www.tcmpub.com . 800.858.7339 . 5301 Oceanus Drive, Huntington Beach, CA 92649

Sample Pages from

TCM 13490 Literacy, Language, and Learning: Mi país (My Country)

The following sample pages are included in this download: (List as applicable:)

• Teacher’s Guide Table of Contents, Menu of Options, lesson plan, pattern pages, and song lyrics

• Vocabulary Concept Card • Estadounidense de todo a todo (American Through and Through)

book (Where applicable, include this:) Find our sample links for this product at http://www.teachercreatedmaterials.com . . . For correlations to Common Core and State Standards, please visit http://www.teachercreatedmaterials.com/correlations.

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TCM 15579

Teacher’s Guide

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . .4Research and Rationale . . . . . . . . . . . . . . .6Best Practices: Learning to Read . . . . . . .8 Best Practices: The Five

Components of Reading . . . . . . . . . . . 10Best Practices: Differentiation . . . . . . . . 13Best Practices: English Language

Support . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Best Practices: Assessment . . . . . . . . . . 16Emergent and Early Writers . . . . . . . . . . 21Parent Support . . . . . . . . . . . . . . . . . . . . . 24Correlation to Standards . . . . . . . . . . . . 29Standards/Objectives Chart . . . . . . . . . 30How to Use This Product . . . . . . . . . . . . 32

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Menu of Lesson Choices . . . . . . . . . . . . . 36Vocabulary: Academic Language . . . . 38Introducing the Unit . . . . . . . . . . . . . . . . 40

Literacy Lessons . . . . . . . . . . . . . . . . . . . . . . 41

Find and Count . . . . . . . . . . . . . . . . . . . . . 41My Country, My Classroom . . . . . . . . . . 42What’s in My Country? . . . . . . . . . . . . . . 43I Am American . . . . . . . . . . . . . . . . . . . . . . 44If I Were President . . . . . . . . . . . . . . . . . . . 45

Phonemic Awareness and Phonics Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Rap with Rhymes . . . . . . . . . . . . . . . . . . . 46Statue Stomp . . . . . . . . . . . . . . . . . . . . . . . 47Syllable Count . . . . . . . . . . . . . . . . . . . . . . 48Wave Your Flag . . . . . . . . . . . . . . . . . . . . . . 49Ending Sounds . . . . . . . . . . . . . . . . . . . . . . 50

Math Lessons . . . . . . . . . . . . . . . . . . . . . . . . . 51

Let’s Vote . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Create a Capitol . . . . . . . . . . . . . . . . . . . . . 52Eagle Sizes . . . . . . . . . . . . . . . . . . . . . . . . . . 53Fireworks Count . . . . . . . . . . . . . . . . . . . . 54Red, White, and Blue . . . . . . . . . . . . . . . . 55

Social Studies Lessons . . . . . . . . . . . . . . . 56

President Mountain . . . . . . . . . . . . . . . . . 56We Use Money . . . . . . . . . . . . . . . . . . . . . . 57Classroom Rules . . . . . . . . . . . . . . . . . . . . 58My State . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Happy Birthday, America . . . . . . . . . . . . 60

Science Lessons . . . . . . . . . . . . . . . . . . . . . . 61

Eagles Have . . . . . . . . . . . . . . . . . . . . . . . . . 61Weather in My Country . . . . . . . . . . . . . . 62What Does Wind Do? . . . . . . . . . . . . . . . 63Living or Nonliving Sort . . . . . . . . . . . . . 64What Makes My Country? . . . . . . . . . . . 65

Music and Movement Lessons . . . . . . . . 66

Stand Like a Statue . . . . . . . . . . . . . . . . . . 66Parade Song . . . . . . . . . . . . . . . . . . . . . . . . 67Seeing the Sights . . . . . . . . . . . . . . . . . . . 68Stars and Stripes . . . . . . . . . . . . . . . . . . . . 69Move Like Yankee Doodle . . . . . . . . . . . 70

Art Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Macaroni Feather . . . . . . . . . . . . . . . . . . . 71Our Grand Flag . . . . . . . . . . . . . . . . . . . . . 72Feather Painting . . . . . . . . . . . . . . . . . . . . 73Design a License Plate . . . . . . . . . . . . . . . 74Sew a Star . . . . . . . . . . . . . . . . . . . . . . . . . . 75

