september more materials online -...

A Supplement to Scholastic News

September Manners •

Individuals, groups, and institutionsHealthy Snacks •

Personal HealthPoster: • Hispanic Heritage Month

October Is That a Bat? •

ScienceFirefighter Gear •

Personal health & safety

November Day of the Dead •

Culture/HistoryLet’s Talk Turkey •

Characteristics of organisms

December Eat Up • , Animals!

Life processesA Holiday Card •

Civic ideals and practices

January Penguins •

Characteristics of organismsM • artin Luther King Jr.

Civic ideals and practices

February Presidents’ Day •

Time, continuity, and changeDental Health Month •

Personal health

March Weather Idioms •

Culture/WeatherSpring Is Coming • !

Changes in the earth and sky

April Earth Day •

Science, technology, and societySeeds and Plants •

Life cycle of organisms

May Summer Safety •

Personal healthInsects •

Organisms and environments

2010-2011* Planning Calendar

*Topics may change at editor’s discretion.

Is That a Bat? TESOL STANDARDS:• Students will interact in, through, and with spoken and written English for personal expression and enjoyment.BUILD VOCABULARY:• All About BatsPhONEmIC AwARENESS:• Rhyme TimeLANgUAgE STRUCTURE:• Trick Question

Gear Up, Firefighter!TESOL STANDARDS:• Students will use learning strategies to extend their communicative competence.BUILD VOCABULARY:• Body TalkPhONEmIC AwARENESS:• The F for FireORAL LANgUAgE:• What Firefighters Wear

More Materials OnlineAre you looking for more materials? Do you want

to extend your lessons? Just go online. We have extra resources just for you! Here is what you can find on our Web site:• Digital issues for whole class instructions. Use them

with a digital projector and an interactive whiteboard.• Extra printables In case you liked our Teacher’s Edition activities

but you want them in both languages.• Monthly activity calendars • Web resources to help you extend your lessons.

And there’s still more coming up! So keep us posted on what you need for your English Language Learners or Second Language Learners. We are always open to new ideas! Un cordial saludo,

Isabel Santos, Editor

[email protected]

OctObEr LESSONS aND StaNDarDS

English

Español

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Vol. 5, No. 2 ISSN: 1930-7438

October 2010 Level 1

2 ScholaStic NewS Bilingual edition level 1•october 2010

TEACH THE ISSUE IN SPANISH OR ENGLISH BEFORE READING VISUALIZESee what kids know about bats!Have children close their eyes and imagine a bat. Ask what the bat looks like, what it is doing, and what time of day it is—day or night? Have children open their eyes and describe what they saw. Explain that in this issue, they will learn all about bats.

DURING READING USING CONTEXT CLUESFocus on the meaning of the word pup.Ask, When you hear the word pup, what kind of animal do you think of? Children may mention puppies. Then ask, Do you think pup means baby dog in this sentence? How do you know? Elicit that the sentence as well as the picture give children clues that the word has a different meaning: Baby bats are called pups too!

AFTER READING FLUENCYPractice using inflection with questions. Point to the Read-Along feature at the top of page 2. Ask, What kind of sentence is this? What does the punctuation mark tell you? (The question mark shows that the sentence is a question.) Model how to read the question, pointing out how your voice inflected at the end. Reread the issue, having children chime in on the questions and practice their inflection.

The ConstitutionLa constitución OBJECTIVE: Read to learn the laws in the United States

Constitution for Constitution Day.

STANDARDS: Social Studies (NCSS): Power, authority, and

DEvELOP ENGLISH LANGUAGE BUILD VOCABULARY ALL ABOUT BATSNew word: bats Draw or paste a picture of a bat in the middle of a piece of chart paper. Together, read this month’s issue aloud. As you go, ask children to share what they have learned about bats. Draw lines extending from the image of the bat and write their ideas down (e.g., they are animals, they hang upside down, they have fur, they fly at night, they can be white).

PHONEMIC AWARENESS RHYME TIMETarget Sound: /at/Go to the printable activity on p.4 of this Teacher’s Edition. Explain that the word bat rhymes with a lot of words ending in at. Ask children to write the ending at after each letter in the activity. What new words did they write? Can they make a rhyme with the new words? (e.g., The cat with a hat sat on a mat, or The rat ate the hat.)

LANGUAGE STRUCTURE TRICK QUESTIONKey Word: the article aHave children turn to page 3 of this month’s issue. Together, read the text in the yellow box. Ask children to circle the letter a in the question Is that a bat? Tell them that in English the word a is used to talk about one of something. It is not used if there is more than one of something. That’s why the answer is No, it is two bats!

Is That a Bat? ¿Es eso un murciélago?OBJECTIVE: Learn about the characteristics of bats.

