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Bilingual Reading – Grade 1Unit of Study: Reading is Comprehending (Leer es comprender)
Third Grading Period Weeks 1- 5 CURRICULUM OVERVIEWBig Idea Unit Rationale
“If we want kids to wind up with comprehension, we have to begin with comprehension. The current emphasis on word calling, automaticity, and fluency in the early grades is often at the expense of understanding.” (117).
Routman, R. (2003). Reading Essentials. Heinemann, Portsmouth, NH.
“Effective strategy instruction is about developing readers who actively and independently monitor and regulate their own comprehension.” (120)
“We need to teach our students to ask themselves, as they read: Does this make sense? Does this sound like language? Do I know what is happening in the text?” (125)Routman, R. (2003). Reading Essentials. Heinemann, Portsmouth, NH.
TEKS TEKS Specificity – Intended Outcome TEKS Grade 1 The student is expected to
1A determine the purpose for listening such as to get information, to solve problems, and to enjoy and appreciate
1B respond appropriately and courteously to directions and questions 1C participate in rhymes, songs, conversations, and discussions 1D listen critically to interpret and evaluate 1E(ii) listen responsively to stories and other texts read aloud, including
selections from classic and contemporary works in Spanish 2A connect experiences and ideas with those of others through speaking and
listening 3A(ii) choose and adapt spoken language appropriate to the audienc, purpose
and occasion, including use of appropriate volume and rate 3B(ii) use verbal and nonverbal communication in effective ways when making
announcements, giving directions, etc. 4B use vocabulary to describe clearly ideas, feelings, and experiences 5A recognize that print represents spoken language and conveys meaning 6A demonstrate the concept of word by dividing spoken sentences into individual
words 6B identify, segment, and combine syllables within spoken words such as by
clapping syllables and moving manipulatives to represent syllables in words 6C produce rhyming words and distinguish rhyming words from non-rhyming
words 6D(ii) identify vowel and consonant sounds 6E blend sounds to make spoken words, including three and four phoneme
words, through ways such as moving manipulatives to blend phonemes in a spoken word
6F segment one-syllable spoken words into individual phonemes, including three and four phoneme words, clearly producing beginning, medial, and final sounds
7B understand that written words are composed of letters that represent sounds 7C(ii) learn and apply letter-sound correspondences of vowel-consonant patters
to produce syllables to begin to read 7D(ii) learn and apply the most common letter-sound correspondences
“I CAN” statements highlighted in yellow should be displayed for students.Yo puedo…
participar en rimas, canciones, conversaciones y discusiones (1C, 3Aii, 3Bii, 13B, 13C)
escuchar por diferentes motivos (1A,1D, 1Eii, 13A) hacer conexiones personales con el texto, hacer conexiones entre textos y con
el mundo real (2A, 12G, 13D, 16A) hacer y contestar preguntas (1B, 3C) aprender el vocabulario nuevo (4A, 4B) demostrar el concepto de una palabra al dividir oraciones habladas en palabras
individuales (6A) dividir las palabras en sílabas y sonidos y unir los sonidos y las sílabas para
formar palabras (6B, 6E, 6F) hacer parejas de palabras que riman y distinguir las palabras que riman y no
riman (6C) identificar los sonidos de las vocales y consonantes (6Dii) entender que las palabras habladas están hechas de sonidos (7B) utilizar la correspondencia entre letras y sonidos para aprender a leer (7Cii, 7Dii) descifrar las palabras (7Eii, 7F, 7H, 8A, 11C) leer texto descifrable (7G) usar patrones ortográficos para leer las palabras (8B) utilizar claves estructurales (8Cii) identificar palabras multisilábicas usando patrones ortográficos (8D) utilizar las palabras irregulares de uso frecuente (8F) reconocer las palabras comunes con rapidez (8Gii) leer textos al nivel instruccional e independiente (9A, 9B, 9D) leer con fluidez (9C) leer libros de diferentes géneros y reconocer sus características (10A, 14D) utilizar organizadores gráficos para adquirir información (10B) discutir los significados de palabras (11A) leer las palabras nuevas y usarlas en las discusiones y la escritura (11B) usar el conocimiento previo para entender el texto (12A)
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 1 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
7E(ii) decode words using knowledge of all Spanish sounds, letters, and syllables, including consonants, vowels, blends, and stress
7F decode by using all letter-sound correspondences within regularly spelled words
7G use letter-sound knowledge to read decodable texts (engaging and coherent texts in which most of the words are comprised of an accumulating sequence of letter-sound correspondences being taught)
7H apply letter-sound knowledge to read decodable texts 8A decode by using all letter-sound correspondences within a word 8B use common spelling patterns to read words 8C(ii) use structural cues to recognize words such as compounds, base words,
and inflections such as –mente, -ito, -ada… 8D identify multisyllabic words by using common syllable patterns 8F use knowledge of word order (syntax) and context to support word
identification and confirm word meaning 8G(ii) develop automatic recognition of words that use specific spelling
patterns… 9A read regularly in independent-level materials 9B read regularly in instructional-level materials that are challenging but
manageable 9C read orally from familiar texts with fluency (accuracy, expression, appropriate
phrasing, and attention to punctuation) 9D self-select independent level reading such as by drawing on personal interest,
by relying on knowledge of authors and different types of texts, and/or by estimating text difficulty
10A read fiction, nonfiction, and poetry for pleasure and/or information 10B use graphs, charts, signs, captions, and other informational texts to acquire
information 11A discuss meanings of words and develop vocabulary through
meaningful/concrete experiences 11B develop vocabulary by listening to and discussing both familiar and
conceptually challenging selections read aloud 11C identify words that name persons, places, or things and words that name
actions 12A use prior knowledge to anticipate meaning and make sense of texts 12B establish purposes for reading and listening 12C retell or act out the order of important events in stories 12D monitor his/her own comprehension and act purposefully when
comprehension breaks down using strategies 12E draw and discuss visual images based on text descriptions 12F make and explain inferences from texts such as determining important ideas
and causes and effects, making predictions, and drawing conclusions 12G identify similarities and differences across texts such as in topics,
establecer el propósito para la lectura (12B) volver a contar un cuento (12C) usar diferentes estrategias para comprender el texto (12D) visualizar el texto (12E) saber la idea principal del libro (12F) entender la estructura de un cuento (14B) distinguir entre texto de ficción e informativo, incluyendo fantasía y realidad
(14C) reconocer las características de géneros diferentes (14D, 14E) distinguir entre los papeles de autor e ilustrador (14F) analizar los personajes (incluyendo sus rasgos, sentimientos, relaciones y
cambios) (14G) identificar la importancia del escenario (14H) reconocer el trama o problema del cuento (14I) escribir en su mejor letra (17A)
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 2 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Con
cept
s 13A listen to stories being read aloud 13B participate actively (react, speculate, join in, read along) when predictable
and patterned selections are read aloud 13D connect ideas and themes across texts 13E describe how illustrations contribute to the text 14B understand simple story structure 14C distinguish fiction from nonfiction, including fact and fantasy 14D recognize the distinguishing features of familiar genres including stories,
poems, and informational texts 14E understand literary forms by recognizing and distinguishing among such
types of text as stories, poems and informational books 14F understand literary terms by distinguishing between the roles of the author
and illustrator 14G analyze characters, including their traits, feelings, relationshiops, and
changes 14H identify the importance of the setting to a story’s meaning 14I recognize the story problem(s) or plot 17A gain increasing control of penmanship
Evidence of Learning Anecdotal remarks from the Reader’s Notebook 85% of the students will score 80% or above on the selection assessments (comprehension and vocabulary). 85% of the students will score 80% or above on the spelling tests. 85% or students will read at a fluency rate of approximately 50 or more wpm.
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 3 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Bilingual Reading – Grade 1Unit of Study: Reading is Comprehending (Leer es comprender)
Third Grading Period Weeks 1- 5 CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills
Why is it important to categorize and classify information from a story?
What do I need to know and understand about the characters of a story?
How do I use context clues to help me understand the meaning of a word?
How do I distinguish between fantasy and reality?
Kindergarten TEKS develop vocabulary by listening to and discussing selections read aloud (8B) use prior knowledge to anticipate meaning and make sense of texts (9A) understand simple story structure (11B) distinguish fiction from nonfiction, including fact and fantasy (11C)
The Teaching Plan for Una máquina de trabajo and Las comunidadesWeeks 1 and
2Instructional Model/Teacher Directions
Daily Instructional Routines30 Minutes
Phonemic Awareness/Phonics Spelling Vocabulary Fluency
Lune
s
pp. 100i-100j, 100k-100lFonética: Sílabas que, qui y Sílabas abiertas con jDesarrollar la conciencia fonémica
oPresentar el carteloCantar la canción
Relacionar el sonido y la letraoPresentar las vocalesoSeñalar las palabrasoCombinar sílabaso Identificar palabrasoDescifrar y formar otras palabras
Rutina oPracticar la pronunciación
Separen las letras Combinen las sílabas
pp. 100j, 100lOrtografía: Palabras con que/qui y con jExamen preliminarEmplear el patrón ortográfico
p. 100lMural de palabras: Palabras de uso frecuente
p. 100mPresentar el vocabulario
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Escuchar al maestro leer el librito de fonética ¡A jugar! en voz alta
Practicar la lectura en eco usando el librito de fonética ¡A jugar! (Teacher Toolkit: Fluency – Echo Reading)
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 4 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Mar
tes
p. 107cFonética: Sílabas que, qui y Sílabas abiertas con jActividades de práctica
oCartel de rimas de rimas y canciones de fonética
oEres una sílabaFormar palabras
oFormar palabras
Librito de fonética
p. 107dOrtografía: Palabras con que/qui y con jPalabras que faltanRutina: Práctica de ortografía
p. 107dCaligrafía: Qq
p. 107dMural de palabras: Palabras de uso frecuente
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética ¡A jugar! en coro (Teacher Toolkit: Fluency – Choral Reading)
Mié
rcol
es
p. 119aFonética: Sílabas que, qui y Sílabas abiertas con jRelación con el cuentoActividades de práctica
oLibro de palabrasoSuperlibro
Repaso: Sílabas ca, co, cu
p. 119b Ortografía: Palabras con que/qui y con jPracticar la escrituraEscoger unas de las actividades para practicar deletreando las palabras (Teacher Toolkit: Spelling Chants)
p. 108aPresentar el vocabulario
p. 119bMural de palabras: Palabras de uso frecuente
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética ¡A jugar! en parejas (Teacher Toolkit: Fluency – Paired Reading)
Juev
es
p. 120aFonética: Sílabas abiertas con llRepaso: Sílabas abiertasAtención a necesidades diversas
Hacer una actividad para desarrollar la conciencia fonémica y la fonética (Teacher Toolkit: Bilingual Phonemic Awareness/Phonics Activities)
p. 120bOrtografía: Palabras con que/qui y con j Práctica de ortografía en parejas
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética ¡A jugar! en coro (Teacher Toolkit: Fluency – Choral Reading)
Vier
nes
p. 121Fonética: Sílabas que, qui y Sílabas
abiertas con jPaquete de palabras
p. 121d Escoger unas de las actividades para
practicar las palabras de ortografía (Teacher Toolkit: Games/Activities to Practice Spelling Words)
Examen de ortografía
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética ¡A jugar! en parejas (Teacher Toolkit: Fluency – Paired Reading)
Weekly Spelling Words High Frequency Words Vocabulary Words Academic Vocabularypaquetequesoquitaabeja jinete
ojo jugarqueconejomáquina
queella jugar
sucasi
Una máquina, un trabajo
aparatoscoloridos jinetemáquina tejido
Las comunidadescarreterasconstruyenmascotasprotegensalud traen
clasificarautorpropósito del autor
Comprehension Focus Lessons15 Minutes
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 5 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Note: On Mondays, a read aloud of a mentor text will be done during the comprehension focus lesson. Therefore, 10 minutes will be added to the focus lesson and an additional read aloud after small group/work station time will not take place.
