Bilingual Reading – Grade 2 - SAISD · Web viewuse knowledge or word order and context to support word identification and confirm word ... Superlibro Historia de un erizo

Bilingual Reading – Grade 2Unit of Study: Establishing Routines

First Grading Period Weeks 1-4 CURRICULUM OVERVIEWBig Idea Unit Rationale

“The most lavishly appointed classroom may turn into a shambles if routines for using it have not been established.” New Zealand Department of Education (Fountas and Pinnell, 1996, p. 53).

Fountas, I., Pinnell, G.S. (1996). Guided Reading: Good first teaching for all children. Heinemann Publishers, Portsmouth, NH.

Establishing routines early in the year not only makes it easier to manage the classroom and work with small groups, it makes mobility less of a problem. Teaching new classmates how to use centers is a way for students to make routines and operating procedures explicit to themselves. (Fountas and Pinnell, 1996).Fountas, I. C., Pinnell, G. S. (1996). Guided Reading: Good first teaching for all children. Heinemann, Portsmouth, NH.

TEKS TEKS Specificity – Intended Outcome

Con

cept

s

TEKS Grade 2 (Reading) The student is expected to: 1C participate in rhymes, songs, conversations, and discussions 1D listen critically to interpret and evaluate 1E (ii) listen responsively to stories and other texts read aloud… 1F identify the musical elements of literary language such as rhymes, repeated

sounds, or instances of onomatopoeia 2A connect experiences and ideas with those of others through speaking and

listening 2B compare language and oral traditions that reflect customs, regions, and

cultures 5A decode by using all letter-sound correspondences within a word 5B(ii) decode words using knowledge of all Spanish sounds, letters, and

syllables, including consonants, vowels, blends, and stress 5D identify multisyllabic words by using common syllable patterns 5F(ii) use structural cues such as prefixes and suffixes to recognize words 5G use knowledge or word order and context to support word identification and

confirm word meaning 5H(ii) develop automatic recognition of words that use specific spelling patterns 6A read regularly in independent-level materials 6B read regularly in instructional-level materials that are challenging but

manageable 6C read orally from familiar texts with fluency 6D self-select independent-level reading by drawing on personal interests, etc. 7A read classic and contemporary works 7B read from a variety of genres for pleasure and to acquire information from

both print and electronic sources 7C read to accomplish a variety of purposes 8A discuss meanings of words and develop vocabulary through

meaningful/concrete experiences

“I CAN” statements highlighted in yellow and italicized should be displayed for students.

Yo puedo: participar en rimas, canciones, conversaciones y discusiones (1C) escuchar para diferentes propósitos (1D, 1Eii) identificar rima, sonidos repetidos y onomatopeya (1F) hacer conexiones personales con el texto, hacer conexiones entre textos y

con el mundo real (2A, 2B, 9G, 13A) descifrar palabras (5A, 5Bii) identificar palabras multisilábicas (5D) usar sufijos y prefijos para reconocer palabras (5Fii) usar el orden de palabras y el contexto para aprender palabras nuevas (5G) reconocer palabras con rapidez (5Hii) leer libros al nivel independiente e instruccional (6A, 6B, 6D) leer en voz alta con fluidez (6C) leer una variedad de libros para diferentes propósitos (7A, 7B, 7C) discutir los significados de palabras (8A) desarrollar el vocabulario nuevo y usar las palabras correctamente (8A, 8B,

8C) usar el conocimiento previo para comprender el texto (9A) establecer propósitos para leer y escuchar (9B) volver a contar los eventos del cuento en secuencia (9C) resumir el texto leído (9H) usar diferentes estrategias para comprender el texto(9D) visualizar lo que se lee (9E) hacer y apoyar inferencias (9F) usar organizadores gráficos para mostrar información e interpretar la

información (9I,12E) responder a los cuentos para mostrar la comprensión (10A)

SAISD © 2008-09 – First Grading Period Bilingual Reading Grade 2- Initial Release Aug 08, V1 Page 1 of 36

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

8B develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud

8C develop vocabulary through reading 9A use prior knowledge to anticipate meaning and make sense of texts 9B establish purposes for reading and listening such as to be informed, to follow

directions, and to be entertained 9C retell or act out the order of important events in stories 9D(ii) monitor his/her own comprehension and act purposefully when

comprehension breaks down using such strategies as rereading, searching for clues, translating, and asking for help

9E draw and discuss visual images based on text descriptions 9F make and explain inferences from texts such as determining important ideas,

causes and effects, making predictions, and drawing conclusions 9G identify similarities and differences across texts such as in topics, characters,

and problems 9H produce summaries of text selections 9I represent text information in different ways including story maps, graphs, charts 10A respond to stories and poems in ways that reflect understanding and

interpretation in discussion, in writing, etc. 10C support interpretations or conclusions with examples drawn from text 11F understand and identify simple literary terms such as title, author, and illustrator

across a variety of literary forms 11J recognize the story’s problem(s) or plot 12E read maps, charts and diagrams 13A connect life experiences with the life experiences, language, customs, and

culture of others 15A gain increasing control of aspects of penmanship

apoyar las respuestas con evidencia del texto (10C) nombrar e identificar términos como título, autor, e ilustrador (11F) reconocer el problema o argumento del cuento (11J) escribir en mi mejor letra (15A)

Evidence of Learning 80% of the students will score 80% or above on the selection assessments (comprehension and vocabulary). 80% of the students will score 80% or above on the spelling tests. 80% of the students will score “Desarrollado” on the BOY Tejas LEE Benchmark. 80% of the students will read at a fluency rate of 60+ wpm.



CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

Unit of Study: Establishing Routines Why is it important to have classroom routines? How does it help to make personal connections to what I’m

reading? Why is it important to make and adjust predictions while

reading? What is characterization? How does the author’s purpose help me understand what I

read?

recognize that print represents spoken language and conveys meaning (K-1) know that print moves left-to-right across the page and top-to-bottom (K-1) understand that written words are separated by spaces (K-1) know the difference between capital and lowercase letters (K-1) understand that spoken words are represented in language by a specific sequence of letters (K-1) demonstrate the concept of word by dividing spoken sentences into individual words (K-1) identify, segment, and combine syllables within spoken words (K-1) produce rhyming words and distinguish rhyming words from non-rhyming words (K-1) identify and isolate the initial and final sound of a spoken word (K-1) blend sounds to make spoken words (K-1) segment one-syllable spoken words into individual phonemes (K-1) name and identify each letter of the alphabet (K-1) understand that written words are composed of letters that represent sounds (K-1) learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read

(K-1) listen to stories read aloud (K-1) participate actively (react, speculate, join in, read along) when predictable and patterned text are

read aloud (K-1) understand simple story structures (K-1)

The Teaching and Learning PlanWeek 1 Instructional Model/Teacher DirectionsNote: Will be used to introduce classroom rules and routines, review skills, and to set up and model work stations. Scott Foresman Lectura will be used beginning week 2. Use the information below to plan your first week during the reading block. The times shown are for week 1 only.

Whole Group Instruction90 minutes

Establish Classroom Rules, Routines and Procedures: It is extremely important that the teacher spends 2-3 weeks setting up and establishing classroom rules, routines and procedures. The rules must be posted, discussed, modeled and practiced by the students so the students learn and understand them. Use the fish-bowl technique to show students how

and how not to behave in class. Teachers should also send the rules home so parents know what is expected of their children in class. Behavior problems can be reduced to a minimum if an open line of communication is established between the teachers and parents.

There must also be consequences for students not following the rules, and the teacher must be consistent in enforcing the consequences when rules are not followed. Be sure to post the consequences with the rules so all students can see them.

Try to focus on the positives, not the negatives. Praise students for staying on task and modeling good behavior, etc. instead of constantly pointing out and reprimanding off-task behaviors.

Rewarding second grade students is an effective way to establish good behavior. Rewards such as praise, positive notes sent home and stickers are a good way to maintain good classroom behavior. For the first few weeks, teachers need to reward students often, preferably on a daily basis. After good behavior has been established, the rewards can be spread out over a weekly or monthly basis. Teachers should send home a conduct chart daily for parents to review and sign.

