2

Volume 1

BILITERACY PATHWAY

Entender las comunidades Understanding Communities

UNIT

MODULE P Vocabulary to Unlock the Text . . . . . . . . . . . . . . . . . 4 Module Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Spanish Literacy Lessons . . . . . . . . . . . . . . . . . . . . . 8 Performance-Based Assessment . . . . . . . . . . . . . . 72 Biliteracy Pathway Resources . . . . . . . . . . . . . . . . 77 ▸ Cross-Language Connections Lessons . . . . . . . . 78 ▸ Paired Literacy Support . . . . . . . . . . . . . . . . . . . . 82 ▸ Unit Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

Biblioteca de textos nivelados Leveled Text Library

Colección de textos en línea Online Text Collection

OPTIONAL RESOURCE

You may wish to use Palabras a su paso™ to reinforce and expand foundational skills instruction in Spanish. See page 7 for lesson suggestions.

MODULE P

MODULE A

+

}

Module P pairs with Module A to form Biliteracy Pathway Unit 1.

UNIDAD

Unit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

1

UNIDAD 1

Overview

UNIT 1

MÓDULO P MODULE P

Literacy Lessons 1–8 Performance-Based Assessment (Narrative) Cross-Language Connections Lessons CLC 1–4 English Language Support for Module A

TEXT SET

QUANTITATIVE MEASURES Lexile

630L

Page Count

32

QUALITATIVE MEASURES

ANCHOR TEXT Chato y su cena Lexile 630L Literary Text

Levels of Meaning

humorous animal fantasy; figurative language; idioms; accessible concept

Structure

illustrated narrative with clear setting; events happen chronologically

Language Conventionality and Clarity

mostly simple and compound sentences; conversational language; colloquialisms; dialogue; some challenging vocabulary (limosina, selvático, cobardemente)

Theme and Knowledge Demands

simple theme; text assumes some prior knowledge of animal relationships and behaviors; common experiences

DETECTIVE “La búsqueda del anillo de Amelia” Lexile 520L “Una sorpresa de cumpleaños” Lexile 480L “Amistad poco probable” Lexile 700L

Biblioteca de textos nivelados Leveled Text Library

Colección de textos en línea Online Text Collection

OPTIONAL RESOURCE

Palabras a su paso™

COMPRENSIONES DURADERAS |

PREGUNTAS ESENCIALES | ESSENTIAL QUESTIONS

ENDURING UNDERSTANDINGS

¿Cómo comprenden los lectores a los personajes al leer acerca de sus pensamientos, sentimientos y acciones? | How do readers understand characters through reading about their thoughts, feelings, and actions?

• Los lectores comprenden que los personajes en los cuentos responden a los sucesos de maneras diferentes. | Readers understand that characters in stories respond to events in different ways. • Los escritores comprenden que los pensamientos, sentimientos y acciones de un personaje se revelan a través de los detalles. | Writers understand that a character’s thoughts, feelings, and actions are revealed through details. • Los alumnos comprenden que las relaciones entre los miembros de una comunidad son importantes. | Learners understand that relationships within a community are important.

2

Unidad 1

¿Cómo usan los escritore s detalles para describir los personajes y sucesos en un cuento? | How do writers use details to describe story characters and events?

METAS DEL MÓDULO | MODULE GOALS Los lectores usarán diálogo y acciones para identificar lo que piensan, sienten y hacen los personajes de un cuento. | Readers will use dialogue and actions to identify what story characters think, feel, and do. Los escritores crearán una narrativa que incluye detalles sobre los pensamientos, sentimientos y acciones de los personajes. | Writers will create a narrative that includes details about the thoughts, feelings, and actions of the characters. EXPLORAR EL CONTENIDO | EXPLORE CONTENT Los alumnos identificarán las relaciones entre miembros de una comunidad. | Learners will identify community relationships.

Entender las comunidades Understanding Communities

MODULE A

Literacy Lessons 1–13 Performance-Based Assessment (Narrative)

TEXT SET ANCHOR TEXT

SUPPORTING TEXTS Trouble at the Sandbox Lexile 370L Literary Text

Snowshoe Hare’s Winter Home Lexile 530L Literary Text

SLEUTH “The Hunt for Amelia’s Ring” Lexile 500L “A Birthday Surprise” Lexile 460L

Leveled Text Library

ENDURING UNDERSTANDINGS

ESSENTIAL QUESTIONS

• Readers understand that characters in stories have unique points of view.

How do readers understand a character’s point of view?

• Writers understand that signal words tell the sequence of events in a story. • Learners understand that relationships within a community are important.

How do writers create a clear sequence of events in a story?

MODULE GOALS Readers will use dialogue and actions to identify the points of view of characters in stories. Writers will create a narrative using a clear sequence of events. EXPLORE CONTENT

Learners will identify community relationships.

Instructional support for Module A is found in the ReadyGEN Teacher’s Guide for Grade 2, Unit 1.

Unit 1

3

UNIDAD 1 • MÓDULO P UNIT 1 • MODULE P

Vocabulary to Unlock Text VOCABULARIO ESENCIAL | BENCHMARK VOCABULARY Use these charts as a starting point for your class to generate related words. There may be more words in each cluster than those listed here. As words are generated, discuss related English cognates as well as false cognates to support the vocabulary development of biliterate learners. Go to www.PearsonSchool.com/ReadyGEN to read more about generative vocabulary instruction in ReadyGEN.

ANCHOR TEXT Chato y su cena Benchmark Vocabulary

Possible Morphological Links

Possible Semantic Links

English Cognates

Narrative Links

aguzaron

aguzado, aguzar

avivaron, despabilaron

vibraron

vibración, vibrar

oscilaron, temblaron

maullido

maullar

gato, gatuno, ronroneo

petrificar, piedra

endurecidos, inmóviles

mordiscos

morder, mordisquear

pedazo, trozo

descendió

descender, descendiente, desciende

bajó

descended

Action or Movement

elegancia

estiloso, distinguido

elegant

Character

destellar, destellante

brillar, refulgir

Setting

amasar, amasado

heñía

Action or Movement

acomodando

acomodar, acomodado

casa, mudando

alargado

alargar, largo

alto

Character

selvático

selva

silvestre

Setting

domicilio

domiciliar

casa, dirección

Setting

balanceando

balancear

oscilando

cauteloso

cautela

cuidadoso, atento

Plot

tamborileo

tamborilear, tamborilero

repiqueteo

Setting

petrificados

elegante destellaban amasaba

4

Literary Text

Unidad 1

Action or Movement vibrated

Action or Movement Action or Movement

petrified

Setting Plot

false cognate: accommodating

partial cognate: balancing

Action or Movement

Action or Movement

Entender las comunidades Understanding Communities

SUPPORTING TEXT “La búsqueda del anillo de Amelia” Possible Semantic Links

Literary Text

Benchmark Vocabulary

Possible Morphological Links

arrastró

arrastrar, arrastrado

gateó, reptó

Action or Movement

vencida

vencer, vencedor

derrotada, rendida

Character

English Cognates

Informational Links

SUPPORTING TEXT “Una sorpresa de cumpleaños” Benchmark Vocabulary

Possible Morphological Links

Possible Semantic Links

golpeó

golpear, golpe

chocó, pegó

inclinó

inclinar, inclinado

tumbó, ladeó

aterrizó

aterrizar, aterrizado

tocar tierra

Literary Text English Cognates

Narrative Links Action or Movement

inclined

Action or Movement Action or Movement

SUPPORTING TEXT “Amistad poco probable” Benchmark Vocabulary complacida amorosamente terciopelo

Possible Morphological Links

Possible Semantic Links

Literary Text English Cognates

Narrative Links

complacer, complaciente

contenta, satisfecha

Character

amor, amoroso

cariñosamente

Communication

aterciopelado

tela

Setting

Unit 1

5

UNIDAD 1 • MÓDULO P

Planner

Suggested Pacing

UNIT 1 • MODULE P WHOLE GROUP 30–40 minutes

SMALL GROUP 30–40 minutes

• Desarrollar la oralidad | Develop Oracy • Desarrollar la comprensión | Build Understanding • Lectura atenta | Close Read • Vocabulario esencial | Benchmark Vocabulary • Análisis del texto | Text Analysis

LECCIÓN LESSON

1

Teacher’s Guide, pp. 8–15

• Opciones para los grupos pequeños | Small Group Options

LECCIÓN LESSON

2

Teacher’s Guide, pp. 16–23

WHOLE GROUP WRITING WORKSHOP 30–40 minutes • Escritura narrativa | Narrative Writing • Práctica de escritura | Writing Practice

LECCIÓN LESSON

3

Teacher’s Guide, pp. 24–31

READ Trade Book pp. 4–9 Chato y su cena

READ Trade Book pp. 10–17 Chato y su cena

READ Trade Book pp. 18–23 Chato y su cena

BENCHMARK VOCABULARY aguzaron, vibraron, maullido, petrificados

BENCHMARK VOCABULARY mordiscos, descendió, destellaban, elegante

BENCHMARK VOCABULARY amasaba, acomodando, alargado, selvático

READING ANALYSIS Usar ilustraciones y palabras para comprender personajes | Use Illustrations and Words to Understand Characters

READING ANALYSIS Usar ilustraciones para comprender el ambiente | Use Illustrations to Understand Setting

READING ANALYSIS Identificar las reacciones de los personajes | Identify Characters’ Responses

WRITING Describir personajes | Describe Characters; Dictado LECCIÓN LESSON

4

Teacher’s Guide, pp. 32–39

WRITING Usar detalles descriptivos | Use Descriptive Details; Dictado

LECCIÓN LESSON

5

Teacher’s Guide, pp. 40–47

WRITING Entender punto de vista | Understand Point of View; Dictado

LECCIÓN LESSON

6

Teacher’s Guide, pp. 48–55

READ Trade Book pp. 24–32 Chato y su cena

READ Detective pp. 8–9 “La búsqueda del anillo de Amelia”

READ Detective pp. 10–11 “Una sorpresa de cumpleaños”

BENCHMARK VOCABULARY domicilio, balanceando, cauteloso, tamborileo

BENCHMARK VOCABULARY arrastró, vencida

BENCHMARK VOCABULARY golpeó, inclinó, aterrizó

READING ANALYSIS Usar palabras clave para comprender detalles importantes | Use Key Words to Understand Important Details

READING ANALYSIS Determinar el mensaje principal | Determine Central Message

READING ANALYSIS Describir las reacciones de los personajes | Describe Characters’ Responses WRITING Usar palabras que indican orden | Use Sequence Words; Dictado

LECCIÓN LESSON

7

Teacher’s Guide, pp. 56–63

READ Detective pp. 12–13 “Amistad poco probable” BENCHMARK VOCABULARY complacida, amorosamente, terciopelo LANGUAGE ANALYSIS Identificar y describir elementos de la estructura de un cuento | Identify and Describe Elements of Story Structure WRITING Escribir un borrador | Write a Draft

6

Unidad 1 • Módulo P

WRITING Usar palabras y frases clave | Key Words and Phrases; Dictado Assessment LECCIÓN LESSON

8

Teacher’s Guide, pp. 64–71

COMPARE ▶ Chato y su cena ▶ “Amistad poco probable” BENCHMARK VOCABULARY descendió, balanceando, terciopelo READING ANALYSIS Usar detalles y ejemplos para conversar sobre textos | Use Details and Examples to Talk About Text WRITING Editar y publicar una narración | Edit and Publish a Narrative

WRITING Crear una escena narrativa | Create a Narrative Scene

Entender las comunidades Understanding Communities

PERFORMANCE-BASED ASSESSMENT LANGUAGE AND FOUNDATIONAL SKILLS LESSONS IN THIS MODULE

Teacher’s Guide, pp. 72–76 NARRATIVE TASK: WRITE A NEW STORY Children will write a narrative in which they write a new story about the characters Chato and his friend Novio Boy. Children will: • draw or describe both characters and setting. • write a short sequence of events with a beginning, middle, and end. • use temporal words to signal event order.

Language Simple Sentences; Proper Nouns; Singular and Plural Nouns; Irregular Plural Nouns; Pronouns; Adjectives; Written Accent; Adverbs Phonics Words with c, s, z; Stressed Syllable Patterns OPTIONAL RESOURCE Palabras a su paso™, La ortografía de consonantes, Grupo 12; Prefijos y más sufijos, Grupo 23.

CROSS-LANGUAGE CONNECTIONS LESSONS Teacher's Guide, pp. 78–81 These in-depth contrastive analysis lessons develop children’s metalinguistic awareness in Spanish and English and support children’s cross-linguistic transfer of literacy skills covered in the paired module. Depending on your needs, the CLC Lessons may be flexibly integrated over the course of the Biliteracy Pathway Unit. CLC 1. Punctuating Dialogue CLC 2. Figurative Language CLC 3. Past-Tense Verbs CLC 4. Cognates

CENTER OPTIONS During Small Group Time, children can use independent center activities to practice and apply standards while you work with individuals or groups. Options for activities focusing on both concepts and learning objectives for this unit are included here. To hold children accountable and ensure their active participation, refer to the Strategies for Independent Center Activities in the Biliteracy Pathway Handbook. READING/WRITING CENTER • Have children write a description of a character from an independent reading book. Children should give examples of adjectives, verbs, and dialogue wherever possible. Tell them to note specific words that describe the character's appearance, thoughts, and actions. Have children share their writing with a partner.

VOCABULARY CENTER • Give pairs a list of Benchmark Vocabulary words. Partners should write the word on a note card and clues that tell about the word on the other side. Have partners take turns reading the clue and guessing the word.

ORACY CENTER • Have children work in pairs or small groups to discuss who their favorite story characters are and why. Give children sentence frames they can complete to express their opinions and give supporting reasons.

Unit 1 • Module P

7

LECCIÓN LESSON

1

Chato y su cena, pp. 4–9

Since this book has no page numbers, count the title page as page 1.

Introducción | Introduction Desarrollar la oralidad | Develop Oracy BUILD BACKGROUND KNOWLEDGE Tell children: Vamos a leer un cuento que trata de un gato y una familia de ratones. Habla con tu compañero sobre cómo se llevan los gatos y los ratones. | We’re going to read a story about a cat and a family of mice. Talk to your partner about how cats and mice get along. Provide language frames such as these: Cuando un gato ve un ratón, el gato ___. Cuando un ratón ve un gato, el ratón ___. After partners have shared ideas, lead a class discussion about how the cat and the mice in the story might get along.

OBJETIVOS Oralidad Identifican palabras y frases descriptivas que cuentan acerca de los personajes y sucesos en un cuento. Enfoque Usan las ilustraciones y palabras en un texto para demostrar comprensión de los personajes y del argumento.

PRETEACH VOCABULARY The following words will be helpful for children to know before reading the story: deslizándose, agazapado, and espiar. Write each word on the board and introduce it by briefly explaining its meaning, acting it out if possible, and asking a question that uses the word. Encourage children to answer in complete sentences. For example, for deslizándose, say: Cuando un animal va deslizándose, se mueve así. | When an animal glides along, it goes like this. Show a gliding motion with your hand. ¿Qué animales van deslizándose cuando se mueven? (culebras, tigres) | What animals glide as they move? (snakes, tigers)

Describen cómo los personajes de un cuento responden a sucesos importantes.

Oracy Identify describing words and phrases that tell about story characters and events. Focus Use illustrations and words in a text to demonstrate understanding of the characters and plot. Describe how the characters in a story respond to major events.

MINI-LESSON

OBJECTIVES

Text Complexity Rubric, p. 2

Destrezas fundamentales | Foundational Skills Palabras con c, s, z | Words with c, s, z • Start a word wall with the column headings c, s, z. Write these words: cena, seis, zarpar under c, s, and z, respectively. Have children brainstorm other words they know with the /s/ sound and list them in the appropriate columns. • After children have completed their first read of the story, say: Vuelvan a mirar las primeras dos páginas del cuento. Busquen palabras que contengan la c de cena. | Look back at the first two pages of the story. Look for words that contain c as in cena. Have children name the words and add them to the word wall. Repeat the activity for the letters s and z. Say: Busquen palabras que contengan la s de seis. Luego busquen palabras que contengan la z de zarpar. | Look for words that contain s as in seis. Then look for words that contain z as in zarpar. For cross-language support, see the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

8

Unidad 1 • Módulo P • Lección 1

1 leCCIón lesSON

Biliteracy Pathway Teacher’s Guide Biliteracy Pathway Handbook

Use Illustrations and Words to Understand Characters L1

PRIMERA LEctuRA FIRSt REAd

Desarrollar la comprensión Build Understanding

SEt thE PuRPoSE Focus the instruction for the lesson by sharing the following Enduring Understanding: Los lectores comprenden que los personajes en los cuentos responden a los sucesos de maneras diferentes. [Readers understand that characters in stories respond to events in different ways.] Vamos a leer las primeras seis páginas de Chato y su cena para ver lo que podemos aprender al observar los dibujos y leer las palabras. | We are going to read the first six pages of Chato y su cena to see what we can learn about the characters by looking at the pictures and reading the words. ENGAGE chILdREN Tell children they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿Cómo comprenden los lectores a los personajes al leer acerca de sus pensamientos, sentimientos y acciones? ¿Cómo usan los escritores detalles para describir los personajes y sucesos en un cuento? | How do readers understand characters through reading about their thoughts, feelings, and actions? How do writers use details to describe story characters and events? Tell children: En esta lección, vamos a usar las palabras y los dibujos en nuestro libro para comprender cómo se sienten los personajes y cómo responden a los sucesos. También aprenderemos cómo los escritores usan detalles para describir lo que piensan, sienten y hacen los personajes. | In this lesson we are going use the words and pictures in our book to understand how characters feel and react to events. We will also learn about how writers use details to describe what characters think, feel, and do.

