Lesson 1: Discovering the Purpose of How-To Textcommoncore2012.homestead.com/Grade_Level_Files/Second/Reading/... · Lesson Plan Grade 2: Unit 3: Nonfiction: How-To Reading Workshop

Lesson Plan Grade 2: Unit 3: Nonfiction: How-To

Reading Workshop Lesson 1: Discovering the Purpose of How-To Text

Lesson 1: Discovering the Purpose of How-To Text

Daily Shared Reading

• Reread a short, familiar text for fluency and expression (see Shared Reading Ideas in General Resources).

Daily Read Aloud

• Included in today’s mini-lesson.

Materials

• Variety of how-to texts in a basket that include multicultural examples, such as recipe books, craft books, game instructions, magic tricks, science experiments, or student samples taken from DPS Web site and added to classroom library (school or public librarian and technology teacher can help gather texts)

• Procedural charts from Units 1–2 • ELA-E and all other classrooms: Let’s Make Music big book by Margaret Clyne

and Rachel Griffiths ELA-S classrooms: Toquemos Música big book by Margaret Clyne and Rachel Griffiths

• Six copies of Baking Bread by Natalie Lunis for small group work

Intended Learning

• Students explore a variety of how-to texts to understand purposes for which they are written.

Colorado Standards

• Read and understand a variety of materials.

• Apply thinking skills to reading, writing, speaking, listening, and viewing.

New Standards

• Getting the Meaning: Comprehension

• Reading Habits: Being Read to and Discussing Books

• Habits: Discussing Books

Big Idea

• Study nonfiction text features and purposes for which they are used.

Mini-Lesson Notes

Connection Refer to various kinds of texts students have learned to read and write. Tell them they will study another kind of text—how-to texts. Explain that they already know something about this kind of text by pointing out some charts you created with them during other lessons this year, such as how to choose a just-right book and how to use reading strategies. Reread one of these charts with students and have them “Turn and Talk” to their partners about what the chart helps them do. Explain many writers call this writing how-to writing, because it tells how to do things.

Teaching Tell students that we have many different kinds of how-to texts and show them your independent reading collection. Show students the cover of Making Music and explain that the author wrote this how-to text to teach

Roam and join ELL groups to model and clarify their task.

-aloud

um

ld

50/6 Preview/Review: Building Vocabulary and Concepts to Support Understanding—Preview readtext and vocabulary before presenting the lesson.

The “How to Make Your Own GWrapper Chain” Web page at http://www.gumwrapper.com/bui.htm is a good example of how-to text. Copy this one-page instruction

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Reading Workshop Lesson 1: Discovering the Purpose of How-To Text

k, s about making/learning to _______.” “I think this

tner Work: Practicing Verbal Interaction—Research/Interview

Active o texts.

Students discuss suggestions for the class “How–To Texts” chart.

Link

to return the books to the how-to book basket at the end of the session.

t nks to get

ions, such as

people how to make music and play some musical instruments. As you read the book aloud, point out evidence in the text.

Have students sit with their response partners and look at several how-to texts together. Ask them to determine purposes for texts they are examining; that is, why authors wrote those texts. Have students come back together and talk about purposes of texts they examined and why they think what they do. Ask students why authors write how-to texts and support their understanding that how-to texts are written to teach people how to make or do things. Title a chart, “How–To Texts,” and write the purpose students came up with under the title. If students start talking about other how-to text features they noticed, tell them that they will list those features on the chart tomorrow.

50/2 Visual Scaffolding: Providing Language Support Through Visual Images and 50/3 Realia Strategies: Connecting Language Acquisition to the Real World

Provide language frames to support participation and accountable talsuch as “My text ibecause _____.”

50/15 Par

Engagement Students “Turn and Talk” to their partners while examining how-t

Encourage students to read how-to texts they find interesting during independent reading. Tell them to pay attention to why the books were written. Ask them

and give students in paper form. Butalso let students read interactive how-to text on the Web tharequires them to pursue lithe full direct“Composting for Kids” at http://aggie-horticulture.tamu.edu/sustainable/slidesets/kidscompost/cover.html.

Independent and Small Group Time

Stu n

asket. genres read.

et with teacher in small group.

Tea e

• ords of performance

• Talk about It!), guided reading, or other instruction targeting student needs.

de ts

• Read from book bags individually or with partners. • Read at least one how-to text from how-to book b• Maintain reading logs of books and • Me

ch r

Confer with individual students and keep ongoing recand goals in reading assessment notebooks. Meet in small groups with students for oral language development (Let’s

Sharing/Closure

•

s to add to the “How–To Texts” chart as to why authors write how-to texts.

After independent reading, ask students to meet with their response partners. Have them tell about how-to texts they read and share purposes ofthe texts. Have partners decide if they discovered other idea

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Reading Workshop Lesson 2: Identifying Parts of How-To Text

Lesson 2: Identifying Parts of How-To Text



Daily Read Aloud


Materials

• “How-To Texts” chart from Lesson 1 • “How-To Text Attributes” chart (see end of this lesson) • Book basket of how-to texts for independent reading • Let’s Make Music/Toquemos Música by Margaret Clyne and Rachel Griffiths

or other examples of how-to texts with obvious how-to features, such as materials, steps, and pictures

Intended Learning

• Students identify how-to text attributes to produce a “How-To Text Attributes” chart and understand how-to text features.

Colorado Standards



New Standards




Big Ideas

• Understand how-to format for following directions.

• Study nonfiction text features and purposes for which they are used.

Mini-Lesson Notes

Connection Remind students of their previous work examining how-to texts and thinking about why they are written. Tell students that they discovered the importance of how-to text, because it tells people how to make and do things. Last year, students may have used a list of how-to helpers to think about parts of how-to text. Today the class revisits those parts. Honor the fact that they also noticed other things about how-to texts and tell them today you talk about those observations.

Teaching Tell students that how-to texts are essential to people’s lives because they give directions and teach how to do things, such as how to cook favorite foods, how to play games, or how to program their televisions.

Using Let’s Make Music or other how-to text with prominent how-to text features, have students discuss what else they noticed about how-to texts. As students name things, such as lists of materials or ingredients, directions, numbers for steps, pictures that go with numbers, add those attributes to

50/6 Preview/Review: Building Vocabulary and Concepts to Support Understanding—Previewing text with ELLs helps them understand content and later participate in the analysis.

-

Plan a collaborative lesson with yourtechnology teacher and/or teacher librarian using the Internet as a howto text source. Have students find the parts of how-to text on Web sites that interest them. Consider Draw and Color with Uncle Fred at http://www.unclefred.com/index.html, a how-to site for drawing whstudents search for helpful text features and follow directions

ere

to produce tangible outcomes.

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t participation and accountable talk, such as “I notice ____________.”

-to text and suggest additions to the “How-To Text Attributes” chart.

propriate books from the how-to book basket during independent reading.

the “How-To Text Attributes” chart (see sample at the end of this lesson).

Have students look through more how-to texts with partners to see if those books have the same features or if they notice other how-to text features. Add pertinent ideas to the chart.

