program overview - despegando hacia la...

hacia la lecturaTM

Despegando

Program Overview

2

hacia la lecturaTM

Despegando

Program Overview

Despegando hacia la lectura is a comprehensive, early literacy program for Grades K–3 which can be implemented in a variety of ways for effective early literacy instruction.

★ The program augments all Tier 1 instruction through differentiated, small group learning.

★ The program is ideal for early intervention programs, including Tier 2 Response to Intervention, Reading Recovery, Title 1, and Supplemental Services.

Despegando hacia la lectura supports the systematic development of reading strategies and skills in young students. It focuses on the key interrelated elements of beginning reading texts which scaffold early literacy success: key vocabulary, high-frequency words, text complexity, phonics, fluency and comprehension, the links between reading and writing, and assessment for instruction.

Despegando hacia la lectura is aligned to the English Language Arts strands of any college and career readiness standards: Reading Standards for Literature, Reading Standards for Informational Texts, Foundational Skills, Writing, Speaking and Listening, and Language.

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A summary of the research foundations supporting Despegando hacia la lecturaResearch evidence

Despegando hacia la lectura is based on research from the National Early Literacy Panel (2008) and the National Reading Panel (2000) in the United States, and several other major books, reports, and research investigations into early literacy teaching and learning.

Significant findings are:

★ Key vocabulary needs to be controlled and introduced systematically. Helman and Burns, 2008; Hiebert and Sailors, 2009; Mesmer and Cumming, 2009; Mesmer,

Cunningham, and Hiebert, 2012.

★ High-frequency words should have a high rate of repetition. Clay, 2002; Elley, 1989; Fry and Kress, 2006; Helman and Burns, 2008; Hiebert, Brown, Taitague,

Fisher, and Adler, 2004.

★ A variety of text types enable the development of a range of reading strategies.

Derewianka, 1990; Duke and Buillman, 2009.

★ Text complexity should be carefully sequenced to build reading strategies.

Clay, 2002; Fountas and Pinnell, 2006.

★ Phonics and phonemic awareness need to be taught systematically and explicitly.

Ehri, Nunes, Stahl, and Willows, 2001; Paris, 2005; Torgerson, Brooks, and Hall, 2006.

★ Fluency enhances comprehension. Pressley, Gaskins, and Fingeret, 2006; Rasinsky, 2006.

★ Reading and writing are linked. Derewianka, 1990; McCarrier, Fountas, and Pinnell, 2000; Paquette, 2007.

★ Assessment should be ongoing and should inform instruction. Snow and Van Hemel, 2008.

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How Despegando hacia la lecturaTM applies the research findings

Research finding

Key vocabulary needs to be controlled and introduced systematically.

Key vocabulary words are words of high interest in students’ personal lives and are words that represent familiar concepts and images. Key vocabulary is made up of familiar verbs, adjectives, and nouns common to students’ personal lives. When key vocabulary is controlled, and placed in sentences with a high proportion of high-frequency words, repetition and practice build the reader’s confidence. The acquisition of key vocabulary informs students’ oral language and literacy development.

What this means in Despegando hacia la lectura★ The introduction of key content vocabulary is controlled and key content vocabulary is

constantly revisited.

★ The system of connected books presents the same key content vocabulary in different sentence structures and contexts.

In the Early Emergent stage, each set of paired books is accompanied by a Vocabulary Starter that introduces the key content vocabulary.

Vocabulary Starter

Paired books

Getting startedTalk about families. ¿Quiénes forman parte de las familias? ¿Por qué tenemos familias?

Make stick puppets from pictures on the Blackline master by sticking the pictures to the ends of craft sticks. Ask students to work in pairs and use the stick puppets to make a concept web showing what one family is like.

Word webAsk students to make a word web of a range of names that can describe different family members, e.g. abuela, abu, abuelita, abuela, ma.

RecountAsk students to use their stick puppets to present a short talk to the group. Encourage the student to introduce each member of his/her family and to tell the group something about that member. For example, say: Este es mi padre. Él es taxista. Él cuenta chistes muy malos, pero todos nos reímos. Esta es mi hermana. Le digo que no entre en mi habitación, pero nunca me hace caso.

Sentence startersAsk students to sit in a circle. (If the group is large, have students work in small groups.) Say: ¿Pueden terminar esta oración? “Una hermana es...” Have students finish the sentence in turn around the circle until six or seven different answers have been given. Encourage students to extend the answers other students have given. Repeat with other sentence starters.

Mi familia

Vocabulary Starter

Writing sentencesHave students draw a family portrait on a large sheet of paper. Provide the sentence stem, “Este/a es mi...”, and word cards with other family names, e.g. tía, tío, primo. Have students make sentences using these word cards and the words from the Vocabulary Starter. Students can then copy their sentences onto their family portrait and label each member of their family.

Say: Quiero escribir acerca de lo que le gusta hacer a mi familia. Think out loud as you write. Ask the students to share the pen to write the names of members of their family as you go. Encourage the students to refer to the Vocabulary Starter to check their writing.

SpellingWrite the words “abuela” and “abuelo” on the board. Ask: ¿Qué letras son las mismas y qué letras son diferentes en estas palabras? Draw out that all the letters are the same in these words except the last. Say: “Abuela” termina en “–a” porque es un nombre femenino. “Abuelo” termina en “–o” porque es un nombre masculino. Ask students to locate two other words in the Vocabulary Starter that show this same relationship (hermano, hermana).

Developing oral vocabulary Developing reading vocabulary Developing writing vocabulary

Getting startedIntroduce the word on each card. Point to the photograph and ask: ¿Qué es esto? ¿Pueden ver la palabra que indica “hermano”? Ask students to look at the word. ¿Qué observan acerca de esta palabra?

Draw out information about:

• word shape;• number of letters;• first letter (e.g. ¿El nombre de quién tiene la misma inicial?);• other words that sound like the word.

Repeat with other words.

First lettersPoint to each picture on the Vocabulary Starter. Ask: ¿Quién es esta persona? ¿Pueden ver la palabra “madre”? ¿Cómo empieza la palabra “madre”? On the board write the sentence: “Esta es mi madre”. ¿Me pueden mostrar la palabra “madre”? Repeat with other sentences and other words from the Vocabulary Starter.