WHOLE GROUP READING

Usar ilustraciones y palabras para comprender los personajes

REAd As you introduce pages 4–9 of this new text, use the appropriate reading routine from pp. TR2–14. In this first reading, children should be reading for an understanding of what the text is mainly about. tuRN ANd tALK After reading, have children turn to a partner and discuss this question using details from the text: ¿Qué palabras y dibujos indican quiénes son algunos de los personajes del cuento? (palabras, pág. 4: gato de seis rayas, gorrión, pág. 6: cinco ratones; dibujos pág. 4: el gorrión, pág. 5: el gato, págs. 6–9: los ratones) | Which words and pictures tell you who some of the story characters are? (words: See answers above.; pictures p. 4: the sparrow, p. 5: the cat, pp. 6–9: the mice) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

Unit 1 • Module P • Lesson 1

9

OBJETIVOS Usan la información obtenida de las ilustraciones en un texto para demostrar la comprensión de los personajes o del escenario. Determinan el significado de palabras académicas y de dominio específico en un texto y las usan.

OBJECTIVES Use information gained from the illustrations in a text to understand characters or setting. Determine the meaning of academic and domain-specific words in a text and use them.

L1

SEGUNDA LECTURA SECOND READ

Lectura atenta

Close Read

CITE TEXT EVIDENCE Engage the class in a discussion about what they just read. Remind children that readers use information from both words and pictures to understand characters or events in a text. Use these questions to guide the discussion, and ask children to support their answers with evidence. • ¿Qué palabras cuentan acerca de Chato? (un gato de seis rayas; caminar arrastrado; agazapado) | Which words tell about Chato? (See answers above.) ¿Cómo reacciona Chato al ver el gorrión y los ratones? ¿Qué palabras describen su reacción? (Se entusiasma mucho; pág. 4: “se le aguzaron las orejas; el rabo se le empezó a mover al compás”; págs. 2–9 “los bigotes le vibraron de placer”; “se pasó la lengua por los labios”) | How does Chato react to seeing the sparrow and the mice? Which words describe his reactions? (See answers above.) • Observen las ilustraciones en las páginas 4–5 y 6–7. ¿Qué muestran? (un gato [Chato] siguiendo a un gorrión; Chato espiando a cinco ratones) | Look at the pictures on pages 4–5 and 6–7. What do they show? (a cat, Chato, following a sparrow; Chato spying on five mice) ¿Cómo muestran las ilustraciones lo que Chato tiene pensado? (Chato se desliza agazapado porque está tratando de atrapar al gorrión; se esconde de los ratones porque quiere atraparlos también). | How do the pictures help tell about Chato’s intentions? Chato hides by crouching because he wants to catch the sparrow; he is hiding from the mice because he also wants to catch them.) PALABRA CURIOSA | BY-THE-WAY WORD During close reading, define the following word involving a known concept that can impede text comprehension.

Scaffolded Instruction

arrastrado, p. 4: una forma del verbo arrastrar, que significa “llevar a algo por el suelo” | a form of the verb arrastrar (to drag), which means “to pull or move something across the floor”

10

SPANISH LANGUAGE DEVELOPMENT

STRATEGIC SUPPORT

VOCABULARY In addition to defining the

UNDERSTAND PUNCTUATION Point out

Palabra curiosa, you may want to further aid comprehension by preteaching the meanings of the following words and phrases, using TPR or simple synonyms: deslizándose, apoderarse, caderas, salió disparado, retumbar, pertenencias, ronroneando. Check children’s understanding by asking yes/no questions or have them demonstrate meaning using TPR.

the third paragraph of p. 8. Remind children that em-dashes at the beginning and end of a sentence or phrase are used to signal a character’s spoken words and tell when the speech begins and when it ends. Have children work in pairs to practice reading the paragraph aloud and speaking in a different voice to distinguish Chato’s words from the other words in the paragraph. Call on volunteers to read aloud the paragraph to the class.

Unidad 1 • Módulo P • Lección 1

1 LECCIÓN LESSON

Biliteracy Pathway Teacher’s Guide Biliteracy Pathway Handbook

aguzaron, p. 4

vibraron, p. 7

maullido, p. 9

vibrated

WHOLE GROUP READING

VOCABULARIO ESENCIAL | BENCHMARK VOCABULARY

petrificados, p. 9 petrified

• Have children find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the English cognates vibrated and petrified. Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to teach the meaning of the words. • Use the information on pp. 4–5 in this Teacher’s Guide to discuss other words connected to each of the Vocabulario esencial | Benchmark Vocabulary words. PRACTICE Have children write sentences using the Benchmark Vocabulary to show contextual understanding of the words.

Análisis de la lectura | Reading Analysis CONVERSAR SOBRE EL TEXTO | TEXT TALK

ILLUSTRATIONS Discuss with children how illustrations can help readers understand story elements. Provide copies of the T-Chart on p. TR23. MODEL Vamos a observar el dibujo Detalles de la ilustración en las páginas 6 y 7. ¿Qué nos indica el dibujo sobre los personajes y el escenario? Veo que Chato, un gato Escenario Personajes grande, está escondido detrás de una cerca de un patio. También veo cinco Chato, un gato dos patios vecinos ratones caminando al otro lado de la grande separados por una cerca. Voy a escribir: “Chato, un gato cerca una familia de grande” y “una familia de cinco ratones” cinco ratones en la primera columna. Esto toma lugar en dos patios vecinos. Hay una cerca entre los patios. Voy a escribir: “dos patios vecinos separados por una cerca” en la segunda columna. | Let’s look at the picture on pages 6 and 7. What can it tell us about the characters and setting? I can see that Chato, a big cat, is hiding behind a fence. I also see five mice walking on the other side of the fence. I am going to write “Chato, a big cat” and “a family of five mice” in the first column. This takes place in two yards that are side by side with a fence in between. I am going to write “two yards separated by a fence” in the second column. PRACTICE/APPLY Have children work independently or in small groups to complete the graphic organizer. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have children discuss the words and illustrations from the text that support their ideas. Circulate among children to check their understanding.

Keystones Reading and Writing Keystones are a quick check to: • assess children’s understanding of key language, key text structures, and key ideas. • indicate children’s progress toward the PerformanceBased Assessment. • inform your Small Group Time decisions.

Unit 1 • Module P • Lesson 1

11

Leveled Text Library

Lectura independiente enfocada Focused Independent Reading

While children are reading independently, use the Small Group Options below or on p. 13. BUILD ACCOUNTABILITY Announce the two focus points that children will apply to their selfselected texts. Guide children in applying the strategies from today’s Reading Analysis lesson to their self-selected texts. Apliquen una de las estrategias que han aprendido para averiguar o adivinar el significado de cada palabra que no conocen. Coloquen una nota adhesiva al lado de cada palabra que averiguaron. | Use one of the strategies you have learned to figure out or guess the meaning of each word that you do not know. Place a tab next to each word you figured out. • Process Focus: Independence Children should record the title and author of the book they read and also record whether they found it easy, medium, or difficult to read independently. Then have them write a sentence telling whether they will choose a book that is easier, harder, or at about the same level for their next self-selected text. • Strategy Focus: Decoding and Word Recognition Have children review with you the tabs they placed in their book. Ask them to share the meaning they guessed for each word and explain the strategy they used. See the Rutina de lectura independiente | Independent Reading Routine on pp. TR7–9. COLLABORATIVE READING To help children engage in the shared responsibilities of reading more complex texts than they might read on their own, have them follow the Collaborative Reading Routine in the Biliteracy Pathway Handbook.

Opciones para grupos pequeños | Small Group Options UNLOCK THE TEXT LEVELS OF MEANING See p. 4 of this Teacher’s Guide for levels of meaning and text purpose. STRUCTURE Present the title of the text and have children look at the pictures on pp. 4–9. Según el título y las ilustraciones, ¿de qué creen que se trata este cuento? ¿Quiénes son algunos de los personajes? | Based on the title and the illustrations, what do you think this story is about? Who are some of the characters? LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to assess children’s understanding of aguzaron, vibraron, maullido, and petrificados. Also use the list of English cognates on p. 11 of this Teacher’s Guide to guide your English-speaking children as they read. THEME AND KNOWLEDGE DEMANDS Activate children’s background knowledge. Explain that the story is about a cat who gets very excited when he spots a family of mice moving into the house next door. ¿Qué saben acerca de la relación que hay entre los gatos y los ratones en la naturaleza? ¿Por qué creen que Chato se entusiasma tanto al encontrar la familia de ratones? | What do you know about the relationship between cats and mice in nature? Why do you think Chato is so excited to come across the family of mice?

12

Unidad 1 • Módulo P • Lección 1

1 LECCIÓN LESSON

Biliteracy Pathway Teacher’s Guide

Biliteracy Pathway Handbook

Biblioteca de textos nivelados

SMALL GROUP TIME

READING ANALYSIS SUPPORT Use this mini-lesson with children who struggle with using illustrations to understand story elements in Chato y su cena. ILLUSTRATIONS Use guiding questions to help children make observations about the illustration on pp. 6–7 and use it to understand characters. • ¿Qué mira Chato tan fijamente? (los ratones) | What is Chato staring at? (the mice) • ¿Qué hacen los ratones? (Caminan juntos; andan cargando varias cosas.) | What are the mice doing? (They are walking together; they are carrying various items.) • ¿Qué pistas en la ilustración les indica hacia dónde van los ratones? (La maleta, las cajas y la mochila que cargan los ratones me hacen pensar que se están mudando). | What clues in the picture tell you where the mice are going? (The suitcase, the boxes, and the knapsack they are carrying make me think they are moving.) Use the Rutina de razonar en parejas y compartir | ThinkPair-Share Routine on p. TR2. Invite children to note in their T-Charts any details about the setting provided by the illustration.

READING ANALYSIS EXTENSION Use this mini-lesson with children who can easily use illustrations to understand story elements in Chato y su cena.

QUICK CHECK

ACCURACY Ask children to reread pp. 4–5. Have them work in pairs to decide what illustration they could draw to help readers understand something about the characters or plot at this point in the story. Have them answer the following:

MONITOR PROGRESS

• ¿Cuáles personajes mostrará el dibujo? | Which characters will the picture show? • ¿Qué va a hacer cada personaje en el dibujo? | What will each character in the picture be doing? • ¿Qué parte o partes del ambiente mostrará el dibujo? | Which part/s of the setting will the picture show? Have pairs share their pictures with the class. Children should explain how their illustrations will help readers understand the characters or setting at this point in the story.

FLUENCY ACCURACY Explain that reading with accuracy means reading with few or no mistakes. Reading with accuracy keeps the listener interested and helps the listener understand more clearly. Have children take turns reading aloud from pp. 4–9 of Chato y su cena to a partner. Have each partner practice two or three times.

VERIFICAR EL PROGRESO If . . . children are reading with mistakes, then . . . have them record themselves as they read aloud. Have them listen to see what parts they had trouble with and have them practice reading those parts correctly several times. If . . . children are reading accurately, but too slowly, then . . . encourage them to listen to a recording of a short poem or story, then practice reading the same piece out loud, with no mistakes, trying to match the pace of the recording.

Unit 1 • Module P • Lesson 1

13

ObjetivOs Escriben una narración sobre personajes y sus reacciones. Demuestran dominio de las normativas de la gramática del español y su uso al escribir y al hablar. Identifican palabras que contienen el mismo fonema pero distinto grafema (c-s-z).

Objectives Write a narrative about characters and their responses to others. Demonstrate command of the conventions of standard Spanish grammar and usage when writing or speaking. Identify words that contain the same phoneme but different grapheme (c-s-z).

Escribir una narración | Narrative Writing Describir personajes | Describe Characters

set the purpOse Say: Los escritores dan detalles sobre qué hacen, qué piensan y cómo se sienten los personajes para ayudar a los lectores a comprender los personajes. | Writers help readers to understand characters by giving details about what a character does, thinks, and feels. Explain that writers also show a character’s point of view by telling how he or she interacts with other characters in the story. Ask: ¿Cómo reacciona Chato al ver el gorrión? ¿Y al ver los ratones? ¿Qué te indica la reacción de Chato sobre sus intenciones? | How does Chato react when he sees the sparrow? And the mice? What does Chato’s reaction tell you about Chato? teAch AND MODeL Have children review pages that they’ve read to identify sentences (including dialogue) and pictures that describe Chato's actions, thoughts, and feelings, as well as those of the mice. Help them classify the examples in a four-column chart with the column headings Personaje, Acción, Pensamiento, and Sentimiento. (“El rabo se le empezó a mover al compás; El movimiento asustó al gorrión, que salió disparado…; Los bigotes le vibraron de placer; Los ratones se quedaron petrificados”, etc.) Model how to fill in each column using an example: Personaje: Chato; Acción: Se le empezó a mover el rabo.; Pensamiento: “Hay un gorrión en el patio.”; Sentimiento: Se quedó entusiasmado. LeAD A shAreD WritiNG ActivitY • Prepare Explain that children will write a narrative about Chato and his interactions with other animals in his neighborhood. Have them share ideas about what could happen. • Organize Model starting a narrative about Chato and one of the character’s responses to seeing him. Ask volunteers how to continue the scene. • Write Begin the writing yourself and have children volunteer to direct the writing and choose which details to include. Direct them to the class word wall you started before reading the text. Ask them to express their thoughts as complete sentences.

Práctica de escritura | Writing Practice iNDepeNDeNt prActice Have children write about how the mice might respond to Chato’s explanation that he is a nice cat. (“Yo soy un gato chulo y low rider…Soy OK.”) cOLLAbOrAtive prActice Pair stronger writers with less proficient writers so they can benefit from peer modeling and support. shAre WritiNG Ask volunteers to share their writing with the class.

14 Unidad 1 • Módulo P • Lección 1

1 LECCIÓN LESSON

Biliteracy Pathway Handbook

Convenciones | Conventions Oraciones sencillas | Simple Sentences VOCABULARIO ACADÉMICO | ACADEMIC VOCABULARY

oración sencilla simple sentence

sujeto subject

predicado predicate

sustantivo noun

pronombre pronoun

TEACH AND MODEL Explain that a simple sentence (oración sencilla) expresses a complete thought. It is made up of a subject (sujeto) and predicate (predicado). Start an anchor chart and list the English and Spanish academic terms side by side. Explain that a subject is often a noun (sustantivo) or a pronoun (pronombre) and that it is the person, animal, or thing that performs an action. The predicate completes the sentence and contains a verb (verbo). El gato regresó a su casa.

Esto es un ejemplo de una oración sencilla. Contiene un sujeto (el gato) y un predicado (regresó a su casa). El verbo en el predicado es regresó. | This is an example of a simple sentence. It contains a subject (el gato) and a predicate (regresó a su casa). The verb in the predicate is regresó.

PRACTICE Model writing a simple sentence and underlining the parts of speech appropriately. Then have children write simple sentences telling what they did in their neighborhood yesterday.

MINI-LESSON

For cross-language support, see the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

Dictado

WHOLE GROUP WRITING WORKSHOP

MINI-LESSON

Biliteracy Pathway Teacher’s Guide

PUNTOS A ENSEÑAR | TEACHING POINTS

mayúsculas capitalization

oraciones enunciativas declarative sentences

palabras con c, s, z words with c, s, z

Read aloud the mentor text to accurately convey meaning, phrasing, intonation, and expression. Then reread the text, pausing after a phrase or sentence to have children echo the words of the text. El sábado pasado almorzamos en casa de mis vecinos. El domingo cenamos en casa de mis primos. Read aloud the mentor text a third time, pausing to repeat appropriate sections as needed, as children write what you dictate. Have them reread their writing and correct any errors they find. Then reconstruct the mentor text and talk through the Teaching Points while children check and correct their writing. For more guidance, see p. TR16 and pp. 64–69 in the Biliteracy Pathway Handbook.