The “How-To Text Attributes” chart will later become the basis for a writing rubric. See the sample completed chart below, but recognize that students may only identify a few of the attributes. Add other attributes students identify during the following days of exploring how-to text. Talk with students about how knowing different parts of how-to text helps them read and understand text better.

50/2 Visual Scaffolding: Providing Language Support through Visual Images—Put icons or pictures of the attributes of the text on the chart, so students can recall and access the information.

Provide language frames to suppor

Active Engagement Students “Think-Pair-Share” as they identify parts of how

Link Remind students that knowing different parts of how-to text helps them read with more comprehension. Encourage them to read ap


Students

• Read from book bags individually or with partners. • Read at least one how-to text from how-to book basket.

genres read. • Meet with teacher in small group.

ords of performance

•Talk about It!), guided reading, or other instruction targeting student needs.

• Maintain reading logs of books and

Teacher

• Confer with individual students and keep ongoing recand goals in reading assessment notebooks.

Meet in small groups with students for oral language development (Let’s

Sharing/Closure

• Ask students to share things they noticed during independent reading if theyread how-to texts. Add any new obse

rvations about parts of how-to text to

the “How-To Text Attributes” chart.

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How-To Text Attributes

To teach someone how to do or make something

1. Title

2. Beginning or introduction

3. List of materials or ingredients

4. Step-by-step directions

5. Pictures that go with directions

6. Ending that says what to do with it

7. Words such as first, second, next, then, and finally

Los atributos de textos de “How-To”

Para enseñar como hacer o crear algo

1. El título

2. El principio o la introducción

3. Una lista de materiales o ingredientes

4. Direcciones explícitos

5. Dibujos que corresponden con los direcciones

6. Un final que explica lo que necesitas hacer con todo

7. Palabras como primero, segundo, luego, y finalmente

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Reading Workshop Lesson 3: Reading How-To Texts

Lesson 3: Reading How-To Texts



Daily Read Aloud


Materials

• Overhead or chart and student copies of “Shape Snowman Craft” how-to text (see Appendix)

• “How to Read How-To Texts” chart (see end of this lesson) • “How-To Text Attributes” chart created in Lesson 2 • Basket of how-to texts for independent reading

Intended Learning

• Students learn that how-to text requires repeated reading, self-monitoring, and reading different parts of the text separately to follow directions.

Colorado Standards



New Standards



• Habits: Discussing Books • Kinds of Talk and Resulting

Genres: Getting Things Done

Big Ideas


• Read for information to make or do particular things.

Mini-Lesson Notes

Connection Remind students that they talked about different parts of how-to texts. Tell them today they discuss strategies to use when reading how-to texts.

Teaching Tell students that reading directions differs from reading stories. When readers read stories, they usually begin at the beginning and read to under-stand what’s happening. However, when readers read to follow directions, they read slower and reread a lot, so they clearly understand each step and how to do it. As they complete each step, they reread to see if they did it right. Lastly, they track which part they were working on to find their place again after they complete a step, which is called self-monitoring.

Using chart or overhead, preview the “Shape Snowman Craft” how-to text (see Appendix). Note this text’s different how-to features. Tell students that when reading how-to text, first read the whole text to get the big idea, then go back to follow the directions. Read through the text, modeling your

For ELLs, use physical cues to demonstrate what materials you are gathering to make the snowman.

b

e

and

acher

owman” is

Take students to the technology laor library to access computers in groups of two. Have them visit “ThMagic Tricks” section of the “Kids Newsbank” page in the DPS data-base to choose magic tricks to read and try with their partners or you assign them tricks. The “Through theTable” trick is good for this age reading level. Ask your teacher librarian and/or technology teto collaborate on this lesson.

An interactive “Build-a-Sn

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nd accountable talk, hen I read how-to text, I _________.”

Active discuss suggestions

to complete the “How to Read How-To Texts” chart.

Link

response, they read and follow directions to make snowmen with partners.

thinking as you read it the first time. For example, when you read the title, use a think aloud, such as “Since the title is ‘Shape Snowman Craft,’ I’ll probably use shapes.” As you read the introduction, mention that introduc-tions may give interesting and helpful content information for what you are making or learning.

After reading the text once, tell students that you will model and think aloud about your reading strategies as you follow directions to construct the snowman. For example, as you read the materials list, model gathering materials one at a time, while rereading to self-monitor so nothing is forgotten. Emphasize how readers must slow down and reread certain parts, such as the materials list, remember where they were (self-monitor) so they can find their place again, and move from reading to doing and back to reading. Continue this method of think aloud for reading the steps and constructing the snowman. Read steps one at a time, do the task, then monitor to find your place and reread. Point out illustrations as you use them to follow directions. Follow the directions to construct the entire snowman.

Have students “Turn and Talk” about what they witnessed while you modeled. List their observations on a “How to Read How-To Texts” chart (see sample at the end of this lesson).

Point to steps as you reread them.


Provide language frames to support participation asuch as “W

Engagement Students “Turn and Talk” about what they noticed and

Tell students today when they read independently to practice rereading the “Shape Snowman Craft” text and imagine themselves following the directions the way you did. Let them know that tomorrow for their reading

available on the Web at http://www.blackdog.net/holiday/christmas/snowman/, where students read the how-to text and build their own snowmen.


Stu n

• Shape Snowman Craft” how-to text or other text from how-to book

s. genres read.

et with teacher in small group.

Tea e



de ts

Reread “basket.

• Read from book bags individually or with partner• Maintain reading logs of books and • Me

ch r


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Sharing/Closure

• hape

Snowman Craft” text or other how-to text. Ask students for additions to the “How-To Text Attributes” or “How to Read How-To Texts” charts.

After independent reading, ask students to share what they now know about reading how-to texts or what they discovered as they reread the “S

How-To Texts

•

so you can find your place when you go back to reading. • Use the pictures or diagrams to help you make or do the task.

How to Read

• Read the text in sections. • Slow down your reading. • Reread the materials and directions sections over and over.

Go from reading to doing and back to reading. • Try to remember or self-monitor the part you just completed

s de “How-To”

•

ntrar tu lugar cuando regresaras a leer. • Usar los dibujos o unas diagramas para ayudarte en hacer

la tarea.

Como leer los texto

• Leer el texto en partes. • Reducir la velocidad de leer. • Leer las materiales y las direcciones una y otra vez.

Regresar entre leer y hacer. • Tratar de recordarte de la parte que acababas de terminar

para enco

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Reading Workshop Lesson 4: Reading and Following Directions—Shape Snowman Craft

Lesson 4: Reading and Following Directions—Shape Snowman Craft

Daily Read Aloud

• Provide a read aloud during another part of the day, such as The Snowy Day/Un día de bieve by Ezra Jack Keats.



Materials

• “Shape Snowman Craft” how-to text (see Appendix) • “How to Read How-To Texts” chart created in Lesson 3 • “How-To Text Attributes” chart created in Lesson 2 • “Shape Snowman Craft” materials from directions

Intended Learning

• Students work with partners to read and follow directions of how-to text to learn to comprehend how-to text.