Day 1: Introduce Comprehension Skill with a Read Aloud – Classify(Teacher Toolkit: Classify)Focus: Identify the ways things are alike and different.When modeling classifying, use an expository read aloud. Preview the text to look for good places to model. Mark stopping points where you will think aloud about how things are alike and different. Make predictions about the title or sections of the text. Explain that good readers think about how things are alike and how they are different when reading Read aloud the expository text. Stop two to three times to think aloud. After the read aloud, identify the subject and list how they were alike and different. Remind students that good readers think about ways things are alike and different when they are reading.
Días 2 - 5: Repasar la destreza de comprensión a través de la semana.Día 2: p. 107e Desarrollar la comprensión auditiva Enseñar la destrezaoDemuestreoPracticar
Día 3 Modelar la destreza de comprensión
(clasificar) al leer el cuento Las comunidades, pp. 108-118 en voz alta.
Día 4: p. 119e Práctica: Clasificar Volver al superlibro Repaso: Propósito del autor
Día 5: Examen de la selección: Cuaderno de
práctica 1.3oParte I: Vocabulario, p. 61oParte 2: Comprensión, p. 62
Small Group Guided Reading Instruction/Work Stations 35 Minutes
Note: The phonics story in the Scott Foresman basal and the leveled books will be used during small group guided reading instruction. Small group instruction is based on students’ needs. The teacher will meet with two groups daily (17 minutes per group).
The teacher should spend 5-7 minutes on a skills lesson to address one of the 5 reading components (Phonics, Phonemic Awareness, Vocabulary, Comprehension, or Fluency). Following the brief skills lesson, students should apply their new learning to connected text.
On Tuesday, 10 minutes of Small Group Guided Reading Instruction may be devoted to children needing additional assistance with handwriting. It is very important that the teacher model good handwriting skills during whole group instruction. The whole group focus lessons are listed in the Scott Foresman T.E. on day 2 under the heading Caligrafía. During Small Group Guided Reading Instruction, the teacher needs to make sure that the children are practicing correct letter formation. During both whole group and Small Group Guided Reading Instruction it is suggested that the children use lined handwriting paper (not loose leaf paper nor spiral notebooks).
Go to http://www.tea.state.tx.us/curriculum/biling/Struglingspanishreader.pdf for ideas on skills lessons. Work stations will occur simultaneously with Small Group Guided Reading Instruction. Each station should have differentiated activities that reinforce skills and strategies
taught during whole group instruction. Students will do two work station rotations each day. They will each station twice over the week. Students will visit the following five work stations:
Listening Station (El taller de escuchar)Drama/Retelling Station (El taller de dramatización/volver a contar)Writing Station (El taller de escritura)Independent Reading Station (El taller de lectura independiente)Word Work Station (El taller de palabras)
Go to the Teacher Toolkit for ideas on work station activities.Read Aloud
10 Minutes
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 6 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Routine: Preread the book to be familiar with the content and how to guide student discussion. Establish a purpose, tell why you selected the book, and familiarize them with the author, illustrator, and genre. Ask students to make predictions. Model comments and reflections as you read. Find a few places to pause and invite students to comment. Keep the pace of the reading so that it is not disjointed, but enjoyable. Keep a list of books you have read aloud and post it so that students can use the list to make connections. Place books you have read aloud in a special container, or display them in the classroom library for easy access.
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 7 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
ResourcesTeacher Toolkit:
Bilingual Phonemic Awareness/Phonics Activities Fluency Speed Drills Ways to Teach Fluency packet Spelling Chants Games/Activities to Practice Weekly Spelling
Words Hands-On Vocabulary Instruction
Textbook: Scott Foresman Lectura Guía del maestro, Vol.
3 – Juntos aprendemos, Páginas 100a-77e Stories: Una máquina de trabajo and Las
comunidades Librito de fonética ¡A jugar! Superlibro Cómo se hacen los ositos de
peluche
Additional Resources: Cartel de rimas y canciones Audiocasete de la selección Audiocasete para desarrollar el contexto Cuaderno de práctica
Suggested Read Alouds: La caja de los botones by Margarette Reid Trenes by Matt Doeden ¿Has visto estas aves? by Joanne Oppenheim Las ballenas y los delfines by J.I. Anderson Aeronaves asombrosos by Seymour Simon
The Teaching Plan for Rafi, el rey gigante and Zorro y Osa miran la lunaWeek 3 Instructional Model/Teacher Directions
Daily Instructional Routines30 Minutes
Phonemic Awareness/Phonics Spelling Vocabulary Fluency
Lune
s
pp. 122i-122j, 122k-122lFonética: r fuerte – ra, re, ri, ro, ru y Sílabas ge, giDesarrollar la conciencia fonémica
oPresentar el carteloCantar la canción
Relacionar el sonido y la letraoPresentar las vocalesoSeñalar las palabrasoCombinar sílabaso Identificar palabrasoDescifrar y formar otras palabras
Rutina oPracticar la pronunciación
Separen las letras Combinen las sílabas Digan con más fuerza
pp. 122j, 122lOrtografía: Palabras con r fuerte – ra, re, ri, ro, ru y Palabras con ge/guiExamen preliminarEmplear el patrón ortográfico
p. 122lMural de palabras: Palabras de uso frecuente
p. 122mPresentar el vocabulario
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Escuchar al maestro leer el librito de fonética Genaro y Roberto en voz alta
Practicar la lectura en eco usando el librito de fonética Genaro y Roberto (Teacher Toolkit: Fluency – Echo Reading)
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 8 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Mar
tes
p.127cFonética: r fuerte – ra, re, ri, ro, ru y Sílabas ge, giActividades de práctica
oCartel de rimas de rimas y canciones de fonética
oFormar palabrasRutina
oFormar palabras
Librito de fonética
p. 127dOrtografía: Palabras con r fuerte – ra, re, ri, ro, ru y Palabras con ge/guiRompecabezas de ortografíaRutina: Práctica de ortografía
p. 127dCaligrafía: Uu
p. 127dMural de palabras: Palabras de uso frecuente
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Genaro y Roberto en coro (Teacher Toolkit: Fluency – Choral Reading)
Mié
rcol
es
p. 141aFonética: r fuerte – ra, re, ri, ro, ru y Sílabas ge, giRelación con el cuentoActividades de práctica
oSaco de palabrasoLibrito de fonética – Genaro y
RobertooSuperlibro
Repaso: Sílabas ca, co, cu/que, qui
p. 141b Ortografía: Palabras con r fuerte – ra, re, ri, ro, ru y Palabras con ge/guiPracticar la escrituraEscoger unas de las actividades para practicar deletreando las palabras (Teacher Toolkit: Spelling Chants)
p. 128aPresentar el vocabulario
p. 141bMural de palabras: Palabras de uso frecuente
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Genaro y Roberto en parejas (Teacher Toolkit: Fluency – Paired Reading)
Juev
es
p. 142aFonética: Sílabas abiertas con jRepaso: Sílabas abiertasAtención a necesidades diversas
Hacer una actividad para desarrollar la conciencia fonémica y la fonética (Teacher Toolkit: Bilingual Phonemic Awareness/Phonics Activities)
p. 142bOrtografía: Palabras con r fuerte – ra, re, ri, ro, ru y Palabras con ge/gui Práctica de ortografía en parejas
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Genaro y Roberto en coro (Teacher Toolkit: Fluency – Choral Reading)
Vier
nes
p. 143dDivide the class into groups of 3-4 to play ¿Quién escribirá más? (Teacher Toolkit) Each group will divide their paper into 5 columns and compete against each other to write lists of words beginning with ra, re, ri, ro, ru OR divide their paper into 2 columns and compete to write words with ge and gi. The team that writes the most words correctly in 10 minutes wins.
p. 143d Escoger unas de las actividades para
practicar las palabras de ortografía (Teacher Toolkit: Games/Activities to Practice Spelling Words)
Examen de ortografía
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Genaro y Roberto en parejas (Teacher Toolkit: Fluency – Paired Reading)
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 9 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Weekly Spelling Words High Frequency Words Vocabulary Words Academic Vocabulary rama risa rosagemelopágina
vigila reygelatina recoge ruge
gente reyalgo
en bueno
La pesa de Nino
gigantegirasol invitó
Zorro y Osa miran la luna
abajodioespaldamovió regresó
claves de contextosacar conclusiones
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– Context Clues(Teacher Toolkit: Context Clues 2)Focus: Context Clues help readers to figure out the meaning of unknown words.
Before reading, pre-select two or three vocabulary words to model context clues. Place sticky notes on the pages you will be thinking aloud. Ask students what they do when they are reading and come to a word they don’t understand. Explain to students that they are going to be word detectives. Tell them that you are going to show them how to use clues around the word to figure out what the word means. Read aloud. Stop at two or three pre-selected words to think aloud. Model how good readers use context clues to figure out unknown words. Tell students that when they are
reading and they come to a word they don’t know, they can use other words or sentences as clues to figure out the word.
Continue to read aloud. Have students use context clues to figure out an unknown word. Have students turn and talk to a partner to give the meaning of the unknown word and how they figured it out.
Remind students to use context clues to figure out unknown words in a text. Explain that good readers look for words or sentences around the unknown word to help them figure out the meaning of the word.
Días 2 - 5: Repasar la destreza de comprensión a través de la semana.Día 2: p. 127e Desarrollar la comprensión auditiva Enseñar la destrezaoDemuestreoPracticar
Día 3 Modelar la destreza de comprensión
(claves de contexto) al leer el cuento Zorro y Osa miran la luna, pp. 128-140 en voz alta.
Día 4: p. 141e Práctica: Claves de contexto Volver al superlibro Repaso: Sacar conclusiones
Día 5: Examen de la selección: Cuaderno de
práctica 1.3oParte I: Vocabulario, p. 77oParte 2: Comprensión, p. 78
Small Group Guided Reading Instruction/Work Stations 35 Minutes
Note: The phonics story in the Scott Foresman basal and the leveled books will be used during small group guided reading instruction. Small group instruction is based on students’ needs. The teacher will meet with two groups daily (17 minutes per group).
The teacher should spend 5-7 minutes on a skills lesson to address one of the 5 reading components (Phonics, Phonemic Awareness, Vocabulary, Comprehension, or Fluency). Following the brief skills lesson, students should apply their new learning to connected text.
On Tuesday, 10 minutes of Small Group Guided Reading Instruction may be devoted to children needing additional assistance with handwriting. It is very important that the teacher model good handwriting skills during whole group instruction. The whole group focus lessons are listed in the Scott Foresman T.E. on day 2 under the heading Caligrafía. During Small Group Guided Reading Instruction, the teacher needs to make sure that the children are practicing correct letter formation. During both whole group and Small Group Guided Reading Instruction it is suggested that the children use lined handwriting paper (not loose leaf paper nor spiral notebooks).
Go to http://www.tea.state.tx.us/curriculum/biling/Struglingspanishreader.pdf for ideas on skills lessons. Work stations will occur simultaneously with Small Group Guided Reading Instruction. Each station should have differentiated activities that reinforce skills and strategies
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 10 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
taught during whole group instruction. Students will do two work station rotations each day. They will each station twice over the week. Students will visit the following five work stations:
Listening Station (El taller de escuchar)Drama/Retelling Station (El taller de dramatización/volver a contar)Writing Station (El taller de escritura)Independent Reading Station (El taller de lectura independiente)Word Work Station (El taller de palabras)
Go to the Teacher Toolkit for ideas on work station activities.Read Aloud
10 MinutesRoutine:
Preread the book to be familiar with the content and how to guide student discussion. Establish a purpose, tell why you selected the book, and familiarize them with the author, illustrator, and genre. Ask students to make predictions. Model comments and reflections as you read. Find a few places to pause and invite students to comment. Keep the pace of the reading so that it is not disjointed, but enjoyable. Keep a list of books you have read aloud and post it so that students can use the list to make connections. Place books you have read aloud in a special container, or display them in the classroom library for easy access.