STANDARDS: Science: characteristics of organisms; organisms and environments

BRIDGING LANGUAGES: Upside Down!Show children what it means to be upside down, by turning a simple classroom object around (e.g. a book). Can children find the bat that is upside down on page 2? What parts of the bat are up (its feet, or its head)? What parts are down? Remind children that in Spanish we say boca abajo. Why do they think that is?

1. ¿Qué usan los murciélagos para volar?

las alas el pelo las orejas

2. Los murciélagos tienen ____________ en sus cuerpos.

un caparazón plumas pelo

3. ¿Cuándo vuelan los murciélagos?

durante el día durante la noche sólo cuando llueve

4. ¿Cómo se cuelgan los murciélagos?

boca abajo de lado de frente ©20

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3 ScholaStic NewS edición bilingüe Nivel 1•octubre 2010

Comprensión de lecturaPunto de lectura:

¿Es eso un murciélago? Escucha a tu maestro leer las preguntas. Luego haz un círculo alrededor de la respuesta correcta.

Name: _____________________________________ English

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Bat Ends With at !Write the letters at on the line. Then, draw a line from the word to the matching picture. We did the first one for you.


Let’s learn EngIish With Maya and Miguel

Word ending

c 2

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m 5

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Name: _____________________________________ English

Español®

Give the Firehouse Dogs Some Spots Look at the number on the hat. Draw that many spots on the dog.

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Let’s learn EngIish With Maya and Miguel

TM & © 2004 Scholastic Entertainment Inc. Maya & Miguel CC-12

Counting

Cross out the things that are not safe to touch.

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Ponle el uniforme a la bomberaPrimero, recorta las partes del equipo de la bombera. Luego, pégalas en los lugares correctos en el dibujo de la bombera. Después, usa las palabras del recuadro para nombrar las partes del equipo.

Identificación visual

chaqueta botas

pantalones

casco guantes

Palabras


TEACH THE ISSUE IN SPANISH OR ENGLISH BEFORE READING BRAINSTORMActivate prior knowledge.Write the word firefighter on the board. Circle the word and then draw several spokes, adding additional circles at the ends. Next, challenge children to brainstorm things a firefighter does on the job. (puts out fires, rides in a fire truck) Write children’s responses in the circles. Then tell children they will find out what firefighters wear to do their job and stay safe!

DURING READING READ A DIAGRAMPoint out the features of a diagram.Explain that a diagram is a special kind of picture that shows the parts of something. After reading the information in each text box, invite children to trace the arrows that point to each part of the picture.

AFTER READING ANALYZE/EXTENDMake connections.First, point out the firefighter’s helmet. Ask, Who else wears a helmet? Why? Elicit examples, such as children wearing helmets when biking and construction workers wearing helmets (hard hats) on the job. Point out that in each situation, the helmet is worn to protect the head. Use a similar procedure to discuss the uses of each piece of gear.

The ConstitutionLa constitución OBJECTIVE: Read to learn the laws in the United States

Constitution for Constitution Day.

STANDARDS: Social Studies (NCSS): Power, authority, and

DEvELOP ENGLISH LANGUAGE BUILD VOCABULARY BODY TALKNew words: head, back, eyes, feet, gear, helmet, air pack, mask, bootsTell children that the special clothes that firefighters wear is called gear. Together, review the body parts and gear listed in the issue. Then, tell children that they are going to be firefighters. Name pieces of gear. Ask them to point to and name the part of their body where each piece of gear is worn (e.g. helmet: head, air pack: back, mask: face, boots: feet)?

PHONEMIC AWARENESS THE F FOR FIRETarget Sound: the letter fSay the word firefighter aloud. What sound do children hear at the beginning? That’s the letter f. Now say firefighter again. Is there an f anywhere else in the word? There’s an f in the middle! Say some more words. Ask children to hear the letter f in each word (beginning, middle, or end)? Try: safe, fire, from, fresh, if, feet, afraid, floor, follow, family.

ORAL LANGUAGE WHAT FIREFIGHTERS WEARTarget phrase: The firefighter wears _______ . Look at the firefighter on page 1. Can children point to her helmet, air pack, and boots? Have children form pairs. As one child points to different parts of his own body, the other can use the phrase above to name what firefighters wear on each part.

Gear Up, Firefighter! ¡Equípate, bombera! OBJECTIVE: Learn what a firefighter wears to stay safe on the job.STANDARDS: Science: personal health; Social Studies (NCSS):

individuals, groups, and institutions

BRIDGING LANGUAGES: Cognate ConnectionsExplain that words like boots and botas sound alike and mean the same thing in English and Spanish. List the these English words on chart paper: October, air, fresh, map, plan. Then, list the Spanish words: plano, octubre, fresco, aire, mapa. Can children draw a line to pair the words that are similar?

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