Colorado Standards



New Standards


• Kinds of Talk and Resulting Genres: Getting Things Done

Big Ideas



Mini-Lesson Notes

Connection Remind students that they watched you read and follow directions yesterday to make the shape snowman. Remind them about reading this type of text differently. Review the “How to Read How-To Texts” chart: slow down the reading, read in sections, read, do, read, self-monitor, and use pictures.

Teaching Have students work with their “Turn and Talk” partners today to read and help each other make their shape snowmen. Tell students to help each other read the text in the special way they learned and charted yesterday.

Some ELLs may find it easier to follow the model with the directions.

Active Engagement Students read and follow directions to make shape snowmen.

Link As students finish their snowmen, they may compare their snowman to the model and review the text to evaluate how well they followed directions.

50/40 Peer Tutoring: Students Supporting Student Learning— Match new ELLs with students who can assist them.

Let students read another set of how-to directions from the Web to build a different snowman. On yourclassroom computer(s), bookmark http://www.blackdog.net/holiday/christmas/snowman/ and have students take turns with this snowman how-to text.

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Reading Workshop Lesson 4: Reading and Following Directions—Shape Snowman Craft


Students

• Work with partners to make their snowmen. As they finish, they read from book bags individually or with partners.

Teacher

• Roam and assist students as needed to read and follow directions.

Meet with ELLs in a small group to work together to follow directions. • Confer with individual students and keep ongoing records of performance

and goals in reading assessment notebooks. • Meet in small groups with students for oral language development (Let’s

Talk about It!), guided reading, or other instruction targeting student needs.

Sharing/Closure

• Admire the different snowmen students created and notice their similarities and differences.

• Ask students to share how reading and following directions worked for them today: “What will they remember to do next time they need to read and follow directions?” Ask students if the “How-To Text Attributes” and “How to Read How-To Texts” charts they constructed the last several days are complete. Add to charts as needed.

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Reading Workshop Lesson 5: Reading Response to Shape Snowman Craft

Lesson 5: Reading Response to Shape Snowman Craft



Daily Read Aloud


Materials

⊕ ELA-E and all other classrooms: The Black Snowman by Phil Mendez or Abuelito Eats with His Fingers by Janice Levy

er Abuelito Eats with His Fingers by Janice Levy For ELA-S classrooms: Shelt• Reading response journals • “Quality Second Grade Response” chart from Unit1, Reading Lesson 10,

with directions for writing reading responses

Intended Learning

• Students listen to read aloud and respond using the “Quality Second Grade Response” chart to follow directions and comprehend text to identify and dispel stereotypes.

Colorado Standards

• Read and recognize literature as a record of human experience.


New Standards


• Reading Habits: Conversing at Length on a Topic

Big Ideas


⊕ Identify and dispel stereotypes.

Mini-Lesson Notes

Connection Remind students that yesterday they learned to make shape snowmen by reading and following directions from a how-to text. Tell them today they follow the directions from the “Quality Second Grade Response” chart to write about what characters in the story learn about being proud of their culture.

Teaching Read aloud the story, The Black Snowman by Paul Mendez or Abuelito Eats with His Fingers by Janice Levy

Stop several times during the reading to ask students to “Turn and Talk” and discuss what has happened in the story so far and what characters are thinking and doing.

After the story, ask students to discuss how the characters changed and why. Ask them to determine what lesson(s) the author wanted readers to learn from the story.

Tell students they will be expected to write their ideas in their reading response journals. Review how to write reading responses by reading the

ents

bulary

50/6 Preview/Review: Building Vocabulary and Concepts to Support Understanding—Familiarize studwith concepts and vocapresented in the text.

Let students write reading responses to nonfiction texts as well. The winter concept is continued on the “Science Made Simple” Web site at http://www.sciencemadesimple.com/animals.html with a grade-level appropriate nonfiction article, “How Do Animals Spend the Winter?” Invite students to read this text and creaa reading response following your how-to chart. Different groups of students could respond on differen

te

t

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Reading Workshop Lesson 5: Reading Response to Shape Snowman Craft

tudents

Talk” to discuss and comprehend the story to produce

their feelings by the end of the story and why.

cher librarian and/or technology teacher to plan this lesson with you.

directions on the “Quality Second Grade Response” chart from Unit1, Reading Lesson 10. Remind students of what they know about reading directions by reviewing the “How to Read How-To Texts” chart from Lesson 3 and stressing how we reread to ensure we followed all the directions. Model a reading response if necessary, depending on how well students performed on the previous reading response day.

Send students to write in their notebooks about how the characters felt at the beginning of the story and how they changed their feelings by the end of the story and why.

teractive Read Aloud: Reading Designed to Support Understanding 50/4 In

50/13 Leveled Questions: Adjusting Questioning Strategies to the Language Levels of S

Active Engagement Students “Turn and reading responses.

Link Tell students to use the “Quality Second Grade Response” chart as a guide for how to write their responses. Tell them to write about how the characters felt at the beginning of the story and how the characters changed

days or during special library or technology time. Ask your tea


Students

• Students write reading responses in their response notebooks. When finished, read from book bags individually o• r with partners and

maintain reading logs of books and genres read.

•

group to write


Teacher

Confer with individual students and keep ongoing records of performance and goals in reading assessment notebooks.

Some ELLs might benefit from meeting in a small a reading response together as a shared writing.

Meet in small groups with students for oral language development (Let’s

Sharing/Closure

• partners. Ask a few students to share their answers with the whole group. Ask students to share their reading responses with their response

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Reading Workshop Lesson 6: Using Background Knowledge to Understand Text

Lesson 6: Using Background Knowledge to Understand Text



Daily Read Aloud


Materials

ELA-S classrooms: La leyenda de la flor de Nochebuena by Tomie dePaola • ELA-E and all other classrooms: The Legend of the Poinsettia by Tomie dePaola • “Using Our Background Knowledge” chart (see end of this lesson)

Intended Learning

• Students listen to and discuss a story to develop background knowledge to use when reading and following directions of how-to text.

Colorado Standards




New Standards



Big Idea

• Use background knowledge, wondering, and questioning to make sense of nonfiction.

Mini-Lesson Notes

Connection Remind students that they read and followed directions using how-to text. Tell students that they learned about comprehension strategies and that one strategy is to think about what they already know. Tell students that good readers think about what they already know when they read how-to text too.

Teaching Tell students that today you will read a story to provide some background information, which allows them to think about what they already know when they do a how-to craft later in the week. Tell students that today they practice thinking about what they already know to understand the story.

Read aloud the story, The Legend of the Poinsettia. Stop once or twice during the first one or two pages and think aloud to demonstrate how you are using background knowledge to understand the story. For example, “I think Lucida lived in a rural community, because the text said she had a burro and her father worked in the fields, and I know you can’t have those things in the city.” Continue reading, stopping two or three times for students to “Turn and Talk” and discuss how they are using their background knowledge to understand the story. Consider making a “Using Our Background Knowledge” chart (see sample at the end of this lesson) to

50/2 Visual Scaffolding: Providing Language Support through Visual Images—Read-aloud illustrations help clarify vocabulary questions.

r

the poinsettia plant

rt

ng pictures, gestures, and

50/3 Realia Strategies: ConnectingLanguage Acquisition to the Real World—Bring a poinsettia and map oglobe, so students develop content knowledge ofand Mexico.