Unit 1 • Module P • Lesson 1

15

lección lesson

2

Chato y su cena, pp. 10–17

Introducción | Introduction Desarrollar la oralidad | Develop Oracy

Oralidad Usan conocimientos obtenidos de una lectura previa y contestan preguntas sobre las ilustraciones para comprender el concepto de escenario. Enfoque Usan ilustraciones para comprender el escenario de un texto.

OBjECTIVEs Oracy Use knowledge from a previous reading and answer questions about the illustrations to understand the concept of setting. Focus Use illustrations to understand the setting of a text. Text Complexity Rubric, p. 2

PRETEACH VOCABULARY The following words will be helpful for children to know before reading the story: cerca and buzón. Help children understand the meaning of the words by matching them with the illustrations. Then say: Una cerca y un buzón son cosas que podemos encontrar en el frente de una casa. ¿Qué otras cosas podemos encontrar en el frente de una casa? | A fence and a mailbox are things we can find in front of a house. What other things can we find in front of a house?

MINI-LESSON

OBjETIVOs

BUILD BACKGROUND KNOWLEDGE Tell children: Ya sabemos que Chato y su cena trata de un gato que tiene nuevos vecinos, una familia de ratones. | We already know that Chato y su cena is about a cat that has new neighbors, a family of mice. Have children review pp. 4–9 and have them focus on the illustrations. Prompt them with the following questions to elicit precise descriptions about setting: ¿Dónde está Chato? ¿Dónde están los ratones? ¿Qué separa a Chato de los ratones? | Where is Chato? Where are the mice? What separates Chato from the mice? Then introduce the concept of setting: Todo lo que hemos comentado trata del escenario. El escenario nos indica dónde y cuándo toma lugar un cuento. | Everything we just discussed is about the setting. The setting is the place and time in which a story happens.

Destrezas fundamentales | Foundational Skills Acento tónico | Stressed Syllable • Introduce the topic by saying: Cuando decimos una palabra, siempre hay una sílaba que decimos con más fuerza que las demás. | When we say a word aloud, one of the syllables is always stressed. Write the following words (divided into syllables as shown), and underline the stressed syllable in each: ra-tón, ga-to, es-tó-ma-go. Read aloud each word and clap as you say the stressed syllable. Ask: ¿Cuál es la sílaba de ratón que digo con más fuerza? | Which syllable in ratón did I stress? Repeat with the other words and then say: El acento tónico es esa sílaba que decimos con más fuerza. | The stressed syllable is the one we say with more emphasis. • After children have completed their first read of the story, say: Elijan una página del cuento y elijan tres palabras. Escriban cada palabra y subrayen la sílaba que lleva el acento tónico. | Choose a page from the story and pick three words. Write each word and underline the stressed syllable. For cross-language support, see the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

16  Unidad 1 • Módulo P • Lección 2

2 leCCIón lesSON

Biliteracy Pathway Teacher’s Guide Biliteracy Pathway Handbook

Use Illustrations to Understand Setting L2

PRIMERA LEctuRA FIRSt REAd

Desarrollar la comprensión Build Understanding

SEt tHE PuRPOSE Focus the instruction for the lesson by sharing the following Enduring Understanding: Los alumnos comprenden que las relaciones entre los miembros de una comunidad son importantes. [Learners understand that relationships within a community are important.] Say: Vamos a continuar la lectura de Chato y su cena para ver lo que podemos aprender sobre el ambiente al observar las ilustraciones. | We are going to continue reading Chato y su cena and see what we can learn about the setting by looking at the pictures. ENGAGE cHILdREN Tell children they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿Cómo identifican los lectores la manera en que los personajes en los cuentos responden a los sucesos? ¿Cómo usan los escritores detalles para describir los pensamientos, sentimientos y acciones de los personajes? | How do readers identify characters’ responses to events? How do writers use details to describe the thoughts, feelings, and actions of characters? Tell children: En esta lección, vamos a ver por qué Chato invita a los ratones a su casa. Vamos a observar las ilustraciones para comentar qué entendemos del escenario. También observaremos los sentimientos y puntos de vista de los personajes. | In this lesson we will find out why Chato invites the mice to his house. We will look at the illustrations to talk about the setting. We’ll also focus on the feelings and points of view of the characters.

WHOLE GROUP READING

Usar ilustraciones para comprender el escenario

REAd As you introduce pp. 10–17 of this text, use the appropriate reading routine from pp. TR2–14. In this first reading, children should be reading for an understanding of what the text is mainly about. tuRN ANd tALK After reading, have children turn to a partner and discuss this question using details from the text: ¿Qué muestran las ilustraciones de las páginas 10 a 17? (págs. 10–11: Chato lanzando la invitación en forma de avión por encima de la cerca; págs. 12–13: la familia de ratones leyendo la invitación; págs. 14–15: Chato oliendo frutas y verduras para la cena; págs. 16–17: Chato preparando los ingredientes cuando llega Novio Boy) | What do the illustrations on pages 10 through 17 show? (pp. 10–11: Chato tossing the invitation in the form of a paper plane over the fence; pp. 12–13: the family of mice reading the invitation; pp. 14-15: Chato sniffing fruits and vegetables for dinner; pp. 16–17: Chato preparing the ingredients when Novio Boy arrives) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

Unit 1 • Module P • Lesson 2

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OBJETIVOS Usan la información obtenida de las ilustraciones para comprender el ambiente de un texto. Determinan el significado de palabras académicas y de dominio específico en un texto y las usan.

OBJECTIVES Use information from illustrations to understand the setting of a text. Determine the meaning of academic and domain-specific words in a text and use them.

L2

SEGUNDA LECTURA SECOND READ

Lectura atenta

Close Read

CITE TEXT EVIDENCE Engage the class in a discussion about what they just read. Remind children that a text can use illustrations to help readers understand setting and point of view. Use these questions to guide the discussion, and ask children to support their answers with evidence. • ¿Cuál es el escenario que muestra la ilustración de las páginas 10 y 11? (el jardín de la casa de Chato) | What is the setting of the illustration on pages 10 and 11? (the garden at Chato’s house) ¿Cómo lo saben? | How do you know? • ¿Cuál es el escenario de la ilustración en las páginas 12 y 13? (la puerta de la casa de la familia de ratones) | What is the setting of the illustration on pages 12 and 13? (the doorstep of the house where the mice live) ¿Cómo muestra esa ilustración lo que nos cuenta el texto? | How does the picture show what the text says? • Miren las ilustraciones en las páginas 14 hasta 17. ¿Cuál es el escenario? ¿Qué ocurre? (dentro de la casa de Chato; Chato está preparando todo para cocinar para la cena y llega Novio Boy) | Look at the illustrations on pages 14 through 17. What is the setting? What is happening? (inside Chato’s house; Chato is getting ready to cook dinner and Novio Boy arrives.) ¿Cómo se ve Chato? | How does Chato look?

PALABRAS CURIOSAS | BY-THE-WAY WORDS During close reading, define the following words involving known concepts that can impede text comprehension.

Scaffolded Instruction

paracaídas, p. 12: elemento de tela que permite que una persona aterrice sin peligro después de saltar de un avión | device made of cloth that allows a person to land safely after jumping from an airplane acudiremos, p. 13: iremos | we will go

18

SPANISH LANGUAGE DEVELOPMENT

STRATEGIC SUPPORT

ADVERBS Help children use their knowledge

TEXT FEATURES Point out the italicized

of the English cognates moment and immediately to understand the difference between the adverbial expressions por un momento and inmediatamente on p. 14. Clarify that por un momento means that Chato took a few seconds to think about something before doing it; inmediatamente means that he did something right away.

words on p. 13. Explain that sometimes authors use italics to emphasize words or to make them stand out from other words. Read aloud the last sentence and use your voice to draw attention to the English phrase thank you very much. Guide children to understand that the words are italicized to emphasize that Chato is switching mid-sentence from Spanish to English. Have children look for and read aloud examples of other italicized words on the pages they have read so far. Have them say why the words are italicized.

Unidad 1 • Módulo P • Lección 2

2 LECCIÓN LESSON

Biliteracy Pathway Teacher’s Guide Biliteracy Pathway Handbook

mordiscos, p. 11

descendió, p. 12

elegante, p. 17

descended

elegant

destellaban, p. 17

• Have children find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the English cognates descended and elegant. Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to teach the meaning of the words. • Use the information on pp. 4–5 in this Teacher’s Guide to discuss other words connected to each of the Vocabulario esencial | Benchmark Vocabulary words. PRACTICE Have children write sentences using the Benchmark Vocabulary to show contextual understanding of the words.

Análisis de la lectura | Reading Analysis CONVERSAR SOBRE EL TEXTO | TEXT TALK

SETTING Tell children that readers can use illustrations to help them understand the setting of a story. Provide copies of the Web B on p. TR28.

WHOLE GROUP READING

VOCABULARIO ESENCIAL | BENCHMARK VOCABULARY

MODEL Vamos a observar la ilustración en las páginas 16 y 17. El escenario es la ingredientes casa de Chato. En las páginas que leímos cocina para la cena hoy, aprendimos que pasan muchas cosas cerca de la casa de Chato. Voy a escribir “Casa de Chato” en el centro de la red. Voy a usar la red para anotar detalles sobre el Casa de Chato escenario. Primero, noto que Chato está en la cocina. Voy a escribir “cocina” y “ingredientes para la cena” en los círculos sala de arriba. | Let’s look at the illustration on sillón; Novio Boy pages 16 and 17. The setting is Chato’s house. We learned from today’s reading that lots of things happen near Chato’s house. I’ll write “Chato’s house” in the middle of my web. I’m going to use the web to write details about the setting. First, I notice that Chato is in the kitchen. I will write “kitchen” and “ingredients for dinner” in the top circles. PRACTICE/APPLY Have children work independently or in small groups to complete the graphic organizer. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have children discuss the details from the illustrations that help describe the setting.

Unit 1 • Module P • Lesson 2

19

Leveled Text Library

Lectura independiente enfocada Focused Independent Reading

While children are reading independently, use the Small Group Options below or on p. 21. BUILD ACCOUNTABILITY Announce the two focus points that children will apply to their selfselected texts. Guide children in applying the strategies from today’s Reading Analysis lesson to their self-selected texts. Aprendimos que las ilustraciones de un cuento tienen detalles que nos ayudan a entender el ambiente y el punto de vista de los personajes. Hoy, cuando lean, coloquen notas adhesivas en los detalles de una o dos ilustraciones que les ayuden a entender el ambiente. | We learned that pictures in a story have details that help us understand the story’s setting and characters’ points of view. As you read today, place tabs on the details of one or two pictures that help you understand setting. • Process Focus: Engagement and Identity Have children record their reading in a daily reading log. They should note the title and author, and then write a sentence describing their favorite part of the story and why it is their favorite. • Strategy Focus: Critical Thinking Review with children the tabs they placed in their book. Ask them to explain what each picture detail tells about the setting. See the Rutina de lectura independiente | Independent Reading Routine on pp. TR7–9. COLLABORATIVE READING To help children engage in the shared responsibilities of reading more complex texts than they might read on their own, have them follow the Collaborative Reading Routine in the Biliteracy Pathway Handbook.

Opciones para grupos pequeños | Small Group Options UNLOCK THE TEXT LEVELS OF MEANING See p. 2 of this Teacher’s Guide for levels of meaning and text purpose. STRUCTURE Have children review the title and illustration on the front cover. Then review the illustrations on pp.10–17. Ask: Según las ilustraciones que han vuelto a observar, ¿cuál creen que será la cena de Chato que se anuncia en el título? ¿Cómo se siente la familia de ratones? ¿Cómo se siente Chato? | Based on the illustrations you’ve reviewed, what do you think Chato’s dinner, referred to in the title, will be? How does the family of mice feel? How does Chato feel? LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to assess children’s understanding of mordiscos, descendió, elegante, and destellaban. Also use the list of English cognates on p. 19 of this Teacher’s Guide to guide your English-speaking children as they read. THEME AND KNOWLEDGE DEMANDS Have children apply what they know about the behaviors of and relationships between cats and mice. Ask: ¿Por qué creen que Chato invita a los vecinos a cenar? ¿Creen que los ratones aceptarán la invitación? ¿Por qué? | Why might Chato be inviting his neighbors for dinner? Do you think the mice will accept the invitation? Why or why not?

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Unidad 1 • Módulo P • Lección 2

2 LECCIÓN LESSON

Biliteracy Pathway Teacher’s Guide

Biliteracy Pathway Handbook

Biblioteca de textos nivelados

SMALL GROUP TIME

READING ANALYSIS SUPPORT Use this mini-lesson with children who struggle with using illustrations to understand the setting in Chato y su cena. ILLUSTRATIONS Use these guiding questions to help children observe details in the illustration on pp. 10–11. • ¿A qué personajes vemos en esta ilustración? (Chato, los ratones) | Which characters does this illustration show? (Chato, the mice) • ¿Dónde toma lugar esta escena? ¿Cómo lo saben? (el jardín; Hay pasto y flores y se ve la puerta de la casa). | Where does this scene take place? How can you tell? (the garden; There are grass and flowers, and you can see the door of the house.)

READING ANALYSIS EXTENSION Use this mini-lesson with children who can easily use the illustrations to understand the setting in Chato y su cena. ILLUSTRATIONS Ask children to reread the text and look at the illustration on pp. 14–15. Have them work in pairs to answer the following: • ¿Cómo se ve Chato en la ilustración? ¿Qué palabras respaldan la ilustración? (Se ve alegre; pág.14: “dando saltos de alegría”; “se puso a silbar 'La Bamba’”) | How does Chato look in the illustration? What words in the text support the illustration? (He looks happy; p. 14: See answers above.) • ¿Qué ingredientes que se nombran en el texto aparecen en la ilustración? (aguacates, maduros, frijoles) | Which of the ingredients mentioned are shown in the illustration? (avocados, ripe plantains, beans)

FLUENCY EXPRESSION Explain that reading with expression helps listeners understand characters’ thoughts and feelings. Readers should read dialogue with a different voice for each character to help listeners understand characters’ thoughts or feelings about something. Have children follow along as you model reading aloud the dialogue on pp. 12–13 of Chato y su cena, using your voice to differentiate between the characters. Then have children take turns reading aloud a dialogue passage from an appropriately leveled text, using a different voice for each character.

QUICK CHECK VERIFICAR EL PROGRESO MONITOR PROGRESS

If . . . children do not differentiate between characters’ voices in dialogue, then . . . ask questions to help them visualize each character and his or her state of mind, and then have children read the passage aloud again. If . . . children are reading with expression, then . . . encourage them to help the children who are struggling by listening to the children practice and giving feedback.

Unit 1 • Module P • Lesson 2

21

OBJETIVOS Escriben una narración para describir las acciones, pensamientos y sentimientos de un personaje. Emplean la mayúscula al escribir nombres propios. Demuestran dominio de las normativas de la gramática del español y su uso al escribir y al hablar. Identifican palabras que contienen el mismo fonema pero distinto grafema (c-s-z).

OBJECTIVES Write a narrative that includes details to describe a character’s actions, thoughts, and feelings. Capitalize proper nouns. Demonstrate command of the conventions of standard Spanish grammar and usage when writing and speaking. Identify words that contain the same phoneme but different grapheme (c-s-z).

Escribir una narración | Narrative Writing

Usar detalles descriptivos | Use Descriptive Details

SET THE PURPOSE Explain to children that a writer uses descriptive details that add to a story. These details help readers understand the characters, setting, or plot in a book. In Chato y su cena, the author uses details, descriptive language, and dialogue to tell about what characters thought and did, where they were, and how the plot unfolded. Say: ¿Qué detalles en el texto ayudan a los lectores a comprender mejor el personaje de Chato? | What details in the text help readers better understand Chato? Explain that details are related to the central message of the story or the passage and that they support that message. Tell children that details, such as describing words; nouns that tell about places, characters, or things; as well as illustrations that depict characters' actions or setting, all help to support the central message or add interest. Ask: ¿Qué detalles en las ilustraciones ayudan a los lectores a comprender mejor lo que pensaron o sintieron los personajes? | What details in the illustrations help readers better understand what the characters thought or felt? TEACH AND MODEL Through discussion, help children identify how the writer includes details, both in words and in illustrations, that help readers picture and understand what the different characters thought and felt at certain points in the story. LEAD A SHARED WRITING ACTIVITY • Prepare Explain to children that they should develop a plan for their writing. Have them consider descriptive details that will help readers picture what they're describing, and how they can organize their writing. • Organize Explain that children can use a word-web graphic organizer, like Web B on p. TR28, to brainstorm details and descriptive language about each character. Such details include words that he or she might use in dialogue to express thoughts and feelings such as surprise, pleasure, worry, etc. Have children help you add some details for your character. • Write Use the characteristics listed in the web to create simple sentences about the character.