Match itIn pairs, student could play the game “Parejas”. Provide word and picture cards made from the Blackline master. To play, students should place all cards face down – picture cards spread out in one area and word cards in another. Players take turns to flip over one picture card and one word card. If they match, the player keeps both cards. If they don’t match, the cards are turned back down. Continue in this way until all cards are taken. The player with the most cards wins.

Despegando hacia la lectura Vocabulary Starters support the development of:

• oral language• reading • writing

They reflect the vocabulary needs of students in the first few years of school (key vocabulary) and have direct relevance to students’ everyday lives and interests. As well, these words support curriculum, including science and social studies.

This card can be:

• read as a book;• opened up into a chart;• folded to reveal single images one at a time.

Despegando hacia la lectura Vocabulary Starters can be used:

• to introduce new vocabulary;• as a word bank – displayed opened out on a bulletin board

as a writing resource;• as a stimulus for discussion, e.g. ¿Qué actividades haces

con tu familia?;• to support students by linking spoken and written

vocabulary to clear photos;• to build confidence using vocabulary.

The Vocabulary Starter Mi familia supports the Despegando hacia la lectura Early Emergent stage books Escondite and Mi cumpleaños.

Mi familia

Key vocabulary: hermano padre abuela abuelo yo madre hermana

Vocabulary Starter

abuyaya

abuelitagüela

abuela

Desarrollado por Eleanor Curtain Publishing

Consultora, edición en español: Eva Pando Solís, Ph.D. Diseñado por Derek Schneider Impreso en China por Colorcraft Ltd, Hong Kong Distribuido en los EE. UU. por Okapi Educational Publishing Inc. Teléfono: 866-652-7436 Fax: 800-481-5499 Correo electrónico: [email protected] www.myokapi.com

www.flyingstarttoliteracy.com

© 2015 EC Licensing Pty Ltd. Este trabajo está protegido por la ley de derechos de autor de los EE. UU., y en virtud de las convenciones internacionales de derechos de autor, se aplica en las jurisdicciones en las que se publica.

Quienes compren este libro pueden tener ciertos derechos para copiar partes de él según la ley vigente sobre derechos de autor. Los compradores deben realizar las averiguaciones necesarias en la jurisdicción en que lo usarán para determinar si tienen esos derechos y su alcance. Todos los demás derechos reservados.

es una marca comercial de EC Licensing Pty Ltd en los EE.UU.

Blackline master: Mi familia

Copy this blackline master at 140%.

hermano madre

hermana abuela

yo padre

abuelo

Despegando hacia la lectura Vocabulary Starter Mi Familia © 2015 EC Licensing Pty Ltd.

✂

okapieducational publishing

FS A1 SPANISH My Family VS.indd 1-7 6/05/15 9:51 AM

Mi familia

yo hermano padre abuela abuelohermana madre

FS A1 SPANISH My Family VS.indd 8-11,13-14 6/05/15 9:51 AM

Getting startedTalk about families. ¿Quiénes forman parte de las familias? ¿Por qué tenemos familias?

Make stick puppets from pictures on the Blackline master by sticking the pictures to the ends of craft sticks. Ask students to work in pairs and use the stick puppets to make a concept web showing what one family is like.

Word webAsk students to make a word web of a range of names that can describe different family members, e.g. abuela, abu, abuelita, abuela, ma.

RecountAsk students to use their stick puppets to present a short talk to the group. Encourage the student to introduce each member of his/her family and to tell the group something about that member. For example, say: Este es mi padre. Él es taxista. Él cuenta chistes muy malos, pero todos nos reímos. Esta es mi hermana. Le digo que no entre en mi habitación, pero nunca me hace caso.

Sentence startersAsk students to sit in a circle. (If the group is large, have students work in small groups.) Say: ¿Pueden terminar esta oración? “Una hermana es...” Have students finish the sentence in turn around the circle until six or seven different answers have been given. Encourage students to extend the answers other students have given. Repeat with other sentence starters.

Mi familia

Vocabulary Starter

Writing sentencesHave students draw a family portrait on a large sheet of paper. Provide the sentence stem, “Este/a es mi...”, and word cards with other family names, e.g. tía, tío, primo. Have students make sentences using these word cards and the words from the Vocabulary Starter. Students can then copy their sentences onto their family portrait and label each member of their family.

Say: Quiero escribir acerca de lo que le gusta hacer a mi familia. Think out loud as you write. Ask the students to share the pen to write the names of members of their family as you go. Encourage the students to refer to the Vocabulary Starter to check their writing.

SpellingWrite the words “abuela” and “abuelo” on the board. Ask: ¿Qué letras son las mismas y qué letras son diferentes en estas palabras? Draw out that all the letters are the same in these words except the last. Say: “Abuela” termina en “–a” porque es un nombre femenino. “Abuelo” termina en “–o” porque es un nombre masculino. Ask students to locate two other words in the Vocabulary Starter that show this same relationship (hermano, hermana).

Developing oral vocabulary Developing reading vocabulary Developing writing vocabulary

Getting startedIntroduce the word on each card. Point to the photograph and ask: ¿Qué es esto? ¿Pueden ver la palabra que indica “hermano”? Ask students to look at the word. ¿Qué observan acerca de esta palabra?

Draw out information about:

• word shape;• number of letters;• first letter (e.g. ¿El nombre de quién tiene la misma inicial?);• other words that sound like the word.

Repeat with other words.

First lettersPoint to each picture on the Vocabulary Starter. Ask: ¿Quién es esta persona? ¿Pueden ver la palabra “madre”? ¿Cómo empieza la palabra “madre”? On the board write the sentence: “Esta es mi madre”. ¿Me pueden mostrar la palabra “madre”? Repeat with other sentences and other words from the Vocabulary Starter.

Match itIn pairs, student could play the game “Parejas”. Provide word and picture cards made from the Blackline master. To play, students should place all cards face down – picture cards spread out in one area and word cards in another. Players take turns to flip over one picture card and one word card. If they match, the player keeps both cards. If they don’t match, the cards are turned back down. Continue in this way until all cards are taken. The player with the most cards wins.