50/6 Preview/Review: Building Vocabulary and Concepts to SuppoUnderstanding—Review book and vocabulary from previous small groupsession usirealia.

A search of “poinsettia” on http://www.yahooligans yields

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Reading Workshop Lesson 6: Using Background Knowledge to Understand Text

, such as “I think

I know ______, because the text said _______.”

story and activate their background knowledge.

rk places where they activated background knowledge with sticky notes.

build background information, while practicing how-to text reading skills.

illustrate and value student thinking.

50/4 Interactive Read Aloud: Reading Designed to Support Understanding

Develop language frames to help ELLs participate

Active Engagement Students “Turn and Talk” with partners to comprehend what happens in the

Link Encourage students to use their background knowledge as they read inde-pendently. Ask students to ma

several student-friendly sites of background information about poinsettias, such as how to select them, how to grow them, and how to use them as decorations. Students


Students

• h partners and use sticky notes as they try out

genres read. Meet in small group with teacher.

•

Read independently or witthe mini-lesson strategy.

• Maintain reading logs of books and •

Teacher

Confer with individual students and keep ongoing records of performance and goals in reading assessment notebooks.

• Meet in small groups with students for oral language development (Let’s Talk about It!), guided reading, or other instruction targeting student needs.

Sharing/Closure

• ted background knowledge. Ask one or two

groups to share their thinking.

Students share with their “Turn and Talk” partners one or two places wherethey put sticky noted and activa

Using Our Background Knowledge

What the Text Says What It Makes Us Think of

Lucida has a burro. She must live in the country.

Usando nuestro sabiduría del pasado

Lo que dice el texto Lo que eso nos hace pensar

Lucida tiene burro. Ella tiene que vivir en el campo.

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Reading Workshop Lesson 7: Activating Background Knowledge to Read How-To Text

Lesson 7: Activating Background Knowledge to Read How-To Text



Daily Read Aloud


Materials

• Overhead or poster of “Poinsettia Fan Craft” (see Appendix) • “How to Read How-To Text” chart from Lesson 3 (see end of this lesson) • “Using Our Background Knowledge” chart started in Lesson 6 (see end of

this lesson) • Book basket of how-to texts for independent reading

Intended Learning

• Students activate background knowledge to read and follow directions of how-to text.

Colorado Standards



New Standards



Big Ideas

• Use background knowledge, wondering, and questioning to make sense of nonfiction.



Mini-Lesson Notes

Connection Remind students that yesterday they used background knowledge to under-stand a story. Tell them today they use background knowledge to read a how-to text.

Teaching Remind students of their previous work and the “How to Read How-To Text” chart as they discovered how to read how-to text. Tell them to use those strategies, as well as their background knowledge to read a new how-to text.

Read the title of “Poinsettia Fan Craft.” Think aloud, telling students you think you will make a flower because the title says “Poinsettia,” and you know from yesterday’s story that poinsettias are flowers. Ask students to “Turn and Talk” about anything else they know just looking at the title. Students should refer to the word fan and what they know about fans and how they are used.

Have one or two students share with the class. Continue to read the

50/6 Preview/Review: Building Vocabulary and Concepts to Support Understanding—Review book and vocabulary from previous small group session using pictures, gestures, and realia.

their

”

Plan ahead with your teacher librarian and/or technology teacher to help your students buildbackground knowledge on poinsettias. A search of “poinsettiaon http://www.yahooligans yieldseveral student-friendly sites ofbackground information about poinsettias, such as how to select them, how to grow them, and how

s

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practicing how-to text reading skills.

introduction and the other sections of “Poinsettia Fan Craft” and ask students to “Turn and Talk” two or three times about what their background knowledge makes them think they know. Use the “Using Our Background Knowledge” chart (see sample at the end of this lesson) to illustrate and value student thinking. Tell students that good readers use their background knowledge to help them understand text better.

Add “Use background knowledge” to the “How to Read How-To Text” chart.

Develop language frames to help ELLs participate, such as “I think I know __________ because the text said ________.”

Active Engagement Students “Turn and Talk,” using their background knowledge to understand the how-to text and discuss suggestions to complete the “Using Our Background Knowledge” chart.

Link Tell students that today when they return to their seats, they should pick new how-to books from the how-to book basket. While they read, they may try activating background knowledge. Ask them to mark places where they activated their background knowledge with sticky notes.

to use them as decorations. Students build background information, while


Students

• Read independently or with partners and use sticky notes as they try the mini-lesson strategy.

• Maintain reading logs of books and genres read. • Meet in small group with teacher.

Teacher

• Confer with individual students and keep ongoing records of performance and goals in reading assessment notebooks.


Sharing/Closure

• Ask students to share with their response partners what they learned about reading how-to text today. Ask several students to share out with the whole group. Ask students to share where they activated background knowledge with their response partners.

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Using Our Background Knowledge

What the Text Says What It Makes Us Think of

Lucida has a burro.

Poinsettia

Fan

Red construction paper

Cut a large triangle.

She must live in the country.

A poinsettia is a flower that grows in Mexico.

A fan is used to help cool yourself when you are hot. Mexico gets hot.

The red is used to make our poinsettias, because poinsettias are usually red.

A triangle is a shape with three sides.

Usando nuestro sabiduría del pasado

Lo que dice el texto Lo que eso nos hace pensar

Lucida tiene burro.

Poinsettia

Ventilador

Papel de color rojo

Cortar un triangulo grande.

Ella tiene que vivir en el campo.

Las flores de Noche Buena crecen en México.

Usamos un ventilador a enfriarnos cuando hace calor. Hace mucho calor en México.

Usamos el papel de color rojo porque las flores de Noche Buena usualmente estas rojo.

Un triángulo tiene tres lados.

How to Read How-To Texts

• Read the text in sections. • Slow down your reading. • Reread the materials and directions sections over and over. • Go from reading to doing and back to reading. • Try to remember or self-monitor the part you just completed

so you can find your place when you go back to reading. • Use the pictures or diagrams to help you make or do the task. • Use background knowledge.

Como leer los textos de “How-To”

• Leer el texto en partes. • Reducir la velocidad de leer. • Leer las materiales y las direcciones una y otra vez. • Regresar entre leer y hacer. • Tratar de recordarte de la parte que acababas de terminar

para encontrar tu lugar cuando regresaras a leer. • Usar los dibujos o unas diagramas para ayudarte en hacer

la tarea. • Usar los conocimientos que ya tiene.

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Reading Workshop Lesson 8: Reading and Following Directions—Poinsettia Fan Craft

Lesson 8: Reading and Following Directions—Poinsettia Fan Craft



Daily Read Aloud

• Provide a read aloud during another part of the day, such as Too Many Tamales/Que monton de tamales by Gary Soto

Materials

• Overhead or poster and student copies of “Poinsettia Fan Craft” (see Appendix) • “Poinsettia Fan Craft” materials from directions • Premade model poinsettia fan made with ELLs in preview/review session or

by teacher • “How to Read How-To Text” chart from Lesson 3 • “How-To Rubric” (see end of this lesson)

Intended Learning

• Students read and follow directions of how-to text to make poinsettia fans.