Explain procedures such as going to the restroom, getting and putting away materials, sharpening pencils, etc. The rules must be reviewed and modeled everyday this week and then revisited the following week and throughout the year. This will ensure that the students comprehend and

follow the rules.SAISD © 2008-09 – First Grading Period Bilingual Reading Grade 2- Initial Release Aug 08, V1 Page 3 of 36


See the Bilingual Teacher Toolkit for the following information:o Fish-Bowl techniqueo sample letter to parents with class rules, consequences and rewards (in Spanish)o sample conduct chart (in Spanish)o “Dame 5” posters (in Spanish) and technique - used to get student’s immediate attention o sample student conduct letter (in Spanish)o sample behavior management plano how to set up classroom procedures

Review previously taught skills: Students may not have retained all information learned during the last school year, so it is important to review first grade skills the first week of school. This will give the teacher an idea of what the students know and don’t know. Review the alphabet (letter names and sounds), high frequency words and practice some timed fluency drills. Make learning fun – use games to motivate students to learn. Review phonemic awareness activities, such as Conocimiento de los sonidos, Identificación del sonido inicial, y Segmentación de las sílabas. See the Bilingual Teacher Toolkit

for ideas. Page 3 of the Bilingual Phonemic Awareness/Phonics Activities has sample games that can be used to review these skills. Teachers need to spend time modeling to students how the reading comprehension process takes place. The teacher can model how readers use think-aloud and visualization

strategies to improve their comprehension. Take time to discuss the literary elements as well.

Work Station Routines: If rules and routines for work stations are set up and established during the first few weeks of school, the stations will run smoothly for the rest of the year. Only two work stations will be introduced the first week in second grade, then three stations the following week. This will give the teacher time to introduce the work stations

using the fish bowl technique. Students will take turns practicing working at the stations, while the rest of the class observes and gives feedback on what worked and what didn’t work.

Make sure explicit directions are given and call on students to restate the directions. There is more information on work station routines in the Small Group Instruction/Work Stations section of this scope and sequence.

Set Up the Reading Notebook: All students should have a wide-rule spiral notebook to be used as the Reading Notebook. The Reading Notebook will include Reader Response and Vocabulary/Phonics words. The students will read books or listen to the teacher during the read aloud, and then write a response to the story in their notebooks. Students will also write vocabulary or phonics words introduced during the whole group lesson. This is one way to hold students accountable for what they have learned, and great to show parents during parent-teacher conferences or on open-house nights.

Assessing Students: During the first two weeks of school, the teacher should assess the students formally or informally to get an idea of what skills and knowledge they are entering second grade with. This will help the teacher to place the students into reading groups for small group instruction. Since the Tejas LEE will not be administered until the 6th/7th week of school, some kind of assessment needs to be done in order to group students. The Scott Foresman Benchmark Assessment should be administered to whole class during the first week of school. Another assessment such as Rigby Benchmark running records or Flynt-Cooter IRI, etc. should be administered as well, and the scores recorded so the teacher can see how

the student progresses throughout the year. Go to the Bilingual Teacher Toolkit for a sample assessment on word reading, fluency and dictation tests.

Handwriting Practice: Since there is no handwriting book provided for the bilingual students, handwriting will be taught on day 2 of each week using the Scott Foresman Lectura Caligrafía lesson. Handwriting must be taught through extensive modeling and it must be monitored, especially during the fist month of school. Not only is letter formation important, but also posture and pencil grip. Day two of small group instruction can be used for additional handwriting practice. This will allow the teacher to work with individual students who need additional assistance in

letter formation. See the Bilingual Teacher Toolkit for additional information on handwriting instruction, proper letter formation, finger spacing, posture and pencil grip.



Read Alouds: It is very important that teachers read aloud to students on a daily basis. It motivates children with the desire to read; it builds oral language and vocabulary; and it allows kids to make connections to what they already know. Teachers need to make sure they model how students are to make connections while they read by using think aloud strategies. Three examples of connections are: Text-to-Self Connections: The teacher connects the text to something in his/her own life experience. Text-to-Text Connections: The teacher makes a connection between the text and another text/story that has been previously read. Text-to-World Connections: The teacher makes a connection between the text and something that is occurring or has occurred in the world.

Spelling: Beginning week 2, the students will take spelling tests. The spelling lists will consist of words grouped by sound, spelling pattern, frequency or meaning. These words will also be included in the fluency speed drills. It would be a good idea for the teacher to create a list of words using the weekly phonics and spelling patterns for students to practice writing on individual chalkboards or

whiteboards. This will allow the teacher to see which students need additional practice with the weekly skills. The teacher should also take anecdotal notes so he/she will know what needs to be retatught during small group instruction.

Refer to the tejasLEE Guía de actividades de intervención section on Ortografía pp. 49-58 for ideas on teaching specific spelling patterns. Commonly confused letters in Spanish include the b/v, ll/y, g/j, c/k/qu, and c/s/x/z. Make sure the students are given extra opportunities to practice using and spelling words with these patterns.

Accentuation rules should also be addressed. The placement of accents can often change the meaning of a word. When reviewing words, place extra emphasis on the accented syllable so students can hear the stress. Show how the pronunciation can change if the stress is on another syllable. The students will be tested on correct placement of accents and dieresis next year in third grade on the tejasLEE.

Each week before a spelling test, have students play a game such as Tic-Tac-Toe, La rueda de la fortuna or El ahorcado to practice the weekly phonics pattern. Ideas on spelling games are available in the Bilingual Teacher Toolkit.

Academic Vocabulary: One of the initiatives of SAISD is for students in grades K-12 to learn academic vocabulary based on the research of Robert J.Marzano and Debra J. Pickering. Learning these terms will ensure that students have the academic background knowledge they need to understand content they will encounter in school. Marzano describes a six step process for introducing new vocabulary which is available in the Bilingual Teacher Toolkit. This method is similar, but not to be confused with the six step sequence for teaching Tier 2 vocabulary (created by Beck, McKeown and Kucan) which is also available in the Teacher Toolkit. Every week new academic vocabulary will be introduced and/or reviewed. These words are already taught in the classroom using Scott Foresman, so it is just a matter of reinforcing the words and creating anchor charts or a word bank with the academic vocabulary.

Read Alouds/Comprehension Focus LessonsThe teacher will read a book aloud to the students for motivation every day this week while modeling Think Aloud Strategies on how to visualize. When children read, it is important for them to visualize, or picture, in their heads what the author is trying to say. Students need to understand that all good readers visualize what they are reading to have a mental image of the characters, setting and plot of the story. This allows the reader to make connections between the text and their own personal experiences which will enable them to comprehend the story better. Teachers need to explicitly teach the skill of visualization; it is not a skill that students will just randomly know how to do. To introduce visualization strategies you will need to begin with the more concrete activities and then move to the more abstract.

The following visualization techniques presented are adapted from Reading Power: Teaching Students to Think While They Read by Adrienne Gear. The suggested strategies will help to improve the students’ reading comprehension. Additional visualization activities and supplemental work pages can be found online in the Teacher Toolkit.

Introducing Visualization (Teacher Directed) Explain to the students that visualization is making pictures in your head when you read. Tell the children that when they begin reading chapter books, there are no pictures, so

they have to practice making pictures in their heads. Have students practice visualization by closing their eyes and trying to “make a movie” in their heads while you tell a story. Remind students that the pictures in their heads will

differ slightly because everyone is different.Modeling Visualizing on Paper (Teacher Directed) To model this strategy, it is best to ask another teacher (or librarian, paraprofessional, administrator, etc.) to come into your class to help. If no one is available to assist with the

lesson, it can be demonstrated on your own. Select a book to read to the students and cover it with paper so no one can see the pictures or the title. Divide the book into four sections. Make and number four large squares on chart paper. Begin to read the first section of the book slowly. The teacher who is modeling begins to make quick sketches in box #1 while you read. Students are visualizing at the same



time. When the teacher finishes the sketch, ask him or her to write one or two “picture words” that really helped them visualize. Invite the teacher to turn the chart stand around and do a point-and-talk with the picture. Respond to the teacher’s drawings with comments: “I like the way you filled the whole

box with images.” Repeat this process with the remaining sections of the story, having the teacher draw in different boxes each time, record picture words, and do a point-and-talk. After the story is finished, have students and the other teacher predict the title. Finally, reveal the cover and title and read the book again showing the pictures.