Despegando hacia la lectura Vocabulary Starters support the development of:

• oral language• reading • writing

They reflect the vocabulary needs of students in the first few years of school (key vocabulary) and have direct relevance to students’ everyday lives and interests. As well, these words support curriculum, including science and social studies.

This card can be:

• read as a book;• opened up into a chart;• folded to reveal single images one at a time.

Despegando hacia la lectura Vocabulary Starters can be used:

• to introduce new vocabulary;• as a word bank – displayed opened out on a bulletin board

as a writing resource;• as a stimulus for discussion, e.g. ¿Qué actividades haces

con tu familia?;• to support students by linking spoken and written

vocabulary to clear photos;• to build confidence using vocabulary.

The Vocabulary Starter Mi familia supports the Despegando hacia la lectura Early Emergent stage books Escondite and Mi cumpleaños.

Mi familia

Key vocabulary: hermano padre abuela abuelo yo madre hermana

Vocabulary Starter

abuyaya

abuelitagüela

abuela

Desarrollado por Eleanor Curtain Publishing

Consultora, edición en español: Eva Pando Solís, Ph.D. Diseñado por Derek Schneider Impreso en China por Colorcraft Ltd, Hong Kong Distribuido en los EE. UU. por Okapi Educational Publishing Inc. Teléfono: 866-652-7436 Fax: 800-481-5499 Correo electrónico: [email protected] www.myokapi.com

www.flyingstarttoliteracy.com

© 2015 EC Licensing Pty Ltd. Este trabajo está protegido por la ley de derechos de autor de los EE. UU., y en virtud de las convenciones internacionales de derechos de autor, se aplica en las jurisdicciones en las que se publica.

Quienes compren este libro pueden tener ciertos derechos para copiar partes de él según la ley vigente sobre derechos de autor. Los compradores deben realizar las averiguaciones necesarias en la jurisdicción en que lo usarán para determinar si tienen esos derechos y su alcance. Todos los demás derechos reservados.

es una marca comercial de EC Licensing Pty Ltd en los EE.UU.

Blackline master: Mi familia

Copy this blackline master at 140%.

hermano madre

hermana abuela

yo padre

abuelo

Despegando hacia la lectura Vocabulary Starter Mi Familia © 2015 EC Licensing Pty Ltd.

✂

okapieducational publishing

FS A1 SPANISH My Family VS.indd 1-7 6/05/15 9:51 AM

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Research finding

High-frequency words should have a high rate of repetition.

Texts with the following features scaffold reading success:

★ Texts with high word repetition rates.

★ Texts with low ratios of unfamiliar words.

These scaffolds will decrease the cognitive load for students learning to speak and read Spanish.

All books are paired and address the same concepts, vocabulary, and high-frequency words, but have different sentence structures and text types.

Puedo ver el corazón.

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FS A1 SPANISH What shape can you see pages.indd 2-3 13/05/16 10:26 AM

¿Puedes ver el corazón?

32

FS A1 SPANISH Shapes Around Us pages sml pt size.indd 2-3 13/05/16 10:27 AM

What this means in Despegando hacia la lectura★ Connected, paired books present the same high-frequency words in different

sentence structures and text types.

★ There is a high repetition rate of high-frequency words and a low ratio of unfamiliar words.

★ High-frequency words are gradually and systematically introduced and reused.

The high-frequency words in Despegando hacia la lectura are predominantly function words, for example, “estaba,” “soy,” and “el/la.” In the book Yo there are 14 running words, and the high-frequency words are repeated seven times in the book. In the Early Emergent books the ratio of high-frequency words to total words is 2:3.

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Research finding

A variety of text types enable the development of a range of reading strategies.

Informational texts provide examples of reading and writing for authentic purposes so that students can find information about a topic or learn how to make or construct something. For some readers informational texts may be more engaging than narrative texts.

A range of text types acts as a model for writing for different purposes and with different language features. The more experience students have with reading and learning from informational texts, and the more familiar they are with the purpose and features of informational texts, the more likely they will be effective and efficient readers of this text type in the future.

What this means in Despegando hacia la lectura★ A range of text types with different structures and text features is presented.

★ Key vocabulary and high-frequency words within different text types build reading strategies for texts that have different purposes.

Paired informational and narrative texts contain matching concepts and vocabulary.

Narrative

Explanation

Argument

Narrative

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Research finding

Text complexity should be carefully sequenced to build reading strategies.

A graded sequence of reading is important for scaffolding learning. Texts can be graded into complexity levels according to vocabulary, sentence structure, meaning or concept-load, conventions of print, or changes in language style, such as an increase in embedded clauses.

What this means in Despegando hacia la lectura★ Despegando hacia la lectura is sequenced into 7 Developmental Stages and

Guided Reading levels A–P. The levels have been sequenced and field tested in schools.

★ Reading strategies are developed and consolidated at each Guided Reading level.

Despegando hacia la lectura program stages

Number of books at each stage of Despegando hacia la lectura

Guided Reading levels

DRA Alignment levels

Early Emergent Stage 36 (18 pairs of books)18 Take-Home books

A–B 1–2

Emergent Stage 40 (20 pairs of books)20 Take-Home books

C–D 3–6

Early Stage 40 (20 pairs of books)20 Take-Home books

E–F 8–10

Transitional Stage 40 (20 pairs of books)20 Take-Home books

G–H 12–14

Early Fluent Stage 40 (20 pairs of books)20 Take-Home books

I–J 16–18

Fluent Stage 48 (24 pairs of books)24 Take-Home books

K–M 20–28

Fluent Plus Stage 24 (12 pairs of books)12 Take-Home books

N–P 30–38

Text complexity and Despegando hacia la lectura

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Reading stage

Guided Reading levels

DRA Phonics

Early Emergent stage

A–B 1–2 • Introduces concepts of word and syllable, vowel sounds, and simple consonant sounds.

Emergent stage C–D 3–6 Continues with basic sounds and introduces:• Sounds of ñ, y and rr, blends; and• Diagraphs (ch, qu, ll).