Colorado Standards



New Standards



Big Ideas



Mini-Lesson Notes

Connection Remind students that they learned about reading how-to text differently. Review the “How to Read How-To Text” chart: reading, read in sections, read, do, read, self-monitor, and use pictures. Encourage them to also think about what they already know to understand and figure out directions in text.

Teaching Have students work with their “Turn and Talk” partners today to read and help each other make poinsettia fans, according to “How to Read How-To Text” chart. Tell students that when they finish, they will use a “How-To Rubric” (see sample at the end of this lesson) to decide if they have done their best work. Show students the rubric and go over expectations. If you believe students need this craft modeled before they can follow directions on their own, follow the teaching model in Lesson 3.


Active Engagement Students read and follow directions to make poinsettia fans.


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Link Tell students to check their work when they finish their poinsettia fans by reviewing the “Poinsettia Fan Craft” directions and comparing their fans to the model. Ask them to rate their own work.


Students • Students work with partners to make and evaluate their poinsettia fans.

As they finish, they read from book bags individually or with partners and maintain reading logs of books and genres read.

Teacher

• Roam and assist groups as needed to read and follow directions. • Confer with individual students and keep ongoing records of performance and

goals in reading assessment notebooks. • Meet in small groups with students for oral language development (Let’s Talk

about It!), guided reading, or other instruction targeting student needs.

Sharing/Closure

• Ask students to share how reading and following directions worked this time and what strategies helped them: “Did they reread? Did they depend on their partners? Did they use background knowledge? Did the rubric help?”

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How-To Rubric Una guía para calificar un “How-To”

I followed all directions in the correct sequence. My project looks like the model.

Seguí todas las direcciones en la secuencia correcta. Mi proyecto se parece del modelo.

I followed most of the directions in the correct sequence. My project looks almost like the model.

Seguí la mayor parte de las direcciones en la secuencia correcta. Mi proyecto se parece mucho del modelo.

I followed some directions and some of the sequence. My project does not look like the model.

Seguí algunas de las direcciones y la secuencia en parte. Mi proyecto no se parece del model.

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Reading Workshop Lesson 9: Reading Response to The Legend of the Poinsettia

Lesson 9: Reading Response to The Legend of the Poinsettia



Daily Read Aloud


Materials

ELA-S classrooms: La leyenda de la flor de Nochebuena by Tomie dePaola • ELA-E and all other classrooms: The Legend of the Poinsettia by Tomie dePaola • Reading response journals • “Quality Second Grade Response” chart from Unit 1, Reading Lesson 10 and

used in Lesson 5 • “How-To Rubric” from Lesson 8

Intended Learning

• Students listen to read aloud and respond using the “Quality Second Grade Response” chart to write about text and compare their customs with those in text.

Colorado Standards



New Standards



Big Ideas


⊕ Incorporate home culture.

Mini-Lesson Notes

Connection Remind students of the “Quality Second Grade Reading Response” chart they used in the past to guide their reading responses. Today they use the chart to write responses as they think about characters’ customs in the text compared with their own.

Teaching Read aloud The Legend of the Poinsettia by Tomi dePaola, which is the second reading.

Stop during the first several pages to demonstrate comparing your customs to characters’ customs in the story. For example, “I helped my mother with dinner by setting the table. Lucida helps her mother with dinner by patting out tortillas. We both helped our mothers with dinner preparation, although we did it in different ways. I bet lots of different people help each other at dinner.”

Stop a few times during the rest of the story and ask students to “Turn and Talk” to their partners to compare their customs to characters’ in the text.

50/6 Preview/Review: Building Vocabulary and Concepts to Support Understanding—Familiarize students with concepts and vocabulary presented in the text.

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Reading Workshop Lesson 9: Reading Response to The Legend of the Poinsettia

usting Questioning Strategies to the

tudents

alk” about the story and connections they see to their own customs.

see if they included all the important parts of a quality

After the story, ask students to share two of their own customs that are like the text and two customs from the text that are different from theirs. Discuss with students how they can discover how other people live by reading stories. They might find out new and unusual things that others do that differ from what they do, but they might also find that people also do some things the same. Talk about why it is important to know about different customs.

Tell students to write their ideas in their reading response notebooks. Review the “Quality Second Grade Reading Response” chart to remind them what to include in their responses. Model a reading response if necessary, depending on how well students performed on the previous reading response day.

Send students to write in their notebooks about two or more of their customs that are the same as the text and two or more from the text that differ from theirs. “What did they learn from comparing customs?”

50/4 Interactive Read Aloud: Reading Designed to Support Understanding

50/13 Leveled Questions: AdjLanguage Levels of S

Active Engagement Students “Turn and T

Link Ask students to write about three or more of their customs that are the same as the story and three or more from the text that differ from their customs. Tell students to check the “Quality Second Grade Reading Response” chart to reading response.


Students

• Write reading responses in response notebooks. Read from book bags indivi

of books and genres read. • dually or with partners and maintain reading logs



Teacher


Sharing/Closure

• Ask students to share their reading responses with their response partners. Ask a few students to share with the whole group.

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Reading Workshop Lesson 10: Scanning How-To Text

Lesson 10: Scanning How-To Text



Daily Read Aloud


Materials

ELA-S classrooms: Toquemos Música by Margaret Clyne and Rachel Griffiths

• ELA-E classrooms: Let’s Make Music by Margaret Clyne and Rachel Griffiths • “How to Read How-To Text” chart from Lesson 3 (see end of this lesson)

ELA-S classrooms: Kwanzaa fiestas con velas by Linda Robertson • ELA-E classrooms: Kwanzaa Fun by Linda Robertson

Intended Learning

• Students understand the format of how-to text and learn to scan for desired information.

Colorado Standards



New Standards



Big Idea


Mini-Lesson Notes

Connection Remind students they learned to read how-to texts differently than they read stories. Review the “How to Read How-To Text” chart.

Teaching To continue discussing reading strategies for how-to texts, remind students that with story books, they usually read from front to back without skipping pages, but with how-to texts, readers don’t usually do that. Use a recipe book as an example of how you do not read every recipe to make a cake. You look at only cake recipes, not cookie or vegetable recipes. You read cake recipe titles and look at any pictures. Then when you see one you like, you scan the ingredients and the steps to see if you want to make that cake. If the cake doesn’t look good or look like the one you want, you continue reading. If the cake looks just right, you stop reading the rest of the book and concentrate on reading that one recipe. Explain that scanning is a way to read quickly.

Model for students with the Let’s Make Music/Toquemos Música big book. Show students that the book shows how to make several instruments. Tell students that you usually read the title and introduction. If you know what


the

m

in scanning for information.

Use your classroom computer(s) as tool(s) for your students to practice scanning how-to text. Go to the DPS LION Web site, select “Online Data-bases,” then “Newsbank,” then “Newsbank Kid Page.” Go to “Fun and Games” category. “Crafts,” “Cooking,” and “Magic Tricks” offer several how-to texts.Bookmark the selection you want your students to use or teach theto navigate there on their own to select text they are interested

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instrument you want to make, then turn to the table of contents to find the how-to text you want. If you don’t know what you want to make, scan the book.