Práctica de escritura | Writing Practice INDEPENDENT PRACTICE Have children develop information about their narrative by adding descriptive details. COLLABORATIVE PRACTICE Pair children or mixed language proficiency levels and have them work together to share or look up descriptive details that paint a vivid picture of the characters they want to describe. SHARE WRITING Ask volunteers to share their writing with the class.

22

Unidad 1 • Módulo P • Lección 2

2 LECCIÓN LESSON

Biliteracy Pathway Handbook

Convenciones | Conventions Sustantivos propios | Proper Nouns VOCABULARIO ACADÉMICO | ACADEMIC VOCABULARY

sustantivos nouns

mayúscula uppercase (capital) letter

TEACH AND MODEL Explain that a proper noun names a specific person, place, or thing. Say: Los sustantivos propios siempre se escriben con letra inicial mayúscula. | Proper nouns always start with a capital letter. Explain that names, holidays, and specific locations are some of the types of proper nouns, and these begin with a capital letter. Review the passages from Chato y su cena that children have read so far. Point to examples of proper nouns and contrast them with common nouns, stressing that the latter type of noun never begins with a capital letter. PRACTICE Have children write three sentences, using a different type of proper noun in each. Then have them exchange papers with a partner, and have the partner circle the proper nouns. Make sure children check their work.

MINI-LESSON

For cross-language support, see the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

Dictado PUNTOS A ENSEÑAR | TEACHING POINTS

mayúsculas capitalization

oraciones enunciativas declarative sentences

WHOLE GROUP WRITING WORKSHOP

MINI-LESSON

Biliteracy Pathway Teacher’s Guide

palabras con c, s, z words with c, s, z

Have pairs take turns dictating and writing down the mentor text. El sábado pasado almorzamos en casa de mis vecinos. El domingo cenamos en casa de mis primos. Afterward, have children take turns reading their writing to their partners, correcting any errors they find in their own work. Then display the mentor text for the class and have children use it to correct their own writing. Help children compare what they wrote in the previous Dictado lesson to this lesson’s outcome and guide them to identify skills that may need additional attention. For more guidance, see p. TR16 and pp. 64–69 in the Biliteracy Pathway Handbook.

Unit 1 • Module P • Lesson 2

23

LECCIÓN LESSON

3

Chato y su cena, pp. 18–23

Introducción | Introduction Desarrollar la oralidad | Develop Oracy

Oralidad Describen las ilustraciones de un cuento y usan conocimientos previos para hacer inferencias. Enfoque Identifican las reacciones de los personajes. Identifican cómo los personajes reaccionan ante sucesos y retos importantes.

OBJECTIVES Oracy Describe illustrations in a story and use background knowledge to make inferences. Focus Identify characters’ responses. Identify how characters respond to major events and challenges. Text Complexity Rubric, p. 2

PRETEACH VOCABULARY The following food terms will be helpful for children to know before reading the story: carne asada, chiles rellenos, flan dulce. Write the terms on the board. Point out that the second word in each term describes how the food is made or how it tastes. Then ask children: ¿Qué podemos decir de otras comidas, como una salsa? | What can we say about other foods, such as a sauce? Encourage children to answer with complete sentences. Model with an example: Una salsa puede ser dulce, picante… ¿Qué más? | A sauce may be sweet, spicy . . . What else? MINI-LESSON

OBJETIVOS

BUILD BACKGROUND KNOWLEDGE Tell children: Vamos a seguir leyendo Chato y su cena. En esta parte, los gatos y los ratones se preparan para la fiesta. | We’re going to continue reading Chato y su cena. In this passage, the cats and mice are preparing for the dinner. Direct children’s attention to pp. 18–19. Ask: ¿Qué están haciendo Chato y Novio Boy? ¿Qué creen que están cocinando? | What are Chato and Novio Boy doing? What do you think they are cooking? Direct children to pp. 20–21. Say: Los ratones están haciendo quesadillas. ¿Por qué los ratones habrán elegido un plato que lleva queso? | The mice are preparing quesadillas. Why might the mice have chosen a dish with cheese?

Destrezas fundamentales | Foundational Skills Palabras agudas | Stressed Syllable Patterns • Remind children that every word has a stressed syllable. Write pa-pel and pa-só on the board, divided into syllables as shown; read each word aloud; and have children identify the stressed syllable. (-pel, -só) Say: Estas palabras llevan el acento tónico en la última sílaba. Las palabras que llevan el acento tónico en la última sílaba se llaman palabras agudas. | The last syllable is stressed in both words. Words in which the last syllable is stressed are called palabras agudas. Display other examples of agudas (e.g., color, cartel, mamá, canción) and explain that some syllables take a written accent while others do not. • If a palabra aguda ends in n, s, or a vowel, it should have a written accent. Write and say Rubén. If a palabra aguda does not end in an n, s, or a vowel, it should not have a written accent. Model with comer. • After children have completed their first read of the passage, have them review the text for examples of palabras agudas with and without written accents. Have children name the words and add them to a word wall titled Palabras agudas. For cross-language support, see the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

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Unidad 1 • Módulo P • Lección 3

3 LECCIÓN LESSON

Biliteracy Pathway Teacher’s Guide Biliteracy Pathway Handbook

Identify Characters’ Responses L3

PRIMERA LECTURA FIRST READ

Desarrollar la comprensión Build Understanding

SET THE PURPOSE Focus the instruction for the lesson by sharing the following Enduring Understanding: Los escritores comprenden que los pensamientos, sentimientos y acciones de un personaje se revelan a través de los detalles. [Writers understand that a character’s thoughts, feelings, and actions are revealed through details.] Say: Vamos a leer una nueva parte de Chato y su cena para ver lo que podemos aprender sobre cómo identificar las reacciones de los personajes. | We are going to read a new passage in Chato y su cena to see what we can learn about identifying characters’ responses. ENGAGE CHILDREN Tell children they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿Cómo identifican los lectores la manera en que los personajes en los cuentos responden a los sucesos? ¿Cómo usan los escritores detalles para describir los pensamientos, sentimientos y acciones de los personajes? | How do readers identify characters’ responses to events? How do writers use details to describe the thoughts, feelings, and actions of characters? Tell children: En esta lección, vamos a prestar atención a todos los detalles, tanto de las palabras como de las ilustraciones de nuestro libro para entender cómo se sienten los personajes y cómo reaccionan ante los sucesos. | In this lesson we are going to pay attention to all the details, both in the words and pictures of our book, to understand how characters feel and how they respond to events.

WHOLE GROUP READING

Identificar las reacciones de los personajes

READ As you introduce pp. 18–23 of this text, use the appropriate reading routine from pp. TR2–14. In this first reading, children should be reading for an understanding of what the text is mainly about. TURN AND TALK After reading, have children turn to a partner and discuss these questions using details from the text: ¿Qué ilustración nos da una pista acerca de quién es Chorizo? ¿Cómo creen que reaccionarán Chato y Novio Boy cuando lo vean? (En la ilustración de pág. 22 se ven las patas de un perro junto a los ratones. Creo que Chato y Novio Boy se sorprenderán cuando vean el perro.) | Which illustration gives us a clue about who Chorizo is? How do you think Chato and Novio Boy will react when they see him? (In the illustration on p. 22 you can see the legs of a dog next to the mice. I think Chato and Novio Boy will be surprised to see the dog.) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

Unit 1 • Module P • Lesson 3

25

OBJETIVOS Identifican el punto de vista y las reacciones de los personajes. Determinan el significado de palabras académicas y de dominio específico en un texto y las usan.

OBJECTIVES Identify characters’ point of view and responses. Determine the meaning of academic and domain-specific words in a text and use them.

L3

SEGUNDA LECTURA SECOND READ

Lectura atenta

Close Read

CITE TEXT EVIDENCE Engage the class in a discussion about what they just read. Remind children that characters react differently to story events. Use these questions to guide the discussion, and ask children to support their answers with evidence. • ¿Qué palabras indican cómo se preparan los gatos para la visita de los ratones? (“Trabajaron duro toda la tarde en la cocina”, p. 18) | Which words tell how the cats prepare for the mice’s visit? (See answer above.) ¿Cómo se sienten Chato y Novio Boy? ¿Cómo lo saben? (En la ilustración de las págs. 18 y 19 se ven alegres y entusiasmados). | How do Chato and Novio Boy feel? How do you know? In the illustration on pp. 18 and 19 they look happy and excited.) • ¿Qué hacen los ratones mientras los gatos cocinan? ¿Qué deciden hacer cuando se pone el sol? (Mientras los gatos cocinan, los ratones se acomodan en su nueva casa. Cuando recuerdan la invitación, deciden preparar quesadillas para llevar a la casa de Chato). | What are the mice doing while the cats are cooking? What do they decide to do when the sun sets? (While the cats are cooking, the mice are settling into their new home. When the sun sets, they decide to prepare quesadillas to take to Chato’s house.)

Scaffolded Instruction

• ¿En qué se parece lo que hacen los ratones y lo que hacen los gatos? (Los gatos cocinan para la cena y los ratones también). How is what the mice are doing similar to what the cats are doing? (Both the cats and the mice are preparing dinner.) ¿Cómo reaccionan los ratones cuando llega Chorizo? (Se ponen a bailar). | How do the mice react when Chorizo arrives? (They dance.) ¿Cómo reacciona Chorizo cuando lo invitan a la cena de Chato? (Acepta con gusto la invitación). | How does Chorizo react when he is invited to Chato’s dinner? (He is pleased to accept the invitation.)

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SPANISH LANGUAGE DEVELOPMENT

STRATEGIC SUPPORT

LANGUAGE Spanish learners may not be familiar with some of the uses of the diminutive form of adjectives. Review the phrase un flan dulce y suavecito on p. 19 and write suavecito on the board. Draw a line to separate the base word suave from the ending -cito and explain that suavecito is a diminutive form of the adjective suave. Explain that diminutives often express affection. Ask children to look for another example on p. 22 (despacito).

MAKE CONNECTIONS Help children make

Unidad 1 • Módulo P • Lección 3

connections between simultaneous events. Model reading the sentence: “Mientras los gatos estaban ocupados en la cocina de Chato, los ratones se iban acomodando.” (p. 20). Explain that the word mientras announces that two things were happening at the same time. Ask children to look for a similar sentence on p. 18 (“Mientras Chato amasaba las tortillas con un rodillo, Novio Boy las colocaba en la parrilla.”).

3 leCCIón lesSON

Biliteracy Pathway Teacher’s Guide Biliteracy Pathway Handbook

amasaba, p. 18

acomodando, p. 20

alargado, p. 22

selvático, p. 22

accommodating

• Have children find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the partial cognate “accommodating” by clarifying that while in English “to accommodate” usually means “to provide space” or “to help something fit,” in Spanish it most commonly means “to fix or adjust.” In this context, acomodando means “settling in.” Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to teach the meaning of the words. • Use the information on pp. 4–5 in this Teacher’s Guide to discuss other words connected to each of the Vocabulario esencial | Benchmark Vocabulary words. PRACTICE Have children write sentences using the Benchmark Vocabulary to show contextual understanding of the words.

Análisis de la lectura | Reading Analysis

WHOLE Group READING

VOCABULARIO ESENCIAL | BENCHMARK VOCABULARY

CONVERSAR SOBRE EL TEXTO | TEXT TALK

POINTS OF VIEW Explain that a character’s point of view can change over time. Discuss with children how Chato’s point of view and the mice’s point of view have changed. Provide the T–Chart from p.TR23. MODEl Al principio del cuento Chato espiaba Puntos de vista escondido a sus nuevos vecinos, la familia de ratones. Cuando lo vieron, los ratones se asustaron y Cuando se Después salieron corriendo. Voy a escribir eso en la columna conocen de la izquierda. Luego leí que Chato reaccionó Chato: se esconde Chato: invita a los tratando de acercarse a los ratones e invitándolos para espiar a los ratones a una fiesta ratones a una fiesta. Los ratones dejaron de tenerle miedo Los ratones: a Chato. Les pareció simpático y aceptaron la Los ratones: se quieren asistir, asustan y salen llevan a un amigo invitación. Voy a escribir cómo cambió el punto de corriendo vista de Chato y los ratones en la columna de la derecha. | At the beginning of the story, Chato hid as he spied on his new neighbors, the mice. When the mice saw Chato, they got scared and fled. I’m going to write this in the left column. Then I read that Chato responded by approaching the mice to invite them for dinner. The mice were no longer afraid of Chato. They thought he was nice and accepted the invitation. I’m going to write how the characters’ points of view changed in the right column. PRACTICE/APPlY Have children work with a partner to complete the graphic organizer. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have children discuss examples from the text that support their ideas. Check understanding by asking partners to share. Unit 1 • Module P • Lesson 3

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Leveled Text Library

Lectura independiente enfocada Focused Independent Reading

While children are reading independently, use the Small Group Options below or on p. 29. BUILD ACCOUNTABILITY Announce the two focus points that children will apply to their self-selected texts. Guide children in improving their oral reading fluency by using their self-selected texts. Cuando leemos en voz alta, lo hacemos de manera que para nuestros oyentes sea fácil entender. Queremos leer suavemente sin arrancar y parar muchas veces. Hoy, cuando lean, elijan una página y léanla varias veces. Lean la página en voz baja, para ustedes mismos. Lean la página completa y vuelvan a leerla una y otra vez. | When we read aloud, we want to read in a way that is easy for our listeners to understand. We want to read smoothly without starting and stopping a lot. Today as you are reading, choose a page to read a few times. Read the page out loud to yourself in a low voice. Read it all the way through, and then read it again and again. • Process Focus: Engagement and Identity Have children record their reading in a daily reading log. They should write down the title, author, why they chose the book, and the context in which they like to read. Ask them to rate their level of enjoyment of the book (from 1–10 with 10 being the highest) and explain why. • Strategy Focus: Fluency To check on children’s progress with fluency in reading their selfselected text, have them read aloud to you the page they have been practicing on their own. Note their pace and accuracy. See the Rutina de lectura independiente | Independent Reading Routine on pp. TR7–9. COLLABORATIVE READING To help children engage in the shared responsibilities of reading more complex texts than they might read on their own, have them follow the Collaborative Reading Routine in the Biliteracy Pathway Handbook.

Opciones para grupos pequeños | Small Group Options UNLOCK THE TEXT LEVELS OF MEANING See p. 2 of this Teacher’s Guide for levels of meaning and text purpose. STRUCTURE Review the illustrations and text on pp. 18–23. Clarify that the scenes on pp. 18–19 and 20–21 are taking place at the same time in two different settings. Then explain that the scene on pp. 22–23 happens afterwards in yet another setting, and that it includes a new character. Check children’s understanding by asking ¿Qué hacen los ratones mientras Chato y su amigo preparan los platitos? ¿Quién creen que será el amigo que acompaña a los ratones? | What do the mice do while Chato and his friend prepare their dishes? Who might be the friend accompanying the mice? LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to assess children’s understanding of amasaba, acomodando, alargado, and selvático. THEME AND KNOWLEDGE DEMANDS Activate children’s background knowledge. Explain that this part of the story is about what the cats and the mice do before the party. ¿Cuáles creen que serán los planes de Chato? Si ustedes fueran los ratones, ¿irían a la fiesta? | What do you think Chato’s plans may be? If you were the mice, would you go to the party?

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Unidad 1 • Módulo P • Lección 3

3 LECCIÓN LESSON

Biliteracy Pathway Teacher’s Guide

Biliteracy Pathway Handbook

Biblioteca de textos nivelados

SMALL GROUP TIME

READING ANALYSIS SUPPORT Use this mini-lesson with children who struggle with identifying characters’ responses in Chato y su cena. POINTS OF VIEW Use guiding questions to help children make observations about the change in the characters’ point of view. • Al principio del cuento, ¿cómo se sienten los ratones cuando ven a Chato? (Están muy asustados). | At the beginning of the story, how do the mice feel when they see Chato? (They are startled.) • ¿Qué hacen los ratones cuando reciben la invitación de Chato a la fiesta? (Ellos aceptan). | What do the mice do when they get Chato’s invitation to the party? (They accept.) • ¿Qué piensan de Chato los ratones ahora? (Ellos piensan que parece muy simpático). | What do the mice think of Chato now? (They think that he seems very nice.) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2. Invite children to note details about the characters’ points of view in their T–Charts.