ResourcesTeacher Toolkit:
Bilingual Phonemic Awareness/Phonics Activities Fluency Speed Drills Ways to Teach Fluency packet Spelling Chants Games/Activities to Practice Weekly Spelling
Words Hands-On Vocabulary Instruction
Textbook: Scott Foresman Lectura Guía del maestro, Vol.
3 – Juntos aprendemos, Páginas 122a-143e Stories: Rafi, el rey gigante and Zorro y Osa
miran la luna Librito de fonética Genaro y Roberto Superlibro Cómo se hacen los ositos de
peluche
Additional Resources: Cartel de rimas y canciones Audiocasete de la selección Audiocasete para desarrollar el contexto Cuaderno de práctica
Suggested Read Alouds: Donde viven los monstruos by Maurice Sendak Crisantemo by Kevin Henkes Owen by Kevin Henkes Stelaluna by Janell Cannon Silvestre y la piedrecita mágica by William Steig
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 11 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
The Teaching Plan for Kiko lee and Me gusta leerWeek 4 Instructional Model/Teacher Directions
Daily Instructional Routines30 Minutes
Phonemic Awareness/Phonics Spelling Vocabulary Fluency
Lune
s
pp. 144i-144j, 144k-144lFonética: r antes de consonante y Sílabas abiertas con kDesarrollar la conciencia fonémica
oPresentar el carteloCantar la canción
Relacionar el sonido y la letraoPresentar las vocalesoSeñalar las palabrasoCombinar sílabaso Identificar palabrasoDescifrar y formar otras palabras
Rutina oPracticar la pronunciación
Digan con más fuerza Separen en sílabas Identifiquen las sílabas Combinen las sílabas
pp. 144j, 144lOrtografía: r antes de consonante y Palabras con ka, ke, ki, ko, kuExamen preliminarEmplear el patrón ortográfico
p. 144lMural de palabras: Palabras de uso frecuente
p. 144mPresentar el vocabulario
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Escuchar al maestro leer el librito de fonética Keko de Japón en voz alta
Practicar la lectura en eco usando el librito de fonética Keko de Japón (Teacher Toolkit: Fluency – Echo Reading)
Mar
tes
p. 151cFonética: r antes de consonante y Sílabas abiertas con kActividades de práctica
oCartel de rimas de rimas y canciones de fonética
oFormar palabrasRutina
oFormar palabrasLibrito de fonética
p. 151dOrtografía: r antes de consonante y Palabras con ka, ke, ki, ko, kuPalabras con adivinanzasRutina: Práctica de ortografía
p. 151dCaligrafía: Rr
p. 151dMural de palabras: Palabras de uso frecuente
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Keko de Japón en coro (Teacher Toolkit: Fluency – Choral Reading)
Mié
rcol
es
p. 171aFonética: r antes de consonante y Sílabas abiertas con k
Relación con el cuentoActividades de práctica
oPalabras músicalesoLibrito de fonética – Keko de
JapónoSuperlibro
Repaso: Sílabas abiertas
p. 171b Ortografía: r antes de consonante y Palabras con ka, ke, ki, ko, kuPracticar la escrituraEscoger unas de las actividades para practicar deletreando las palabras (Teacher Toolkit: Spelling Chants)
p. 152aLa lectura
p. 171bMural de palabras: Palabras de uso frecuente
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Keko de Japón en parejas (Teacher Toolkit: Fluency – Paired Reading)
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 12 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Juev
esp. 172aFonética: Sílabas abiertas ge, giRepaso: Sílabas abiertasAtención a necesidades diversas
Hacer una actividad para desarrollar la conciencia fonémica y la fonética (Teacher Toolkit: Bilingual Phonemic Awareness/Phonics Activities)
p. 171bOrtografía: r antes de consonante y Palabras con ka, ke, ki, ko, ku Práctica de ortografía en parejas
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Keko de Japón en coro (Teacher Toolkit: Fluency – Choral Reading)
Vier
nes
p. 173aFonética: r antes de consonante y Sílabas abiertas con kDetective de palabras
Hacer una actividad para desarrollar la conciencia fonémica y la fonética (Teacher Toolkit: Bilingual Phonemic Awareness/Phonics Activities)
p. 173d Escoger unas de las actividades para
practicar las palabras de ortografía (Teacher Toolkit: Games/Activities to Practice Spelling Words)
Examen de ortografía
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Keko de Japón en parejas (Teacher Toolkit: Fluency – Paired Reading)
Weekly Spelling Words High Frequency Words Vocabulary Words Academic Vocabularybarcocortoparqueverdekaki
kepiskilo tardekaratepartido
kiloporque tarde
hasta partes
Kiko leedescansónubló tortillas
Me gusta leer folletoshéroeshistorietas periódico revista rumbosecretosvillanos
personaje recordar y volver a contar
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– Character(Teacher Toolkit: Character)
Focus: Authors tell what characters are like by what they say, think, and do. Use a familiar read aloud with a main character. Preview the text and mark stopping points where you will think aloud and discuss character. Make a character anchor chart on a sheet of chart paper. Write Character Traits as the heading. Write the following character traits on the chart: friendly, brave, helpful, nice, smart, clever, mean, curious, angry, shy. Tell the students that they are going to learn more about characters in a story. Characters are people or animals in a story. Explain that we can learn what characters are like by
what they say, think, and do. Ask students to think about some stories that they’ve heard or read like The Three Little Pigs/Los tres cerditos. Ask who the main characters were and whether they can think of some words to describe the characters. Ask them to tell you something from the story that made them think that way. Sometimes we have to use clues in the story to learn more about the character. For example, Mrs. Cantu took food to her neighbor when she was sick. Then she went to the store to pick up her neighbor’s medicine. What are some words to describe Mrs. Cantu? (nice, kind)
Show students the character anchor chart. Discuss the words on the chart. Tell students that more words can be added to the chart to help us describe characters. Explain that after the story you will be asking them to think of some words to describe the characters.
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 13 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Read aloud, stopping two to three times to think aloud. After the read aloud, ask students to name the characters and describe them, providing textual evidence. Remind students that good readers look for clues that tell about the characters and that we get clues from what the characters say, think, or do. Continue adding to the character traits anchor chart during subsequent read alouds.
Días 2 - 5: Repasar la destreza de comprensión a través de la semana.Día 2: p. 151e Desarrollar la comprensión auditiva Enseñar la destrezaoDemuestreoPracticar
Día 3 Modelar la destreza de comprensión
(personaje) al leer el cuento Me gusta leer pp. 152-169 en voz alta.
Día 4: p. 171e Práctica: Personaje Volver al superlibro Repaso: Recordar y volver a contar
Día 5: Examen de la selección: Cuaderno de
práctica 1.3oParte I: Vocabulario, p. 94oParte 2: Comprensión, p. 95
Small Group Guided Reading Instruction/Work Stations 35 Minutes
Note: The phonics story in the Scott Foresman basal and the leveled books will be used during small group guided reading instruction. Small group instruction is based on students’ needs. The teacher will meet with two groups daily (17 minutes per group).
The teacher should spend 5-7 minutes on a skills lesson to address one of the 5 reading components (Phonics, Phonemic Awareness, Vocabulary, Comprehension, or Fluency). Following the brief skills lesson, students should apply their new learning to connected text.
On Tuesday, 10 minutes of Small Group Guided Reading Instruction may be devoted to children needing additional assistance with handwriting. It is very important that the teacher model good handwriting skills during whole group instruction. The whole group focus lessons are listed in the Scott Foresman T.E. on day 2 under the heading Caligrafía. During Small Group Guided Reading Instruction, the teacher needs to make sure that the children are practicing correct letter formation. During both whole group and Small Group Guided Reading Instruction it is suggested that the children use lined handwriting paper (not loose leaf paper nor spiral notebooks).
Go to http://www.tea.state.tx.us/curriculum/biling/Struglingspanishreader.pdf for ideas on skills lessons. Work stations will occur simultaneously with Small Group Guided Reading Instruction. Each station should have differentiated activities that reinforce skills and strategies
taught during whole group instruction. Students will do two work station rotations each day. They will each station twice over the week. Students will visit the following five work stations:
Listening Station (El taller de escuchar)Drama/Retelling Station (El taller de dramatización/volver a contar)Writing Station (El taller de escritura)Independent Reading Station (El taller de lectura independiente)Word Work Station (El taller de palabras)
Go to the Teacher Toolkit for ideas on work station activities.Read Aloud
10 MinutesRoutine:
Preread the book to be familiar with the content and how to guide student discussion. Establish a purpose, tell why you selected the book, and familiarize them with the author, illustrator, and genre. Ask students to make predictions. Model comments and reflections as you read. Find a few places to pause and invite students to comment. Keep the pace of the reading so that it is not disjointed, but enjoyable. Keep a list of books you have read aloud and post it so that students can use the list to make connections. Place books you have read aloud in a special container, or display them in the classroom library for easy access.
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 14 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
ResourcesTeacher Toolkit:
Bilingual Phonemic Awareness/Phonics Activities Fluency Speed Drills Ways to Teach Fluency packet Spelling Chants Games/Activities to Practice Weekly Spelling
Words Hands-On Vocabulary Instruction
Textbook: Scott Foresman Lectura Guía del maestro, Vol.