Visualizing on Paper Together (Guided Group Practice) Repeat Lesson 1 using chart paper divided into four sections and have four different students come up to draw in each box. The other students can visualize in their heads

while you read. After each student draws, ask them to record one or two picture words and share their pictures with the class by doing a point-and-talk.

Visualizing on Paper on Your Own (Independent Practice) Give students the activity page titled Visualizing (Visualizar) or divide a paper into four squares. Read aloud a book (no cover or pictures showing) and ask students to make quick drawings in box #1 while you read the first part of the book. After you finish, ask them to

write one or two picture words that helped them to visualize that part of the story. Have the students do a point-and-talk with a partner about their first box. Continue reading the story, stopping after each section to do a point-and-talk with a partner. At the end of the story, ask the students to write what they think the title of the book is. Have some students share their ideas with the class. Reveal the cover and title, and read the story again to the class, this time showing the pictures.

Draw and Reflect (Guided/Independent Practice) (This activity was adapted from Debbie Miller) Read aloud an entire book without showing students the cover or illustrations. Ask students to choose one picture they visualized during the story that really stuck in their minds. Using one of the Visualize, Draw, and Reflect (Visualizar, Dibujar y

Reflexionar) grids, and then have students read through the book a couple of times and then close it. When they are finished, collect the book from them so they don’t copy. Then have them draw an image from memory.

Reflective Journal (Independent Practice) Have students record their thoughts about this new strategy and what they’ve learned about visualizing. “How has visualizing while you read helped you to understand the story

better? Show me or tell me about your thinking.”Suggested Read Alouds for Week One

Any short chapter book will work well for visualization because the students don’t have to rely on the illustrations to know what the story is about. They will have to rely on the skill of visualization to better comprehend the text. The books listed below are suggested titles. El ratoncito de la moto by Beverly Cleary Junie B. Jones y su gran bocota by Barbara Park Stuart va a la escuela by Sara Pennypacker

Small Group Guided Reading Instruction/Work Stations Please Note: Week one will be used to introduce the rules and give a preview of work stations. The five stations will be introduced during weeks two and three. This will allow time for the teacher to establish work station routines/management. Small Group Guided Reading Instruction will occur simultaneously with work stations beginning week four.



The Teaching and Learning Plan for Chacho y Nacha and Soy como soy, pp. 12a-37hWeek 2 Instructional Model/Teacher Directions

Daily Instructional Routines30 Minutes

Phonemic Awareness/Phonics Spelling Vocabulary Fluency

Lune

s

pp. 12i-12j Desarrollar la conciencia fonémica

o Presentar el cartelo Cantar la canción

Relacionar los sonidos y las letraso Presentar las vocaleso Señalar las palabraso Combinar sílabaso Identificar palabraso Descifrar y formar otras

palabras Rutina

o Practicar la pronunciacióno Separen en sílabaso Digan con más fuerza

p. 12j Examen preliminar

p. 12j Mural de palabras: Palabras de uso

frecuente

p. 12k Presentar el vocabulario

Práctica de fluidez de alta velocidad (Teacher Toolkit: Fluency Speed Drills)

Escuchar al maestro leer el librito de fonética Nacho, Pancho y Chispa en voz alta

Leer el librito de fonética en coro

Mar

tes

p. 19c Rutina

o Formar palabraso Librito de fonética

Escoger una de las actividades para practicar deletreando las palabras (Teacher Toolkit: Spelling Chants)

p. 19d Hacer la actividad de Caligrafía

p. 19d Mural de palabras: Palabras de uso

frecuente Escoger una actividad de

vocabulario práctico para repasar las palabras de la semana (Teacher Toolkit: Hands-On Vocabulary Instruction)

Leer el librito de fonética Nacho, Pancho y Chispa en coro antífono (Teacher Toolkit: Ways to Teach Fluency – Antiphonal Choral Reading)

Mié

rcol

es

p. 36a Relación con el cuento Actividades de práctica

o Formar palabraso Superlibro

Escoger una de las actividades para practicar las palabras de ortografía (Teacher Toolkit: Games/Activities to Practice Spelling Words)

p. 20a Presentar el vocabulario


Juev

es

p. 37a Repaso Atención a necesidades diversas

p. 37b Práctica de ortografía en parejas

Escoger una actividad de vocabulario práctico para repasar las palabras de la semana (Teacher Toolkit: Hands-On Vocabulary Instruction)

Leer el librito de fonética Nacho, Pancho y Chispa en parejas (Teacher Toolkit: Ways to Teach Fluency – Paired Reading)



Vier

nes

Divide a los alumnos en grupos de 3-4 para jugar ¿Quién escribirá más? usando el patrón fonético de la semana. El grupo que escriba más palabras en 5 minutos ganará. (Teacher Toolkit: ¿Quién escribirá más?)


p. 37g Examen final

p. 37g Mural de palabras: Palabras de uso

frecuente Examen de la selección, Parte 1:

Vocabulario (del Libro de recursos para el maestro, 2.1), p. 13


Weekly Spelling Words High Frequency Words Vocabulary Words Academic Vocabulary

chivo chuleta ducha leche muchacho

techo mucho daba mesita posada

bañar bien escuchar mucho niño

Chacho y Nacha celebrar descansar organizar preparar

Soy como soy abiertos conseguí convencí espacio

muchacho patio quedaría siguiente

libro portada/cubierta del libro predecir argumento conocimientos previos

Comprehension Focus Lessons15 Minutes

Note: Occasionally, a read aloud of a mentor text will be done during the comprehension focus lesson. If this is the case, 10 minutes will be added to the focus lesson and an additional read aloud after small group/work station time will not be done.

Semana 2: PredecirDay 1: Introduce Comprehension Skill – Predicting(Teacher Toolkit: Teaching Comprehension; Thinking Aloud; Making Predictions)

Focus: Making predictions based on personal experiences. Ask students if they ever try to guess what is going to happen next when watching a movie. Explain that good readers do that when reading by using what they already know,

along with clues from the story to make predictions. Tell your students that you will be showing them how readers stop and make predictions as they go, using both the pictures and the text. You will be modeling this concept for

your students using one of the suggested read alouds. Model to students how to predict using think-aloud strategies by talking through a prediction using the title and cover illustrations of the read aloud. Make a connection to

personal experiences whenever possible. Stop two to three times while reading to adjust or make new predictions based on textual evidence/personal experience. Tell your students that you will be showing them how readers stop and make predictions as they go, using both the pictures and the text. You will be modeling this concept for

your students using one of the suggested read alouds. Tell them to pay close attention to what you do as you read, stop, make a prediction, and go on. Tell the children that every so often readers stop and make a prediction, or guess what is going to happen next. Tell them to watch you as you show them how this is done using

the read aloud. Think aloud for your students as you make a prediction. You might say, "I think … might happen." (“Creo que…va a suceder/ocurrir/pasar”) During the read aloud, have students turn and talk to their partners about their predictions. As they talk to each other, remind them to use both the pictures and the words to help

them. Bring the class back together and ask one or two children to share their predictions with the class. Tell the students that whenever they read independently, their job is to stop every so often and make a prediction about what is going to happen next, using both pictures and

text.

Day 2: Scott Foresman Listening Comprehension Lesson, p. 19eo Add to lesson explanationo Add a student-centered activity

Day 3: Read Aloud Scott Foresman Main Selection, pp. 20-35SAISD © 2008-09 – First Grading Period Bilingual Reading Grade 2- Initial Release Aug 08, V1 Page 8 of 36


o Use Turn and Talk partners to think about the comprehension skill

Day 4: Scott Foresman Text or a Read Aloud, p. 36e o Apply the comprehension skillo Add a student-centered activity to be completed with a small group, partners, or independently

Day 5: Assess the Comprehension Skill (Cuaderno de práctica 2.1, pp. 13-14)o The selection test should be given open book. Suggestion: Have students annotate the page number where they found the answer the question.o Add an open-response question that relates to the comprehension skill.

Small Group Instruction/Work Stations35 Minutes

Please Note: During weeks two and three, Work Stations will not occur simultaneously with Small Group Instruction. This will allow time for the teacher to establish Work Station routines/management and to assess students for grouping.