Early stage E–F 8–10 Continues simple sounds and diagraphs and introduces:• h, and new blends and diagraphs;• Sounds of r and rr;• Sound /s/ spelled c, z, s; • Soft and hard sounds of c (ca, co, cu, ce, ci);• Plural morphemes “-s” and “-es”; and• Inflectional endings.

Transitional stage

G–H 12–14 Continues with basic sounds, blends and diagraphs, and introduces areas of difficulty:• Soft and hard sounds of g (ga, go, gu, gue, gui, ge, gi);• Inflectional endings (past, future);• Diphthongs; • mp, mb; and • h intercalada.

Early Fluent stage

I–J 16–18 Continues with areas of difficulty and introduces:• Diphthongs; • Hiatus; and • Ending “-ción.”

Fluent and Fluent Plus stages

K–P 20–38 Continues with areas of difficulty and introduces:• Tildes; and • Homophones.

Phonics and phonemic awareness in Despegando hacia la lectura

Research finding

Phonics and phonemic awareness need to be taught systematically and explicitly.

A developmental schema for phonics can introduce beginning readers to phonemic awareness sequentially, and enable them to gain a clear understanding of how sounds map to letters.

What this means in Despegando hacia la lectura★ In Despegando hacia la lectura, phonics is viewed as one of the many sources of information

within the reading process. Because of the close correspondence between phoneme and grapheme, instruction in the alphabetic principle is particularly effective in Spanish.

★ Phonics instruction is supported in the context of rich text that allows young readers to apply phonics skills while engaging in reading as a meaning-making process.

★ The phonemic awareness and phonics activities in Despegando hacia la lectura have been carefully designed to follow a sequence of instruction that progresses from larger to smaller units (words, syllables, and phonemes) and from easier to more complex sound-letter relationships (vowels and simple consonants to blends and other areas of difficulty in Spanish) with words that are phonologically accessible without resorting to simplistic decodable books where meaning is jeopardized.

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Research finding

Fluency enhances comprehension.

There are three key elements of reading fluency: accuracy in word decoding, the ability to automatically recognize words, and appropriate use of meaningful oral expression while reading. These three components comprise a gateway to comprehension.

What this means for Despegando hacia la lectura★ The ability to recognize words accurately and rapidly, and to group words in meaningful

phrases, is emphasized throughout.

★ Many opportunities for oral reading are provided. Lesson Plans include re-reading of books to improve word identification skills and comprehension.

★ Inexpensive Take-Home books provide further opportunities for students to read a familiar text independently. Students should keep these books and build their own home library of familiar texts that they can read and re-read.

Before reading

Getting ready to readSupport the students in activating their prior knowledge. Ask them to talk about all of the different types of boats that they can think of. Share the students’ ideas. Say: Hace más de cien años, los vapores de ruedas de paletas eran una forma popular de transporte acuático. ¿Quién sabe lo que es un vapor de ruedas de paletas? Show the students photographs of paddleboats. Say: Un vapor de ruedas es un barco de vapor que utiliza una rueda para moverse en el agua.

Vocabulary buildingWrite a list of words from the book that might be new to your students (e.g. naufragio, barco, a la deriva, tripulación, mascota). Talk through each of the words, discussing their meanings.

Introducing the bookGive each student a copy of El naufragio del Maitland. Say: Este libro se llama El naufragio del Maitland. El Maitland es un vapor de ruedas. Esta es una historia real acerca de una niña de un año que viajaba con su madre en el Maitland cuando este quedó atrapado en una tormenta. Talk the students through the book. Say: Este es el Maitland. ¿Pueden ver la rueda del barco? Esta es la niña y su madre. El nombre de la niña es Daisy.

During readingAsk each student to read the text independently. Monitor the students as they read and support them where appropriate. If necessary, ask the students to stop reading and remind them to use the reading strategies you are focused on. For example, check for students who understand that they are reading a recount. Are they aware of what a recount is? Do the students understand that this story happened in the past? Ask: ¿Cuándo sucedió esta historia? ¿Cómo saben esto? ¿Qué palabras en el texto nos indican que esta es una historia que ya ocurrió?

Returning to the book

Provide multiple opportunities for the students to read and interact with the book again – with teacher support, with a partner, and independently. Choose activities that are appropriate for your students.

Developing fluencyAsk the students to read the book aloud. Give positive feedback to students who read with fluency. For example, say: Me gustó la forma en que leyeron: se aseguraron de leer la puntuación. Hicieron las pausas en los lugares correctos para que los oyentes pudieran entender la información que ustedes les leían.

Word workPhonemic awareness and phonicsMake a chart with three columns and the following headings: “r” simple, “rr” doble and “r” junto a una consonante. Ask the students to scan the text for words with these spellings and list their responses in the appropriate columns of the chart. Read the words with the students attending to whether it is a simple vibration or multiple vibrations of the tongue.

Exploring wordsRefer the students to the list of words that you made during the “Vocabulary building” activity (naufragio, barco, a la deriva, tripulación, mascota). Ask: ¿Qué significan estas palabras? ¿Pueden encontrar el lugar en el libro en el que se usan estas palabras?

WritingRefer the students to page 16. Say: Esta es Daisy cuando tenía 10 años. Ella está con uno de los miembros de la tripulación. ¿Qué creen que ella le podría haber dicho? Imaginen que son Daisy a los 10 años y que deciden escribir una carta a la tripulación del Maitland. ¿Qué dirían? Ask the students to share their ideas and then write their letters.

Sharing and presentingAsk the students to take turns reading their letters to the group.

Before reading

Getting ready to readSupport the students in activating their prior knowledge. Show the students pages 2 and 3 of La gran carrera de vapores de ruedas. Say: En este libro, hay un vapor de ruedas muy grande y un vapor de ruedas más pequeño. El capitán del barco más pequeño dice: “Tu vapor de ruedas es el más grande, pero ¿es el mejor?”. ¿Creen que el objeto más grande es siempre el mejor? ¿Por qué? Students could talk about this question with a partner.