3 – Juntos aprendemos, Páginas 144a-173e Stories: Kiko lee and Me gusta leer Librito de fonética Keko de Japón Superlibro Cómo se hacen los ositos de
pelucheAdditional Resources:
Cartel de rimas y canciones Audiocasete de la selección Audiocasete para desarrollar el contexto Cuaderno de práctica
Suggested Read Alouds: Amos y Boris by William Steig La asombrosa Graciela by Mary Hoffman Niño cuervo by Taro Yashima La princesa vestida con una bolsa de papel by
Robert Munsch Alejandro y el día terrible, horrible, espantoso,
horroroso by Judith Viorst
The Teaching Plan for El zorro que quería ser lechuza and La mejor manera de cargar aguaSAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 15 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Week 5 Instructional Model/Teacher DirectionsDaily Instructional Routines
30 MinutesPhonemic Awareness/Phonics Spelling Vocabulary Fluency
Lune
s
pp. 10i-10j, 10k-10lFonética: Sílabas za, zo, zu y Sílabas abiertas con rrDesarrollar la conciencia fonémica
oPresentar el carteloCantar la canción
Relacionar el sonido y la letraoPresentar las vocalesoSeñalar las palabrasoCombinar sílabaso Identificar palabrasoDescifrar y formar otras palabras
Rutina oPracticar la pronunciación
Separen las letras Combinen las sílabas Digan con más fuerza Separen en sílabas
pp. 10j, 10lOrtografía: Palabras con za, zo, zu y Palabras con rra, rre, rri, rro, rruExamen preliminarEmplear el patrón ortográfico
p. 10lMural de palabras: Palabras de uso
frecuente
p. 10mPresentar el vocabulario
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Escuchar al maestro leer el librito de fonética Zoilo el zorrillo en voz alta
Practicar la lectura en eco usando el librito de fonética Zoilo y zorrillo (Teacher Toolkit: Fluency – Echo Reading)
Mar
tes
p. 15dFonética: Sílabas za, zo, zu y Sílabas abiertas con rrActividades de práctica
oCartel de rimas de rimas y canciones de fonética
RutinaoFormar palabras
Librito de fonética
p. 15dOrtografía: Palabras con za, zo, zu y Palabras con rra, rre, rri, rro, rruRompecabezas de ortografíaRutina: Práctica de ortografía
p. 15dCaligrafía: Zz
p. 15dMural de palabras: Palabras de uso
frecuenteEscoger una actividad de vocabulario
práctico para repasar las palabras de la semana (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Zoilo el zorrillo en coro (Teacher Toolkit: Fluency – Choral Reading)
Mié
rcol
es
p. 35aFonética: Sílabas za, zo, zu y Sílabas abiertas con rrRelación con el cuentoActividades de práctica
oTrabalenguasoSuperlibro
Repaso: r fuerte
p. 35b Ortografía: Palabras con za, zo, zu y Palabras con rra, rre, rri, rro, rruPracticar la escrituraEscoger unas de las actividades para practicar deletreando las palabras (Teacher Toolkit: Spelling Chants)
p. 16aPresentar el vocabularioPalabra de acción
p. 35bMural de palabras: Palabras de uso
frecuente
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Zoilo el zorrillo en parejas (Teacher Toolkit: Fluency – Paired Reading)
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 16 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Juev
esp. 36aFonética: Sílabas abiertas con kRepaso: Sílabas abiertasAtención a necesidades diversas
Hacer una actividad para desarrollar la conciencia fonémica y la fonética (Teacher Toolkit: Bilingual Phonemic Awareness/Phonics Activities)
p. 36bOrtografía: Palabras con za, zo, zu y Palabras con rra, rre, rri, rro, rru Práctica de ortografía en parejas
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Zoilo el zorrillo en coro (Teacher Toolkit: Fluency – Choral Reading)
Vier
nes
p. 37dFonética: Sílabas za, zo, zu y Sílabas abiertas con rrBolsa de palabras
Hacer una actividad para desarrollar la conciencia fonémica y la fonética (Teacher Toolkit: Bilingual Phonemic Awareness/Phonics Activities)
p. 37d Escoger unas de las actividades
para practicar las palabras de ortografía (Teacher Toolkit: Games/Activities to Practice Spelling Words)
Examen de ortografía
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Zoilo el zorrillo en parejas (Teacher Toolkit: Fluency – Paired Reading)
Weekly Spelling Words High Frequency Words Vocabulary Words Academic Vocabulary tazazapatozonaburrogorro
torreperrozorrocalabazazorrillo
perrozorrodel
ladoentonces
El zorro que quería ser lechuzacueva lechuza tierra
La mejor manera de cargar agua
baldesdormitorioextraño liviana tráeme
realismo fantasíaclaves de contexto
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– Realism and Fantasy(Teacher Toolkit: Realism and Fantasy )Focus: A realistic story tells about something that could really happen. A fantasy story tells about something that could not really happen. Sometimes stories combine reality with fantasy.
When modeling reality and fantasy, use a short fantasy story. Preview the text and mark stopping points where you will think aloud to discuss reality and fantasy. Write on the board: The dog chased the ball. The dog barked at the cat. The dog said, “I wish that little boy would play with me.” (El perro persiguió la pelota. El perro le ladró
al gato. El perro dijo, ─Ojalá que ese niño jugara conmigo.) Ask which of these statements could not happen in real life. Tell students that realistic stories tell about things that could really happen in real life. The story might be about a girl going on a trip with her family or a boy going to the
library. A fantasy story tells about things that are make believe. For example, in the story Little Red Riding Hood, the wolf dresses up in grandma’s clothes and talks. That is fantasy because it can not really happen. Some fantasy stories have things that could happen in real life.
Read aloud the fantasy story and ask students to tell which parts of the story are realistic and which parts of the story are fantasy. Summarize: How can you figure out whether a story is realism or fantasy? (Ask yourself if these things could really happen.)
Días 2 - 5: Repasar la destreza de comprensión a través de la semana.SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 17 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Día 2: p. 15e Desarrollar la comprensión auditiva Enseñar la destrezaoDemuestreoPracticar
Día 3 Modelar la destreza de comprensión
(realismo y fantasía) al leer el cuento La mejor manera de cargar agua pp. 16-33 en voz alta.
Día 4: p. 35e Práctica: Realismo y fantasía Volver al superlibro Repaso: Claves de contexto
Día 5: Examen de la selección: Cuaderno de
práctica 1.3oParte I: Vocabulario, p. 13oParte 2: Comprensión, p. 14
Small Group Guided Reading Instruction/Work Stations 35 Minutes
Note: The phonics story in the Scott Foresman basal and the leveled books will be used during small group guided reading instruction. Small group instruction is based on students’ needs. The teacher will meet with two groups daily (17 minutes per group).
The teacher should spend 5-7 minutes on a skills lesson to address one of the 5 reading components (Phonics, Phonemic Awareness, Vocabulary, Comprehension, or Fluency). Following the brief skills lesson, students should apply their new learning to connected text.
On Tuesday, 10 minutes of Small Group Guided Reading Instruction may be devoted to children needing additional assistance with handwriting. It is very important that the teacher model good handwriting skills during whole group instruction. The whole group focus lessons are listed in the Scott Foresman T.E. on day 2 under the heading Caligrafía. During Small Group Guided Reading Instruction, the teacher needs to make sure that the children are practicing correct letter formation. During both whole group and Small Group Guided Reading Instruction it is suggested that the children use lined handwriting paper (not loose leaf paper nor spiral notebooks).
Go to http://www.tea.state.tx.us/curriculum/biling/Struglingspanishreader.pdf for ideas on skills lessons. Work stations will occur simultaneously with Small Group Guided Reading Instruction. Each station should have differentiated activities that reinforce skills and strategies
taught during whole group instruction. Students will do two work station rotations each day. They will each station twice over the week. Students will visit the following five work stations:
Listening Station (El taller de escuchar)Drama/Retelling Station (El taller de dramatización/volver a contar)Writing Station (El taller de escritura)Independent Reading Station (El taller de lectura independiente)Word Work Station (El taller de palabras)
Go to the Teacher Toolkit for ideas on work station activities.Read Aloud
10 MinutesRoutine:
Preread the book to be familiar with the content and how to guide student discussion. Establish a purpose, tell why you selected the book, and familiarize them with the author, illustrator, and genre. Ask students to make predictions. Model comments and reflections as you read. Find a few places to pause and invite students to comment. Keep the pace of the reading so that it is not disjointed, but enjoyable. Keep a list of books you have read aloud and post it so that students can use the list to make connections. Place books you have read aloud in a special container, or display them in the classroom library for easy access.
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 18 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
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.
4 – ¡Me gusta!, Páginas 10a-37e Stories: El zorro que quería ser lechuza and La
mejor manera de cargar agua Librito de fonética Zoilo el zorrillo Superlibro Pachanga deliciosa
Additional Resources: Cartel de rimas y canciones Audiocasete de la selección Audiocasete para desarrollar el contexto Cuaderno de práctica
Suggested Read Alouds: Frederick by Leo Lionni El trapito feliz by Tony Ross La torre de Zoe by Paul and Emma Rogers Marta habla by Susan Meddaugh Mi dinosaurio by Mark Alan Weatherby
Evidence of Learning
Differentiation Interims/TAKS/Benchmarks College-Readiness (Anticipated Skills for SAT/ACT/College Board/Careers/Life)
What do you do for students who need additional support?
Students will meet with the teacher for Small Group Guided Reading Instruction. The teacher will do a skills lesson to address the needs of students and the students will apply that skill to their reading.
Work stations are differentiated to meet the needs of the learner. Students will have additional practice to help them master the skills learned during whole group instruction.
What do you do for students who master the learning quickly?
Activities/materials offered during Small Group Guided Reading Instruction and work stations are differentiated to meet the needs of the learner.
Sample QuestionThird Grade: TAKS Released TestSource: TEA Website
Spanish Reading: April 200629 Probablemente, ¿cómo se siente el Sr. Muñoz al final de la historia?О Confiado de que Lalo va a escribir más cartas a la directoraО Enojado con Lalo por quedarse mirando por la ventanaО Decepcionado porque Lalo no terminó su tareaО Orgulloso de lo bien que Lalo escribió la carta
Sample QuestionSixth Grade: TAKS Released TestSource: TEA Website
Spanish Reading: April 200620 El Sr. Brugger se puede describir mejor como —
F asustado por la reacción de John cuando le llamó
G impresionado por los logros de John siendo tan joven
H orgulloso por el gran interés de John en la naturaleza
J confundido por el tono de voz de John
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 19 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Bilingual Reading – Grade 1Unit of Study: Creating Mental Images (Creando imágenes visuales)
Third Grading Period Weeks 6 – 9 CURRICULUM OVERVIEWBig Idea Unit Rationale
“Visualization has been successful in improving comprehension monitoring, a skill integral to expert reading, identifying main ideas and justifying these with evidence from a text, and seeing patterns of details across a text or texts to discover complex implied relationships.” (16). Wilhelm, J. (2004). Reading Is Seeing. Scholastic, New York.
“Visualizing, according to Keene and Zimmermann is a comprehension strategy that enables readers to make the words on a page real and concrete. Visualizing allows readers to create mental images from words in the text, links past experience to the words and ideas in the text, heightens engagement with text, and brings joy to reading.” (22-23). Harvey, S. and Goudvis, A. (2000). Strategies That Work. Stenhouse Publishers, Portland, ME.
TEKS TEKS Specificity – Intended Outcome
Con
cept
s
TEKS Grade 1 The students will… 1A determine the purpose for listening such as to get information, to solve
problems, and to enjoy and appreciate 1B respond appropriately and courteously to directions and questions 1C participate in rhymes, songs, conversations, and discussions 1D listen critically to interpret and evaluate 1E(ii) listen responsively to stories and other texts read aloud, including
selections from classic and contemporary Spanish works 1F identify the musical elements of literary language such as its rhymes or
repeated sounds 2A connect experiences and ideas with those of others through speaking and
listening 3A(ii) choose and adapt spoken language appropriate to the audience, purpose
and occasion, including use of appropriate volume and rate 3B(ii) use verbal and nonverbal communication in effective ways when making
announcements, giving directions, etc. 3C ask and answer relevant questions and make contributions in small or large
group discussions 4B use vocabulary to describe clearly ideas, feelings, and experiences 5F know the difference between capital and lowercase letters 6A demonstrate the concept of word by dividing spoken sentences into individual
words 6B identify, segment, and combine syllables within spoken words such as by
clapping syllables and moving manipulatives to represent syllables in words 6C produce rhyming words and distinguish rhyming words from non-rhyming
words 6E blend sounds to make spoken words, including three and four phoneme
words, through ways such as moving manipulatives to blend phonemes in a spoken word
6F segment one-syllable spoken words into individual phonemes, including three and four phoneme words, clearly producing beginning, medial, and final sounds
7B understand that written words are composed of letters that represent sounds
“I CAN” statements highlighted in yellow should be displayed for students.