Only two (2) hands-on work stations should be introduced during week 2. Each work station should have differentiated activities that reinforce skills and strategies taught during whole group instruction. This week’s work stations are: the Independent Reading Station and the Word Work Station.

The teacher will follow the procedures listed below for introducing and maintaining work stations: Introduce the two work stations to the whole class as a “Fish-Bowl” demonstration on Monday and Tuesday. Then have the class observe groups using the work stations.

The students will determine what went well and brainstorm rules for work station use. Make sure explicit directions are given for work station use. Show students how to document work done at the work station and how to use and put away materials (suggestion – a work station folder for each student). Use this week to visit each work station to observe, converse with each student and take anecdotal notes. Provide book baskets at each work station in case the students finish all of their work early. On Wednesday and Thursday, divide the class into groups. Groups will practice working at the Independent Reading Station and the Word Work Station. On Friday, have students revisit the rules they brainstormed the other day for using work stations, and select the best ones to help create a list of rules for the two work

stations visited this week. The teacher will create work station posters with the rules. Go to the Teacher Toolkit for ideas on work station activities.

Read Aloud10 Minutes

Routine: Preread the book to be familiar with the content and how to guide student discussion. Establish a purpose, tell why you selected the book, and familiarize them with the author (autor/-a), illustrator (ilustrador/-a), and genre (género). Ask students to make predictions. Model comments and reflections as you read. Find a few places to pause and invite students to comment. Keep the pace of the reading so that it is not disjointed, but enjoyable. Keep a list of books you have read aloud and post it so that students can use the list to make connections. Place books you have read aloud in a special container, or display them in the classroom library for easy access.

Fountas, I., Pinnell, G.S. (2001). Guiding readers and writers: Grades 3-6, pp. 29-30. Heinemann Publishers, Portsmouth, NH.Note: Remember that you can sometimes use your read aloud time in conjunction with your focus lesson, if the title will exemplify what is being taught.

ResourcesTeacher Toolkit: Textbook:

Suggested Read Alouds:SAISD © 2008-09 – First Grading Period Bilingual Reading Grade 2- Initial Release Aug 08, V1 Page 9 of 36


Bilingual Phonemic Awareness/Phonics Activities ¿Quién escribirá más? Activity Fluency Speed Drills Ways to Teach Fluency packet Spelling Chants Games/Activities to Practice Weekly Spelling Words Hands-On Vocabulary Instruction

Scott Foresman Lectura Guía del maestro, Vol. 1, Unidad 1 – Nuevos Pasos, Páginas 12a-37h

Stories: Chacho y Nacha and Soy como soy Librito de fonética 1, Nacho, Pancho y Chispa Superlibro Somos un arco iris

Prudencia se preocupa by Kevin Henkes La escoba de la viuda by Chris Van Allsburg Carlos by Ivar Da Coll Pindulí by Janell Cannon Willy el campeón by Anthony Browne El chiquero by Mark Teague



The Teaching and Learning Plan for Un gallo y un canario and Perro Pablo y Ramón Ratón, pp. 38a-61hWeek 3 Instructional Model/Teacher Directions


Phonemic Awareness/Phonics

Spelling Vocabulary Fluency

Lune

s

pp. 38i-38j Desarrollar la conciencia

fonémicao Presentar el carteloCantar la canción

Relacionar los sonidos y las letraso Presentar las vocaleso Señalar las palabrasoCombinar sílabaso Identificar palabrasoDescifrar y formar otras

palabras Rutina

o Practicar la pronunciacióno Separen en sílabasoDigan con más fuerza


p. 38j Mural de palabras: Palabras de uso frecuente



Escuchar al maestro leer el librito de fonética Paquita Pérez en voz alta


Mar

tes

p. 43c Rutina

oReconocer sílabaso Librito de fonética



p. 43d Mural de palabras: Palabras de uso frecuente Escoger una actividad de vocabulario práctico

para repasar las palabras de la semana (Teacher Toolkit: Hands-On Vocabulary Instruction)

Leer el librito de fonética Paquita Pérez en coro antífono (Teacher Toolkit: Ways to Teach Fluency – Antiphonal Choral Reading)

Mié

rcol

es


o Trabalenguaso Superlibro




Juev

es

p. 61a Repaso Atención a necesidades

diversas

p. 61b Práctica de ortografía en

parejas


Leer el librito de fonética Paquita Pérez en parejas (Teacher Toolkit: Ways to Teach Fluency – Paired Reading)



Vier

nes



p. 61g Examen final

p. 61g Mural de palabras: Palabras de uso frecuente Examen de la selección, Parte 1: Vocabulario

(del Libro de recursos para el maestro, 2.1), p. 29



buque chiquito coco poquito aquí

cama cubitos kimono quédate cucharitas

aquí cama casa mí conmigo

Un gallo y un canario

caldo plan tiempo

Perro Pablo y Ratón Ramón

abrazo arreglar cariño celebramos encuentro puerta visitar

personaje personaje principal rasgo del personaje comprensión predecir

Comprehension Focus Lessons 15 Minutes


Semana 3: PersonajeDay 1: Introduce Comprehension Skill – Character(Teacher Toolkit: Characterization )

Focus: Analyzing a character through his/her words and actions. Choose a read aloud with a character that has an obvious character trait. Stop 2 to 3 times while reading to think aloud about the character’s words and actions. Think aloud about a word that could be used to describe the character being analyzed. Complete the foldable pictured below by writing the name of the character and his/her trait. Record an example of what the character says in the story that supports the chosen

character trait under the flap titled “Palabras”. An example of what the character does that supports the listed character trait should be recorded under the flap titled “Acciones”. Guide students as they glue or tape their foldable into the Reader’s Notebook on a page titled “Análisis del personaje”.



Foldable for Character AnalysisPersonaje: Rasgo:

Recorta

Palabras(Dice)

Acciones(Hace)

Dobla Dobla


Day 3: Read Aloud Scott Foresman Main Selection, pp. 44-59o Use Turn and Talk partners to think about the comprehension skill

Day 4: Scott Foresman Text or a Read Aloud, p. 60eo Apply the comprehension skillo Add a student-centered activity to be completed with a small group, partners, or independently

Day 5: Assess the Comprehension Skill (Cuaderno de práctica 2.1, pp. 29-30)o The selection test should be given open book. Suggestion: Have students annotate the page number where they found the answer the question.o Add an open-response question that relates to the comprehension skill.


Please Note: During weeks two and three, Work Stations will not occur simultaneously with Small Group Instruction. This will allow time for the teacher to establish Work Station routines/management and to assess students for grouping.

Only three (3) hands-on work stations should be introduced during week three. Each work station should have differentiated activities that reinforce skills and strategies taught during whole group instruction. This week’s work stations are: the Fluency Station, the Writing Station and the Listening Station.

The teacher will follow the procedures listed below for introducing and maintaining work stations: Introduce the three work stations to the whole class as a “Fish-Bowl” demonstration on Monday, Tuesday and Wednesday. Then have the class observe groups using the

work stations. The students will determine what went well and brainstorm rules for work station use. Make sure explicit directions are given for work station use. Show students how to document work done at the work station and how to use and put away materials (suggestion – a work station folder for each student). Use this week to visit each work station to observe, converse with each student and take anecdotal notes. Provide book baskets at each work station in case the students finish all of their work early. On Thursday and Friday, divide the class into groups. Groups will practice working at the Fluency Station, the Writing Station and the Listening Station. On Friday, have students revisit the rules they brainstormed the other day for using work stations, and select the best ones to help create a list of rules for the two work

stations visited this week. The teacher will create work station posters with the rules.



Go to the Teacher Toolkit for ideas on work station activities. Read Aloud

10 MinutesRoutine:

Preread the book to be familiar with the content and how to guide student discussion. Establish a purpose, tell why you selected the book, and familiarize them with the author (autor/-a), illustrator (ilustrador/-a), and genre (género). Ask students to make predictions. Model comments and reflections as you read. Find a few places to pause and invite students to comment. Keep the pace of the reading so that it is not disjointed, but enjoyable. Keep a list of books you have read aloud and post it so that students can use the list to make connections. Place books you have read aloud in a special container, or display them in the classroom library for easy access.