Then page through the book, looking at titles and illustrations to decide which instruments look interesting to make. When you see one you might like to make, scan the materials and think if you can get the materials.

Next scan the steps to see if you understand how to make the instrument. If you want to make the instrument, then read the text carefully using strategies on the “How to Read How-To Text” chart.

If you don’t want to make the instrument, keep scanning other pages. Readers don’t always read every page of how-to books, but just pages they need, which they read with extreme care, following each step exactly.

Have students “Turn and Talk” about what you just modeled. Add this strategy to the “How to Read How-To Text” chart: “Use table of contents or scanning method to find text you need or want” (see sample at the end of this lesson).

Show students the Kwanzaa Fun text. Tell them you will use this text the next few days to practice this method.


Active Engagement Students “Turn and Talk” about what was modeled and help formulate the strategy to add to the “How to Read How-To Text” chart.

Link Tell students to pick how-to books from the how-to book basket to try scanning and reading the text.


Students

• Read independently or with partners and try the scanning strategy with how-to texts.

• Meet in a small group with teacher.

Teacher



Sharing/Closure

• Ask students to share with their response partners what they learned about reading how-to text today. Ask several students to share with the whole group.

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How to Read How-To Texts

• Read the text in sections. • Slow down your reading. • Reread the materials and directions sections over and over. • Go from reading to doing and back to reading. • Try to remember or self-monitor the part you just completed

so you can find your place when you go back to reading. • Use the pictures or diagrams to help you make or do the task. • Use background knowledge. • Use table of contents or scanning method to find text you need

or want.

Como leer los textos de “How-To”

• Leer el texto en partes. • Reducir la velocidad de leer. • Leer las materiales y las direcciones una y otra vez. • Regresar entre leer y hacer. • Tratar de recordarte de la parte que acababas de terminar

para encontrar tu lugar cuando regresaras a leer. • Usar los dibujos o unas diagramas para ayudarte en hacer

la tarea. • Usar los conocimientos que ya tiene. • Usar la tabla de contenido o un método para leer rápidamente

para encontrar el texto que necesita o que quiere.

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Reading Workshop Lesson 11: Reading and Scanning How-To Books

Lesson 11: Reading and Scanning How-To Books



Daily Read Aloud


Materials

ELA-S classrooms: Kwanzaa fiestas con velas by Linda Robertson • ELA-E classrooms: Kwanzaa Fun by Linda Robertson • Overhead or poster and student copies of “Kwanzaa Mkeka (Placemat) Craft”

(see Appendix)

Intended Learning

• Students understand the format of how-to text and learn to scan for desired information.

⊕ Students gain knowledge about Kwanzaa to understand cultures and customs.

Colorado Standards




New Standards



Big Idea



Mini-Lesson Notes

Connection Remind students that yesterday they learned to scan a book with multiple how-to texts and that once they find the particular things they want to make or do, they can stop scanning and read carefully.

Teaching Tell students that today you share a book, Kwanzaa Fun, about Kwanzaa, an African-American celebration observed yearly at the end of December. Ask students to talk about what they already know about Kwanzaa. As you read the text, stop and ask students to “Turn and Talk” about what they are learning about Kwanzaa. Tell students that in this text, they must remember all of their reading how-to text skills, because this book features a lot of information about Kwanzaa and many how-to texts that teach how to make or do particular things.

Read aloud the text and model strategies you have discussed; For example, “I’ll start with the front of the book and read the title. Next I read the introduction in sequence. After a few pages, I see a how-to text. I know it is


s

s.

50/47 Repetition and Innovation:Getting to Deep Comprehension through Multiple Interactions with a Book—Ask students to complete a sentence frame, such as “During Kwanzaa, people celebrate by ___.”

Have students use classroom computer(s) to find how-to articleabout other December holidayUse this opportunity to teach category searching. Have students visit http://www.yahooligans.com,

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Reading Workshop Lesson 11: Reading and Scanning How-To Books

a how-to text because I see a box titled ‘You will need.’ My background knowledge tells me it could be another way to say ‘materials list.’ At this point, I can scan this how-to text to see if I might like to make it. When I turn the page, I see more Kwanzaa information I want to read carefully. Next is another how-to text I can scan.”

Complete reading the text in this way. Tell students now that you have learned some things about Kwanzaa, you can read the how-to text you thought looked interesting to make. Tell students you decided to make the “Kwanzaa Mkeka (placemat) Craft,” because it can be a gift and a decoration. Show students the overhead or poster and hand out individual copies of the “Kwanzaa Mkeka (placemat) Craft.”

50/2 Visual Scaffolding: Providing Language Support through Visual Images and 50/3 Realia Strategies: Connecting Language Acquisition to the Real World—Present the Kwanzaa information in the text.

Active Engagement Students “Turn and Talk” about how Kwanzaa is celebrated.

Link Tell students to read the “Kwanzaa Mkeka (placemat) Craft” how-to, practicing how-to text strategies they know to prepare to make placemats tomorrow.


then click on “Holidays” under the heading “Around the World.” Next select the month (December), thenexplore Kwanzaa information

other December holiday

and

ect

row

anyinformation that interests them. ⊕ Use this lesson to explore respfor other cultures. Give students information about holidays cele-brated this time of year in various cultures. The Scholastic Web site at http://content.scholastic.com/bse/article.jsp?id=1333#eidulfitr briefly explains several holidays afeatures a shortyou could use. The site

nd how-to activity

http://www.topics-mag.com/internatl/holidays/festivals.htm/ also gives brief, age-apppriate descriptions

ro-of holidays

around the world.

Students

• Read independently or with partners and try the scanning strategy with how-to texts.

• Maintain reading logs of books and genres read. • Meet in a small group with teacher.

Teacher



Sharing/Closure

• Ask students to share with their response partners what they learned about Kwanzaa. Ask one or two groups to share with the whole class.

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Reading Workshop Lesson 12: Reading and Following Directions—Kwanzaa Mkeda (Placemat) Craft

Lesson 12: Reading and Following Directions—Kwanzaa Mkeda (Placemat) Craft



Daily Read Aloud


Materials

• Overhead or poster and student copies of “Kwanzaa Mkeka (Placemat) Craft” how-to text (see Appendix)

• “Kwanzaa Mkeka (Placemat) Craft” materials from directions • “How to Read How-To Text” chart from Lesson 3 • “How-To Rubric” from Lesson 8

Intended Learning

• Students read and follow directions of how-to text, emphasizing following directions to make Kwanzaa placemats.

Colorado Standards



New Standards



Big Ideas



Mini-Lesson Notes

Connection Remind students of their previous work on reading how-to text. Refer to the “How to Read How-To Text” chart. Tell students that we talked about reading and rereading directions.

Teaching Tell students that we must follow directions in order, which can be hard to do while we read, do the craft, then read again. It requires that we hold information in our heads about what we read and what we just did and where to start reading again. If we skip steps or don’t follow directions in order, often our project won’t turn out. Tell students that how-to text requires us to be aware of our reading. Model for students reading and making the Kwanzaa placemat. Point out a place where doing the craft out of order ruins the placemat. Tell students they will evaluate their work with the “How-To Rubric” from Lesson 8.

