unit guide for leyendo con mis amigos reading with...

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Scope and Sequence at a Glance

Focus on reviewing consonants, vowels, and syllables; also focus on distinguishing events at beginning or end of a story

Genre• Fiction

Phonemic Awareness and Phonics• Review words with syllables

beginning with ca, ki, la, na, que, ye, and za

Frequently Used Words• Recognizing and using the words

a, de, según, and en

Comprehension Skills and Strategies• Sequencing: distinguishing

between events that happened at the beginning or the end of a story

Listening Skills• Developing listening skills by

hearing text read aloud

Unit Guide for Leyendo con mis amigos (Reading with Friends)

Copyright 2007 Riverdeep Interactive Learning. All rights reserved.

Destination Reading Course I – Spanish

OVERVIEWFocus on:• Instructional Terms: Genre Study – Narrative • Instructional Terms: School Words – rompecabezas, secuencia • Lesson with scripting in Spanish for Mi mejor amigo Ben (MyBestFriendBen) • List of thematically-related books written in Spanish• ¡Ojo! – Things to keep in mind when teaching Spanish• Exploring language through regionalisms: fango, cerdo, trozo,

mopa, bañera • Exploring language through cognates: familia, jirafa, rosa, mapa

PREPARE TO TEACH

Mi mejor amigo Ben (MyBestFriendBen)

Synopsis: A little girl and boy become friends and have many fun times together. When the boy has to move, both children are sad, but they affirm their friendship.

InSTRUCTIOnAL TERMS

Genre Study: narrative

Narrative is the recounting of a succession of events. Many narratives are fictional, including stories for children, novels, and epics. Another type of narrative is nonfiction such as history and autobiographies. Our minds are wired to make up stories. Stories unite people around the world because it is a universal aspect of the human mind. Stories are also the first stepping stones that help people make meaning out of life.

Story structure refers to the way the content and events of a story are organized into a plot. Students who can recognize story structure have greater appreciation, understanding, and memory of stories. The structure of a story has been described as a story grammar. A narrative is focused on three basic elements: setting, plot, and theme. Underlying these elements is an intricate chain of events:

• Beginning – characters are introduced within a setting.

• The initiating event – an idea of an action that sets further events in motion.

• An internal response – The protagonist’s inner reaction to the initiating event, in which the protagonist sets a goal or attempts to solve the problem.

• The attempt – The protagonist’s effort to achieve the goal or alleviate the problem.

• The outcome – The success or failure of the protagonist to achieve the goal.

• A resolution – An action or state of affairs that evolves from the protagonist’s success or failure.

• A reaction or reflection – An idea, an emotion, or a further event that expresses the protagonist’s feelings about the success or failure at achieving the goal.

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School Words: rompecabezas, secuencia

Ensure students are familiar with “school” words used in this unit. Explain that a rompecabezas is a puzzle, riddle, jigsaw, or brain-teaser. The fifth activity in Unit 7 is the puzzle.

Say: La secuencia es el orden en que ocurren las cosas. Por tanto, la secuencia de una mañana puede ser así: primero te levantas, luego desayunas, y después vas a la escuela. (Sequence means the order in which things happen. So, for example, the sequence in the morning could be: first you get up, then you eat breakfast, then you come to school.)

Ask students to demonstrate their understanding of the term secuencia by putting some events in logical order. Ask a volunteer to say what the sequence is for making a peanut butter sandwich.

If appropriate for your classroom, teach the children the English version of the words

• rompecabezas (puzzle) • secuencia (sequence)

BEFORE READInG

Vocabulary Strategy: Long Words and new Words

Students will probably be familiar with the word cachorro, tronco, and interior, but they may not be able to read them without some help. Before reading, have visuals of these terms handy. Display the three visuals and ask: ¿Cuál de estos es un cachorro? ¿Cuál de estos es parte de un árbol? ¿Cuál de estos significa dentro? (Which of these is a puppy? Which of these is part of a tree? Which of these means inside?) Write the words on the board and help children read them. If necessary, break the words into syllables: ca-cho-rro,tron-co,in-te-rior.

Children might not be familiar with the words cavar, caña, and red. Using the illustrations from the story, point to the pictures of caña and red. Use the picture of the dog on the bed and say: Cuando un perro cava en el barro, las patas se le llenan de suciedad. (When a dog digs in the mud, it gets mud on its feet.)

VOCABULARy

1. cavar (verb) hacer un hoyo o un agujero en la tierra (dig)

• A mi perro le gusta cavar hoyos en el jardín. (My dog likes digging holes in the garden.)

2. caña (de pescar)(noun,f.) vara larga y delgada que lleva un hilo y un gancho y que sirve para pescar ([fishing] rod)

• El anzuelo de mi caña se ha roto. (The hook of my rod is broken.)

3. red(noun,f.) tejido hecho con hilos, cuerdas o alambres trabados en forma de malla, que sirve para pescar (fishing net)

• Mi red estaba llena de estrellas de mar. (My net was full of starfish.)