Yo puedo… escuchar por diferentes motivos (1A, 1D, 1Eii, 12B, 13A, 13B) hacer y contestar preguntas (1B, 3C) participar en rimas, canciones, conversaciones y discusiones (1C, 13B, 13C) identificar rimas y sonidos repetidos (1F) hacer conexiones personales con el texto, hacer conexiones entre textos y con
el mundo real (2A, 12G) adaptar el lenguaje a la situación (3Aii, 3Bii) aprender el vocabulario nuevo (4B) distinguir entre letras mayúsculas y minúsculas (5F) dividir las oraciones en palabras individuales (6A) dividir las palabras en sílabas y sonidos y unir los sonidos y las sílabas para
formar palabras (6B, 6E, 6E, 6F) hacer parejas de palabras que riman y distinguir las palabras que riman y no
riman (6C) entender que las palabras habladas están hechas de sonidos (7B) utilizar la correspondencia entre letras y sonidos para aprender a leer (7Cii, 7Dii) descifrar las palabras (7Eii, 7F, 7H, 8A) leer texto descifrable (7G) usar patrones ortográficos para leer las palabras (8B) utilizar claves estructurales (8Cii) identificar las palabras irregulares de uso frecuente (8E) reconocer las palabras comunes con rapidez (8Gii) leer textos al nivel instruccional e independiente (9A, 9B, 9D) leer con fluidez (9C) leer libros de diferentes géneros y reconocer sus características (10A, 14D) usar fuentes gráficas (10B) discutir los significados de palabras (11A) leer las palabras nuevas y usarlas en las discusiones y la escritura (11B) usar el conocimiento previo para entender el texto (12A)
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 20 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
7C(ii) learn and apply letter-sound correspondences of consonant-vowel patterns to produce syllables to begin to read
7D(ii) learn and apply the most common letter-sound correspondences 7E(ii) decode words using knowledge of all Spanish sounds, letters, and
syllables, including consonants, vowels, blends, and stress 7F decode by using all letter-sound correspondences within regularly spelled
words 7G use letter-sound knowledge to read decodable texts (engaging and coherent
texts in which most of the words are comprised of an accumulating sequence of letter-sound correspondences being taught)
7H apply letter-sound knowledge of consonant-vowel patterns to produce syllables to begin to read
8A decode by using all letter-sound correspondences within a word 8B use common spelling patterns to read words 8C(ii) use structural cues to recognize words such as compounds, base words,
and inflections such as –mente, -ito, -ada… 8E recognize high frequency irregular words 8F use knowledge of word order (syntax) and context to support word
identification and confirm word meaning 8G(ii) develop automatic recognition of words that use specific spelling patterns 9A read regularly in independent-level materials 9B read regularly in instructional-level materials that are challenging but
manageable 9C read orally from familiar texts with fluency (accuracy, expression, appropriate
phrasing, and attention to punctuation) 9D self-select independent level reading such as by drawing on personal interest,
by relying on knowledge of authors and different types of texts, and/or by estimating text difficulty
10A read fiction, nonfiction, and poetry for pleasure and/or information 10B use graphs, charts, signs, captions, and other informational texts to acquire
information 11A discuss meanings of words and develop vocabulary through
meaningful/concrete experiences 11B develop vocabulary by listening to and discussing both familiar and
conceptually challenging selections read aloud 11C identify words that name persons, places, or things and words that name
actions 12A use prior knowledge to anticipate meaning and make sense of texts 12B establish purposes for reading and listening 12C retell or act out the order of important events in stories 12D monitor his/her own comprehension and act purposefully when
comprehension breaks down using strategies 12E draw and discuss visual images based on text descriptions
volver a contar los eventos del cuento (12C) usar estrategias para comprender el cuento (12D) visualizar el cuento (12E) saber la idea principal del libro (12F) describir cómo las ilustraciones contribuyen al texto (13E) distinguir entre diferentes formas de texto (14A) entre los hechos y la fantasía (14C) reconocer las características particulares de géneros particulares (14D) explicar lo que hacen los autores e ilustradores (14F) analizar los personajes (14G) identificar la importancia del escenario en el significado de una historia (14H) reconocer los problemas del cuento o argumento (14I) escribir en mi mejor letra (17A)
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 21 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
12F make and explain inferences from texts such as determining important ideas and causes and effects, making predictions, and drawing conclusions
12G identify similarities and differences across texts such as in topics, characters, and problems
13A listen to stories being read aloud 13B participate actively (react, speculate, join in, read along) when predictable
and patterned selections are read aloud 13E describe how illustrations contribute to the text 14A distinguish different forms of texts such as lists, newsletters, and signs and
the functions they serve 14C distinguish fiction from nonfiction, including fact and fantasy 14D recognize the distinguishing features of familiar genres, including stories,
poems, and informational texts 14F understand literary terms by distinguishing between the roles of the author
and illustrator such as the author writes the story and the illustrator draws the pictures
14G analyze characters, including their traits, feelings, relationships, and changes
14H identify the importance of the setting to a story’s meaning 14I recognize the story problem(s) or plot 17A gain an increasing control of penmanship such as pencil grip, paper position,
stroke, and posture
Evidence of Learning Anecdotal remarks from the Reader’s Notebook 85% of the students will score 80% or above on the selection assessments (comprehension and vocabulary). 85% of the students will score 80% or above on the spelling tests. 85% of the students will read at a rate of 50 or more wpm.
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 22 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Bilingual Reading – Grade 1Unit of Study: Creating Mental Images (Creando imágenes visuales)
Third Grading Period Weeks 6 – 9 CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills
How do I distinguish between realism and fantasy? How do I identify the theme of the story? What is the main idea of the text? What is the author’s purpose for writing the selection?
Kindergarten TEKS distinguish fiction from nonfiction, including fact and fantasy (11C) use prior knowledge to anticipate meaning and make sense of texts (9A) understand simple story structure (11B)
The Teaching Plan for Ceci habla con su abuelo and La hamaca de la vacaWeek 6 Instructional Model/Teacher Directions
Daily Instructional Routines30 Minutes
Phonemic Awareness/Phonics Spelling Vocabulary Fluency
Lune
s
pp. 38i-38j, 38k-38lFonética: Sílabas ce, ci y Sílabas abiertas con hDesarrollar la conciencia fonémica
oPresentar el carteloCantar la canciónoVolver al cartel
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. 38j, 38lOrtografía: Palabras con ce, ci; ha, he, hi, ho, huExamen preliminarEmplear el patrón ortográfico
p. 38lMural de palabras: Palabras de uso frecuente
p. 38mPresentar el vocabulario
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Escuchar al maestro leer el librito de fonética Helena ayuda a hacer la tarea en voz alta
Practicar la lectura en eco usando el librito de fonética Helena ayuda a hacer la tarea (Teacher Toolkit: Fluency – Echo Reading)
Mar
tes
p. 45cFonética: Sílabas ce, ci y Sílabas abiertas con hActividades de práctica
oCartel de rimas de rimas y canciones de fonética
RutinaoFormar palabras
Librito de fonética
p. 45dOrtografía: Palabras con ce, ci; ha, he, hi, ho, huPalabras que faltanRutina: Práctica de ortografía
p. 45dCaligrafía: Hh
p. 45dMural de palabras: Palabras de uso frecuente
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Helena ayuda a hacer la tarea en coro (Teacher Toolkit: Fluency – Choral Reading)
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 23 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Mié
rcol
esp. 69aFonética: Sílabas ce, ci y Sílabas abiertas con hRelación con el cuentoActividades de práctica
oLibros de palabrasoSuperlibro
Repaso: Sílabas abiertas con za, zo, zu
p. 69b Ortografía: Palabras con ce, ci; ha, he, hi, ho, huPracticar la escrituraEscoger unas de las actividades para practicar deletreando las palabras (Teacher Toolkit: Spelling Chants)
p. 46aPresentar el vocabulario
oAcciones de los animaleso Imaginar un paseo
p. 69bMural de palabras: Palabras de uso frecuente
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Helena ayuda a hacer la tarea en parejas (Teacher Toolkit: Fluency – Paired Reading)
Juev
es
p. 70aFonética: Sílabas abiertas con rrRepaso: Sílabas abiertasAtención a necesidades diversas
Hacer una actividad para desarrollar la conciencia fonémica y la fonética (Teacher Toolkit: Bilingual Phonemic Awareness/Phonics Activities)
p. 70bOrtografía: Palabras con ce, ci; ha, he, hi, ho, hu Práctica de ortografía en parejas
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Helena ayuda a hacer la tarea en coro (Teacher Toolkit: Fluency – Choral Reading)
Vier
nes
p. 71dFonética: Sílabas ce, ci y Sílabas abiertas con h Hoja de palabras
Hacer una actividad para desarrollar la conciencia fonémica y la fonética (Teacher Toolkit: Bilingual Phonemic Awareness/Phonics Activities)
p. 71d Escoger unas de las actividades para
practicar las palabras de ortografía (Teacher Toolkit: Games/Activities to Practice Spelling Words)
Examen de ortografía
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Helena ayuda a hacer la tarea en parejas (Teacher Toolkit: Fluency – Paired Reading)
Weekly Spelling Words High Frequency Words Vocabulary Words Academic Vocabularycejacenavecinohilohoja
humohabíacebollaheladooficina
hormigacercohabía
llevar le
Ceci habla con su abuelo
cuadernodisfrutabaobservar
La hamaca de la vaca
agradablebalandocroandoespantahamacamececombravoluntad
temacomparacióncontraste
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– Theme(Teacher Toolkit: Theme )Focus: The theme is the “big idea” of a story.
When modeling theme, use a read aloud of your choice. Preview the text and mark stopping points where you will think aloud to discuss the theme.
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 24 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Common themes include growing up, cooperation, responsibility, respecting others, overcoming fears, the importance of being a friend. Tell students that the theme or “big idea” of a story is what the author wants you to learn or understand from the story. A story may tell us a message about friendship or honesty. Think about a story that the students have recently read and identify its theme. Read aloud, stopping at several places to think aloud. Tell students to ask themselves what the characters in this story learned and what they can learn from the events in the story. Tell students that good readers use story details as well as their own schema (background knowledge) to understand the theme.
Días 2 - 5: Repasar la destreza de comprensión a través de la semana.Día 2: p. 45e Desarrollar la comprensión auditiva Enseñar la destrezaoDemuestreoPracticar
Día 3 Modelar la destreza de comprensión
(tema) al leer el cuento La hamaca de la vaca pp. 46-67 en voz alta.
Día 4: p. 69e Práctica: Tema Volver al superlibro Repaso: Comparación y contraste
Día 5: Examen de la selección: Cuaderno de
práctica 1.4oParte I: Vocabulario, p. 30oParte 2: Comprensión, p. 31
Small Group Guided Reading Instruction/Work Stations 35 Minutes
Note: The phonics story in the Scott Foresman basal and the leveled books will be used during small group guided reading instruction. Small group instruction is based on students’ needs. The teacher will meet with two groups daily (17 minutes per group).
The teacher should spend 5-7 minutes on a skills lesson to address one of the 5 reading components (Phonics, Phonemic Awareness, Vocabulary, Comprehension, or Fluency). Following the brief skills lesson, students should apply their new learning to connected text.
On Tuesday, 10 minutes of Small Group Guided Reading Instruction may be devoted to children needing additional assistance with handwriting. It is very important that the teacher model good handwriting skills during whole group instruction. The whole group focus lessons are listed in the Scott Foresman T.E. on day 2 under the heading Caligrafía. During Small Group Guided Reading Instruction, the teacher needs to make sure that the children are practicing correct letter formation. During both whole group and Small Group Guided Reading Instruction it is suggested that the children use lined handwriting paper (not loose leaf paper nor spiral notebooks).
Go to http://www.tea.state.tx.us/curriculum/biling/Struglingspanishreader.pdf for ideas on skills lessons. Work stations will occur simultaneously with Small Group Guided Reading Instruction. Each station should have differentiated activities that reinforce skills and strategies
taught during whole group instruction. Students will do two work station rotations each day. They will each station twice over the week. Students will visit the following five work stations:
Listening Station (El taller de escuchar)Drama/Retelling Station (El taller de dramatización/volver a contar)Writing Station (El taller de escritura)Independent Reading Station (El taller de lectura independiente)Word Work Station (El taller de palabras)
Go to the Teacher Toolkit for ideas on work station activities.Read Aloud
10 MinutesRoutine:
Preread the book to be familiar with the content and how to guide student discussion. Establish a purpose, tell why you selected the book, and familiarize them with the author, illustrator, and genre. Ask students to make predictions. Model comments and reflections as you read. Find a few places to pause and invite students to comment. Keep the pace of the reading so that it is not disjointed, but enjoyable. Keep a list of books you have read aloud and post it so that students can use the list to make connections. Place books you have read aloud in a special container, or display them in the classroom library for easy access.