Vocabulary buildingSay: La historia que leeremos es acerca de una carrera entre dos vapores de ruedas. ¿Qué palabras creen que podrían aparecer en este libro? List the students’ responses on a chart.

Introducing the bookGive each student a copy of La gran carrera de vapores de ruedas. Say: Este libro se llama La gran carrera de vapores de ruedas. Es la historia de dos capitanes de vapores de ruedas, el capitán Blas y el capitán Pepe, que deciden competir en una carrera para ver quién tiene el mejor barco. Ask the students to talk about the book, discussing the illustrations. Prompt the students to recognize the changing conditions the boats encounter throughout the race. Say: Miren las ilustraciones de la página 5 y de la página 8. ¿Qué observan? Encourage the students to predict what might happen in the story. For example, ask: ¿Por qué creen que podrían estar dándose la mano? ¿Qué barco creen que ganará?

During readingAsk each student to read the text independently. Monitor the students as they read and support them where appropriate. If necessary, ask the students to stop reading and remind them to use the reading strategies you are focused on. For example, check that the students are able to use syntax to decode. Do they use their understanding of sentence structure to help them decode? Encourage this behavior. For example, ask: ¿Qué tipo de palabra podría ir ahí? ¿Cómo sabes esto?

Lesson 1 El naufragio del Maitland Lesson 2 La gran carrera de vapores de ruedas

After reading

Talking about the bookAsk the students to talk about the book. Promote discussion by choosing questions that are appropriate for your students. Ask them to support their answers by referring to the photographs, illustrations, and text in the book.¿Por qué Daisy y su madre se separaron? ¿Cómo llegaron a tierraalgunas de las personas? ¿Cómo se mantuvo a salvo Daisy? (Literal)¿Por qué el Maitland naufragó? (Inferential)¿Dirían que Daisy tuvo la suerte de sobrevivir? ¿Por qué? (Synthesizing)Este es un relato de hechos. ¿Qué cosas les ayudan a saber que estaes una historia real? (Critical)

Reviewing reading strategiesEncourage the students to identify what they did to help themselves as readers. Say: Menciona algunas de las cosas que hiciste que te ayudaron a entender este libro. Menciona algunas de las cosas que hiciste para ayudarte.

Reading comprehension support

• Illustrations and photographs support the historical context.

• Title reflects the content of the book.



Developing fluencyAsk the students to reread the text. Encourage the students to read expressively, with appropriate intonation. Say: Piensen en cómo hablarían el capitán Blas y el capitán Pepe. Intenten hacer que sus voces suenen de esa manera.

Word workPhonemic awareness and phonicsWrite the word “bahía” on the board and show the students how to pronounce it correctly. Say: La palabra “bahía” lleva “h intercalada”. La “h intercalada” no se pronuncia. Ask the students to find another word in the text that has “h intercalada” (Ahora). Ask the students if they know any other words with “h intercalada”. For example: almohada, zanahoria, ahorrar, prohibido, vehículo.

Exploring wordsWrite the words “grande”, “más grande”, and “el más grande” on a chart. Say: El barco del capitán Blas era grande. Era más grande que el del capitán Pepe. Era el barco más grande de la bahía. Estas palabras se llaman comparativos. Usamos los comparativos cuando comparamos cosas. ¿Qué otras palabras conocen que se pueden utilizar de esta manera? Invite the students to share their ideas.

WritingAsk the students to write the next episode of the story, in which el capitán Blas challenges el capitán Pepe to another race. Ask: ¿Qué podría pasar la próxima vez que los capitanes compitieran en una carrera?

Sharing and presentingAsk the students to read their writing to each other.

After reading

Talking about the bookAsk the students to talk about the book. Promote discussion by choosing questions that are appropriate for your students. Ask them to support their answers by referring to the illustrations and the text in the book.¿Por qué el capitán Blas creía que su barco era el mejor? ¿Qué barco ganó la carrera? (Literal)¿Por qué el capitán Blas perdió la carrera? (Inferential)¿Qué tipo de personaje era el capitán Blas? ¿Qué tipo de personaje era el capitán Pepe? (Synthesizing)¿Qué conclusión pueden sacar a partir de la historia? (Critical)

Reviewing reading strategiesEncourage the students to identify what they did to help themselves as readers. Say: Menciona algunas de las cosas que hiciste para ayudarte. ¿Puedes encontrar un lugar donde solucionaste algún problema?


• Main characters are introduced on the first pages.• Illustrations make clear the characters’ actions

and feelings.

Synthesizing: Talk about the pairAfter the students have read both books, ask: ¿Qué es lo que ahora saben acerca de los vapores de ruedas? Draw a Y-chart with the headings Pensamientos, Sentimientos, and Preguntas.

Invite the students to share what they think about paddleboats, what they feel about paddleboats, and what they wonder about paddleboats.

Key concepts

• Paddleboats were once a popular form of water transport.

• Sea travel can be dangerous during stormy weather.

Key concepts



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10

Research finding

Reading and writing are linked.

Writing encourages students to match the spoken word and the written word. In writing, students interact with words and word order in context.

Books offer good models for writing. Analyzing how authors use various qualities of good writing, or the six traits approach (ideas, organization, voice, word choice, sentence fluency, and conventions), can encourage students to model their stories after the experts (Paquette, 2007). Using different text types, such as personal narrative, procedure, report, narrative, argument, and explanation, encourages students to use these text types in their writing.

What this means in Despegando hacia la lectura★ The presentation of a range of text types and the pairing of informational and narrative

books provide models of writing for the reader.

★ Each pair of books is supported by a comprehensive Lesson Plan, which includes writing as an integral part of the lesson.

Lesson 1 Mi diario de campamento Lesson 2 Un mono en el campamento

After students have read both Mi diario de campamento and Un mono en el campamento, ask: ¿Por qué los niños van de campamento? ¿Qué cosas puedes aprender al ir de

campamento? Students can work further with these books by completing the Activity card.

Synthesizing: Talk about the pair

Before reading

Getting ready to readEncourage students to activate their prior knowledge. Say: Vamos a leer una historia divertida acerca de un mono en un campamento. Si apareciera un mono y se uniera a las actividades con los niños, ¿qué pasaría? Discuss the students’ responses.