Book List

This is a list of books written in Spanish about friends. Children will enjoy these books.

Los amiguitos: Fiesta by Jean Thor Cook. 2001. Gently Worded Books. Children are prepared to have their pets blessed by the village padre when el señor Carlos, the duck, begins squawking.

Los cuatro amigos de siempre by Gilberto Rendón. 2001. SM Ediciones. The adventures of four friends.

Los mejores amigos. by Rachel Andersen. 1998. Alfaguara infantil. Bea feels excluded when Ana, Bea’s sister with Down syndrome, returns from school with her best friend. Bea then has time to make friends with the boy who just moved next door.


Unit 7: Leyendo con mis amigos


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If appropriate for your classroom, teach children the English versions of the words.

• cachorro puppy or kitten • tronco trunk • interior interior

• cavar dig • caña rod • red net

Comprehension Strategy/Skill: Sequence of Events

It is important for readers to understand the order in which events happen in a story. For early readers, start this conceptual framework by talking about the beginning and ending of a story. On the board, write the two ideas: Principio and Final. (Beginning and End).

Building Background

Start a conversation with children about friendship to build on their background knowledge. Say: ¿Qué cosas hacen juntos los amigos? ¿Cómo puedes saber si tienes un amigo? (What are some things that friends do together? How do you know if you have a friend?)

Set Purpose for Reading

Tell children: Ahora van a leer un cuento sobre dos amigos. Mientras leen, traten de recordar lo que pasa al principio de la historia y lo que pasa al final de la historia. (Now you are going to read a story about two friends. As you read, try to remember what happens at the beginning of the story, and what happens at the end of the story.)

DURInG READInG

Make small groups of children and tell them: Después de leer una vez el cuento, hagan un dibujo de lo que ocurre al principio. Cuando acaben el dibujo, hagan otro dibujo sobre lo que pasa al final del cuento. (After you read the story once, make a drawing about what happens at the beginning of the story. When you have finished that drawing, make another drawing about what happens at the end of the story.) When students finish, ask them to put their drawings under the Principio or Final words on the board, according to whether their drawing is something that happened at the beginning or the end of the story.

Differentiated Instruction

Special needs Children: Point to a drawing and ask: ¿Cuándo ocurre esto, al principio o al final del cuento? (Does this happen at the beginning or at the end?)

Advanced Spanish Students: Ask students to label their drawings with words.

Dual Language: Ask students to describe their drawings in Spanish and in English.

AFTER READInG

Ask students the question under the light bulb icon in the reading as an informal way of checking their comprehension.

¿Cuál es el nombre de tu mejor amigo? (What’sthenameofyourbestfriend?)


¡OJO! (Watch out for . . .)

Some of the words used as examples in Explora las palabras 5 might be unfamiliar to children. Here is some context:• caza from cazar, means to

hunt. (Don’t confuse with casa.)• maza means mace or mallet• yola is a small rowboat, or

peñero• kiko is toasted corn kernel• nana is a way of saying abuela• nena is a sweet way of saying girl



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EXPLORInG LAnGUAGE

y tú, ¿cómo dices...?

Regionalisms

The unit theme Leyendo con mis amigos affords many opportunities for exploring the richness of the Spanish language. Tap into students’ diverse language backgrounds by commenting on the different word choices that are possible for words presented in this unit. Say to students: Y en tu casa, ¿cómo dicen (o ¿cómo le llaman) a…

• fango (mud) Also known as: lodo (Mexico, Spain); barro (Latin America, Spain)

• cerdo (pig) Also known as: chancho (Latin America, Spain); puerco (Mexico)

• trozo (piece) Also known as: cacho (Argentina, Spain) pedazo (Latin America, Spain)

• mopa (mop) Also known as: trapo (Mexico); mapo (Puerto Rico); fregona (Spain)

• bañera (bathtub) Also known as: bañadera (Argentina); pila (Mexico); tina (Puerto Rico)

Ask students if they know more words for mud,pig,piece,or mop.

La misma raíz

Cognates

Cognates, or words in English and Spanish that share the same origin, offer a natural scaffolding that children can use to “grow” their vocabulary in both languages. Help children see these links between the two languages by commenting on the words presented in this unit that are examples of cognates.

Display the words below and say to children: Hay palabras en esta unidad que son muy parecidas en inglés y en español. Vamos a estudiar algunas. (There are words in this unit that are very similar in English and in Spanish. Let’s study some of them now.)

• familia (family) • rosa (rose, pink)

• jirafa (giraffe) • mapa (map)

Ask students to use these words in sentences, in Spanish and in English.

THE READInG-WRITInG COnnECTIOnCooperative Learning

Have students draw a picture of some friends. Encourage them to write the names of the friends under the drawing. Have children show their drawing to the class, and describe what the friends are doing in the drawing.




unit guide for leyendo con mis amigos reading with...

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