Resources
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 25 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Teacher 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.
4 – ¡Me gusta!, Páginas 38a-71e Stories: Ceci habla con su abuelo and La
hamaca de la vaca Librito de fonética Helena ayuda a hacer la
cena Superlibro Pachanga deliciosa
Additional Resources: Cartel de rimas y canciones Audiocasete de la selección Audiocasete para desarrollar el contexto Cuaderno de práctica
Suggested Read Alouds: Un libro ilustrado sobre Martin Luther King, Jr. by David
Adler Una niña llamada Helen Keller by Margo Lundell El pollo de los domingos by Patricia Polacco Querida Sra. LaRue: Cartas desde la Academia Canina
by Mark Teague Crisantemo by Kevin Henkes El pingüino Taky by Helen Lester El patito feo by Hans Christian Andersen
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 26 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
The Teaching Plan for La visita de Ximena y tío Arturo and Nuestra reunión familiarWeek 7 Instructional Model/Teacher Directions
Daily Instructional Routines30 Minutes
Phonemic Awareness/Phonics Spelling Vocabulary Fluency
Lune
s
pp. 72i-72j, 72k-72lFonética: r suave – ra, re, ri, ro, ru y Sílabas abiertas con xDesarrollar la conciencia fonémica
oPresentar el carteloCantar la canción
Relacionar el sonido y la letraoPresentar las vocalesoSeñalar las palabrasoCombinar sílabaso Identificar palabrasoDescifrar y formar otras palabras
Rutina oPracticar la pronunciación
Separen las sílabas Combinen las sílabas Digan con más fuerza
pp. 72j, 72lOrtografía: r suave – ra, re, ri, ro, ru y Palabras con xa, xe, xi, xo, xuExamen preliminarEmplear el patrón ortográfico
p. 72lMural de palabras: Palabras de uso frecuente
p. 72mPresentar el vocabulario
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Escuchar al maestro leer el librito de fonética Mis cosas favoritas en voz alta
Practicar la lectura en eco usando el librito de fonética Mis cosas favoritas (Teacher Toolkit: Fluency – Echo Reading)
Mar
tes
p 77cFonética: r suave – ra, re, ri, ro, ru y Sílabas abiertas con xActividades de práctica
oCartel de rimas de rimas y canciones de fonética
RutinaoFormar palabras
Librito de fonética
p. 77dOrtografía: r suave – ra, re, ri, ro, ru y Palabras con xa, xe, xi, xo, xuRompecabezas de ortografíaRutina: Práctica de ortografía
p. 77dCaligrafía: Xx y Jj
p. 77dMural de palabras: Palabras de uso frecuente
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Mis cosas favoritas en coro (Teacher Toolkit: Fluency – Choral Reading)
Mié
rcol
es
p. 95aFonética: r suave – ra, re, ri, ro, ru y Sílabas abiertas con xRelación con el cuentoActividades de práctica
oSaco de palabrasoSuperlibro
Repaso: Sílabas sílabas za, zo, zu/ce, ci
p. 95a Ortografía: r suave – ra, re, ri, ro, ru y Palabras con xa, xe, xi, xo, xuPracticar la escrituraEscoger unas de las actividades para practicar deletreando las palabras (Teacher Toolkit: Spelling Chants)
p. 78aPresentar el vocabularyDramzatizar una reunión familiar
p. 95bMural de palabras: Palabras de uso frecuente
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Mis cosas favoritas en parejas (Teacher Toolkit: Fluency – Paired Reading)
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 27 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Juev
esp. 96aFonética: Sílabas abiertas con hRepaso: Sílabas abiertasAtención a necesidades diversas
Hacer una actividad para desarrollar la conciencia fonémica y la fonética (Teacher Toolkit: Bilingual Phonemic Awareness/Phonics Activities)
p. 96bOrtografía: r suave – ra, re, ri, ro, ru y Palabras con xa, xe, xi, xo, xu Práctica de ortografía en parejas
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Mis cosas favoritas en coro (Teacher Toolkit: Fluency – Choral Reading)
Vier
nes
p. 97dFonética: r suave – ra, re, ri, ro, ru y Sílabas abiertas con xCuentos en grupo
Hacer una actividad para desarrollar la conciencia fonémica y la fonética (Teacher Toolkit: Bilingual Phonemic Awareness/Phonics Activities)
p. 97d Escoger unas de las actividades para
practicar las palabras de ortografía (Teacher Toolkit: Games/Activities to Practice Spelling Words)
Examen de ortografía
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Mis cosas favoritas en parejas (Teacher Toolkit: Fluency – Paired Reading)
Weekly Spelling Words High Frequency Words Vocabulary Words Academic Vocabularycaraorejaparecepera toro
Méxicoperoarenamariposamexicano
peroquerernos
asínuestro
La visita de Ximena y tío
Arturoaplaudeescuchamunco
Nuestra reunión familiar
chistemostróotoñoprimos rancho reunión riendas tíos treparon
idea principalambiente
Comprehension Focus Lessons15 Minutes
Note: On Mondays, a read aloud of a mentor text will be done during the comprehension focus lesson. Therefore, 10 minutes will be added to the focus lesson and an additional read aloud after small group/work station time will not take place.
Day 1: Introduce Comprehension Skill with a Read Aloud– Main Idea(Teacher Toolkit: Main Idea )Focus: The main idea is the most important idea about the topic. The supporting details tell more about the main idea.
When modeling main idea, use a short passage or article of your choice. It may be easier to use nonfiction text. Articles from Scholastic News en español work well. Preview the text and mark stopping points where you will think aloud to discuss the main idea. Create a main idea chart to help students think about the main idea and supporting details. Tell studnets that they are going to think about the main idea of the passage. The main idea is what the text is mostly about. Sometimes when we read, the author tells us the
main idea. Other times, we have to figure out the main idea based on what the paragraph or passage is mostly about.
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 28 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Read aloud the short text or article. As a class, determine the main idea of the passage. Write the main idea in the top box of the graphic organizer. Ask the class to give you three supporting details, information
that tells more about the main idea. Write the supporting details in the boxes below the main idea. Tell students that good readers think about main ideas and supporting details as they read.
Días 2 - 5: Repasar la destreza de comprensión a través de la semana.Día 2: p. 77e Desarrollar la comprensión auditiva Enseñar la destrezaoDemuestreoPracticar
Día 3 Modelar la destreza de comprensión
(idea principal) al leer el cuento Nuestra reunión familiar pp. 78-93 en voz alta.
Día 4: p. 95e Práctica: Idea principal Volver al superlibro Repaso: Ambiente
Día 5: Examen de la selección: Cuaderno de
práctica 1.4oParte I: Vocabulario, p. 45oParte 2: Comprensión, p. 46
Small Group Guided Reading Instruction/Work Stations 35 Minutes
Note: The phonics story in the Scott Foresman basal and the leveled books will be used during small group guided reading instruction. Small group instruction is based on students’ needs. The teacher will meet with two groups daily (17 minutes per group).
The teacher should spend 5-7 minutes on a skills lesson to address one of the 5 reading components (Phonics, Phonemic Awareness, Vocabulary, Comprehension, or Fluency). Following the brief skills lesson, students should apply their new learning to connected text.
On Tuesday, 10 minutes of Small Group Guided Reading Instruction may be devoted to children needing additional assistance with handwriting. It is very important that the teacher model good handwriting skills during whole group instruction. The whole group focus lessons are listed in the Scott Foresman T.E. on day 2 under the heading Caligrafía. During Small Group Guided Reading Instruction, the teacher needs to make sure that the children are practicing correct letter formation. During both whole group and Small Group Guided Reading Instruction it is suggested that the children use lined handwriting paper (not loose leaf paper nor spiral notebooks).
Go to http://www.tea.state.tx.us/curriculum/biling/Struglingspanishreader.pdf for ideas on skills lessons. Work stations will occur simultaneously with Small Group Guided Reading Instruction. Each station should have differentiated activities that reinforce skills and strategies
taught during whole group instruction. Students will do two work station rotations each day. They will each station twice over the week. Students will visit the following five work stations:
Listening Station (El taller de escuchar)Drama/Retelling Station (El taller de dramatización/volver a contar)Writing Station (El taller de escritura)Independent Reading Station (El taller de lectura independiente)Word Work Station (El taller de palabras)
Go to the Teacher Toolkit for ideas on work station activities.Read Aloud
10 MinutesRoutine:
Preread the book to be familiar with the content and how to guide student discussion. Establish a purpose, tell why you selected the book, and familiarize them with the author, illustrator, and genre. Ask students to make predictions. Model comments and reflections as you read. Find a few places to pause and invite students to comment. Keep the pace of the reading so that it is not disjointed, but enjoyable. Keep a list of books you have read aloud and post it so that students can use the list to make connections. Place books you have read aloud in a special container, or display them in the classroom library for easy access.
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 29 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
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.
4 – ¡Me gusta!, Páginas 72a-97e Stories: La visita de Ximena y tío Arturo and
Nuestra reunión familiar Librito de fonética Mis cosas favoritas Superlibro Pachanga deliciosa
Additional Resources: Cartel de rimas y canciones Audiocasete de la selección Audiocasete para desarrollar el contexto Cuaderno de práctica
Suggested Read Alouds: La colcha de recuerdos by Patricia Polacco La clase de arte by Tomie da Paola Amos y Boris by William Steig Un sillón para mi mamá by Vera B. Williams Fábulas by Arnold Lobel El gran capoquero by Lynne Cherry
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 30 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
The Teaching Plan for El hoyo escondido and La rata y el gatoWeek 8 Instructional Model/Teacher Directions
Daily Instructional Routines30 Minutes
Phonemic Awareness/Phonics Spelling Vocabulary Fluency
Lune
s
pp. 98i-98j, 98k-98lFonética: Sílabas abiertas con s y Sílabas abiertas con yDesarrollar la conciencia fonémica
oPresentar el carteloCantar la canción
Relacionar el sonido y la letraoPresentar las vocalesoSeñalar las palabrasoCombinar sílabaso Identificar palabrasoDescifrar y formar otras palabras
Rutina oPracticar la pronunciación
Digan con más fuerza Separen en sílabas Identifiquen las sílabas Combinen las sílabas
pp. 98j, 98lOrtografía: Palabras con as, es, is, os, us; ya, ye, yi, yo, yuExamen preliminarEmplear el patrón ortográfico
p. 98lMural de palabras: Palabras de uso frecuente
p. 98mPresentar el vocabulario
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Escuchar al maestro leer el librito de fonética Óscar el delfín en voz alta
Practicar la lectura en eco usando el librito de fonética Óscar el delfín (Teacher Toolkit: Fluency – Echo Reading)
Mar
tes
p. 105cFonética: Sílabas abiertas con s Sílabas abiertas con yActividades de práctica
oCartel de rimas de rimas y canciones de fonética
RutinaoFormar palabras
Librito de fonética
p. 105dOrtografía: Palabras con as, es, is, os, us; ya, ye, yi, yo, yuPráctica con adivinanzasRutina: Práctica de ortografía
p. 105dCaligrafía: Yy
p. 105dMural de palabras: Palabras de uso frecuente
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Óscar el delfín en coro (Teacher Toolkit: Fluency – Choral Reading)
Mié
rcol
es
p. 121aFonética: Sílabas abiertas con s y Sílabas abiertas con yRelación con el cuentoActividades de práctica
oPalabras musicalesoSuperlibro
Repaso: Sílabas abiertas – r suave: ra, re, ri, ro, ru
p. 121bOrtografía: Palabras con as, es, is, os, us; ya, ye, yi, yo, yuPracticar la escrituraEscoger unas de las actividades para practicar deletreando las palabras (Teacher Toolkit: Spelling Chants)
p. 106Presentar el vocabularioA la playa
p. 121bMural de palabras: Palabras de uso frecuente
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Óscar el delfín en parejas (Teacher Toolkit: Fluency – Paired Reading)
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 31 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Juev
esp. 122aFonética: Sílabas abiertas con sRepaso: Sílabas abiertasAtención a necesidades diversas
Hacer una actividad para desarrollar la conciencia fonémica y la fonética (Teacher Toolkit: Bilingual Phonemic Awareness/Phonics Activities)
p. 122bOrtografía: Palabras con as, es, is, os, us; ya, ye, yi, yo, yu Práctica de ortografía en parejas
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Óscar el delfín en coro (Teacher Toolkit: Fluency – Choral Reading)
Vier
nes
p. 123dFonética: Sílabas abiertas con s y Sílabas abiertas con yDetective de palabras
Hacer una actividad para desarrollar la conciencia fonémica y la fonética (Teacher Toolkit: Bilingual Phonemic Awareness/Phonics Activities)
p. 123d Escoger unas de las actividades para
practicar las palabras de ortografía (Teacher Toolkit: Games/Activities to Practice Spelling Words)
Examen de ortografía
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Óscar el delfín en parejas (Teacher Toolkit: Fluency – Paired Reading)
Weekly Spelling Words High Frequency Words Vocabulary Words Academic Vocabularyasnoeste islapayasoyema
yoyaescaleramaestroyoyo
despuésescuelaya
élese
El hoyo escondidoancianomadera regalosaquito
La rata y el gato
brillacreescuéntame favoritoúltimos
propósito del autor idea principal
Comprehension Focus Lessons15 Minutes
Note: On Mondays, a read aloud of a mentor text will be done during the comprehension focus lesson. Therefore, 10 minutes will be added to the focus lesson and an additional read aloud after small group/work station time will not take place.
