helpful

-wait in line

patiently

-smile

-enjoy

shopping

-get to go

shopping

-happy

parents

Project G.L.A.D. By Aylin Sucu &Jabbar Beig

Ciudadanos / Citizenship (K) · Ciudadanos / Citizenship (K) ... roles/ roles invitados/ guests...

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Transcript of Ciudadanos / Citizenship (K) · Ciudadanos / Citizenship (K) ... roles/ roles invitados/ guests...