Fountas, I., Pinnell, G.S. (2001). Guiding readers and writers: Grades 3-6, pp. 29-30. Heinemann Publishers, Portsmouth, NH.

Note: Remember that you can sometimes use your read aloud time in conjunction with your focus lesson, if the title will exemplify what is being taught.

ResourcesTeacher Toolkit: Bilingual Phonemic Awareness/Phonics Activities ¿Quién escribirá más? Activity Fluency Speed Drills Ways to Teach Fluency packet Spelling Chants Games/Activities to Practice Weekly Spelling Words Hands-On Vocabulary Instruction

Textbook: Scott Foresman Lectura Guía del maestro, Vol. 1,

Unidad 1 – Nuevos Pasos, Páginas 38a-61h Stories: Un gallo y un canario and Perro Pablo y

Ratón Ramón Librito de fonética 2, Paquita Pérez Superlibro Somos un arco iris

Suggested Read Alouds: La gallinita roja by Margot Zemach Julius, el rey de la casa by Kevin Henkes Olivia by Ian Falconer Leo, el retoño tardío by Robert Graus Madeline by Ludwig Bemelmans Pastel para enemigos by Derek Munson



The Teaching and Learning Plan for La semilla de Gisela and En los jardines de la ciudad, pp. 62a-85hWeek 4 Instructional Model/Teacher Directions



Lune

s


o Presentar el carteloCantar la canción

Relacionar los sonidos y las letraso Presentar las vocaleso Señalar las palabrasoCombinar sílabaso Identificar palabrasoDescifrar y formar otras palabras

Rutinao Practicar la pronunciacióno Separen en sílabasoDigan con más fuerza


p. 62j Mural de palabras: Palabras de

uso frecuente



Escuchar al maestro leer el librito de fonética Un jardín para jugar en voz alta


Mar

tes

p. 67c Rutina

o Formar palabras o Librito de fonética



p. 67d Mural de palabras: Palabras de

uso frecuente Escoger una actividad de


Leer el librito de fonética Un jardín para jugar en coro antífono (Teacher Toolkit: Ways to Teach Fluency – Antiphonal Choral Reading)

Mié

rcol

es


o Palabras saltarinaso Superlibro




Juev

es




Leer el librito de fonética Un jardín para jugar en parejas (Teacher Toolkit: Ways to Teach Fluency – Paired Reading)



Vier

nes



p. 85g Examen final

p. 85g Mural de palabras: Palabras de

uso frecuente Examen de la selección, Parte 1:




ajo gira jirafa lógico paja

vegetales gemelo mexicano página pájaro

manzana jugar México jardín sembrar

La semilla de Gisela bombera cartero curiosa pueblo

En los jardines de la ciudad

cosecha creciendo energía hoyos semillas altos terreno vecindario

autor propósito del autor clasificar



Semana 4: Propósito del autorDay 1: Introduce Comprehension Skill – Author’s Purpose(Teacher Toolkit: Author’s Purpose)

Focus: Determining the author’s reason for writing a text. Show the covers of several previously read books and discuss why the author may have written them. Decide if they were written to inform, entertain, or persuade. Make the foldable below including an explanation for each of the terms under the corresponding flap. Assist students as they glue or tape their foldable into the Reader’s Notebook on a page titled “Author’s Purpose”.

Informar Entretener Persuadir

Propósito del autor

Day 2: Scott Foresman Listening Comprehension Lesson, p. 67eoAdd to lesson explanationoAdd a student-centered activity

Day 3: Read Aloud Scott Foresman Main Selection, pp. 68-81oUse Turn and Talk partners to think about the comprehension skill



Day 4: Scott Foresman Text or a Read Aloud, p. 84eoApply the comprehension skilloAdd a student-centered activity to be completed with a small group, partners, or independently

Day 5: Assess the Comprehension Skill (Cuaderno de práctica 2.1, pp. 45-46)oThe selection test should be given open book. Suggestion: Have students annotate the page number where they found the answer to the question.o Add an open-response question that relates to the comprehension skill.


This is the first week the teacher will meet with small groups. Before meeting with each of the two groups, the teacher needs to circulate around the room observing students at the work stations to make sure everyone knows what to do. Small group instruction is based on students’ needs. The teacher will meet with two groups daily (17 minutes per group). The teacher should spend 5-7 minutes on a skills lesson to address one of the 5 reading components (Phonics, Phonemic Awareness, Vocabulary, Comprehension, or Fluency). Following the brief skills lesson, students should apply their new learning to connected text. Go to http://www.tea.state.tx.us/curriculum/biling/Struglingspanishreader.pdf for ideas on skills lessons. Work stations will occur simultaneously with small group instruction. Each station should have differentiated activities that reinforce skills and strategies taught during whole group instruction. Students will visit two work stations daily. Provide book baskets at each work station in case the students finish all of their work early. Students will visit the following five work stations:

a)Listening Station (El taller de escuchar)b)Fluency Station (El taller de fluidez)c)Writing Station (El taller de escritura)d)Independent Reading Station (El taller de lectura independiente)e)Word Work Station (El taller de palabras)

Go to the Teacher Toolkit for ideas on work station activities.Read Aloud

10 MinutesRoutine: Preread the book to be familiar with the content and how to guide student discussion. Establish a purpose, tell why you selected the book, and familiarize them with the author (autor/-a), illustrator (illustrador/-a), and genre (género). Ask students to make predictions. Model comments and reflections as you read. Find a few places to pause and invite students to comment. Keep the pace of the reading so that it is not disjointed, but enjoyable. Keep a list of books you have read aloud and post it so that students can use the list to make connections. Place books you have read aloud in a special container, or display them in the classroom library for easy access.Fountas, I., Pinnell, G.S. (2001). Guiding readers and writers: Grades 3-6, pp. 29-30. Heinemann Publishers, Portsmouth, NH.




http://www.tea.state.tx.us/curriculum/biling/Struglingspanishreader.pdf



Unidad 1 – Nuevos Pasos, Páginas 62a-85h Stories: La semilla de Gisela and En los jardines de

la ciudad Librito de fonética 3, Un jardín para jugar Superlibro Somos un arco iris

Suggested Read Alouds: CLIC, CLAC, MUU Vacas escritoras by Doreen

Cronin (Persuasion) Querida Señora LaRue: Cartas desde la Academia

Canina by Mark Teague (Persuasion) Tiburones by Seymour Simon (Information) Delfines by Rosa Costa-Pau (Information) Hallytosis El horrible problema de un perro by Dav

Pilkey (Entertainment) Martha habla by Susan Meddaugh (Entertainment)

Evidence of Learning

Differentiation Interims/TAKS/Benchmarks College-Readiness (Anticipated Skills for SAT/ACT/College

Board/Careers/Life)What do you do for students who need additional support?

Students will meet with the teacher for Small Group Guided Reading Instruction. The teacher will do a skills lesson to address the needs of students and the students will apply that skill to their reading.

Work stations are differentiated to meet the needs of the learner. Students will have additional practice to help them master the skills learned during whole group instruction.

What do you do for students who master the learning quickly?

Activities/materials offered during Small Group Guided Reading Instruction and work stations are differentiated to meet the needs of the learner.

Sample QuestionsThird Grade: TAKS Released TestSource: TEA Website – April 2006Spanish Reading

1 ¿Cuál es el propósito del autor al escribir este artículo?

О Contarle al lector acerca de una niña que cuidó los sacos de huevos de arañasО Dar información sobre cómo viven en jaulas las tarántulasО Mostrarle al lector qué hacer si le pica una tarántulaО Contar acerca de una niña que se hizo experta en tarántulas

Sample QuestionsFifth Grade: TAKS Released TestSource: TEA Website – April 2006Spanish Reading

19 ¿Cuál es la razón más probable por la que el autor escribió este artículo?

A Para describir un lugar de interés históricoB Para convencer a los lectores de que vayan a escalar rocasC Para explicar por qué los científicos les están tomando fotos a las rocasD Para explicar cómo hacer pinturas que se conserven por muchos años



Evidence of LearningFormative Mini Assessment TAKS Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College Board



Bilingual Reading – Grade 2Unit of Study: Thinking About Reading

First Grading Period Weeks 5-9 CURRICULUM OVERVIEW Big Idea Unit Rationale

In second grade, students must transition from an emphasis on decoding to a model where both decoding and comprehension are given equal importance. The most effective ways to teach students to decode unknown words are the same for teaching students to understand the meaning of text, modeling and thinking aloud about strategies.