Unit Resources . . . . . . . . . . . . . . . . . . . . . . . 76

My Country Songs . . . . . . . . . . . . . . . . . . 76Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Vocabulary Word Cards . . . . . . . . . . . . . 105Recommended Children’s

Literature . . . . . . . . . . . . . . . . . . . . . . . . 107Using the CDs . . . . . . . . . . . . . . . . . . . . . . 109

Appendices . . . . . . . . . . . . . . . . . . . . . . . . . .123

References Cited . . . . . . . . . . . . . . . . . . . 123Contents of the Teacher

Resource CD . . . . . . . . . . . . . . . . . . . . . 124Contents of the Audio CD . . . . . . . . . . 128

Table of Contents

© Teacher Created Materials 15579—Mi país 3

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Day 1 Day 2

Literacy Find and Count—Introduce the Juramento de Lealtad vocabulary concept card. Locate and count words in the pledge. (p. 41)

My Country, My Classroom—Introduce the book Mi país. Learn about places and activities in our country. Draw a favorite classroom activity. (p. 42)

Phonemic Awareness and Phonics

Rap with Rhymes—Learn about locations in the world with a rap song. Match rhyming words in the song. (p. 46)

Statue Stomp—Listen to beginning sounds in words. Stomp when the word has the same beginning sound as the word estatua. (p. 47)

Math Let’s Vote—Introduce the votar vocabulary concept card. Vote on favorite color. Collect data and create a class color graph. (p. 51)

Create a Capitol—Introduce the Capitolio vocabulary concept card. Study the shapes of the Capitol building. Use shapes to create a Capitol. (p. 52)

Social Studies

President Mountain—Learn about presidents on Mount Rushmore. Make a Mount Rushmore picture. (p. 56)

We Use Money—Learn about U.S. coins. Use pennies and stickers to practice buying and selling. (p. 57)

Science Eagles Have—Introduce the águila vocabulary concept card. List eagle features. Make a book about eagle body parts. (p. 61)

Weather in My Country—Learn about the weather in other parts of our country. Make a list of clothing appropriate for each type of weather. Dress a bear for weather. (p. 62)

Music and Movement

Stand Like a Statue—Introduce the Estatua de la Libertad vocabulary concept card. Listen as the teacher calls out an object. Stand like a statue of that object. (p. 66)

Parade Song—Introduce the 4 de julio vocabulary concept card. Learn a song about the flag. March in a parade and sing the song. (p. 67)

Art Macaroni Feather—Use different types of macaroni to decorate a feather fancier than the one Yankee Doodle had. (p. 71)

Our Grand Flag—Learn how to create stripes on paper. Make an American flag. Sing a song about our grand flag. (p. 72)

Menu of Lesson Choices

36 15579—Mi país © Teacher Created Materials

Overview

Menu of Lesson Choices (cont.)

Day 3 Day 4 Day 5What’s in My Country?—Talk and write about natural features of our country. Make a class poster of different features. (p. 43)

I Am American—Introduce the book Estadounidense de todo a todo. Practice reading and writing the words Yo soy. (p. 44)

If I Were President—Introduce the presidente vocabulary concept card. Learn about the role of president. Pretend to be president and give a short speech. (p. 45)

Syllable Count—Review unit words. Count the syllables in words. Create a chart showing the number of syllables in each word. (p. 48)

Wave Your Flag—Create an American flag. Listen to rhymes and wave your flag when rhyming words are heard. (p. 49)

Ending Sounds—Listen for ending sounds in ordinal numbers. Sort ordinal numbers according to their ending sounds. (p. 50)

Eagle Sizes—Compare pictures of differently sized eagles. Put pictures in order by size. Describe the size of eagles. (p. 53)

Fireworks Count—Make a fireworks picture by drawing an assigned number of fireworks. Work as a class to place pictures in numerical order. (p. 54)

Red, White, and Blue—Use the colors of the flag to create a pattern. Compare patterns to find matching patterns. (p. 55)

Classroom Rules—Learn about rules. Discuss what would happen if there were no rules. Draw a picture showing the importance of rules in the classroom. (p. 58)

My State—Use a U.S. map to find the state where you live. Learn facts about your state. Help paint a large picture of your state. (p. 59)

