Bilingual Reading – Grade 2 - SAISD€¦ · Web viewutilizar la correspondencia entre letras y sonidos para aprender a leer (7Cii, 7Dii) descifrar las palabras (7Eii, 7F, 7H,

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)



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



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)


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



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


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)


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



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.



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



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

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



The Teaching Plan for La pesa de Nino and Salí de paseoWeek 2 Instructional Model/Teacher Directions



Lune

s

pp. 78i-78j, 78k-78lFonética: Sílabas abiertas con s/nDesarrollar la conciencia fonémica




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


frecuente



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


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)


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


Leer el librito de fonética Vi a Susana con la nena en parejas (Teacher Toolkit: Fluency – Paired Reading)



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



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.






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



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.





(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











10 MinutesRoutine:









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


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



The Teaching Plan for Lalo y Didi and Federico y el marWeek 3 Instructional Model/Teacher Directions



Lune

s

pp. 118i-118j, 118k-118lFonética: Sílabas abiertas con l/dDesarrollar la conciencia fonémica




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



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


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)


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



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



Juev

esp. 140aFonética: Sílabas abiertas con nRepaso: Sílabas abiertasAtención a necesidades diversas


p. 140bOrtografía: Palabras con la, le, li, lo, lu; da, de, di, do, du Práctica de ortografía en parejas



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.






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



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.



Día 2: p. 123e Desarrollar la comprensión auditiva Enseñar la destrezaoDemuestreoPracticar


(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











10 MinutesRoutine:









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


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



The Teaching Plan for Los animales de la finca and Los hogares de los animalesWeek 4 Instructional Model/Teacher Directions



Lune

s

pp. 142i-142j, 142k-142lFonética: Sílabas abiertas con t/fDesarrollar la conciencia fonémica




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


frecuente



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



p. 147dOrtografía: Palabras con ta, te, ti, to, tu; fa, fe, fi, fo, fuRompecabezas de ortografíaRutina: Práctica de ortografía

p. 147dCaligrafía: Oo





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


frecuente


Leer el librito de fonética El patito nada en parejas (Teacher Toolkit: Fluency – Paired Reading)



Juev

esp. 158aFonética: Sílabas abiertas con dRepaso: Sílabas abiertasAtención a necesidades diversas


p. 158bOrtografía: Palabras con ta, te, ti, to, tu; fa, fe, fi, fo, fu Práctica de ortografía en parejas



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.






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



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



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.



(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










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



10 MinutesRoutine:






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?


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

Cronin (Persuasion) Querida Señora LaRue: Cartas desde la

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

Dav Pilkey (Entertainment) Martha habla by Susan Meddaugh

(Entertainment))



The Teaching Plan for Gato Goloso y Lobita Bonita and La cinturita de AnansiWeek 5 Instructional Model/Teacher Directions



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




pp. 160j, 160lOrtografía: Palabras con ga, go, gu; Sílabas abiertas con bExamen preliminarEmplear el patrón ortográfico


frecuente



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



p. 165dPalabras con ga, go, gu; Sílabas abiertas con bRevoltillo de palabrasRutina: Práctica de ortografía

p. 165dCaligrafía: Gg





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


frecuente


Leer el librito de fonética El gato de bigote en parejas (Teacher Toolkit: Fluency – Paired Reading)



Juev

esp. 158aFonética: Sílabas abiertas con fRepaso: Sílabas abiertasAtención a necesidades diversas


p. 188bPalabras con ga, go, gu; Sílabas abiertas con b Práctica de ortografía en parejas



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






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



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



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


(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











10 MinutesRoutine:








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


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.



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)



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)



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



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



Lune

s

pp. 10i-10j, 10k-10lFonética: Sílabas abiertas con gue, gui; Sílabas abiertas con vDesarrollar la conciencia fonémica




Separen las sílabas Combinen las sílabas

pp. 10j, 10lOrtografía: Palabras con gue, gui; va, ve, vi, vo, vuExamen preliminarEmplear el patrón ortográfico




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



p. 17dPalabras con gue, gui; va, ve, vi, vo, vuPalabras que faltanRutina: Práctica de ortografía

p. 17dCaligrafía: Vv




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



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


p. 18aNombresExplicar los pasos



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


p. 140bOrtografía: Palabras con gue, gui; va, ve, vi, vo, vu Práctica de ortografía en parejas



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.






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



Focus: When you compare and contrast, you see how things are alike and how they are different.



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.



(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










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



10 MinutesRoutine:






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


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



The Teaching Plan for El niño dibuja la noche and El papaloteWeek 7 Instructional Model/Teacher Directions



Lune

s

pp. 44i-44j, 44k-44lFonética: Sílabas abiertas con ch/ñDesarrollar la conciencia fonémica




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




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



p. 49dOrtografía: Palabras con cha, che, chi, cho, chu, ña, ñe, ñi, ño, ñuPráctica con adivinanzasRutina: Práctica de ortografía

p. 49dCaligrafía: Ññ




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


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





Leer el librito de fonética Mi amigo Chimo en parejas (Teacher Toolkit: Fluency – Paired Reading)



Juev

esp. 67aFonética: Sílabas abiertas con ch/ñRepaso: Sílabas abiertasAtención a necesidades diversas


p. 66bOrtografía: Palabras con cha, che, chi, cho, chu, ña, ñe, ñi, ño, ñu Práctica de ortografía en parejas



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.






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



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



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


(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











10 MinutesRoutine:

Preread the book to be familiar with the content and how to guide student discussion. Establish a purpose, tell why you selected the book, and familiarize them with the author, illustrator, and genre. Ask students to make predictions.




Model comments and reflections as you read. Find a few places to pause and invite students to comment. Keep the pace of the reading so that it is not disjointed, but enjoyable. Keep a list of books you have read aloud and post it so that students can use the list to make connections. Place books you have read aloud in a special container, or display them in the classroom library for easy access.





3 – Juntos aprendemos, Páginas 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


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



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



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



pp. 68j, 68lOrtografía: Palabras con ca, co, cu; lla, lle, lli, llo, lluExamen preliminarEmplear el patrón ortográfico


frecuente



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



p. 75dOrtografía: Palabras con ca, co, cu; lla, lle, lli, llo, lluPráctica con adivinanzasRutina: Práctica de ortografía

p. 75dCaligrafía: Cc





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



Mié

rcol

esp. 97aFonética: Sílabas abiertas con ca, co, cu; Sílabas abiertas con llRelación con el cuentoActividades de práctica


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)



frecuente


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



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.






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



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



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.



(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











10 MinutesRoutine:

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




Place books you have read aloud in a special container, or display them in the classroom library for easy access.





3 – Juntos aprendemos, Páginas 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



Documents

Bilingual Reading – Grade 2 - SAISD€¦ · Web viewutilizar la correspondencia entre letras y sonidos para aprender a leer (7Cii, 7Dii) descifrar las palabras (7Eii, 7F, 7H,