Vocabulary buildingAsk the students to talk with a partner about the activities that might be done at a camp. Make a list of these camp activities.

Introducing the bookGive each student a copy of the book Un mono en el campamento. Say: Este libro se llama Un mono en el campamento. Trata sobre un mono que se une a un grupo de niños en su campamento. Talk the students through the book. Ask: ¿Qué sucede en la imagen? ¿Dónde está el mono? Reply using the structure of the sentences in the text. For example, say: Sí, el mono estaba sentado en el árbol y miraba a los niños.

Returning to the bookProvide multiple opportunities for the students to read and interact with the book again – with teacher support, with a partner, and independently. Choose activities that are appropriate for your students.

Developing fluencyEncourage students to reread the book with fluency. Intenten leer las palabras con fluidez.

Word work Phonemic awareness and phonicsWrite the word “campo” on the board. Talk about its meaning. Draw the students’ attention to the letter “m” before the letter “p”. Say: En español hay una regla de ortografía que dice que antes del sonido /p/ siempre se escribe “m”. Esta regla no tiene excepciones. Ask the students to browse through the text and find words that contain “m antes de p”. Then ask what other words the students know that have this sound. Make a list of the students’ responses. Some examples: siempre, comprar, compañero, tampoco.

Exploring wordsUse the text to reinforce the students’ automatic recognition of high-frequency words. For example, turn to pages 2 and 3. Ask: ¿Me pueden enseñar la palabra “del ”? ¿Cómo saben que esta palabra dice “del”? ¿Qué letras tiene esta palabra?

WritingModeled writingAsk: ¿Qué otras cosas podrían haber hecho el mono y los niños en el campamento? Imaginen que son los autores del libro y tienen que escribir acerca de algunas otras actividades que el mono hizo con los niños. Make a list of the activities on a chart. Invite the students to help you where they can. For example: ¿Quién puede ayudarme a escribir “patada”?

Independent writingAsk the students to pick something from the list of activities to draw and write about. Compile the pages into a class book.

Sharing and presentingRead the class book to the students. Ask the students to talk about their writing activity with a partner.

During reading

Ask each student to read the text independently. Monitor the students as they read and support them where appropriate. If necessary, ask the students to stop reading and remind them to use the reading strategies you are focused on. For example, check that the students are searching the text for semantic (meaning) cues. Do they check that the words they have read make sense? Encourage the students to use this reading behavior. For example: Leíste “_______”. ¿Tiene sentido? Intenta leerlo de nuevo. Esta vez, piensa qué tendría sentido.

After reading

Talking about the bookAsk the students to talk about the book. Promote discussion by choosing questions that are appropriate for your students. Ask them to support their answers by referring to the illustrations and the text in the book.¿Qué actividades hicieron los niños y el mono en el campamento? (Literal)¿Por qué el mono tiene que dejar el campamento? (Inferential)¿En qué se parece este campamento a otros campamentos que conoces? ¿En qué se diferencia? (Synthesizing)¿Un mono fue una buena elección de personaje para este libro? ¿Por qué? (Critical)

Reviewing reading strategiesGive positive feedback on the problem-solving strategies the students used as they read the book. Observé que te aseguraste de que lo que leías tenía sentido.

Before reading

Getting ready to readEncourage students to activate their prior knowledge. Tell the students that they are going to read an information book about going to camp. Ask: ¿Qué es un campamento? ¿Quién va a los campamentos? ¿Qué sucede en los campamentos? Ask the students to discuss what they know about camps.

Vocabulary buildingAs needed, review the key vocabulary from the book.

Introducing the bookGive each student a copy of the information book Mi diario de campamento: Este libro se llama Mi diario de campamento. ¿Qué creen que es un diario? Discuss the students’ responses. Ask the students to browse through the text. Say: Este diario trata sobre lo que le sucede a un niño durante su semana en un campamento. ¿Qué características tiene este libro que nos indican que es un diario? Discuss the students’ responses. Talk them through the book. For example, ask: ¿Esta página es acerca de qué día de la semana? ¿Qué hace el niño?

During readingAsk each student to read the text independently. Monitor the students as they read and support them where appropriate. If necessary, ask the students to stop reading and remind them to use the reading strategies you are focused on. For example, check that the students are searching the text for letter cues. Do they check the letters in a word to see whether what they have read looks right? Encourage this behavior in students. Say: Leíste la palabra ______. Mira las letras en esa palabra. ¿La palabra que leíste se parece a la palabra en el texto?

After reading

Talking about the bookAsk the students to talk about the book. Promote discussion by choosing questions that are appropriate for your students. Ask them to support their answers by referring to the photographs, illustrations, and text in the book.¿Cómo llegó el niño al campamento? ¿A quién conoció el lunes? ¿Que hicieron los niños el jueves? (Literal)¿Por qué el niño dice que irá al próximo campamento? (Inferential)¿Qué aprendiste acerca de los campamentos al leer este libro? (Synthesizing)¿Todos los niños piensan que un campamento es divertido? Explíquenlo. (Critical)

Reviewing reading strategiesGive positive feedback on the problem-solving strategies the students used as they read the book. For example, say: Cuando leías la página 12, observaste que la palabra “cuerdas” tenía una “s” al final. Te aseguraste de que la palabra que leías fuera correcta. Eso es lo que hacen los buenos lectores.


Developing fluencyModel reading the book fluently and ask: ¿Notaron cómo mi voz sonaba cuando leía el libro? ¿Pueden leerlo así? Ask the students to read the book with a partner, concentrating on reading it fluently.

Word workPhonemic awareness and phonicsMake the word “agradar” with magnetic letters and focus on the /gr/ blend. ¿Qué sonido hacen estas dos letras juntas? Ask the students to think about other words they know that have this same blend. Make a list. Some examples: grande, granja, tigre, negro, gracias, gris.

Exploring wordsOn the board, list “camp” words from the text (autobús, cabaña, dormir, piscina, tobogán de agua, pizza, cuerdas). Talk about each word with the students. ¿Con qué letra empieza esta palabra? ¿Cómo suena? ¿Qué significa esta palabra?