Day 1: Introduce Comprehension Skill with a Read Aloud– Author’s Purpose(Teacher Toolkit: Author’s Purpose )
Focus: Determine the author’s purpose for writing a selection Explain that author is a person who writes a book. Authors have different reasons or purposes for writing. Sometimes an author will write a book just for you to enjoy or to entertain
you. Authors can write to inform to give you information about something. Sometimes authors write to make you think a certain way or persuade. Explain that as you are reading today, you want them to think about the author’s purpose for writing the book.
Show students your thinking by discussing the author’s purpose using the title and cover illustrations of the read aloud. Stop two times during your reading to discuss author’s purpose.
After the read aloud, ask students to turn and talk to their partner to discuss the author’s purpose for writing the book. Decide on the author’s purpose as a class. After the read aloud, remind students that good readers think about the author’s purpose when they are reading.
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 32 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Días 2 - 5: Repasar la destreza de comprensión a través de la semana.Día 2: p. 105e Desarrollar la comprensión auditiva Enseñar la destrezaoDemuestreoPracticar
Día 3 Modelar la destreza de comprensión
(propósito del autor) al leer el cuento La rata y el gato pp. 106-120 en voz alta.
Día 4: p. 121e Práctica: Propósito del autor Volver al superlibro Repaso: Idea principal
Día 5: Examen de la selección: Cuaderno de
práctica 1.4oParte I: Vocabulario, p. 61oParte 2: Comprensión, p. 62
Small Group Guided Reading Instruction/Work Stations 35 Minutes
Note: The phonics story in the Scott Foresman basal and the leveled books will be used during small group guided reading instruction. Small group instruction is based on students’ needs. The teacher will meet with two groups daily (17 minutes per group).
The teacher should spend 5-7 minutes on a skills lesson to address one of the 5 reading components (Phonics, Phonemic Awareness, Vocabulary, Comprehension, or Fluency). Following the brief skills lesson, students should apply their new learning to connected text.
On Tuesday, 10 minutes of Small Group Guided Reading Instruction may be devoted to children needing additional assistance with handwriting. It is very important that the teacher model good handwriting skills during whole group instruction. The whole group focus lessons are listed in the Scott Foresman T.E. on day 2 under the heading Caligrafía. During Small Group Guided Reading Instruction, the teacher needs to make sure that the children are practicing correct letter formation. During both whole group and Small Group Guided Reading Instruction it is suggested that the children use lined handwriting paper (not loose leaf paper nor spiral notebooks).
Go to http://www.tea.state.tx.us/curriculum/biling/Struglingspanishreader.pdf for ideas on skills lessons. Work stations will occur simultaneously with Small Group Guided Reading Instruction. Each station should have differentiated activities that reinforce skills and strategies
taught during whole group instruction. Students will do two work station rotations each day. They will each station twice over the week. Students will visit the following five work stations:
Listening Station (El taller de escuchar)Drama/Retelling Station (El taller de dramatización/volver a contar)Writing Station (El taller de escritura)Independent Reading Station (El taller de lectura independiente)Word Work Station (El taller de palabras)
Go to the Teacher Toolkit for ideas on work station activities.Read Aloud
10 MinutesRoutine:
Preread the book to be familiar with the content and how to guide student discussion. Establish a purpose, tell why you selected the book, and familiarize them with the author, illustrator, and genre. Ask students to make predictions. Model comments and reflections as you read. Find a few places to pause and invite students to comment. Keep the pace of the reading so that it is not disjointed, but enjoyable. Keep a list of books you have read aloud and post it so that students can use the list to make connections. Place books you have read aloud in a special container, or display them in the classroom library for easy access.
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 33 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
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. 4 –
¡Me gusta!, Páginas 98a-123e Stories: El hoyo escondido and La rata y el gato Librito de fonética Óscar el delfín Superlibro Pachanga deliciosa
Additional Resources: Cartel de rimas y canciones Audiocasete de la selección Audiocasete para desarrollar el contexto Cuaderno de práctica
Suggested Read Alouds: CLIC, CLAC, MUU Vacas escritoras by Doreen
Cronin (Persuasion) Querida Señora LaRue: Cartas desde la Academia
Canina by Mark Teague (Persuasion) Tiburones by Seymour Simon (Information) Delfines by Rosa Costa-Pau (Information) Hallytosis El horrible problema de un perro by Dav
Pilkey (Entertainment) Martha habla by Susan Meddaugh (Entertainment)
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 34 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
The Teaching Plan for La sombra de Miguel and Tengo miedoWeek 9 Instructional Model/Teacher Directions
Daily Instructional Routines30 Minutes
Phonemic Awareness/Phonics Spelling Vocabulary Fluency
Lune
s
pp. 124i-124j, 124k-124lFonética: Sílabas cerradas con m; Sílabas cerradas con lDesarrollar la conciencia fonémica
oPresentar el carteloCantar la canciónoVolver al cartel
Relacionar los sonidos y las letrasoPresentar las vocalesoSeñalar las palabrasoCombinar sílabaso Identificar palabrasoDescifrar y formar otras palabras
Rutina oPracticar la pronunciación
Separen en letras Combinen las sílabas Separen en sílabas Digan con más fuerza
pp. 124j, 124lOrtografía: Palabras con am, em, im, om, um; al, el, il, ol, ulExamen preliminarEmplear el patrón ortográfico
p. 124lMural de palabras: Palabras de uso frecuente
p. 124mPresentar el vocabulario
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Escuchar al maestro leer el librito de fonética Los animalitos hablan en voz alta
Practicar la lectura en eco usando el librito de fonética Los animalitos hablan (Teacher Toolkit: Fluency – Echo Reading)
Mar
tes
p. 129cFonética: Sílabas cerradas con m; Sílabas cerradas con lActividades de práctica
oCartel de rimas de rimas y canciones de fonética
RutinaoFormar palabras
Librito de fonética
p. 129dOrtografía: Palabras con am, em, im, om, um; al, el, il, ol, ulRevoltillo de sílabasRutina: Práctica de ortografía
p. 129dCaligrafía: Mm
p. 129dMural de palabras: Palabras de uso frecuente
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Los animalitos hablan en coro (Teacher Toolkit: Fluency – Choral Reading)
Mié
rcol
es
p. 161aFonética: Sílabas cerradas con m; Sílabas cerradas con lRelación con el cuentoActividades de práctica
oLibro de palabrasoLibrito de fonética
Repaso: Sílabas cerradas con s
p. 161bOrtografía: Palabras con am, em, im, om, um; al, el, il, ol, ulPracticar la escrituraEscoger unas de las actividades para practicar deletreando las palabras (Teacher Toolkit: Spelling Chants)
p. 130aPresentar el vocabularioEnseñar estrategias de vocabulario: Sinónimos
p. 161bMural de palabras: Palabras de uso frecuente
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Los animalitos hablan en parejas (Teacher Toolkit: Fluency – Paired Reading)
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 35 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Juev
esp. 162aFonética: Sílabas abiertas con yRepaso: Sílabas abiertasAtención a necesidades diversas
162bOrtografía: Palabras con am, em, im, om, um; al, el, il, ol, ul Práctica de ortografía en parejas
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Los animalitos hablan en coro (Teacher Toolkit: Fluency – Choral Reading)
Vier
nes
p. 163dFonética: Sílabas cerradas con m; Sílabas cerradas con lBolsas de palabras
Hacer una actividad para desarrollar la conciencia fonémica y la fonética (Teacher Toolkit: Bilingual Phonemic Awareness/Phonics Activities)
p. 163d Escoger unas de las actividades para
practicar las palabras de ortografía (Teacher Toolkit: Games/Activities to Practice Spelling Words)
Examen de ortografía
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética Los animalitos hablan en parejas (Teacher Toolkit: Fluency – Paired Reading)
Weekly Spelling Words High Frequency Words Vocabulary Words Academic Vocabularyambosempezóempujealalto
élalgúnampollaolvidóúltimo
hombrealgúnmucho
haría todo
La sombra de Miguel
recreo tranquilo
Tengo miedoacompañanasustan
colmillosmonstruososcurosprefieren replicasabías transparentes
argumentopredecir
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– Plot(Teacher Toolkit: Plot )Focus: A story’s plot includes the important parts of the story that happen at the beginning, middle, and end. When modeling plot, use a read aloud of your choice. Preview the text and mark stopping points where you will think aloud to discuss the plot. Draw this chart :
Plot (Argumento)Story section (Sección de la historia) Important Story Events (Sucesos importantes del cuento)Beginning (Principio)Middle (Medio)End (Final)
Explain that today we are going to talk about the plot of a story. When we think about the plot, we think about the important parts of the story that happen at the beginning, middle, and end.
Tell students that they are going to listen to a story and then they will help tell about the plot. Tell students to think about the important parts of the story as you read aloud. Read aloud a story with a simple story line (clearly identifiable beginning, middle, end). As you read, think aloud using clue words to sequence the story. After the read aloud, ask students to tell about the plot of the story. Fill in the chart with the important story events. Say that good readers think about the plot to help them understand the story better.
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 36 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Días 2 - 5: Repasar la destreza de comprensión a través de la semana.Día 2: p. 129e Desarrollar la comprensión auditiva Enseñar la destrezaoDemuestreoPracticar
Día 3 Modelar la destreza de comprensión
(argumento) al leer el cuento Tengo miedo pp. 130-159 en voz alta.
Día 4: p. 161e Práctica: Reconocer el argumento Volver al superlibro Repaso: Predecir
Día 5: Examen de la selección: Cuaderno de
práctica 1.4oParte I: Vocabulario, p. 77oParte 2: Comprensión, p. 78
Small Group Guided Reading Instruction/Work Stations 35 Minutes
Note: The phonics story in the Scott Foresman basal and the leveled books will be used during small group guided reading instruction. Small group instruction is based on students’ needs. The teacher will meet with two groups daily (17 minutes per group).
The teacher should spend 5-7 minutes on a skills lesson to address one of the 5 reading components (Phonics, Phonemic Awareness, Vocabulary, Comprehension, or Fluency). Following the brief skills lesson, students should apply their new learning to connected text.