Miller, Debbie. (2002). Reading with meaning: Teaching comprehension in the primary grades. Stenhouse Publishers, Portsmouth, MA.

Second graders are growing rapidly in their ability to read longer, more complex narrative texts over several days as opposed to short, straightforward texts, which can often be read in 20-30 minutes. Literary elements such as character, setting, and plot become more important in understanding these longer stories. (Pinnell and Scharer, 2003)

Fountas, I. C., Pinnell, G. S., Scharer. (2003). Teaching comprehension in reading: Grades K - 2. Scholastic, New York, NY.

TEKS TEKS Specificity – Intended Outcome

Con

cept

s

TEKS Grade 2 (Reading) The student is expected to: 1B respond appropriately and courteously to directions and questions 1C participate in rhymes, songs, conversations, and discussions 1D listen critically to interpret and evaluate 1E (ii) listen responsively to stories and other texts read aloud… 2A connect experiences and ideas with those of others through speaking and listening 2B compare language and oral traditions that reflect customs, regions, and cultures 3A(ii) choose and adapt spoken language appropriate to the audience, purpose, and

occasion, including use of appropriate volume and rate 3B(ii) use verbal and nonverbal communication in effective ways when making

announcements, giving directions, or making introductions 5A decode by using all letter-sound correspondences within a word 5B(ii) decode words using knowledge of all Spanish sounds, letters, and syllables,

including consonants, vowels, blends, and stress 5G use knowledge or word order and context to support word identification and

confirm word meaning 5H(ii) develop automatic recognition of words that use specific spelling patterns 6A read regularly in independent-level materials 6B read regularly in instructional-level materials that are challenging but manageable 6C read orally from familiar texts with fluency 6D self-select independent-level reading by drawing on personal interests, etc. 7A read classic and contemporary works 7B read from a variety of genres for pleasure and to acquire information from both

print and electronic sources 7C read to accomplish a variety of purposes 8A discuss meanings of words and develop vocabulary through meaningful/concrete

experiences 8B develop vocabulary by listening to and discussing both familiar and conceptually

challenging selections read aloud

“I CAN” statements highlighted in yellow and italicized should be displayed for students.Yo puedo: responder a instrucciones y preguntas (1B, 12A) participar en rimas, canciones y discusiones (1C) escuchar por diferentes propósitos (1D, 1Eii) hacer conexiones personales con el texto, hacer conexiones entre textos y

con el mundo real (2A, 2B, 9G, 13A) comunicar con y sin palabras (3Bii) descifrar las palabras (5A, 5Bii) usar el orden de las palabras y el contexto para aprender palabras nuevas

(5G) reconocer palabras con rapidez (5Hii) leer libros al nivel independiente e instruccional 6B, 6D) leer libros en voz alta con fluidez (6C) leer una variedad de libros para diferentes propósitos (7A, 7B, 7C) discutir los significados de las palabras (8A) desarrollar el vocabulario nuevo y usar las palabras correctamente (8A, 8B,

8C) usar el conocimiento previo para comprender el texto (9A) establecer propósitos para leer y escuchar (9B) volver a contar los eventos del cuento en secuencia (9C) resumir el texto (9H) usar estrategias para comprender el texto (9D) visualizar lo que se lee (9E) hacer y apoyar inferencias (9F) usar organizadores gráficos para mostrar información e interpretar la

información (9I,12E)



9A use prior knowledge to anticipate meaning and make sense of texts 9B establish purposes for reading and listening such as to be informed, to follow

directions, and to be entertained 9C retell or act out the order of important events in stories 9D(ii) monitor his/her own comprehension and act purposefully when comprehension

breaks down using such strategies as rereading, searching for clues, translating, and asking for help

9E draw and discuss visual images based on text descriptions 9G identify similarities and differences across texts such as in topics, characters, and

problems 9I represent text information in different ways including story maps, graphs, charts 10A respond to stories and poems in ways that reflect understanding and

interpretation in discussion, in writing, etc. 10B demonstrate understanding of informational text in various ways such as through

writing, illustrating, etc.

10C support interpretations or conclusions with examples drawn from text 11B identify text as written for entertainment or for information 11C distinguish fiction from nonfiction including fact and fantasy 11D recognize the distinguishing features of familiar genres, including stories, poems

and informational texts 11F understand and identify simple literary terms such as title, author, and illustrator

across a variety of literary forms (texts) 11H analyze characters, including their traits, relationships, and changes 11I identify the importance of the setting to a story’s meaning 11F understand and identify simple literary terms such as title, author, and illustrator

across a variety of literary forms 11J recognize the story’s problem(s) or plot 12A identify relevant questions for inquiry 13A connect life experiences with the life experiences, language, customs, and culture

of others 15A gain increasing control of aspects of penmanship

responder a los cuentos para mostrar comprensión (10A) apoyar las respuestas con evidencia del texto (10C) distinguir los hechos de la fantasía (11C) identificar diferentes géneros (11D) nombrar e identificar términos como título, autor e ilustrador (11F) reconocer el problema o argumento del cuento (11J) escribir en mi mejor letra (15A)

Evidence of Learning 80% of the students will score 80% or above on the selection assessments (comprehension and vocabulary). 80% of the students will score 80% or above on the spelling tests. 80% of the students will score “Desarrollado” en the Tejas LEE BOY Benchmark. 80% of the students will read at a fluency rate of 75 words per minute.



Essential Questions Essential Pre-requisite SkillsUnit of Study: Becoming an Active Reader What does it mean to be an active reader? How does it help to preview and predict? Why should I set a purpose for my reading? How can I monitor my reading? How can rereading for text evidence help me? What is visualization? What is so important about retelling what I read?

recognize that print represents spoken language and conveys meaning (K-1) know that print moves left-to-right across the page and top-to-bottom (K-1) understand that written words are separated by spaces (K-1) know the difference between capital and lowercase letters (K-1) understand that spoken words are represented in language by a specific sequence of letters (K-1) demonstrate the concept of word by dividing spoken sentences into individual words (K-1) identify, segment, and combine syllables within spoken words (K-1) produce rhyming words and distinguish rhyming words from non-rhyming words (K-1) identify and isolate the initial and final sound of a spoken word (K-1) blend sounds to make spoken words (K-1) segment one-syllable spoken words into individual phonemes (K-1) name and identify each letter of the alphabet (K-1) understand that written words are composed of letters that represent sounds (K-1) learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K-1) listen to stories read aloud (K-1) participate actively (react, speculate, join in, read along) when predictable and patterned text are read aloud (K-1) understand simple story structures (K-1)

The Teaching and Learning Plan for La fiesta de Guille Guerrero and Fotos de la boda, pp. 86a-123hWeek 5 Instructional Model/Teacher Directions



Lune

s


o Presentar el carteloCantar la canción

Relacionar los sonidos y las letraso Presentar las vocaleso Señalar las palabrasoCombinar sílabaso Identificar palabrasoDescifrar y formar otras palabras



p. 86j Mural de palabras: Palabras de

uso frecuente



Escuchar al maestro leer el librito de fonética El regalo de tía Gala en voz alta




Mar

tes

p. 91c Rutina




p. 91d Mural de palabras: Palabras de

uso frecuente Escoger una actividad de


Leer el librito de fonética El regalo de tía Gala en coro antífono (Teacher Toolkit: Ways to Teach Fluency – Antiphonal Choral Reading)

Mié

rcol

es


oCacería de palabras




Juev

es




Leer el librito de fonética El regalo de tía Gala en parejas (Teacher Toolkit: Ways to Teach Fluency – Paired Reading)

Vier

nes



p. 123g Examen final

p. 123g Mural de palabras: Palabras de

uso frecuente Examen de la selección, Parte 1:



Weekly Spelling Words High Frequency Words Vocabulary Words Academic Vocabulary alguna gorila jugamos pegadas seguido

sigue ganar hace hamaca paquete

ganar guitarra pollo rico (bueno) suyo

La fiesta de Guille Guerrero

carrera comienza juguetes

Fotos de la boda corazón enyesado foto inolvidable limosina llora muñeca

ambiente (escenario) secuencia personaje principal volver a contar



Semana: Ambiente (Escenario)Day 1: Introduce Comprehension Skill – Setting(Teacher Toolkit: Story Elements; Retelling )Focus: Identifying the five key elements that make up a story. SAISD © 2008-09 – First Grading Period Bilingual Reading Grade 2- Initial Release Aug 08, V1 Page 23 of 36


Select a read aloud in which the five key elements are easy to identify. This could be a previously read title. Show students their thinking by talking through a prediction using the title and cover illustrations of the read aloud. Stop two to three times to show students their thinking. The stopping points should target the five key elements that make up the story. Complete a story map.