READING ANALYSIS EXTENSION Use this mini-lesson with children who can easily identify characters’ responses in Chato y su cena. POINTS OF VIEW Have children predict how the characters’ points of view may change again. Have them discuss the following questions: • ¿Cómo creen que cambiará la actitud de Chato y Novio Boy cuando descubran quién es el amigo que acompaña a los ratones? | How do you think Chato’s and Novio Boy’s attitude might change when they find out who the mice’s friend is? • ¿Cómo cambiaría lo que opinan los ratones sobre Chato si se dieran cuenta de sus verdaderas intenciones? | How would what the mice think of Chato change if they found out his real intentions?

FLUENCY EXPRESSION Explain that it is important for readers to read with expression. Point out that reading with expression allows readers to better understand what is happening and to picture the scene in their minds. Have children follow along with you as you read aloud p. 22 of Chato y su cena. Model how to use expression. Have children read the same passage aloud, using expression. Monitor progress and provide feedback. For optimal fluency, children should reread the passage three or four times.

QUICK CHECK VERIFICAR EL PROGRESO MONITOR PROGRESS

If . . . children read in a monotone or without any change in expression, then . . . encourage them to practice using expression with characters’ dialogue with each other. If . . . children read with expression, but the incorrect kind of expression, then . . . stop and ask them to think about how the character might be feeling and how they might speak when having that feeling. Then ask them to read the text again.

Unit 1 • Module P • Lesson 3

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objetIVos Escriben una narración para describir las acciones, pensamientos y sentimientos de varios personajes. Demuestran dominio de las normativas de la gramática del español y su uso al escribir. Generalizan los patrones ortográficos al escribir y forman y usan sustantivos que en plural sufren cambios ortográficos Identifican palabras que contienen el mismo fonema pero distinto grafema (c-s-z).

objeCtIVes Write a narrative describing actions, thoughts, and feelings of several characters. Demonstrate command of the conventions of standard Spanish grammar and usage when writing. Generalize learned spelling patterns when writing words and use nouns that undergo spelling changes in plural. Identify words that contain the same phoneme but different grapheme (c-s-z).

Escritura narrativa | Narrative Writing

Entender punto de vista | Understand Point of View set the purpose Explain that authors create characters who often react to events in different ways. This is called point of view. A character’s point of view can be understood through his or her words, actions, and thoughts. Writers create characters with different points of view so that a reader can see different reactions to events and challenges rather than just one reaction. As children think about identifying a character’s point of view, have them think about these questions: • ¿Qué palabras describen el punto de vista de un personaje? | What words help describe a character’s point of view? • ¿Qué acciones y reacciones describen el punto de vista de un personaje? | What actions and reactions help describe a character’s point of view?

teACh AND MoDeL Through discussion, help children understand the differing points of view of some of the characters. As an example, discuss how Chato’s actions on pp. 12–13 from the previous lesson’s reading reflect Chato’s point of view about his new neighbors (he thinks they are naïve and easy prey). Then compare his actions to those of the mice on pp. 12–13, who think Chato is “muy simpático … muy nice.” Also discuss how the illustrations and details about the characters’ speech and thoughts convey the differing points of view. LeAD A shAreD WrItING ACtIVItY • Prepare Tell children that they will write a narrative showing the difference in characters’ points of view. Tell them that they will pick a character from Chato y su cena and then introduce a new character to the story and create a new event. Tell children they will express each character’s point of view through details and dialogue. • Organize Model how to pick a character. After picking one, have children search in the text for places where the character thinks or acts. • Write Begin the writing yourself, and then prompt volunteers to add dialogue and details on how and where the event should take place.

Práctica de escritura | Writing Practice INDepeNDeNt prACtICe Have children find or draw illustrations for the topic they started writing about and write a caption for it. CoLLAborAtIVe prACtICe Have each child write a caption and then trade with a partner and have partners talk about how their captions could be improved. shAre WrItING Ask volunteers to share their illustrations with the class. Ask the class to comment on how the illustration and its caption help the reader understand the topic.

30 Unidad 1 • Módulo P • Lección 3

3 LECCIÓN LESSON

Biliteracy Pathway Handbook

Convenciones | Conventions Sustantivos singulares y plurales | Singular and Plural Nouns VOCABULARIO ACADÉMICO | ACADEMIC VOCABULARY

sustantivo noun

singular singular

plural plural

TEACH AND MODEL Review that nouns are people, animals, places, or things. A singular noun refers to just one person, animal, place, or thing, while a plural noun refers to more than one person, animal, place, or thing. Remind children that most nouns form the plural by adding -s or -es to the end. Model by displaying these singular forms and then making any needed letter/accent additions or omissions before adding the endings -s or -es (plural forms in parentheses): pequeño (pequeños); animal (animales); ratón (ratones). Tell children that some nouns undergo spelling changes in their plural forms (e.g., feliz = felices, lombriz = lombrices). PRACTICE Have children write three sets of sentences using singular and plural versions of the same noun. For example, “El gato era hermoso,” and “Los gatos eran hermosos.”

MINI-LESSON

For cross-language support, see the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

Dictado

WHOLE GROUP WRITING WORKSHOP

MINI-LESSON

Biliteracy Pathway Teacher’s Guide

PUNTOS A ENSEÑAR | TEACHING POINTS

mayúsculas capitalization

oraciones enunciativas declarative sentences

palabras con c, s, z words with c, s, z

Read aloud the mentor text as children write what you dictate. Afterward, have children reread their writing and correct any errors. El sábado pasado almorzamos en casa de mis vecinos. El domingo cenamos en casa de mis primos. Reconstruct the mentor text and call on the whole class to contribute to the process of talking through each Teaching Point. Children should correct their writing during the talk-through process. Then have them compare their writing from the previous Dictado lessons with today’s outcome. For more guidance, see p. TR16 and pp. 64–69 in the Biliteracy Pathway Handbook.

Unit 1 • Module P • Lesson 3

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LECCIÓN LESSON

4

Chato y su cena, pp. 24–32

Introducción | Introduction Desarrollar la oralidad | Develop Oracy BUILD BACKGROUND KNOWLEDGE Say: En la última parte de Chato y su cena, los ratones llegan a la casa de Chato con un perro. ¿Cómo se imaginan que será el encuentro? | In the last part of Chato y su cena, mice arrive at Chato’s house with a dog. How do you imagine this meeting will go? Have children predict how Chorizo’s arrival will affect Chato’s plans.

OBJETIVOS Oralidad Usan conocimientos previos para predecir lo que ocurrirá en un cuento y contestan preguntas para describir reacciones y sentimientos.

PRETEACH VOCABULARY It will help for children to know these words before reading the story: sorprendido, contento, entusiasmado, asustado, and preocupado. Guide children to relate each emotion and a situation. For asustado (scared), you may say: Los ratones les tienen miedo a los gatos, por eso se los ve asustados cuando se encuentran con Chato por primera vez. ¿Con qué cosas o situaciones se asustan ustedes? ¿Por qué? | Mice are afraid of cats. That’s why they look scared when they meet Chato for the first time. What things or situations scare you? Why? Repeat with the rest of the words, combining examples from Chato y su cena with personal experiences.

Enfoque Describen las reacciones de los personajes. Describen cómo los personajes de un cuento reaccionan ante los retos.

Oracy Use background knowledge to predict what will happen next in a story and answer questions to describe reactions and feelings. Focus Describe characters’ responses. Describe how characters in a story respond to challenges.

MINI-LESSON

OBJECTIVES

Text Complexity Rubric, p. 2

Destrezas fundamentales | Foundational Skills Palabras graves | Stressed Syllable Patterns • Write the words perro and árbol on the board and have children identify the stressed syllables ( pe-, ár-). Say: Estas palabras llevan el acento tónico en la penúltima sílaba. Las palabras que llevan el acento tónico en la penúltima sílaba se llaman palabras graves. | These words are stressed on the second-to-last syllable. Words that are stressed on the second-to-last syllable are called palabras graves. Write other palabras graves on the board, and explain that they may or may not have accents. Examples include: azúcar, tarde, fácil, lápiz, elefante. Start a word wall for palabras graves. Divide it into two columns: con acento escrito and sin acento escrito. • After children have completed their first read of the story, say: Vuelvan a mirar el cuento. Busquen palabras que tengan el acento tónico en la penúltima sílaba. | Look back at the story. Look for words with the stress on the second-to-last syllable. For cross-language support, see the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

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Unidad 1 • Módulo P • Lección 4

4 LECCIÓN LESSON

Biliteracy Pathway Teacher’s Guide Biliteracy Pathway Handbook

Describe Characters' Responses L4

PRIMERA LECTURA FIRST READ

Desarrollar la comprensión Build Understanding

SET THE PURPOSE Focus the instruction for the lesson by sharing the following Enduring Understanding: Los lectores comprenden que los personajes en los cuentos responden a los sucesos de maneras diferentes. [Readers understand that characters in stories respond to events in different ways.] Say: Vamos a leer las últimas páginas de Chato y su cena para ver lo que podemos aprender sobre cómo describir las reacciones de los personajes. | We are going to read the last pages of Chato y su cena to see what we can learn about describing characters’ responses. ENGAGE CHILDREN Tell children they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿Cómo identifican los lectores la manera en que los personajes en los cuentos responden a los sucesos? ¿Cómo usan los escritores detalles para describir los pensamientos, sentimientos y acciones de los personajes? | How do readers identify characters’ responses to events? How do writers use details to describe the thoughts, feelings, and actions of characters? Tell children: En esta lección, vamos a usar las palabras y los dibujos de nuestro libro para comprender cómo reaccionan los personajes ante los sucesos. También aprenderemos cómo los escritores usan detalles para describir lo que piensan, sienten y hacen los personajes. | In this lesson we are going use the words and pictures in our book to understand how characters respond to events. We will also learn how writers use details to describe what characters think, feel, and do.

WHOLE GROUP READING

Describir las reacciones de los personajes

READ As you introduce pp. 24–32 of this text, use the appropriate reading routine from pp. TR2–14. In this first reading, children should be reading for an understanding of what the text is mainly about. TURN AND TALK After reading, have children turn to a partner and discuss these questions using details from the text: ¿Cómo reaccionan Chato y Novio Boy cuando abren la puerta y ven a Chorizo? ¿Qué dice el texto? ¿Cómo los muestran las ilustraciones? (Se quedan en silencio y se esconden; texto p. 26: “Los dos corrieron para esconderse cobardemente bajo la mesa”; ilustraciones: Los muestran asustados y sorprendidos) | How do Chato and Novio Boy respond when they open the door and see Chorizo? What does the text say? How do the illustrations show the cats? (They remain silent and hide; text: See answer above; illustrations: They show the cats surprised and scared.) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

Unit 1 • Module • Lesson 4

33

OBJETIVOS Describen cómo los personajes de un cuento reaccionan ante los sucesos y retos más importantes. Determinan el significado de palabras académicas y de dominio específico en un texto y las usan.

OBJECTIVES Describe how characters in a story respond to major events and challenges. Determine the meaning of academic and domain-specific words in a text and use them.

L4

SEGUNDA LECTURA SECOND READ

Lectura atenta

Close Read

CITE TEXT EVIDENCE Engage the class in a discussion about what they just read. Have children focus on key details from the text and illustrations to describe characters’ responses. Use these questions to guide the discussion, and ask children to support their answers with evidence. • ¿Cómo reaccionan los gatos cuando Chorizo los saluda? (Se trepan por las cortinas y piden por su vida). | How do the cats react when Chorizo says hello? (They climb the curtains and beg for their life.) • ¿Cómo reaccionan los ratoncitos ante el miedo de los gatos? (p. 31: “No me digan que le tiene miedo a Chorizo. Miren, es un perro muy nice”). | How do the mice respond to the cats’ fear? (See answer above.) ¿Cómo reacciona Chorizo ante el miedo de los gatos? (No hace nada; solo mueve el rabo con la lengua fuera.) | How does Chorizo respond to the cats’ fear? (He doesn’t do anything; he just wags his tail with his tongue out.) ¿Qué nos dice su reacción sobre Chorizo? | What does his reaction tell us about Chorizo?

PALABRAS CURIOSAS | BY-THE-WAY WORDS During close reading, define the following words involving known concepts that can impede text comprehension.

Scaffolded Instruction

maliciosamente, p. 25: forma de hacer algo que indica una intención oculta | a way of doing something that indicates hidden intentions cobardemente, p. 26: forma de hacer algo sin coraje | a way of doing something without courage clemencia, p. 31: la acción de ser cálido y de no castigar a una persona | the act of being kind and not punishing a person

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SPANISH LANGUAGE DEVELOPMENT

STRATEGIC SUPPORT

IDIOMS To help children understand

difficulty understanding how important it is in the story that Chorizo is a dog. Remind children of the relationship between cats and mice that you discussed in previous lessons. Explain that the same happens with cats and dogs and with other animals that don´t get along. Some animal pairs, such as foxes and rabbits or frogs and insects, are natural enemies because they have a predator-prey relationship in the wild. Ask children if they know other examples of this type of animal relationship.

characters’ responses, explain the meaning of idioms such as la boca se les hacía agua (p. 25) and con los pelos de punta (p. 31). Explain that the first expression indicates that just thinking about mice makes Chato and Novio Boy want to eat them. Point out that con los pelos de punta describes someone’s response when nervous or scared.

Unidad 1 • Módulo P • Lección 4

COMPREHENSION Children may have

4 LECCIÓN LESSON

Biliteracy Pathway Teacher’s Guide Biliteracy Pathway Handbook

domicilio, p. 25

balanceando, p. 28

cauteloso, p. 31

tamborileo, p. 32

balancing

• Have children find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the English cognate balancing. Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to teach the meaning of the words. • Use the information on pp. 4–5 in this Teacher’s Guide to discuss other words connected to each of the Vocabulario esencial | Benchmark Vocabulary words. PRACTICE Have children write sentences using the Benchmark Vocabulary to show contextual understanding of the words.

Análisis de la lectura | Reading Analysis CONVERSAR SOBRE EL TEXTO | TEXT TALK

CHARACTERS’ RESPONSES Revisit pp. 8–9 and pp. 26–31 where both the family of mice and the cats responded with fear to the surprising presence of another character. Have children compare the responses of these characters. Provide copies of the Venn diagram on p. TR26.

WHOLE GROUP READING

VOCABULARIO ESENCIAL | BENCHMARK VOCABULARY

MODEL Vamos a volver a mirar las Comparar personajes páginas 8 y 9. ¿Qué nos indican las ilustraciones sobre la reacción de los ratones cuando se dan cuenta Chato y Novio Ratones de que Chato está espiándolos? Veo Boy que los ratones escapan asustados. Ahora miremos las páginas 26 a 31. Se esconden bajo la Les tienen miedo Salen corriendo mesa y trepan por a otros animales. cuando ven al gato. ¿Cómo reaccionan los gatos cuando las cortinas cuando llega Chorizo? Leo que se esconden ven al perro. cobardemente bajo la mesa porque tienen miedo. Aunque son muy distintos, tanto los gatos como los ratones tienen miedo cuando ven a un animal que puede ser peligroso para ellos. | Let's look back at pages 8 and 9. What do the pictures tell me about the mice’s response when they realize that Chato is creeping up on them? I see that the mice are scared and run away. Now let's look at pages 26 through 31. How do the cats react when Chorizo arrives? I read that they cowardly hide under the table because they are scared. Although they are very different, both cats and mice are scared when they see an animal that may be a threat to them. PRACTICE/APPLY Have children work independently or in small groups to complete the graphic organizer. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have children discuss the words and illustrations from the text that support their ideas. Unit 1 • Module • Lesson 4

35

Leveled Text Library

Lectura independiente enfocada Focused Independent Reading

While children are reading independently, use the Small Group Options below or on p. 37. BUILD ACCOUNTABILITY Announce the two focus points that children will apply to their self-selected texts. Guide children in applying the strategies they used to understand today’s Reading Analysis lesson to their self-selected texts. Aprendimos que los personajes reaccionan de diferente manera ante los sucesos. Piensen en cómo reaccionan los personajes ante sucesos o retos mientras leen sus libros. | We learned that characters respond to events in different ways. Think about how characters respond to events or challenges as you read your book. • Process Focus: Independence To check children’s progress with independence in reading, have them discuss their questions with you and write the answers in a daily reading log. They should also record the title of their book, its author, and the pages they read. • Strategy Focus: Critical Thinking Have children choose an event or challenge from their book and ask them to connect how the characters’ responses compare with the responses of characters in Chato y su cena. Ask them to explain the connection to you. They may use a Venn diagram. See the Rutina de lectura independiente | Independent Reading Routine on pp. TR7–9. COLLABORATIVE READING To help children engage in the shared responsibilities of reading more complex texts than they might read on their own, have them follow the Collaborative Reading Routine in the Biliteracy Pathway Handbook.