On Tuesday, 10 minutes of Small Group Guided Reading Instruction may be devoted to children needing additional assistance with handwriting. It is very important that the teacher model good handwriting skills during whole group instruction. The whole group focus lessons are listed in the Scott Foresman T.E. on day 2 under the heading Caligrafía. During Small Group Guided Reading Instruction, the teacher needs to make sure that the children are practicing correct letter formation. During both whole group and Small Group Guided Reading Instruction it is suggested that the children use lined handwriting paper (not loose leaf paper nor spiral notebooks).
Go to http://www.tea.state.tx.us/curriculum/biling/Struglingspanishreader.pdf for ideas on skills lessons. Work stations will occur simultaneously with Small Group Guided Reading Instruction. Each station should have differentiated activities that reinforce skills and strategies
taught during whole group instruction. Students will do two work station rotations each day. They will each station twice over the week. Students will visit the following five work stations:
Listening Station (El taller de escuchar)Drama/Retelling Station (El taller de dramatización/volver a contar)Writing Station (El taller de escritura)Independent Reading Station (El taller de lectura independiente)Word Work Station (El taller de palabras)
Go to the Teacher Toolkit for ideas on work station activities.Read Aloud
10 MinutesRoutine:
Preread the book to be familiar with the content and how to guide student discussion. Establish a purpose, tell why you selected the book, and familiarize them with the author, illustrator, and genre. Ask students to make predictions. Model comments and reflections as you read. Find a few places to pause and invite students to comment. Keep the pace of the reading so that it is not disjointed, but enjoyable. Keep a list of books you have read aloud and post it so that students can use the list to make connections. Place books you have read aloud in a special container, or display them in the classroom library for easy access.
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 37 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
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.
4 – ¡Me gusta!, Páginas 124a-163e Stories: La sombra de Miguel and Tengo
miedo Librito de fonética Los animalitos hablan Superlibro Pachanga deliciosa
Additional Resources: Cartel de rimas y canciones Audiocasete de la selección Audiocasete para desarrollar el contexto Cuaderno de práctica
Suggested Read Alouds: Llaman a la puerta by Pat Hutchins El día que la boa de Jimmy se comió la ropa by
Trinka Hakes Noble Si le das un panecillo a un alce by Laura A. Numeroff El pollo de los domingos by Patricia Polacco
The Teaching Plan for Adivina, adivinador and ¿Ya ves?SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 38 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Week 10 Instructional Model/Teacher DirectionsDaily Instructional Routines
30 MinutesPhonemic Awareness/Phonics Spelling Vocabulary Fluency
Lune
s
pp. 164i-164j, 164k-164lFonética: Sílabas cerradas con n/rDesarrollar la conciencia fonémica
oPresentar el carteloCantar la canciónoVolver al cartel
Relacionar los sonidos y las letrasoPresentar las vocalesoSeñalar las palabrasoCombinar sílabaso Identificar palabrasoDescifrar y formar otras palabras
Rutina oPracticar la pronunciación
Separen las letras Combinen las sílabas
pp. 164j, 164lOrtografía: Palabras con an, en, in, on, un; ar, er, ir, or, urExamen preliminarEmplear el patrón ortográfico
p. 164lMural de palabras: Palabras de uso frecuente
p. 164mPresentar el vocabulario
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Escuchar al maestro leer el librito de fonética ¡Vamos al mercado! en voz alta
Practicar la lectura en eco usando el librito de fonética ¡Vamos al mercado! (Teacher Toolkit: Fluency – Echo Reading)
Mar
tes
p. 169cFonética: Sílabas cerradas con n/rActividades de práctica
oCartel de rimas de rimas y canciones de fonética
RutinaoFormar palabras
Librito de fonética
p. 169dOrtografía: Palabras con an, en, in, on, un; ar, er, ir, or, urPalabras que faltanRutina: Práctica de ortografía
p. 169dCaligrafía: Nn
p. 169dMural de palabras: Palabras de uso frecuente
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética ¡Vamos al mercado! en coro (Teacher Toolkit: Fluency – Choral Reading)
Mié
rcol
es
p. 183aFonética: Sílabas cerradas con n/rRelación con el cuentoActividades de práctica
oLibro de palabrasoLibrito de fonética
Repaso: Sílabas cerradas con m
p. 183bOrtografía: Palabras con an, en, in, on, un; ar, er, ir, or, urPracticar la escrituraEscoger unas de las actividades para practicar deletreando las palabras (Teacher Toolkit: Spelling Chants)
p. 170aPresentar el vocabularioEnseñar estrategias de vocabulario: Sinónimos
p. 183bMural de palabras: Palabras de uso frecuente
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética ¡Vamos al mercado! en parejas (Teacher Toolkit: Fluency – Paired Reading)
Juev
es
p. 184aFonética: Sílabas cerradas con lRepaso: Sílabas cerradasAtención a necesidades diversas
184bOrtografía: Palabras con an, en, in, on, un; ar, er, ir, or, ur Práctica de ortografía en parejas
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética ¡Vamos al mercado! en coro (Teacher Toolkit: Fluency – Choral Reading)
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 39 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Vier
nes
p. 163dFonética: Sílabas cerradas con n/r; Árbol de palabras
Hacer una actividad para desarrollar la conciencia fonémica y la fonética (Teacher Toolkit: Bilingual Phonemic Awareness/Phonics Activities)
p. 185d Escoger unas de las actividades para
practicar las palabras de ortografía (Teacher Toolkit: Games/Activities to Practice Spelling Words)
Examen de ortografía
Escoger una actividad de vocabulario práctico para repasar las palabras de la semana. (Teacher Toolkit: Hands-On Vocabulary Instruction)
Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)
Leer el librito de fonética ¡Vamos al mercado! en parejas (Teacher Toolkit: Fluency – Paired Reading)
Weekly Spelling Words High Frequency Words Vocabulary Words Academic Vocabularyantenaenteroondaarcoarte
irantesárbolordenaórgano
antesmejor lugar
ideamío
Adivina, adivinador
cosquillasguardan reloj
¿Ya ves?adivinanzaencontraronpistapuntada remiendos
realismo fantasíacomparacióncontraste
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– Realism/Fantasy(Teacher Toolkit: Realism/Fantasy )Focus: A realistic story tells about something that could really happen. A fantasy story tells about something that could not really happen. Sometimes stories combine reality with fantasy.
When modeling reality and fantasy, use a short fantasy story. Preview the text and mark stopping points where you will think aloud to discuss reality and fantasy. Tell them that realistic stories tell about things that could really happen in real life. For example, the story might be about a girl going on a trip with her family or a boy going to the
library. A fantasy story tells about things that are make-believe. In the story Goldilocks and the Three Bears (Ricitos de oro y los tres ositos), the bears live in a house and talk. This is
fantasy because it can not really happen. Give different scenarios to students and ask them whether what you describing is fantasy or reality. Read aloud a fantasy story to the class. Ask students to tell which parts of the story are realistic and which parts of the story are fantasy. Summarize: How can you figure out whether a story is realism or fantasy? (Ask yourself if these things could really happen.)
Días 2 - 5: Repasar la destreza de comprensión a través de la semana.Día 2: p. 169e Desarrollar la comprensión auditiva Enseñar la destrezaoDemuestreoPracticar
Día 3 Modelar la destreza de comprensión
(realismo y fantasía) al leer el cuento ¿Ya ves? pp. 170-182 en voz alta.
Día 4: p. 183e Práctica: Realismo y fantasía Volver al superlibro Repaso: Comparación y contraste
Día 5: Examen de la selección: Cuaderno de
práctica 1.4oParte I: Vocabulario, p. 93oParte 2: Comprensión, p. 94
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 40 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Small Group Guided Reading Instruction/Work Stations 35 Minutes
Note: The phonics story in the Scott Foresman basal and the leveled books will be used during small group guided reading instruction. Small group instruction is based on students’ needs. The teacher will meet with two groups daily (17 minutes per group).
The teacher should spend 5-7 minutes on a skills lesson to address one of the 5 reading components (Phonics, Phonemic Awareness, Vocabulary, Comprehension, or Fluency). Following the brief skills lesson, students should apply their new learning to connected text.
On Tuesday, 10 minutes of Small Group Guided Reading Instruction may be devoted to children needing additional assistance with handwriting. It is very important that the teacher model good handwriting skills during whole group instruction. The whole group focus lessons are listed in the Scott Foresman T.E. on day 2 under the heading Caligrafía. During Small Group Guided Reading Instruction, the teacher needs to make sure that the children are practicing correct letter formation. During both whole group and Small Group Guided Reading Instruction it is suggested that the children use lined handwriting paper (not loose leaf paper nor spiral notebooks).
Go to http://www.tea.state.tx.us/curriculum/biling/Struglingspanishreader.pdf for ideas on skills lessons. Work stations will occur simultaneously with Small Group Guided Reading Instruction. Each station should have differentiated activities that reinforce skills and strategies
taught during whole group instruction. Students will do two work station rotations each day. They will each station twice over the week. Students will visit the following five work stations:
Listening Station (El taller de escuchar)Drama/Retelling Station (El taller de dramatización/volver a contar)Writing Station (El taller de escritura)Independent Reading Station (El taller de lectura independiente)Word Work Station (El taller de palabras)
Go to the Teacher Toolkit for ideas on work station activities.Read Aloud
10 MinutesRoutine:
Preread the book to be familiar with the content and how to guide student discussion. Establish a purpose, tell why you selected the book, and familiarize them with the author, illustrator, and genre. Ask students to make predictions. Model comments and reflections as you read. Find a few places to pause and invite students to comment. Keep the pace of the reading so that it is not disjointed, but enjoyable. Keep a list of books you have read aloud and post it so that students can use the list to make connections. Place books you have read aloud in a special container, or display them in the classroom library for easy access.
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.
4 – ¡Me gusta!, Páginas 164a-185e Stories: Adivina, adivinador and ¿Ya ves? Librito de fonética ¡Vamos al mercado! Superlibro Pachanga deliciosa
Additional Resources: Cartel de rimas y canciones Audiocasete de la selección Audiocasete para desarrollar el contexto Cuaderno de práctica
Suggested Read Alouds: Frederick by Leo Lionni El trapito feliz by Tony Ross La torre de Zoe by Paul and Emma Rogers Marta habla by Susan Meddaugh Mi dinosaurio by Mark Alan Weatherby
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 41 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation Interims/TAKS/Benchmarks College-Readiness (Anticipated Skills for SAT/ACT/College Board/Careers/Life)
What do you do for students who need additional support?
Students will meet with the teacher for Small Group Guided Reading Instruction. The teacher will do a skills lesson to address the needs of students and the students will apply that skill to their reading.
Work stations are differentiated to meet the needs of the learner. Students will have additional practice to help them master the skills learned during whole group instruction.
What do you do for students who master the learning quickly?
Activities/materials offered during Small Group Guided Reading Instruction and work stations are differentiated to meet the needs of the learner.
Sample QuestionsSixth Grade: TAKS Released TestSource: TEA Website – April 2006Spanish Reading
19 El autor probablemente escribió esta lectura para —
A contar acerca de un niño que tiene un pasatiempo poco comúnB explicar cómo se etiquetan las mariposas monarca sin lastimarlasC describir el ciclo de vida de las mariposas monarcaD dar reconocimiento a un niño que contribuyó a un descubrimiento científico
Sample QuestionsTenth Grade: TAKS Released TestSource: TEA Website – April 2006English Language Arts
23 Which of the following is a theme shared by the two selections?
A A person can learn a great deal from nature.
B Parents have a responsibility to care for their children.
C A full stomach is more important than freedom.
D It is hard to let go of something or someone you love.
SAISD © 2008-09 – Third Grading Period Bilingual Reading Grade 1 Page 42 of 42
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.