Day 2: Scott Foresman Listening Comprehension Lesson, p. 91eoAdd to lesson explanationoAdd a student-centered activity

Day 3: Read Aloud Scott Foresman Main Selection, pp. 92-120oUse Turn and Talk partners to think about the comprehension skill

Day 4: Scott Foresman Text or a Read Aloud, p. 122e oApply the comprehension skilloAdd a student-centered activity to be completed with a small group, partners, or independently

Day 5: Assess the Comprehension Skill (Cuaderno de práctica 2.1, pp. 61-62)oThe selection test should be given open book. Suggestion: Have the students annotate the page number where they found the answer to the question.oAdd an open-response question that relates to the comprehension skill.


Small group instruction is based on students’ needs. The teacher will meet with two groups daily (17 minutes per group). The teacher should spend 5-7 minutes on a skills lesson to address one of the 5 reading components (Phonics, Phonemic Awareness, Vocabulary, Comprehension, or Fluency).

Following the brief skills lesson, students should apply their new learning to connected text. Go to http://www.tea.state.tx.us/curriculum/biling/Struglingspanishreader.pdf or ideas on skills lessons. Work stations will occur simultaneously with small group instruction. Each station should have differentiated activities that reinforce skills and strategies taught during whole group

instruction. Students will visit two work stations per day. Provide book baskets at each work station in case the students finish all of their work early. Students will visit the following five work stations:


Go to the Teacher Toolkit for ideas on work station activities.





Routine: Preread the book to be familiar with the content and how to guide student discussion. Establish a purpose, tell why you selected the book, and familiarize them with the author (autor/-a), illustrator (ilustrador/-a), and genre (género). Ask students to make predictions. Model comments and reflections as you read. Find a few places to pause and invite students to comment. Keep the pace of the reading so that it is not disjointed, but enjoyable. Keep a list of books you have read aloud and post it so that students can use the list to make connections. Place books you have read aloud in a special container, or display them in the classroom library for easy access.





Unidad 1 – Nuevos Pasos, Páginas 86a-123h Stories: La fiesta de Guille Guerrero and Fotos de la

boda Librito de fonética 4, El regalo de tía Gala Superlibro Somos un arco iris

Suggested Read Alouds: La montaña más bella by Alfredo Gómez Cerdá El gran capoquero by Lynne Cherry El camino de Amelia by Linda Jacobs Altman Carlos y la milpa de maíz by Jan Romero Stevens Mi propio cuartito by Amada Irma Pérez



Week 6 or 7: The Teaching and Learning Plan for Rina y tío Rolo van al río and La sorpresa, pp. 124a-143hWeek 6 or 7 Instructional Model/Teacher Directions



Lune

s


o Presentar el carteloCantar la canciónoRelacionar los sonidos y las letraso Presentar las vocaleso Señalar las palabrasoCombinar sílabaso Identificar palabrasoDescifrar y formar otras palabras




frecuente



Escuchar al maestro leer el librito de fonética Las rimas de Raúl en voz alta


Mar

tes

p. 129c Rutina





frecuente Escoger una actividad de vocabulario

práctico para repasar las palabras de la semana (Teacher Toolkit: Hands-On Vocabulary Instruction)

Leer el librito de fonética Las rimas de Raúl en coro antífono (Teacher Toolkit: Ways to Teach Fluency – Antiphonal Choral Reading)

Mié

rcol

es


o Safari de palabraso Superlibro




Juev

es




Leer el librito de fonética Las rimas de Raúl en parejas (Teacher Toolkit: Ways to Teach Fluency – Paired Reading)



Vier

nes

Divide a los alumnos en parejas para jugar ¿Quién escribirá más? usando el patrón fonético de la semana. El grupo que escriba más palabras en 5 minutos ganará. (Teacher Toolkit: ¿Quién escribirá más?)



p. 143 Mural de palabras: Palabras de uso




Weekly Spelling Words High Frequency Words Vocabulary Words Academic Vocabulary barrido dormir partes rápido roca

rojo correr agarra burro torre

contento correr hacia nunca ver

Rina y tío Rolo van al río

cascada nieve río

La sorpresa barrió cobertizo esparcían rastrillo sorpresa enyesado

sacar conclusiones inferir predecir



Semana 6 ó 7: Sacar conclusionesDay 1: Introduce Comprehension Skill – Drawing Conclusions(Teacher Toolkit: Inferences)

Focus: Looking for clues in text, pictures, and in the reader’s personal knowledge to make sense of text. Select a comic strip such as Calvin y Hobbs by Bill Watterson or Carlitos by Charles M. Schultz and cut out each frame. Glue the frames to a long strip of paper and think aloud

while inferring what happens between each frame. Select a read aloud that lends itself to modeling inferences. Stop two to three times while reading to make an inference and to model the thinking that supports the inferences.




Day 5: Assess the Comprehension Skill (Cuaderno de práctica 2.1, pp. 77-78)o The selection test should be given open book. Suggestion: Have students write the page number where they found the answers to the questions.o Add an open-response question that relates to the comprehension skill.




Small group instruction is based on students’ needs. The teacher will meet with two groups daily (17 minutes per group). The teacher should spend 5-7 minutes on a skills lesson to address one of the 5 reading components (Phonics, Phonemic Awareness, Vocabulary, Comprehension, or

Fluency). Following the brief skills lesson, students should apply their new learning to connected text. Go to http://www.tea.state.tx.us/curriculum/biling/Struglingspanishreader.pdf for ideas on skills lessons. Work stations will occur simultaneously with small group instruction. Each station should have differentiated activities that reinforce skills and strategies taught during whole group

instruction. Students will visit two work stations per day. Provide book baskets at each work station in case the students finish all of their work early. Students will visit the following five work stations:


Go to the Teacher Toolkit for ideas on work station activities.


Routine: Preread the book to be familiar with the content and how to guide student discussion. Establish a purpose, tell why you selected the book, and familiarize them with the author, illustrator, and genre. Ask students to make predictions. Model comments and reflections as you read. Find a few places to pause and invite students to comment. Keep the pace of the reading so that it is not disjointed, but enjoyable. Keep a list of books you have read aloud and post it so that students can use the list to make connections. Place books you have read aloud in a special container, or display them in the classroom library for easy access.