Opciones para grupos pequeños | Small Group Options UNLOCK THE TEXT LEVELS OF MEANING See p. 2 of this Teacher’s Guide for levels of meaning and text purpose. STRUCTURE Have children look again at the pictures on pp. 25–32. Según las ilustraciones, ¿cómo creen que serán las reacciones de los personajes? ¿Qué gestos ven en sus caras? ¿Qué predicciones podemos hacer sobre el final del cuento? | Based on the illustrations, what do you think the responses of the characters will be? What facial expressions do you see? What predictions can we make about the end of the story? LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to assess children’s understanding of domicilio, balanceando, cauteloso, and tamborileo. Also use the English cognate on p. 35 of this Teacher’s Guide to guide your English-speaking children as they read. THEME AND KNOWLEDGE DEMANDS Activate children’s background knowledge. Explain that the last part of the story tells what happens at the dinner party organized by Chato. ¿Por qué creen que Chato y Novio Boy no se esperan tener un perro como invitado para la cena? ¿Qué saben acerca de la relación que hay entre los gatos y los perros? | Why do you think Chato and Novio Boy don’t expect a dog as a dinner guest? What do you know about the relationship between cats and dogs?

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Unidad 1 • Módulo P • Lección 4

4 LECCIÓN LESSON

Biliteracy Pathway Teacher’s Guide

Biliteracy Pathway Handbook

Biblioteca de textos nivelados

SMALL GROUP TIME

READING ANALYSIS SUPPORT Use this mini-lesson with children who struggle with describing characters’ responses in Chato y su cena. READING ANALYSIS Use guiding questions to help children use their own words to describe characters’ responses. Then tell them to use their answers to complete their Venn Diagrams. • ¿Qué hacen los ratones cuando ven a Chato por primera vez? | How do the mice react when they see Chato for the first time? • ¿Qué hacen los gatos cuando ven a Chorizo? | What do the cats do when they see Chorizo? • ¿En qué se parece la reacción de los gatos y la de los ratones? | How are the cats’ and the mice’s reactions alike? Invite children to analyze characters’ responses from another part of the story. Remind children to think about how the responses are the same and different. Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

FOUNDATIONAL SKILLS SUPPORT Use this mini-lesson with children who struggle to identify palabras graves or words stressed on the second-to-last syllable. STRESSED SYLLABLE PATTERNS Remind children that palabras graves are words in which the stress falls on the second-to-last syllable. Read aloud the following palabras graves: álbum, cóndor, rayas, disparado, lápiz, hoja, hambre, túnel, frente. As you read each word, have children silently count or clap to count the number of syllables in the word. Then ask: • ¿En qué sílaba está el acento tónico de esta palabra? | Which syllable is stressed in this word?

QUICK CHECK

Explain that some words have written accents on vowels to indicate which syllable is stressed. Point out examples, such as cóndor. After children have correctly pronounced each word, ask: • ¿Tiene esta palabra un acento escrito? ¿Qué les indica el acento escrito? (Sí, me indica qué silaba se debe pronunciar con mayor énfasis). | Does this word have an accent mark? What does the accent mark tell you? (Yes, it tells me which syllable should be stressed.) Then have children match each word to the appropriate column (con acento escrito or sin acento escrito) of the word wall that you created for the Foundational Skills mini-lesson.

FLUENCY USE CONTEXT TO CONFIRM OR SELF-CORRECT Explain that when readers come across words they do not recognize, they must use words around the unknown word to confirm what the word means or to correct their understanding of it. Have children follow along as you read aloud p. 31. Model how to confirm understanding of the word precipitaron. Have children read the same passage aloud, stressing the use of context to confirm or self-correct as they come across unknown words.

VERIFICAR EL PROGRESO MONITOR PROGRESS

If . . . children are not able to use context clues to confirm or self-correct, then . . . encourage them to reread the previous section and talk about the word precipitaron. Ask prompting questions about how precipitaron relates to the words salir and treparse in the same sentence. If needed, ask them to look up the word in a dictionary.

Unit 1 • Module • Lesson 4

37

OBJETIVOS Escriben una narración usando palabras que indican el orden de los eventos. Participan en una tarea de escritura compartida. Identifican sustantivos irregulares en forma plural. Identifican palabras que contienen el mismo fonema pero distinto gramema (c-s-z).

OBJECTIVES Write a narrative using temporal words to signal event order. Participate in a shared writing task. Identify irregular plural nouns. Identify words that contain the same phoneme but different grapheme (c-s-z).

Escritura narrativa | Narrative Writing

Usar palabras que indican orden | Use Sequence Words

SET THE PURPOSE Tell children that today they will explore how writers create a clear sequence of events in a story. They will write a short narrative using sequence words to indicate the order in which events happened. TEACH AND MODEL Explain that a writer includes sequence words as a way to show readers the order of events in a story. Some sequence words, such as al día siguiente, hoy, and al atardecer, tell when something happens. Other sequence words, such as primero, luego, and finalmente, tell the order of events. Sequence words are especially useful when a story is not organized in chronological, or time order. Tell children that when they look for sequence words in a text, they should ask themselves these questions as they read: • Which are the sequence words? • When does this event take place compared to other events? • How do these sequence words show when the event takes place? LEAD A SHARED WRITING ACTIVITY • Prepare Tell children that before they work on their own narratives, they will practice using sequence words as a class. They will write a few sentences describing what they do after school and use sequence words to show the order of events. • Organize Model how to start a list of activities and have children make their own. When children have completed their lists, have them rewrite the list in chronological, or time order. Ask if they can write an exact time for some of their activities. • Write Have children write at least three sentences using sequence words to describe what they do after school. Ask them to underline the sequence words they use.

Práctica de escritura | Writing Practice INDEPENDENT PRACTICE Have children use their lists to write a paragraph recounting the events in the second and third passages of Chato y su cena. Encourage children to use both types of sequence words: words that tell when and words that tell in what order (e.g., primero, luego, después, and finalmente). COLLABORATIVE PRACTICE As an alternative to having children write independently, you may want to have children work in small groups. Members can contribute related information and one volunteer can share the group’s work with the class. SHARE WRITING Ask volunteers to share their writing with the class. Ask the class to identify the sequence words and phrases. 38

Unidad 1 • Módulo P • Lección 4

4 LECCIÓN LESSON

Biliteracy Pathway Handbook

Convenciones | Conventions Plurales irregulares | Irregular Plural Nouns VOCABULARIO ACADÉMICO | ACADEMIC VOCABULARY

plural plural

irregular irregular

sustantivo noun

TEACH AND MODEL Remind children that plural nouns name more than one person, place, or thing. Some plural nouns do not end with -s, but instead have different spellings, and some don’t change their spelling at all. Offer these examples: luz-luces; lápiz-lápices; pez-peces; corazón-corazones; joven-jóvenes. Point to and discuss all relevant spelling changes, such as changing z to c, or omitting an accent to conform with correct stressed-syllable patterns. PRACTICE Have children write a list of any irregular plural nouns that they can think of. Alternately, have them work in pairs to find examples of irregular plurals in Chato y su cena. Then have them volunteer to share their lists with the class, and have children add to one another’s lists. Then have them write their own sentences in their journals, using irregular plural nouns.

MINI-LESSON

For cross-language support, see the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

Dictado PUNTOS A ENSEÑAR | TEACHING POINTS

mayúsculas capitalization

oraciones enunciativas declarative sentences

palabras con c, s, z words with c, s, z

WHOLE GROUP WRITING WORKSHOP

MINI-LESSON

Biliteracy Pathway Teacher’s Guide

Read aloud the mentor text and have children write what you dictate. Afterward, have children read their writing to a partner, correcting any errors. El sábado pasado almorzamos en casa de mis vecinos. El domingo cenamos en casa de mis primos. Then reconstruct the mentor text and talk through the Teaching Points while children check and correct their writing. To challenge children, you may give them the option of adding this sentence to the end of the text: Mamá preparó una sopa de cebollas y una ensalada de zanahorias para el almuerzo en casa de mi tía Antonia. Reconstruct and then talk through the additional sentence. Have children note and correct any errors they made. For more guidance, see p. TR16 and pp. 64–69 in the Biliteracy Pathway Handbook.

Unit 1 • Module • Lesson 4

39

LECCIÓN LESSON

5

“La búsqueda del anillo de Amelia,” pp. 8–9

Introducción | Introduction Desarrollar la oralidad | Develop Oracy

OBJETIVOS Oralidad Usan conocimientos previos y su propia experiencia para hablar de los sentimientos que puede tener una persona en determinada situación. Enfoque Contestan preguntas para demostrar comprensión de los detalles clave de un texto. Describen cómo las palabras dan sentido a un cuento.

OBJECTIVES Oracy Use background knowledge and prior experience to discuss how a person might feel in a given situation. Focus Answer questions to demonstrate understanding of key details in a text. Describe how words and phrases supply meaning in a story.

BUILD BACKGROUND KNOWLEDGE Tell children: Vamos a leer un cuento que trata de una niña que ha perdido un anillo que no era de ella. ¿Cómo se han sentido al perder algo? ¿Qué decidieron hacer? Comentemos entre todos qué pasa y cómo nos sentimos cuando perdemos algo. | We’re going to read a story about a girl who lost a ring that was not hers. How have you felt when you lost something? What did you decide to do about it? Let's discuss together what happens and how we feel when we lose something. Provide a list of examples of words or phrases that tell about feelings and have children sort them according to whether they are appropriate for this situation: triste, confundido, agradecido, interesado, cansado, sorprendido, avergonzado, culpable, optimista, tranquilo, tímido, frustrado, valiente, incómodo, preocupado, aburrido, solo, nervioso. PRETEACH VOCABULARY Present the sequence words: primero, después, and finalmente, by telling three events in order. For example, Primero, me levanté. Después, tomé el desayuno. Finalmente, tomé el autobús para venir a la escuela. Explain that sequence words are key to understanding stories because they signal the order in which things happen: first, next, and last. Provide children with sets of three photographs showing events that can be made into a sequence. Have children work in pairs to put the images in the correct order. Then ask them to say three sentences to explain what happens first, next, and last, using the sequence words.

Text Complexity Rubric Use the rubric to familiarize yourself with the text complexity of “La búsqueda del anillo de Amelia.” QUANTITATIVE MEASURES Lexile

520L

Page Count

2

QUALITATIVE MEASURES

40

Unidad 1 • Módulo P • Lección 5

Levels of Meaning

narrative fiction; figurative language: idioms

Structure

flashback; signal words for sequence

Language Conventionality and Clarity

natural, conversational language; some sentences with complex structure

Theme and Knowledge Demands

a perspective that is likely very similar to one’s own, or common to many; common experiences; simple theme; text assumes no prior knowledge

5 LECCIÓN LESSON

Biliteracy Pathway Teacher’s Guide Biliteracy Pathway Handbook

Use Key Words to Understand Important Details L5

PRIMERA LECTURA FIRST READ

Desarrollar la comprensión Build Understanding

SET THE PURPOSE Focus the instruction for the lesson by sharing the following Enduring Understanding: Los alumnos comprenden que las relaciones entre los miembros de una comunidad son importantes. [Learners understand that relationships within a community are important.] Say: Vamos a ver lo que podemos aprender sobre Juana y otros miembros de su comunidad por medio de los detalles importantes del cuento. | We are going see what we can learn about Juana and other members of the community by using important details in the text. ENGAGE CHILDREN Tell children they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿Cómo identifican los lectores la manera en que los personajes en los cuentos responden a los sucesos? ¿Cómo usan los escritores detalles para describir los pensamientos, sentimientos y acciones de los personajes? | How do readers identify characters’ responses to events? How do writers use details to describe the thoughts, feelings, and actions of characters? Tell children: En esta lección, vamos a contestar preguntas para comprender los detalles clave de un cuento y vamos a aprender cómo responden a los sucesos los personajes de un cuento. También aprenderemos cómo los escritores usan detalles para describir lo que piensan, sienten y hacen los personajes. | In this lesson we are going to answer questions to understand the key details in a story and we are going to learn how characters react to events in a story. We will also learn about how writers use details to describe what characters think, feel, and do.

WHOLE GROUP READING

Usar palabras clave para comprender detalles importantes

READ As you introduce this new text, use the appropriate reading routine from pp. TR2–14. In this first reading, children should be reading for an understanding of what the text is mainly about. TURN AND TALK After reading, have children turn to a partner and discuss this question using details from the text: ¿Qué palabras o imágenes muestran cómo se sienten los personajes del cuento? (palabras pág. 8: “Amelia se enojó”, “[Juana] se dio por vencida”; imágenes pág. 8: la imagen de la niña con gesto de preocupación) | Which words or pictures show you how the story characters feel? (words p. 8: See answers above; pictures: the picture of the girl who looks worried.) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

Unit 1 • Module P • Lesson 5

41

OBJETIVOS Identifican cómo las palabras dan sentido a un cuento. Determinan el significado de palabras académicas y de dominio específico en un texto y las usan.

OBJECTIVES Identify how words supply meaning in a story. Determine the meaning of academic and domain-specific words in a text and use them.

L5

SEGUNDA LECTURA SECOND READ

Lectura atenta

Close Read

CITE TEXT EVIDENCE Engage the class in a discussion about what they just read. Remind children that readers use key words to understand important details in a text. Use these questions, which appear at the end of the reading selection, to guide the discussion, and ask children to support their answers with evidence. • ¿Cómo ayudó a Juana la sugerencia de la señora Kim para encontrar el anillo? (Juana pensó qué había hecho ese día paso a paso y recordó dónde había dejado el anillo.) | How did Mrs. Kim’s suggestion help Juana find the ring? (Juana thought about what she had done that day, step by step, and remembered where she had left the ring.) ¿Cómo crees que cambió la relación entre Juana y su hermana desde el comienzo hasta el final del cuento? (Al principio, Juana tomó el anillo sin permiso y eso enojó a su hermana. Al final del cuento, Juana aprendió que eso es algo que no debía hacer.) | How is the relationship between Juana and her sister different at the beginning and at the end of the story? (At the beginning, Juana took the ring without permission, and that angered her sister. At the end, Juana learned that she shouldn't have done it.) • ¿Qué preguntas le habrían hecho a Juana para ayudarla a encontrar el anillo? | Which questions would you have asked Juana to help her find the ring?

Scaffolded Instruction

PALABRA CURIOSA | BY-THE-WAY WORD During close reading, define the following word involving a known concept that can impede text comprehension. comestibles, p. 9: alimentos, cosas que se pueden comer | food, things that can be eaten

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SPANISH LANGUAGE DEVELOPMENT

STRATEGIC SUPPORT

NONLITERAL LANGUAGE Children may have difficulty understanding the words used by Mrs. Kim to give Juana advice: volver sobre mis pasos. Explain that this phrase doesn't have a literal meaning; Mrs. Kim doesn't actually retrace her steps. Ask children what Juana does to follow Mrs. Kim’s suggestion (she reviews everything she has done). Help them see that volver sobre los pasos de uno means to think about what you have done or where you have been. Have children work in pairs to practice reviewing what they have done today in class.

KEY WORDS In order to help children

Unidad 1 • Módulo P • Lección 5

understand how Juana changed throughout the story, point out the key phrases in the text: “no podía recordarlo,” “Cuando le dijo la verdad,” and “se dio por vencida.” These are the details in the text that describe how Juana behaved at the beginning. And then, point out that things changed, by pointing out other words at the end of the story: “corrió a dárselo a Amelia” and “había aprendido su lección.”

5 LECCIÓN LESSON

Biliteracy Pathway Teacher’s Guide Biliteracy Pathway Handbook

arrastró, p.8

WHOLE GROUP READING

VOCABULARIO ESENCIAL | BENCHMARK VOCABULARY

vencida, p. 8

• Have children find and read sentences from the text that contain the Benchmark Vocabulary. Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to teach the meaning of the words. • Use the information on pp. 4–5 in this Teacher’s Guide to discuss other words connected to each of the Vocabulario esencial | Benchmark Vocabulary words. PRACTICE Have children write sentences using the Benchmark Vocabulary to show contextual understanding of the words.