WritingModeled writingSay: Vamos a escribir un diario acerca de lo que hicimos en la escuela hoy. Ask the students to recall and discuss what they did. Have them contribute to the journal where they can. For example: En primer lugar, debemos escribir el día. Miren alrededor de la sala. ¿Puedes ver los días de la semana escritos en algún lugar?

Independent writingAsk the students to write about what they would like to do at camp. They should use the book as support.

Sharing and presentingAsk the students to share their writing with the group.

Key concepts

• Some children go to camps.• Some camps have organized activities

for children to do.

Vocabulary support: Mi diario de campamento/ Un mono en el campamentoUse the teacher notes on the back of the Vocabulary Starters Hacer cosas, Compras, Mi familia, Transporte,

Lugares a los que voy, and Patio de juegos to support students’ vocabulary.

Key concepts


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Lesson Plan

A variety of text types present a range of models for writing.

11

Research finding

Assessment should be ongoing and should inform instruction.

There is a need for assessment, which has classroom validity, to provide information for instruction. Formative assessment, as opposed to fragmented assessment items, includes the use of Running Records of Reading (Clay 2002) where teachers analyze students’ early reading using forms of miscue analysis or running records of books read by students. The use of valid assessment in literacy has the potential to provide both information for accountability, and to provide information for teaching.

In classrooms with very diverse learners, teachers are constantly checking for students who understand the moment-to-moment activities. Teachers make judgments based on observation, note-taking, questioning, and scaffolding. Teachers observe students’ learning and plan for what the students are ready to learn.

What this means in Despegando hacia la lectura ★ Ongoing assessment forms part of the teaching sequence.

★ Each Lesson Plan identifies a reading strategy as a focus for an individual book and provides monitoring points to alert the teacher to observe how each student is using the selected strategy.

★ A full range of reading strategies for each developmental stage is covered.

★ Assessment checklists are available with the program.

Lesson 1 El problema del agua Lesson 2 Ming salva al pueblo

Before reading

Getting ready to readSupport the students in activating their prior knowledge. Bring in a glass of water. Ask: ¿De dónde creen que proviene el agua? Discuss students’ responses. Ask: ¿A dónde va el agua si la vierto por el fregadero? Discuss students’ responses. Ask: ¿Para qué utilizamos el agua? List students’ responses on a chart.

Vocabulary buildingAsk each student to turn to a partner and discuss what happens when it rains. Ask: ¿A dónde va el agua cuando llueve? Discuss students’ responses. Say: Vamos a leer un libro acerca del agua y cómo la utilizamos. ¿Qué palabras relacionadas con el agua podrían aparecer en este libro? List students’ responses on a chart to create a group list.

Introducing the bookGive each student a copy of La cuestión del agua. Direct students to use the cover, title page, and contents page to get themselves ready to read. Ask: ¿Qué información ya poseen acerca de este libro? Encourage students to look through the book. Ask: ¿Cómo presenta la información de este libro la autora? Draw out that the book has text, photographs, diagrams, fact boxes, etc. Ask: Al leer este libro, ¿qué esperan aprender?

During readingAs each student reads the text independently, monitor and support the students where appropriate. Ask the students to stop reading and remind them to use the reading strategies you are focused on. Say: Mientras lees, piensa en las ideas principales de este libro. ¿Qué detalles respaldan las ideas principales?

Encourage students to apply appropriate comprehension strategies, such as asking questions about the information they are reading. Say: Piensa en lo que te gustaría saber acerca del agua. En este libro, ¿se responden esas preguntas?

After reading

Talking about the bookHave the students talk about the book. Promote discussion by choosing questions that are appropriate for your students. Ask them to support their thinking by referring to the photographs and the text in the book.¿Para qué utilizamos el agua? ¿Qué sucede con el agua que hemos utilizado? (Literal)¿Por qué las personas buscan formas de producir más agua dulce? ¿Por qué algunas personas del planeta no tienen suficiente agua dulce? (Inferential)Leer este libro, ¿ha cambiado su opinión sobre la cuestión del agua? ¿Cómo? ¿Qué podrían hacer diferente ahora? (Synthesizing)¿Qué mensaje se transmite en este libro acerca del agua? ¿Están de acuerdo con este mensaje? ¿Por qué? ¿Por qué no? (Critical)

Reviewing reading strategiesEncourage students to identify what they did to help themselves as readers. Ask: ¿Cuál era la idea principal de este libro? ¿Cómo lo sabes? ¿Qué puedes hacer para comprobar que entiendes la idea principal?


• The introduction clearly identifies the issue.• Each chapter poses and answers a main question.• Photographs and diagrams support the written text.

Returning to the bookProvide multiple opportunities for the students to reread and interact with the book – with teacher support, with a partner, and independently. Choose activities that are appropriate for your students.

Developing fluencyStudents could record their reading using an audio recording device. Play back the recordings. Ask: ¿Leyeron con fluidez? ¿Cómo podrían mejorar su fluidez?

Word work PhonicsWrite the word población on a chart. Circle the suffix “–ción.” Ask students to find other words in the book that have this suffix (evaporación, condensación, precipitación, desalinización). List these. Ask: ¿Qué otras palabras conocen que terminan con este sufijo? Add these words to the list. Ask: ¿Cómo cambia este sufijo el significado de la palabra? Draw out that the word becomes a noun (a thing). For example, condensar is the action (a verb) and condensación is a thing (a noun).

Exploring wordsWrite the following sentence on a chart: “El agua es un recurso muy preciado sin el cual no podemos vivir.” Ask: ¿Qué significa esta oración? Discuss students’ responses. Ask: ¿Qué significa la palabra preciado en esta oración? Draw out that it describes what sort of resource water is. Say: Esta palabra se utiliza para describir algo. Es un adjetivo. Ask pairs of students to browse through the book to find and list other adjectives (e.g. nuevo, largo, dulce, sucio, enorme). Use students’ words to create a group list.

WritingAsk: ¿Creen que el agua es importante? ¿Por qué? Discuss students’ responses. Ask students to write an opinion piece explaining why they think water is important. Encourage them to use examples from the text to support their reasoning.