Happy Birthday, America—Create a birthday cake to learn about what life was like throughout America’s history. (p. 60)

What Does Wind Do?—Learn about wind as a force of nature by observing what happens to a flag exposed to wind. (p. 63)

Living or Nonliving Sort—Learn the difference between living and nonliving objects. Sort American symbols into these categories. (p. 64)

What Makes My Country? —Learn about the natural features that make up our country. Create posters to display each feature. (p. 65)

Seeing the Sights—Create pictures of our country’s landmarks. Sing a song and pretend to visit each famous sight. (p. 68)

Stars and Stripes—Introduce the bandera vocabulary concept card. Sing a song about our country’s flag. Move around the stars and between the stripes that the class creates. (p. 69)

Move Like Yankee Doodle—Introduce the book Yankee Doodle. Learn the song and act out the words to the music. (p. 70)

Feather Painting—Experiment with feathers and the colors red, white, and blue. Create a patriotic painting with these materials. (p. 73)

Design a License Plate—Observe and discuss state license plates. Discuss pictures and symbols. Design a license plate to represent your school. (p. 74)

Sew a Star—Learn how the first American flag was sewn long ago by hand. Use yarn to sew the border for a star. (p. 75)

© Teacher Created Materials 15579—Mi país 37

Materials

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ExtensionAllow children to take turns stating words that rhyme. If they correctly give a pair of rhyming words (nonsense words are considered rhyming words), they can tell the class how to move their flags.

1 Prior to teaching this lesson, make one copy of U.S. Flag for each child.

2 Gather children on the rug or in their chairs.

3 Show children the bandera vocabulary concept card.

• Askthemtoidentifythepicture.

• Discussthecolorsandshapesofthe flag.

4 Provide each child with a U.S. flag.

• Askchildrentocolortheflagsoitlooks like the flag on the card.

• Stapleastrawtothesideofeachchild’s flag.

5 Gather children back in a group. Tell children they will play a rhyming game that involves moving their flags in special ways.

6 Say the chant in the Canto de la bandera box to the right, and have children follow your directions. Rhyming words have been given for each prompt; you may add other words that do not rhyme.

Canto de la bandera

Si la palabra rima con tierra, ondea tu bandera. (afuera, cierra, tijera)

Si la palabra rima con pato, ondéala alto. (gato, cuento, cuarto)

Si la palabra rima con rojo, ondéala bajo. (trabajo, ojo, viejo).

Si la palabra rima con estado, ondéala a tu lado. (redondo, helado, mundo)

Wave Your Flag • bandera vocabulary

concept card

• U.S.Flag(p.84)

• straws

• scissors

• crayonsormarkers

• stapler

Procedure

© Teacher Created Materials 15579—Mi país 49

Use this pattern with the lesson on page 49.

U.S. Flag

84 15579—Mi país © Teacher Created Materials

Rojo, blanco y azul, es nuestra bandera.

Libertad, libertad, libertad, libertad ¡para nosotros!

Rojo, blanco y azul, es nuestra bandera.

Libertad, libertad, libertad, libertad ¡para nosotros!

Nota: Se puede cantar en canon o todos juntos.

My Country Songs (cont.)

La bandera(Cantada al ritmo de “Rema tu barco”)

Escrita por Chandra Prough

© Teacher Created Materials 15579—Mi país 77

Dona Herweck Rice

Teacher Created Materials 5301 Oceanus Drive

Huntington Beach, CA 92649-1030 http://www.tcmpub.com

ISBN 978-1-4333-2493-2 © 2012 by Teacher Created Materials, Inc.

BP 5028

CréditosDona Herweck Rice, Gerente de redacción Lee Aucoin, Directora creativa Timothy J. Bradley, Gerente de ilustraciones Conni Medina, M.A.Ed., Directora editorial Rosie Orozco-Robles, Editora asociada Don Tran, Gerente de diseño y producción Chad Thompson, Ilustrador Rachelle Cracchiolo, M.S.Ed., Editora comercial

AsesoraJennifer Overend Prior, Ph.D. Northern Arizona University

Dona Herweck Rice

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Yo soy hijo de los Estados Unidos.Yo soy rojo, blanco y azul.

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Yo pertenezco a los Estados Unidos.Yo soy estadounidense de todo a todo.

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Yo amo las montañas de mi país.Yo también amo sus desiertos.