Análisis de la lectura | Reading Analysis CONVERSAR SOBRE EL TEXTO | TEXT TALK

SUMMARIZE Explain that summarizing means retelling, in order, the main events of a story. Using a sequence graphic organizer will help children organize and summarize what happens in the story. Provide Story Sequence B graphic organizer on p. TR22. MODEL Leo el principio del cuento y veo que lo primero que sucede es que Amelia le pregunta a Juana por su anillo y que Juana no recuerda dónde lo dejó. Voy a escribir eso en el primer recuadro de Sucesos. Sigo leyendo y veo que Amelia se enoja con Juana. Entonces, Juana busca el anillo por todas partes sin éxito, hasta que se da por vencida. Voy a escribir eso en el segundo recuadro de Sucesos. | I read the beginning of the story and see that Amelia asks Juana about her ring and Juana does not remember where she put it. I am going to write that in the first box of Events. I keep reading and see that Amelia gets mad at Juana. Juana starts looking for the ring everywhere, but she can't find it. So she gives up. I am going to write that in the second box of Events. PRACTICE/APPLY Have children work independently or in small groups to complete the graphic organizer. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have children discuss the sequence of events in the text.

Resumir sucesos Título “La búsqueda del anillo de Amelia” Ambiente

Personajes

Juana, Amelia, la Sra. Kim

El apartamento de Juana y Amelia

Sucesos 1. Primero

Amelia le pregunta a Juana por su anillo y Juana no recuerda dónde lo dejó

2. Luego

Amelia se enoja y Juana busca el anillo por todas partes sin éxito, hasta que se da por vencida

3. Después

La señora Kim le sugiere a Juana que vuelva sobre sus pasos y Juana acepta el consejo

4. Por último

Juana recuerda que había dejado el anillo en la repisa de la ventana de la cocina y aprende su lección sobre llevarse lo que no es suyo

Unit 1 • Module P • Lesson 5

43

Leveled Text Library

Lectura independiente enfocada Focused Independent Reading

While children are reading independently, use the Small Group Options below or on p. 45. BUILD ACCOUNTABILITY Announce the two focus points that children will apply to their self-selected texts. Guide children in applying the strategies from today’s Reading Analysis lesson to their self-selected texts. Aprendimos que resumir un cuento significa contar de nuevo los sucesos principales en el orden en que sucedieron. Hoy, cuando lean, tomen nota de los sucesos principales. Usen un cuadro de secuencia como ayuda para poner los sucesos en orden. | We learned that summarizing a story means retelling the main events of a story in the order in which they happened. Today, as you are reading, take notes about the main events. Use a sequence chart to help you put the events in order. • Process Focus: Independence To check on children’s progress with independence in reading their self-selected text, have them record their reading in a daily reading log. Children should note any parts of the reading that they found difficult and why. They should also note the title, author, and pages they read. • Strategy Focus: Comprehension Have children review with you the sequence chart they made while reading. Ask them to retell the story using the chart. See the Rutina de lectura independiente | Independent Reading Routine on pp. TR7–9. COLLABORATIVE READING To help children engage in the shared responsibilities of reading more complex texts than they might read on their own, have them follow the Collaborative Reading Routine in the Biliteracy Pathway Handbook.

Opciones para grupos pequeños | Small Group Options UNLOCK THE TEXT LEVELS OF MEANING See p. 2 of this Teacher’s Guide for levels of meaning and text purpose. STRUCTURE Form small groups and have children read the title of the story and look at the illustration on p. 8. Según el título y las imágenes, ¿de qué creen que se trata este cuento? ¿Quién será el personaje de la imagen de la página 8? ¿Será Amelia? | Based on the title and the images, what do you think this story is about? Who is the character on page 8? Would she be Amelia? LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to assess children’s understanding of arrastró and vencida. KNOWLEDGE DEMANDS Activate children’s background knowledge. Explain that the story is about a girl who has lost a ring that was not hers and she learns a lesson about this. ¿Cómo se sienten cuando pierden algo? ¿Cómo se sienten cuando lo encuentran? | How do you feel when you lose something? How do you feel when you find it?

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Unidad 1 • Módulo P • Lección 5

5 LECCIÓN LESSON

Biliteracy Pathway Teacher’s Guide

Biliteracy Pathway Handbook

Biblioteca de textos nivelados

SMALL GROUP TIME

READING ANALYSIS SUPPORT Use this mini-lesson with children who struggle to summarize “La búsqueda del anillo de Amelia.” SUMMARIZE Review with children the Story Sequence B graphic organizer that you began together. Reread pp. 8–9 with children. Point out sequence words and phrases that may help children sequence events, such as Cuando, Finalmente (p. 8) and Primero, Después, Luego (p. 9). ¿Cómo los ayudan estas palabras a entender los sucesos del cuento? (Indican cúando sucedieron las cosas y en qué orden). | How do those words help you understand events in this story? (They tell you when things happened and in which order.) Then have children complete their Story Sequence B graphic organizer. Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

READING ANALYSIS EXTENSION Use this mini-lesson with children who can easily summarize events of “La búsqueda del anillo de Amelia.” SUMMARIZE Have children revisit pp. 8–9. Remind children that to summarize is to retell in order the events of a story. Have a volunteer briefly summarize this story, telling what words and phrases the author uses to help readers follow the sequence of events. Guide discussion with these questions: • En la página 8, ¿qué palabras utiliza el autor para expresar cuándo ocurren los sucesos? (Cuando, Finalmente) | On page 8, what words does the author use to tell when this event is happening? See answers above. • ¿Qué otras palabras o frases los ayudan a comprender la secuencia de sucesos en este cuento? (pág. 9: Primero, Después, Luego.) | What other words or phrases help you understand the sequence of events in this story? See answers above. Have partners choose a new book from the class library and list sequence words and phrases in it. Then have partners share with the group how these words and phrases helped them follow the story’s order of events.

FLUENCY APPROPRIATE PHRASING Tell children that reading with appropriate phrasing means reading related groups of words together. Explain that they can use punctuation marks in the text to help them figure out how to read with appropriate phrasing. Have children follow along with you as you read aloud the second paragraph on p. 8 of “La búsqueda del anillo de Amelia.” Model reading related words together in the proper phrases and pausing at periods and commas. Have children read the same paragraph aloud, focusing on reading with phrasing. Monitor progress and provide feedback. For optimal fluency, children should reread the paragraph three to four times.

QUICK CHECK VERIFICAR EL PROGRESO MONITOR PROGRESS

If . . . children are not reading with appropriate phrasing, then . . . encourage them to practice another paragraph several times to become more confident. If . . . children are reading with appropriate phrasing, then . . . have them practice with those who are struggling, by both modelling and listening.

Unit 1 • Module P • Lesson 5

45

OBJETIVOS Escriben una narración para describir las acciones, pensamientos y sentimientos de un personaje. Demuestran dominio de las normativas de la gramática del español y su uso al escribir y al hablar. Identifican palabras que contienen el mismo fonema pero distinto grafema (c-s-z).

OBJECTIVES Write a narrative to describe actions, thoughts, and feelings of a character. Demonstrate command of the conventions of standard Spanish grammar and usage when writing or speaking. Identify words that contain the same phoneme but different grapheme (c-s-z).

Escritura narrativa | Narrative Writing

Usar palabras y frases clave | Use Key Words and Phrases SET THE PURPOSE Review the idea that writers use details to describe the actions, thoughts, and feelings of characters and that these details help readers understand how characters respond to events in a text. Sometimes characters say one thing, but they are feeling something else. Writers use details such as a character’s words and phrases to help readers understand a character’s real thoughts and feelings about something. Explain that during reading, readers should look for details (words and phrases) that describe characters’ actions. These details may help readers better understand what the characters are feeling. In Chato y su cena, the characters’ actions also tell readers how they react to events and other characters in the story. TEACH AND MODEL Through discussion, help children find examples of words or phrases that tell about characters’ actions. Then talk about how these actions help readers understand characters’ responses to events. Revisit Chato y su cena as well as “La búsqueda del anillo de Amelia” to look for examples of words and phrases that tell about the characters. LEAD A SHARED WRITING ACTIVITY • Prepare Explain that during the Independent Practice, children will write about how the characters react to events. Explain to children that you will model how to write about a character and his or her reaction to something. • Organize Explain that the first step in writing is to choose a character to write about. Help children understand that once they have chosen a character to write about, they can look for parts of the text that refer to that character. Suggest that they take notes for each reference they find. Model how to take notes in a list format. • Write Have them choose a character in the lesson to write about. Tell them to write a paragraph that describes how their chosen character reacted to a particular event or a series of events.

Práctica de escritura | Writing Practice INDEPENDENT PRACTICE Have children write a paragraph using key words and phrases that tell about a character’s thoughts or feelings about an event and how he or she reacts to it. COLLABORATIVE PRACTICE Have children work in pairs. Have each child write about one character and have partners work together to add linking words to combine their writing. SHARE WRITING Have children share their paragraphs with the class. Ask the class to identify words and phrases that tell how the characters respond to events.

46

Unidad 1 • Módulo P • Lección 5

5 LECCIÓN LESSON

Biliteracy Pathway Handbook

Convenciones | Conventions Pronombres | Pronouns VOCABULARIO ACADÉMICO | ACADEMIC VOCABULARY

sustantivo noun

pronombre pronoun

TEACH AND MODEL Explain that pronouns take the place of nouns and can include words such as yo, mí, tú, ti, él, ella, usted, ellos, ellas, ustedes, me, te, le, les, nos. Sometimes writers change a noun to a pronoun to simplify or vary the words used in their text. Ángela nos llevó al museo. Ella nos recogió a las 10 de la mañana.

El prombre Ella en este pasaje reemplaza el sustantivo Ángela. | The pronoun Ella in this passage replaces the noun Ángela.

PRACTICE Have children identify pronouns in their narratives. Encourage children to write the pronouns from their narratives in their journals. Ask children to write sample sentences with different pronouns in their journal, too.

MINI-LESSON

For cross-language support, see the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

Dictado PUNTOS A ENSEÑAR | TEACHING POINTS

mayúsculas capitalization

oraciones enunciativas declarative sentences

palabras con c, s, z words with c, s, z

WHOLE GROUP WRITING WORKSHOP

MINI-LESSON

Biliteracy Pathway Teacher’s Guide

Tell children that you will administer the final Dictado in today’s lesson. Read aloud the mentor text as children write what you dictate. Afterward, give children a opportunity to reread their writing and correct any errors before handing it in. El sábado pasado almorzamos en casa de mis vecinos. El domingo cenamos en casa de mis primos. Score individual outcomes using the rubric provided on p. 69 of the Biliteracy Pathway Handbook. To provide additional reinforcement of the Teaching Points, see the Dictado Support in Lesson 6, p. 53. For more guidance, see p. TR16 and pp. 64–69 in the Biliteracy Pathway Handbook.

Unit 1 • Module P • Lesson 5

47

LECCIÓN LESSON

6

“Una sorpresa de cumpleaños,” pp. 10–11

Introducción | Introduction Desarrollar la oralidad | Develop Oracy

OBJETIVOS Oralidad Comentan experiencias previas para mostrar comprensión del mensaje que transmiten ciertas acciones. Enfoque Determinan el mensaje principal del cuento. Comprenden cómo reaccionan los personajes ante sucesos y retos. Contestan preguntas para demostrar compresión de los detalles clave de un texto. Vuelven a contar las ideas clave de un texto.

OBJECTIVES Oracy Discuss prior experiences to show understanding of the message conveyed by certain actions. Focus Determine the central message of the story. Understand how characters respond to events and challenges. Answer questions to demonstrate understanding of key details in a text. Recount key ideas from a text.

48

Unidad 1 • Módulo P • Lección 6

BUILD BACKGROUND KNOWLEDGE Tell children: Vamos a leer un cuento que trata de una sorpresa de cumpleaños. ¿Qué sorpresas agradables han recibido? ¿Qué sorpresas agradables le han dado a alguien? | We’re going to read a story about a birthday surprise. What pleasant surprises have you received? What pleasant surprises have you prepared for someone else? Discuss with the class their prior experiences with surprises, guiding the discussion to the message people convey by means of pleasant surprises. Provide these sentence frames: Cuando le doy una sorpresa a alguien, le muestro ___. Lo más importante de una sorpresa es que me siento ___. After children have shared ideas, lead a class discussion about how doing something good for another person conveys an important message that goes beyond the action itself. PRETEACH VOCABULARY The following words will be helpful for children to know before reading the story: giratoria, untó, and apilaron. Write each word on the board and introduce it by briefly explaining its meaning, acting it out, and using TPR if possible. For example, for giratoria, spin around to demonstrate meaning. Then, ask questions to elicit examples that show contextual comprehension: ¿Qué cosas pueden girar así? (puerta, trompo) | What things can spin around? (door, top) ¿Qué cosas se pueden untar en una tostada? (mermelada, mantequilla) | What things can be spread on toast? (marmalade, butter)

Text Complexity Rubric Use the rubric to familiarize yourself with the text complexity of “Una sorpresa de cumpleaños.” QUANTITATIVE MEASURES Lexile

480L

Page Count

2

QUALITATIVE MEASURES Levels of Meaning

figurative language: onomatopoeia; understand narrative fiction

Structure

dialogue; conventional structure; events happen chronologically

Language Conventionality and Clarity

natural, conversational language; use of italics to call out words; use of signal words for sequence

Theme and Knowledge Demands

a perspective and experiences that are likely very similar to one’s own or common to many; simple theme; text assumes no prior knowledge

6 LECCIÓN LESSON

Biliteracy Pathway Teacher’s Guide Biliteracy Pathway Handbook

Determine the Central Message L6

PRIMERA LECTURA FIRST READ

Desarrollar la comprensión Build Understanding

SET THE PURPOSE Focus the instruction for the lesson by sharing the following Enduring Understanding: Los alumnos comprenden que las relaciones entre los miembros de una comunidad son importantes. [Learners understand that relationships within a community are important.] Vamos a leer “Una sorpresa de cumpleaños” para ver cómo enfrentan un reto los personajes, y cómo eso nos muestra el mensaje principal del cuento. | We are going to read “Una sorpresa de cumpleaños” and see how the characters face a challenge and how that reveals the central message of the story. ENGAGE CHILDREN Tell children they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿Cómo identifican los lectores la manera en que los personajes en los cuentos responden a los sucesos? ¿Cómo usan los escritores detalles para describir los pensamientos, sentimientos y acciones de los personajes? | How do readers identify characters’ responses to events? How do writers use details to describe the thoughts, feelings, and actions of characters? Tell children: En esta lección, vamos a identificar cómo responden los personajes a un reto para poder determinar el mensaje principal del cuento. También aprenderemos cómo los escritores usan detalles para describir lo que piensan, sienten y hacen los personajes y transmitir así su mensaje. El mensaje principal de un cuento es una idea importante sobre la vida que el autor quiere compartir con los lectores. | In this lesson, in order to understand the central message of the story, we are going to identify how characters face a challenge. We will also learn about how writers use details to describe what characters think, feel, and do, and to convey their message. The central message of a story is something important about life that the author wants to share with readers.

WHOLE GROUP READING

Determinar el mensaje principal

READ As you introduce this new text, use the appropriate reading routine from pp. TR2–14. In this first reading, children should be reading for an understanding of what the text is mainly about. TURN AND TALK After reading, have children turn to a partner and discuss this question using details from the text: Piensen en lo que pasa en el cuento. ¿Qué mensaje quiere transmitir el autor? (El mensaje principal del cuento es que no importa qué sorpresa de cumpleaños puedas preparar, sino que lo hagas con amor). | Think about what happens in the story. What message is the author trying to convey? (The central message of the story is that it does not matter what birthday surprise you prepare, but that you do so with love.) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

Unit 1 • Module P • Lesson 6

49

OBJETIVOS Determinan el mensaje principal del cuento. Determinan el significado de palabras académicas y de dominio específico en un texto y las usan.

OBJECTIVES Determine the central message of the story.

Scaffolded Instruction

Determine the meaning of academic and domain-specific words in a text and use them.

50

L6

SEGUNDA LECTURA SECOND READ

Lectura atenta

Close Read

CITE TEXT EVIDENCE Engage the class in a discussion about what they just read. Remind children that readers determine the central message of a story by understanding how characters respond to events and challenges. Use the following questions, which appear at the end of the reading selection, to guide the discussion, and ask children to support their answers with evidence. • ¿Qué pistas indican los talentos y la personalidad de Sandra? (pág. 10: “Observó con orgullo el pastel que había hecho…”; pág. 11: “No podemos darle a mamá un pastel de cumpleaños. ¡En cambio podemos darle panqueques de cumpleaños!”) | Which clues indicate Sandra’s talents and personality? (See answers above.) • ¿Por qué la secuencia es importante en este cuento? (Porque después de que se cae el pastel, aparece un reto para los personajes; porque nos muestra cómo reaccionaron los personajes ante este reto, y así podemos ver el mensaje principal del cuento). | Why is sequence important in this story? (Because after the cake fell, there is a challenge for the characters to face; it shows us how characters react to this challenge, and allows us to determine the central message of the story) ¿Qué ejemplos del cuento justifican sus respuestas? (pág. 10: “Su primo Tomás entró rápidamente por la puerta giratoria. La puerta golpeó el plato, el plato se inclinó y ¡plaf! El pastel aterrizó en el piso”; pág. 11: “Calentaron los panqueques. Sam untó mermelada en cada uno. Luego Sandra les añadió rodajas de plátano. Apilaron los panqueques y les colocaron velitas encima”; “Sam corrió a las escaleras y le pidió que se quedara en su cuarto. Mamá pensó que podía haber una sorpresa. Luego Sandra llegó con los panqueques de cumpleaños. Mamá se rió”). | Which examples from the story support your answers? (See answers above.)