Unidad 1 – Nuevos Pasos, Páginas 124a-143h Stories: Rina y tío Rolo van al río and La sorpresa Librito de fonética 5, Las rimas de Raúl Superlibro Somos un arco iris

Suggested Read Alouds: Jumanji by Chris Van Allsburg El higo más dulce by Chris Van Allsburg Los tres cerditos by David Wiesner Willy el mago by Anthony Browne Jorge y Marta by James Marshall Fábulas by Arnold Lobel




The Teaching and Learning Plan for Lorenzo, el patito feo and El pato, pp. 146a-169hWeek 8 Instructional Model/Teacher Directions



Lune

s


o Presentar el carteloCantar la canciónoRelacionar los sonidos y las

letraso Presentar las vocaleso Señalar las palabrasoCombinar sílabaso Identificar palabrasoDescifrar y formar otras palabras




frecuente



Escuchar al maestro leer el librito de fonética Zumi y Celina en voz alta


Mar

tes

p. 151c Rutina




p. 151 Mural de palabras: Palabras de uso



Leer el librito de fonética Zumi y Celina en coro antífono (Teacher Toolkit: Ways to Teach Fluency – Antiphonal Choral Reading)

Mié

rcol

es


o Formar palabraso Superlibro




Juev

es




Leer el librito de fonética Zumi y Celina en parejas (Teacher Toolkit: Ways to Teach Fluency – Paired Reading)



Vier

nes

Divide a los alumnos en parejas para jugar ¿Quién escribirá más? usando el patrón fonético de la semana. El grupo que escriba más palabras en 5 minutos ganará. (Teacher Toolkit: ¿Quién escribirá más?)



p. 169b Mural de palabras: Palabras de uso





cenó doce hocico pozo zumo

lechuza nacido zapato sacudo xilófono

tanto hallar nacido nido zapato

Lorenzo, el patito feo

cisnes pozo sucio zumbido

El pato calientan explorar oculto pico sacudo superficie

comparación contraste secuencia



Semana 8: Comparación y contrasteDay 1: Introduce Comprehension Skill – Compare and Contrast(Teacher Toolkit: Attribute Chart )

Focus: Comparing and contrasting two titles focusing on specific attributes. Read two fairy tales. One should be traditional and the other a fractured fairy tale. Complete an attribute chart with the class comparing and contrasting the two titles. Assist students as they glue or tape their story map into the Reader’s Notebook on a page titled “Comparación y contraste”.




Day 5: Assess the Comprehension Skill (Cuaderno de práctica 2.1, pp. 95-96)o The selection test should be given open book. Suggestion: Have the students annotate the page number where they found the answer to the question.o Add an open-response question that relates to the comprehension skill.





Fluency). Following the brief skills lesson, students should apply their new learning to connected text. Go to http://www.tea.state.tx.us/curriculum/biling/Struglingspanishreader.pdf for ideas on skills lessons. Work stations will occur simultaneously with small group instruction. Each station should have differentiated activities that reinforce skills and strategies taught during whole

group instruction. Students will visit two work stations per day. Provide book baskets at each work station in case the students finish all of their work early. Students will visit the following five work stations:



10 MinutesRoutine:

Preread the book to be familiar with the content and how to guide student discussion. Establish a purpose, tell why you selected the book, and familiarize them with the author (autor/-a), illustrator (ilustrador/-a), and genre (género). Ask students to make predictions. Model comments and reflections as you read. Find a few places to pause and invite students to comment. Keep the pace of the reading so that it is not disjointed, but enjoyable. Keep a list of books you have read aloud and post it so that students can use the list to make connections. Place books you have read aloud in a special container, or display them in the classroom library for easy access.





Unidad 1 – Nuevos Pasos, Páginas 146a-169h Stories: Lorenzo, el patito feo and El pato Librito de fonética 6 Zumi y Celina Superlibro Historia de un erizo

Suggested Read Alouds: La Cenicienta by Charles Perrault Las bellas hijas de Mufaro by John Steptoe Los tres cerditos by Margot Zemach ¡La verdadera historia de los tres cerditos! by Jon

Scieszka Cocodrilos y caimanes by Norman S. Barrett Mariposas y las polillas by Janine Scott




The Teaching and Learning Plan for ¿Crees lo que ves? and La vista, pp. 170a-187hWeek 9 Instructional Model/Teacher Directions


Phonemic Awareness/Phonics

Spelling Vocabulary Fluency

Lune

s

pp. 170i-170j Desarrollar la conciencia

fonémicao Presentar el carteloCantar la canción

Relacionar los sonidos y las letraso Presentar las vocaleso Señalar las palabrasoCombinar sílabaso Identificar palabrasoDescifrar y formar otras

palabras Rutina

o Practicar la pronunciacióno Separen en sílabasoDigan con más fuerza



frecuente



Escuchar al maestro leer el librito de fonética ¿Dónde está Carlos? en voz alta


Mar

tes

p. 177c Rutina







Leer el librito de fonética ¿Dónde está Carlos? en coro antífono (Teacher Toolkit: Ways to Teach Fluency – Antiphonal Choral Reading)

Mié

rcol

es


o Trabalenguaso Superlibro




Juev

es

p. 187a Repaso Atención a necesidades

diversas



Leer el librito de fonética ¿Dónde está Carlos? en parejas (Teacher Toolkit: Ways to Teach Fluency – Paired Reading)



Vier

nes




p. 187g Mural de palabras: Palabras de uso




Weekly Spelling Words High Frequency Words Vocabulary Words Academic Vocabulary astilla espejo estira islote líneas

oscuro escondida está escoba estuvo

escondida boca entre está vaso

¿Crees lo que ves? insectos lengua materiales silencio telescopio

La vista cerebro córnea iris nervios pulgar pupila retina

pasos de un proceso orden cronológico fuentes gráficas



Semana 9: Pasos de un proceso

Day 1: Introduce Comprehension Skill – Steps in a Process(Teacher Toolkit: Steps in a Process; Order of Events)

Focus: Understanding the steps in a process. Select a read aloud that has clearly stated steps in a process. Stop in several preplanned places to think about how the steps are differentiated. Complete a flow chart showing the individual steps in the process.




Day 5: Assess the Comprehension Skill (Cuaderno de práctica 2.1, pp. 111-112)o The selection test should be given open book. Suggestion: Have the students annotate the page numbers where they found the answers to the questions.o Add an open-response question that relates to the comprehension skill.





Fluency). Following the brief skills lesson, students should apply their new learning to connected text. Go to http://www.tea.state.tx.us/curriculum/biling/Struglingspanishreader.pdf for ideas on skills lessons. Work stations will occur simultaneously with small group instruction. Each station should have differentiated activities that reinforce skills and strategies taught during whole

group instruction. Students will visit two work stations per day. Provide book baskets at each work station in case the students finish all of their work early. Students will visit the following five work stations:



10 MinutesRoutine: Preread the book to be familiar with the content and how to guide student discussion. Establish a purpose, tell why you selected the book, and familiarize them with the author, illustrator, and genre. Ask students to make predictions. Model comments and reflections as you read. Find a few places to pause and invite students to comment. Keep the pace of the reading so that it is not disjointed, but enjoyable. Keep a list of books you have read aloud and post it so that students can use the list to make connections. Place books you have read aloud in a special container, or display them in the classroom library for easy access.





Unidad 1 – Nuevos Pasos, Páginas 170a-187h Stories: ¿Crees lo que ves? and La vista Librito de fonética 7 ¿Dónde está Carlos? Superlibro Historia de un erizo

Suggested Read Alouds: Cómo se hace un libro by Aliki La leche de la vaca al envase by Aliki Las vacas lecheras by Gail Gibbons Cómo crece una semilla by Gail Gibbons ¿Cómo se hace un crayón? by Charles Oz




Evidence of Learning

Differentiation Interims/TAKS/BenchmarksCollege-Readiness

(Anticipated Skills for SAT/ACT/College Board/Careers/Life)

What do you do for students who need additional support?

Students will meet with the teacher for Small Group Guided Reading Instruction. The teacher will do a skills lesson to address the needs of students and the students will apply that skill to their reading.

Work stations are differentiated to meet the needs of the learner. Students will have additional practice to help them master the skills learned during whole group instruction.

What do you do for students who master the learning quickly?

Activities/materials offered during Small Group Guided Reading Instruction and work stations are differentiated to meet the needs of the learner.

Sample QuestionsThird Grade: TAKS Released TestSource: TEA Website – June 2004Spanish Reading

27 Después de leer la carta, el lector puede concluir que —

О a Mistipi le parecen divertidas las preguntas de JamesО James está muy interesado en la forma en que vive Mistipi О Mistipi quiere asistir a la escuela a la que va JamesО James ha conocido a muchos niños creek en el pasado

Sample QuestionsFifth Grade: TAKS Released TestSource: TEA Website – Spring 2004Spanish Reading

19 Observa el diagrama con información de este artículo.

¿Qué detalle va en el espacio vacío?A Fueron construidos especialmente por los científicos.B Están cerca del Polo Sur.C Son lugares donde los científicos estudian a los pingüinos.D Incluyen luces especiales con controles de tiempo.



Evidence of LearningFormative Mini Assessment TAKS Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College Board



Documents

Bilingual Reading – Grade 2 - SAISD · Web viewuse knowledge or word order and context to support word identification and confirm word ... Superlibro Historia de un erizo