Have students pair up with their response partners to read and follow directions to make Kwanzaa placemats.


h

wan


Plan a lesson in your technology laband/or library, collaborating witthe technology teacher/and or librarian. Students work in groups of two or three to scan one of many Kwanzaa Web sites to find informa-tion on how to do a different Kwanzaa craft, game, or activity. For example, students could visit www.kidsdomain.com/holiday/kzaa/index.html, choose how-to sections to print, take home, and create for homework.

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Reading Workshop Lesson 12: Reading and Following Directions—Kwanzaa Mkeda (Placemat) Craft

Active Engagement Students read and follow direction to make Kwanzaa placemats.

Link Tell students to check their work when they finish their placemats by reviewing the “Kwanzaa Mkeka (Placemat) Craft” directions and comparing their placemats to the model. Ask them to rate their own work.


Students • Students work with partners to make and evaluate their placemat projects.

As they finish, they read from book bags individually or with partners and maintain reading logs of books and genres read.

Teacher

• Roam and assist groups as needed to read and follow directions. • Confer with individual students and keep ongoing records of performance

and goals in reading assessment notebooks. • Meet in small groups with students for oral language development (Let’s

Talk about It!), guided reading, or other instruction targeting student needs.

Sharing/Closure

• Ask students to share how reading and following directions worked this time and how they held information in their heads and managed to follow the directions in order. Let students display their placemats.

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Reading Workshop Lesson 13: Reading Response to Kwanzaa Fun

Lesson 13: Reading Response to Kwanzaa Fun



Daily Read Aloud


Materials

ELA-S classrooms: Kwanzaa Fiestas Con Velas by Linda Robertson • ELA-E and all other classrooms: Kwanzaa Fun by Linda Robertson • Reading response journals • “Quality Second Grade Response” chart from Unit 1, Reading Lesson 10 and

used in Lesson 5 • “How-To Rubric” from Lesson 8

Intended Learning

• Students listen to read aloud and write reading responses comparing their holiday customs with Kwanzaa to support their reading comprehension and appreciation of different customs.

Colorado Standards


• Apply thinking skills to their reading, writing, speaking, listening, and viewing.

New Standards



Big Ideas


⊕ Incorporate home culture.

Mini-Lesson Notes

Connection Remind students that they have learned about Kwanzaa. Today they use the “Quality Second Grade Response” chart to write responses about how Kwanzaa is similar to or different from holiday customs in their families.

Teaching Reread some information sections from Kwanzaa Fun. Ask students to think how what they learned about Kwanzaa compares with how they celebrate holidays in their own homes. Holidays might be Christmas, Hanukkah, Kwanzaa, or another holiday of their choice. As you read the text, model how a holiday in your home compares with what you are reading. Then stop a few times and ask students to talk about their own holidays with reading response partners.

50/4 Interactive Read Aloud: Reading Designed to Support Understanding usting Questioning Strategies to the

50/13 Leveled Questions: AdjLanguage Levels of Students


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Reading Workshop Lesson 13: Reading Response to Kwanzaa Fun

Active Students “Turn and Talk” to discuss their own customs and similarities and differences to Kwanzaa to prepare to write.

Link

celebrate in their homes and how the holidays are similar to or different from Kwanzaa.

Engagement

Tell students to use the “Quality Second Grade Response” chart as a guide for how to write their responses. Ask them to write about holidays they


Stu n

s. ad from book bags individually or with partners.

Tea e


de ts

• Write reading responses in their response notebook• Re

ch r


Sharing/Closure

• their reading responses with their response partners. Ask a few students to share with the whole group. Honor different holidays students celebrate.

Ask students to share

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Appendix

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Appendix Grade 2: Unit 3: Nonfiction: How-To

Shape Snowman Craft

In this simple project, shapes are used to make a snowman.

Materials

1. Scissors 2. Glue 3. 1 shape snowman template 4. Crayons: black, orange, brown, and blue

Steps

1. Color the shapes on the shape snowman template. Color the diamonds ............ black Color the triangle .............. orange Color the star ................... blue Color the white rectangles ... brown

2. Cut out all the shapes with scissors. 3. Glue the white circles on the large blue construction paper starting with the largest circle on

the bottom, the medium circle in the middle, and the small circle for the face on top.

4. Make the hat by gluing the black rectangle to the top of the small circle that has the face.

Glue the black square on top of the black rectangle. 5. Glue the blue star to the black square. 6. Glue the black diamonds to the medium circle to look like buttons.

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7. Glue the orange triangle to the face to look like a nose. 8. Glue the brown rectangles to both sides of the medium circle to stick out like arms.

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Artesanía con la forma de un muñeco de nieve

Éste es un trabajo sencillo en el que se usan formas para hacer un muñeco de nieve.

Materiales

1. Tijeras 2. Goma para pegar 3. 1 molde con la forma de un muñeco de nieve 4. Crayones: negros, anaranjados, cafés, y azules

Pasos a seguir

1. Colorea las figuras que están en el molde del muñeco de nieve. Colorea los diamantes.................. negros Colorea el triángulo..................... anaranjados Colorea la estrella ...................... azul Colorea los rectángulos blancos ...... cafés

2. Recorta todas las figuras con las tijeras. 3. Pega los círculos blancos en la cartulina grande empezando con el círculo más grande en la

parte de abajo, el círculo mediano en medio, y el círculo pequeño con la cara, hasta arriba.

4. Haz el sombrero pegando con goma el rectángulo negro en la parte de arriba del círculo

pequeño que tiene la cara. Pega con goma el cuadro negro arriba del rectángulo negro. 5. Pega con goma la estrella azul al cuadro negro. 6. Pega con goma los diamantes negros al círculo de en medio para que se vean como botones.

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7. Pega con goma el triángulo anaranjado a la cara para que se vea como nariz. 8. Pega con goma los rectángulos cafés a los dos lados del círculo de en medio de modo que

sobresalgan como si fueran los brazos.

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Poinsettia Fan Craft

Introduction The poinsettia is a plant that grows in Mexico. The Aztecs used it for medicine and to make a colored dye. Now it is used to celebrate Christmas in Mexico. A Mexican legend tells how a child gave a special gift that turned into the beautiful poinsettia or flor de la Nochebuena, flower of the Holy Night. Fans are also a Latin American tradition used by women to cool themselves in the hot climate. Fans became very special and were often handed down from mother to daughter. The fan was used so much that it is said to have a language. For example, a mother might tap a child with her fan to secretly say, “Hush,” or convey some other secret message. This craft brings together the two traditions of poinsettias and fans and makes a nice decoration that can be given as a gift at this festive time of year.

Materials

1 large craft stick 1 piece of light-colored construction paper 1 piece of red construction paper Glue Scissors Optional materials: sequins, glitter, ribbon, markers, hole punch

Steps

1. Fold the light-colored construction paper in half. It will become your fan. 2. Cut a large triangle from the light-colored paper, starting at the folded corner

and cutting towards the open corners.

3. Fold the red construction paper into fourths.

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4. Cut three sets of petals shaped like diamonds from the folded paper.