Sharing and presentingIn pairs, students could take turns to read their writing about water to each other.

Before reading

Getting ready to readSupport the students in activating their prior knowledge. Ask: Cuando desean beber un poco de agua, ¿qué hacen? ¿Creen que ocurre lo mismo en todas las partes del mundo? Discuss students’ responses. Ask: ¿De qué otras formas obtienen las personas agua fresca cuando la necesitan? Draw out that some people don’t have taps in their homes and these people need to get their water in other ways like from a dam, a tank, a well, or a stream.

Vocabulary buildingWrite the following words on a chart: sequía, suministro de agua, contaminada, presa, enfermedad. Discuss the meaning of each word. Ask pairs of students to take turns saying each of the words in a sentence. Then ask students to say sentences using two or more of the words.

Introducing the bookGive each student a copy of Ming salva al pueblo. Direct students to use the cover, title page, and contents page to get themselves ready to read. Ask: ¿Qué información ya poseen acerca de este libro? Ask students to look through the book and look at the pictures. Ask: ¿Qué les indican las ilustraciones acerca de la historia? Discuss students’ ideas.

During readingAs each student reads the text independently, monitor and support the students where appropriate. Ask the students to stop reading and remind them to use the reading strategies you are focused on. Ask: ¿Cómo sabes quién dijo eso?

Encourage students to apply appropriate comprehension strategies, such as making connections about what they know and what they are reading. Say: Piensa en cómo te sentirías si fueras Ming. ¿Cómo te ayuda esto a entender lo que lees?

After reading

Talking about the bookHave the students talk about the book. Promote discussion by choosing questions that are appropriate for your students. Ask them to support their thinking by referring to the illustrations and the text in the book.¿Por qué las personas en el pueblo de Ming se enferman? ¿Qué hizo Ming para ayudar a solucionar el problema? (Literal)¿Qué tipo de personalidad tenía Ming? En la historia, ¿por qué los adultos no compartían la actitud positiva de Ming? (Inferential)¿En qué se parecen Ming, su familia y su comunidad a ustedes, su familia y su comunidad? ¿En qué se diferencian? (Synthesizing)¿Creen que lo que sucedió en esta historia podría suceder en la realidad? ¿Por qué? ¿Por qué no? ¿Qué aprendieron al leer este libro? (Critical)

Reviewing reading strategiesEncourage students to identify what they did to help themselves as readers. Ask: Al leer un relato, ¿por qué es importante saber quién está hablando?


• Illustrations provide support for the setting.• Unfamiliar character names can be easily decoded.• There is a clear problem and solution.

Ask: ¿Qué aprendieron al leer estos libros? Make a list of students’ responses. Ask: ¿Qué le dirían a alguien que está desperdiciando agua? Discuss. Students could then work in

small groups to create posters that advocate saving water. Encourage students to use information from the books to make their posters.



Developing fluencyStudents could read the book aloud in small groups. Encourage students to read fluently. Say: Al leer lo que dice una persona, piensen en cómo se siente esa persona y cómo esto puede alterar el tono de su voz.

Word work PhonicsWrite the word médico on the board. Ask the students what type of word it is according to the rules of accentuation in Spanish. Say: Sí, es una palabra esdrújula. Las palabras esdrújulas son aquellas en las cuales la antepenúltima sílaba es tónica (lleva el golpe de voz). Estas palabras llevan “tilde” siempre. Ask students to find other “palabras esdrújulas” in the text (e.g. manteniéndola, estómago, gémenes, rápido).

Exploring wordsOn a chart, write this sentence from the book (page 4): “–¡Por supuesto que sí, mamá –respondió Ming alegremente.” Say: Esta oración es acerca de Ming. ¿Cómo contest Ming a su mamá? Circle the word alegremente. Say: La palabra o palabras que explican como, cuando o donde se hace algo se llama adverbios o frases advebiales. Ask pairs of students to browse through the book to find other examples of adverbs or adverbial phrases (e.g. obtener el agua rápidamente, necesita el agua urgentemente). Make a list of the examples the students find.

WritingStudents could create a story map using writing and pictures to outline the main events from the story.

Sharing and presentingStudents could take turns giving their opinion on the story and saying why they feel this way.

Key concepts• Water is a precious resource that

is used by all of us in many different ways.

• People have developed many ways to access water.




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In conclusion, according to Sailors, Hoffman, and Condon (2009), the framework of well-designed, appropriately leveled texts is characterized by three major factors:

★ instructional design

★ engaging qualities

★ accessibility.

Instructional design programs for beginning readers provide repeated exposure to high-frequency words, which leads to ease of word recognition. Another underlying instructional design principle is repeated exposure to common word families, that build developmentally from common letter–sound relationships to the more complex letter– sound relationships.

Engaging qualities include the content, the language, and the design. The content stimulates the reader to think about issues and may also evoke strong emotion. The language needs to be clear and the vocabulary appropriate, and, where possible, easy and fun to read aloud. According to Sailors, Hoffman, and Condon (2009), the design of the text needs to be aesthetically pleasing in terms of layout, format, and the use of line, color, shape, and texture. The design extends and supports the reader to comprehend the story or the information in the book.

The accessibility of the text is tied to three factors: ability to decode, predictability, and format. Although many of the words may be decodable and predictable, there needs to be an element of challenge and engagement when meeting familiar words in a new context. Well-designed leveled texts should be highly engaging, highly accessible, as well as high in instructional design.

The framework of Despegando hacia la lectura has been developed to meet all the foregoing criteria related to instructional design, engaging qualities, and accessibility, and to maximize the learning experience of beginning readers in highly motivating contexts.

All inquiries: Okapi Educational Publishing Inc. Toll-Free Phone: 866 652 7436 Toll-Free Fax: 800 481 5499 Email [email protected]

www.myokapi.com www.despegando-hacia-la-lectura.com

© 2016 EC Licensing Pty Ltd. ®Despegando hacia la lectura logo is a registered trademark of EC Licensing Pty Ltd. All information deemed correct at time of printing. V1 US_04/017

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