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Yo amo las llanuras y praderas.Yo soy estadounidense de todo a todo.

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Yo canto “La bandera de estrellas centelleantes”.Yo soy un yanqui.

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Yo celebro el 4 de julio.Yo soy estadounidense de todo a todo.

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Podemos venir de lugares diferentes, de Hong Kong y Timbuctú.

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Pero no importa de donde venimos, somos estadounidenses de todo a todo.

Para el maestro o padreEste libro les permite tener una experiencia maravillosa

con niños que apenas están aprendiendo a leer. La fuerte conexión entre las palabras y el texto les ayuda a entender el contenido. Los niños también son capaces de hacer predicciones sobre el texto basado en las imágenes y la estructura general del libro. ¡Qué herramienta preciosa para fortalecer la confianza en los nuevos lectores para embarcarse en las aventuras que les esperan mientras leen!

Para extender la experiencia mientras leen, trate de hacer algunas de las siguientes actividades:

1. Dígale al niño que los colores rojo, blanco y azul representan la bandera de los Estados Unidos y la canción “La bandera de estrellas centelleantes” es el himno nacional.

2. Muéstrele al niño los Estados Unidos en un globo o mapa mundial. Anímele al niño que haga preguntas u observaciones acerca de los Estados Unidos.

3. Pídale al niño que haga un dibujo que muestra lo que él o ella ama de los Estados Unidos.

4. Muéstrele sitios en donde haya banderas, por ejemplo la oficina de correos, la estación de bomberos o las escuelas. Dígale que una bandera elevada significa orgullo.

5. Después de que lea, deje que el niño regrese a las páginas del libro que le gustaron. El releer es una herramienta excelente para fortalecer la alfabetización.

¿Te consideras rojo, blanco y azul? Mira dentro de este libro para aprender sobre el amor que sientes por el país en el que vives.

TCM 13493

#13543

bandera

La bandera de nuestro país es roja, blanca y azul.

#13543—Mi país ©Teacher Created Materials

Connecting Pieces:Activating Prior Knowledge

• Showchildrentheflagonthefrontofthecard.Askthemtolocateyourclassroomflag.Havechildrendescribetheflag.Encouragethemtodiscussthecolors,patterns,anddesignstheysee.Explainthattheflagisasymbolforourcountry.Pointtoandcounttheflag’sstripes.

• Tellchildrenthatthestripesrepresentthefirst13statesthatmadeupourcountry.Thesestatesareknownasthecolonies.Ifamapisavailable,showchildrentheoriginal13colonies.Tellchildrenthatthereare50starsinthebluesection.Askchildreniftheyknowwhythereare50stars.Youmayneedtoexplainthatwenowhave50statesinourcountryandthateachstarrepresentsastate.

Building Blocks:Phonemic Awareness and Phonics

New Ideas:Building Knowledge and Comprehension

• Tellchildrenthateverystateandeverycountryhasitsownflag.Locatepicturesofstateflags,includingyourownstate’sflag.Showflagstochildrenandhavethemdescribethecolorsanddesignsoneachflag.Discussandexplainthesymbolsontheflags.

• Helpchildrenthinkofwaystocategorizetheflagpictures.Brainstormvariousflag-sortingcategories.Sortingideasmayincludecolores,con estrellas/sin estrellas,con barras/sin barras,con palabras/sin palabras,andcon dibujos/sin dibujos.Writethecategoriesonasheetofchartpaper.Distributetheflagpicturestochildren.Havethemdeterminethecategoryforeachflagandplaceitunderthecorrectlabel.

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• Holdupaflagandwaveitaround.Tellchildrenthattheflagisflying.Repeat,“Labanderaestáondeando,”emphasizing the/o/soundinthewordondeando.Havechildrenrepeatthephrasewithyou.Remindthemtopayattentiontothe/o/soundinthewordondeando.

• Tellchildrenthatyouwillsayawordandtheyneedtorepeatthewordyousay.Ifthewordhasthe/o/soundatthebeginning,theyshouldwavetheirarmslikeaflyingflag.Ifthewordbeginswithadifferentsound,childrenshouldstandstiffandstilllikeaflagpole.Youmaywishtousethefollowingwords:

ocho (yes) lejos (no)orgullo (yes) alta (no)octubre (yes) rojo (no)