You should end up with 12 petals.

5. Glue the petals to the front middle of the triangle fan in a star shape. 6. Glue the craft stick to the back of the triangle fan. 7. You may add additional decorations to your fan like sequins across the top to look like lace or

use a hole punch to cut holes across the top to look like lace. A ribbon laced through the holes adds color. Ribbons, glitter, or markers can also add color to your fan.

Closure Share what you learned about the poinsettia, fans, and Mexico with someone you know.

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Abanico artesanal con flor de nochebuena

Introducción La flor de Nochebuena es una planta que crece en México. Los aztecas la usaban como medicina y para hacer colorante. Ahora se usa en México para celebrar la Navidad. Una leyenda mexicana cuenta cómo un niño dio un regalo especial que se convirtió en la hermosa flor de Nochebuena. Los abanicos son también una tradición de Latinoamérica y los usan las mujeres para refrescarse en el clima caliente. Los abanicos se volvieron algo muy especial y con frecuencia se pasaban de madres a hijas. El abanico se usaba tanto que se decía que tenían un lenguaje. Por ejemplo, una madre podría golpear suavemente con su abanico a su hijo para decirle en secreto, “Tranquilízate,” o para transmitirle otro mensaje secreto. Esta artesanía reúne las dos tradiciones de las flores de Nochebuena y los abanicos y forma una bonita decoración que puede regalarse en este tiempo festivo del año.

Materiales

1 palito grande para artesanías 1 pliego de cartulina de color pálido 1 pliego de cartulina roja Goma de pegar Tijeras Materiales opcionales: lentejuela, brillantina, listón, marcadores, perforadora

Pasos a seguir

1. Dobla a la mitad la cartulina de color pálido. Eso será tu abanico. 2. Corta un triángulo grande de la cartulina de color pálido empezando en la esquina doblada

y cortando hacia las esquinas abiertas.

3. Dobla la cartulina roja en cuatro partes.

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4. Corta, del papel doblado, tres grupos de pétalos en forma de diamante.

Eso te debe dar 12 pétalos.

5. Pega con goma los pétalos a la parte media del frente del abanico en triángulo para formar

una estrella. 6. Pega con goma el palito a la parte de atrás del abanico triangular. 7. Puedes agregar adornos adicionales a tu abanico, como lentejuelas en la parte superior para

que se vea como encaje, o usar una perforadora en toda la parte de arriba para que parezca encaje. Un listón enlazado por los agujeros añadirá color. Listones, brillantina, o marcadores pueden también agregarle color a su abanico.

Final Comparte con alguien que conozcas lo que aprendiste sobre los abanicos de Nochebuena y sobre México.

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Kwanzaa Mkeka (Placemat) Craft

Introduction Kwanzaa is an African-American celebration that happens every year from December 26 through January 1. The purpose of the celebration is to honor the rich African roots of the African-American community. There are seven days of Kwanzaa and seven principles: unity, self-deter-mination, collective work and responsibility, cooperative economics, purpose, creativity, and faith. Red, black, and green are the colors used to decorate for this celebration, and like many celebrations, there are feasts with family and friends, music, and handmade gifts. The handmade gifts represent the principal of creativity and are called zawadi. This placemat is a common craft made at Kwanzaa and can be used as zawadi, a gift or decoration at a Kwanzaa feast.

Materials

1 large black piece of construction paper 1 small green piece of construction paper 1 small red piece of construction paper Ruler or yard stick Pencil White crayon Masking tape Scissors

Steps

1. Use a ruler or yard stick and draw a 1-inch border line with a white crayon around the outside of the black construction paper.

2. Use the ruler or yard stick to measure and draw even lines horizontally across the black

construction paper with a white crayon stopping at the border lines.

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3. Fold the black construction paper in half and use the scissors to cut along the white horizontal lines stopping at the border. This is the base of your placemat.

4. Use a ruler or yard stick to measure and draw even lines vertically across the green and red

construction paper.

5. Use scissors to cut the red and green paper into even strips. 6. Weave a red strip through the black construction paper going under one strip and over the next.

7. Weave a green strip through the black construction paper mat going over one strip and under

the next.

8. Continue weaving red, then green strips until the black mat is full. 9. Use masking tape to tape the edges and create a finished border that holds the weaving

in place.

Closure Handmade gifts are exchanged by people who share special feelings for each other like a parent and a child. Find someone special with whom you can share your creative zawadi.

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Artesanía con Kwanzaa Mkeka (mantelito individual)

Introducción Kwanzaa es una celebración afroamericana que pasa cada año desde el 26 de diciembre hasta el 1 de enero. El propósito de la celebración es hacer honor a las abundantes raíces africanas de la comunidad afroamericana. Hay siete días de Kwanzaa y siete principios: unidad, autodeterminación, trabajo y responsabilidad colectiva, economías cooperativas, propósito, creatividad y fe. Se usan el rojo, el negro y el verde como los colores de decoración para esta celebración, y como en muchas celebraciones, hay fiestas con familiares y amigos, música y regalos hechos a mano. Los regalos hechos a mano representan el principio de creatividad y se llaman zawadi. Este mantelito es una artesanía que se hace normalmente durante Kwanzaa y se puede usar como zawadi, un regalo o una decoración para una fiesta de Kwanzaa.

Materiales

1 pedazo grande de cartulina negra 1 pedazo pequeño de cartulina verde 1 pedazo pequeño de cartulina roja Regla o yarda Lápiz Crayón blanco Cinta adhesiva protectora Tijeras

Pasos a seguir

1. Usa una regla o una yarda para dibujar con crayón blanco una línea de margen de 1 pulgada alrededor de la cartulina negra.

2. Usa la regla o la yarda y un crayón blanco para medir y dibujar líneas equidistantes

horizontalmente por la cartulina negra que vayan de margen a margen.

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3. Dobla la cartulina negra por la mitad y usa las tijeras para cortarla por las líneas blancas

horizontales, hasta llegar al margen. Esta es la base de tu mantelito.

4. Usa una regla o una yarda para medir y dibujar líneas equidistantes verticales por la cartulina

verde y la cartulina roja.

5. Usa las tijeras para cortar el papel rojo y el papel verde en tiras iguales. 6. Entrelaza una tira roja por la cartulina negra, pasándola por debajo de una tira negra y luego por

encima de la próxima.

7. Entrelaza una tira verde por el mantelito de cartulina negra, pasándola por encima de una tira

negra y luego por debajo de la próxima.

8. Continúa entrelazando las tiras rojas y las tiras verdes, alternándolas hasta que el mantelito

esté completo. 9. Usa la cinta adhesiva protectora para pegar los bordes y crear un margen terminado que

mantenga el tejido estable.

Final Los regalos hechos a mano se intercambian entre las personas queridas, como un padre o madre y un niño o niña. Busca alguien especial con quién poder compartir tu zawadi creativo.

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Documents

Lesson 1: Discovering the Purpose of How-To Textcommoncore2012.homestead.com/Grade_Level_Files/Second/Reading/... · Lesson Plan Grade 2: Unit 3: Nonfiction: How-To Reading Workshop