SPANISH LANGUAGE DEVELOPMENT

STRATEGIC SUPPORT

CONNECT TEXT AND VISUALS Reinforce the vocabulary related to food by referring to the dessert on p. 11. Point to the different ingredients in the picture. Write the words panqueques, mermelada, rodajas, plátano, and velitas on the board. Ask children to find these words in the story.

COMPOUND WORDS Remind children of the strategy of studying an unfamiliar word to see if it can be broken apart into more familiar words. Point out cumpleaños (pp. 10–11) and work with children to break it apart into smaller, known words. Then help children define the smaller words and put the meanings together to define the compound word.

Unidad 1 • Módulo P • Lección 6

6 LECCIÓN LESSON

Biliteracy Pathway Teacher’s Guide Biliteracy Pathway Handbook

golpeó, p. 10

inclinó, p. 10

aterrizó, p. 10

inclined

• Have children find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the English cognate inclined. Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to teach the meaning of the words. • Use the information on pp. 4–5 in this Teacher’s Guide to discuss other words connected to each of the Vocabulario esencial | Benchmark Vocabulary words. PRACTICE Have children write sentences using the Benchmark Vocabulary to show contextual understanding of the words.

Análisis de la lectura | Reading Analysis CONVERSAR SOBRE EL TEXTO | TEXT TALK

CENTRAL MESSAGE Review that authors often have a central message that they want to communicate to their readers. The central message is the lesson that the main characters learn. It may be directly stated, or readers may have to figure it out using the characters’ words and actions.

WHOLE GROUP READING

VOCABULARIO ESENCIAL | BENCHMARK VOCABULARY

MODEL Vamos a pensar en cuál era la sorpresa de cumpleaños al principio del cuento. Era un pastel muy lindo preparado por Sandra y Sam, con la ayuda de su tío Camilo. Al final del cuento, la sorpresa de cumpleaños es un “pastel” de panqueques mucho más sencillo, pero la mamá está muy contenta de recibirlo. Creo que el mensaje principal que el autor está tratando de transmitir es que las sorpresas de cumpleaños no tienen que ser muy elaboradas para ser apreciadas; lo importante es que estén preparadas con amor. En la página 11, la mamá de Sandra y de Sam ayuda a comunicar el mensaje del autor cuando dice: “¿Cómo supieron que siempre he querido un desayuno de cumpleaños en la cama?” | Let’s think about what the birthday surprise was at the beginning of the story. It was a very nice cake prepared by Sandra and Sam with their Uncle Camilo’s help. At the end of the story, the birthday surprise is a much simpler pancake “cake,” but the mother is very happy to receive it. I think that the central message the author is trying to convey is that birthday surprises do not have to be very elaborate to be appreciated; the important thing is that they be prepared with love. On page 11, Sandra and Sam’s mom helps communicate the author’s message when she says, “¿Cómo supieron que siempre he querido un desayuno de cumpleaños en la cama?” PRACTICE/APPLY Have children work in small groups to discuss the central message of the story. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 and have children discuss the details from the text that support their ideas. Check understanding by asking children to share or by circulating among children or groups.

Unit 1 • Module P • Lesson 6

51

Leveled Text Library

Lectura independiente enfocada Focused Independent Reading

While children are reading independently, use the Small Group Options below or on p. 53. BUILD ACCOUNTABILITY Announce the two focus points that children will apply to their selfselected texts. Guide children in applying the strategies from today’s Reading Analysis lesson to their self-selected texts. Hoy, cuando lean, anoten cuál creen que es el mensaje principal de su libro y si está expresado explícitamente o si lo muestran las palabras, los pensamientos y las acciones de los personajes. | As you are reading today, write what you think the central message of your book is and whether it is directly stated or revealed through the characters’ words, thoughts, and actions. • Process Focus: Stamina To check on children’s progress with stamina when reading a self-selected text, have them record their reading in a daily reading log. Children should document the pages they read and how many pages they covered, write whether it was easy or hard to continue reading for the allotted time, and note the title and author. • Strategy Focus: Comprehension To check on children’s progress with comprehension when reading a self-selected text, have children share with you the central message that they think the author wants his or her readers to learn. Ask them to provide the stated message or details about the characters to support their thoughts. See the Rutina de lectura independiente | Independent Reading Routine on pp. TR7–9. COLLABORATIVE READING To help children engage in the shared responsibilities of reading more complex texts than they might read on their own, have them follow the Collaborative Reading Routine in the Biliteracy Pathway Handbook.

Opciones para grupos pequeños | Small Group Options UNLOCK THE TEXT LEVELS OF MEANING See p. 48 of this Teacher’s Guide for levels of meaning and text purpose. STRUCTURE Have children look at the picture on p. 10. ¿Qué representa la onomatopeya de la ilustración? ¿Pueden encontrar ese momento en el cuento? | What does the onomatopoeia of the illustration represent? Can you find that moment in the story? LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to assess children’s understanding of golpeó, inclinó, and aterrizó. Also use the English cognate on p. 51 of this Teacher’s Guide to guide your English-speaking children as they read. KNOWLEDGE DEMANDS Activate children’s background knowledge. Explain that the story is about two children that need an alternate plan when their mother’s birthday surprise gets spoiled. ¿Qué sorpresas de cumpleaños se les ocurren? ¿Qué creen que es la sorpresa de cumpleaños del cuento? | What birthday surprises can you think of? What might the birthday surprise in the story be?

52

Unidad 1 • Módulo P • Lección 6

6 leCCIón lesSON

Biliteracy Pathway Teacher’s Guide

Biliteracy Pathway Handbook

Biblioteca de textos nivelados

Small Group TIME

Reading Analysis supporT Use this mini-lesson with children who struggle with determining the central message in “Una sorpresa de cumpleaños.” cenTral Message Reread the first paragraph on p. 10 with children. Have them pay attention to Sandra’s feelings towards the original birthday surprise. Al principio del cuento, ¿Sandra pensaba que era importante que la sorpresa fuera elaborada? ¿Piensa lo mismo al final? ¿Qué hizo que cambiara de parecer? | Did Sandra think that it was important that the surprise be elaborate at the beginning of the story? Does she think so at the end? What made her change her mind? Have children locate text evidence that shows that Sandra has learned that birthday surprises can be simple, as long as they are prepared with love. Explain that this is the central message of the story. Invite children to explain how another detail from the book reveals the central message. Use the Rutina de razonar en parejas y compartir | Think-PairShare Routine on p. TR2.

DicTaDo supporT reVieW anD reTeach Use the results of the Lesson 5 Dictado assessment to identify children who need additional support with one or more of the Teaching Points. Use the lessons listed below as a guide for providing direct instruction that reinforces the target skills. Teaching poinTs mayúsculas capitalization oraciones enunciativas declarative sentences palabras con c, s, z words with c, s, z

lesson supporT Lesson 2, Conventions Mini-Lesson, p. 23 Lesson 1, Conventions Mini-Lesson, p. 15 Lesson 1, Foundational Skills MiniLesson, p. 8

For cross-language support, see the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

fluency eXpression Review with children that reading with expression means changing your voice to show the characters’ feelings or how they are speaking. Remind children that word cues can help them read with expression. For example, the word gritó tells them that they should raise their voices. Have children follow along as you read aloud p. 10 of “Una sorpresa de cumpleaños.” Model using word cues, as well as story context, to read with expression. Have children read the same passage aloud, focusing on reading with expression. Monitor progress and provide feedback. For optimal fluency, children should reread the passage three to four times.

Quick check Verificar el progreso Monitor Progress

If . . . children are reading without expression, then . . . have them work with a partner and take turns saying an exciting fact and a sad fact to each other. Have them listen to the difference in their partner’s voice when speaking. If . . . children are reading with too much expression, then . . . have them record themselves reading a passage multiple times, listening and adjusting after each reading.

Unit 1 • Module P • Lesson 6

53

OBjETIVOS Escriben una narración que describe una secuencia de sucesos, incluyendo detalles que describen acciones, pensamientos y sentimientos. Demuestran dominio de las normativas de la gramática del español y su uso al escribir. Usan adjetivos.

OBjECTIVES Write a narrative that recounts a sequence of events, including details that describe actions, thoughts, and feelings.

Escritura narrativa | Narrative Writing

Crear una escena narrativa | Create a Narrative Scene SET THE PURPOSE Explain to children that in narrative writing, writers create scenes. Scenes tell readers where specific events in a story take place. These scenes are part of the larger picture, or setting, of a story. Writers use descriptive words and/or illustrations to help readers picture the settings in their minds. Look back at Chato y su cena with children. Point out that the book has several settings. Then focus on one scene, or setting. Ask: • ¿Cómo ayudan estas palabras y frases a los lectores en comprender mejor la escena? | How do these words and phrases help readers to better understand the scene? • ¿Por qué es importante que los escritores usen palabras descriptivas para relatar donde ocurren los sucesos del cuento? | Why is it important for writers to use descriptive words to tell about where the story events take place?

Demonstrate command of the conventions of standard Spanish grammar and usage when writing.

TEACH AND MODEL Through discussion, help children find examples of how the writer uses descriptive words and phrases to create a scene. Explain to children that describing a setting in detail creates a narrative scene. Remind children to think about how writers describe settings while they work on their own writing.

”Use adjectives.”

• Prepare Tell children that before they each work independently, the whole class will work together to write a detailed description of a setting in Chato y su cena.

LEAD A SHARED WRITING ACTIVITY

• Organize Have children think about how the writer describes the scene and the descriptive words and phrases the writer uses. Model the beginning of describing the scene. • Write Begin the writing yourself, and then prompt volunteers to add details and direct how the scene should be described. Remind children to think about how the writer describes scenes when giving input on the class’s writing.

Práctica de escritura | Writing Practice INDEPENDENT PRACTICE Have children think of their favorite scene in Chato y su cena. Then have children rewrite a narrative of this scene, adding descriptive words and phrases to help readers better visualize it and understand the characters’ actions in the scene. COLLABORATIVE PRACTICE As an alternative to having children write independently, you may want to pair stronger writers with less proficient writers so they can benefit from peer modeling and support. SHARE WRITING Ask volunteers to share their scenes with the class.

54 Unidad 1 • Módulo P • Lección 6

6 LECCIÓN LESSON

Biliteracy Pathway Handbook

Convenciones | Conventions Adjetivos | Adjectives VOCABULARIO ACADÉMICO | ACADEMIC VOCABULARY

adjetivo adjective

sustantivo noun

TEACH AND MODEL Remind children that a noun is a person, animal, place, or thing. Explain that an adjective is a word that describes a noun. Adjectives usually go after the noun in a sentence. Use several sentences from Chato y su cena to teach adjectives. “Era el mejor amigo de Chato, Novio Boy, un gato con tiernos ojitos verdes, pelo elegante y el maullido más encantador de todo el barrio.”

Esto es un ejemplo de una oración (la página 17) en la cual el escritor usa adjetivos para dar al lector una mejor imagen de un personaje del cuento. | This is an example of a sentence (page 17) in which the writer uses adjectives to give the reader a better image of a character in the story.

PRACTICE Have children use adjectives to describe something in the classroom. Ask questions, such as: ¿Qué nos dice cada adjetivo en cuanto al sustantivo que describe? ¿Qué otro adjetivo podríamos utilizar para describir este sustantivo? | What does each adjective tell us about the noun it describes? What other adjective might we use to describe this noun? Write on the board different adjectives that children suggest. Then have them write their own sentences, using each adjective to describe a different noun. For cross-language support, see the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

Unit 1 • Module P • Lesson 6

WHOLE GROUP WRITING WORKSHOP

MINI-LESSON

Biliteracy Pathway Teacher’s Guide

55

LECCIÓN LESSON

7

“Amistad poco probable,” pp. 12–13

Introducción | Introduction Desarrollar la oralidad | Develop Oracy

OBJETIVOS Oralidad Usan palabras clave para comentar lo que saben sobre el comienzo y el final de una amistad. Enfoque Describen la estructura general de un cuento, incluida la manera en que el principio introduce el tema y el final hace que concluya la acción. Describen la manera en que los personajes responden a los retos.

OBJECTIVES Oracy Use key words to discuss what they know about the beginnings and endings of friendships. Focus Describe the overall structure of a story, including how the ending concludes the action.

BUILD BACKGROUND KNOWLEDGE Tell children: Vamos a leer un cuento que trata de la amistad entre una niña y su vecina. ¿Cómo comienza una amistad? ¿Y cómo se termina? | We’re going to read a story about the friendship between a girl and her lady neighbor. How does a friendship begin? How does it end? Provide some key terms for children to discuss: Al principio, Lo primero que pasa, El comienzo, Cuando empieza, Al final, Cuando se termina, Lo último que pasa. As a class, do this activity: start off by providing a simple sentence, such as Una amistad comienza, and go around the room and ask different children to add to the sentence to improve it and make new ones. For example, Una amistad comienza cuando dos personas se saludan. Al principio, no se conocen bien. Poco a poco, hacen cosas juntos y se ayudan uno al otro. La amistad crece. PRETEACH VOCABULARY These words will be helpful for children to know before reading the story: rastrillo and violín. Write the words on the board and introduce them by showing pictures, acting out if possible. For example, for violín, say: El violín es un instrumento musical que tiene cuerdas y se toca así. | The violin is a string musical instrument played like this. Show the violin bow motion with your hand. Then, make a word wall of related words by asking children to name elements in the same group: ¿Qué otros instrumentos de cuerda conocen? (guitarra, banyo) | What other string instruments do you know? (guitar, banjo)

Describe how characters in a story respond to challenges.

Text Complexity Rubric Use the rubric to familiarize yourself with the text complexity of “Amistad poco probable.” QUANTITATIVE MEASURES Lexile

700L

Page Count

2

AVERAGE QUALITATIVE MEASURES

56

Unidad 1 • Módulo P • Lección 7

Levels of Meaning

narrative fiction; one level of meaning

Structure

events happen chronologically; conventional structure

Language Conventionality and Clarity

clear, conventional language; simple sentence structure

Theme and Knowledge Demands

perspective and experiences that may be similar to one’s own or common to many; simple theme; text assumes no prior knowledge

7 LECCIÓN LESSON

Biliteracy Pathway Teacher’s Guide Biliteracy Pathway Handbook

Identify and Describe Elements of Story Structure L7

PRIMERA LECTURA FIRST READ

Desarrollar la comprensión Build Understanding

SET THE PURPOSE Focus the instruction for the lesson by sharing the following Enduring Understanding: Los alumnos comprenden que las relaciones entre los miembros de una comunidad son importantes. [Learners understand that relationships within a community are important.] Say: Vamos a leer “Amistad poco probable” para ver cómo identificar y describir la estructura del cuento nos ayuda a entender la relación entre dos buenas vecinas. | We are going to read “Amistad poco probable” and see how identifying and describing story structure helps us understand relationships between good neighbors. ENGAGE CHILDREN Tell children they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿Cómo identifican los lectores la manera en que los personajes en los cuentos responden a los sucesos? ¿Cómo usan los escritores detalles para describir los pensamientos, sentimientos y acciones de los personajes? | How do readers identify characters’ responses to events? How do writers use details to describe the thoughts, feelings, and actions of characters? Tell children: En esta lección, vamos a usar palabras clave en nuestro libro para comprender cómo se relacionan los personajes. También aprenderemos a identificar los detalles que muestran que la acción del cuento llega a su fin. | In this lesson we are going to use key words in our book to understand how characters interact. We will also learn how to identify details that signal that the action of a story is coming to an end.

WHOLE GROUP READING

Identificar y describir elementos de la estructura de un cuento

READ As you introduce this new text, use the appropriate reading routine from pp. TR2–14. In this first reading, children should be reading for an understanding of story structure, mainly what the conflict is and how the ending provides closure to the story. TURN AND TALK After reading, have children turn to a partner and discuss these question using details from the text: El cuento comienza explicando por qué Ania iba todos los lunes a la casa de su vecina. ¿Qué palabras y dibujos indican lo que hacía allí? (palabras pág. 12: patio, rastrillar, otoño; dibujos: las hojas secas, el rastrillo, el césped) | The story begins by explaining why Ania went to her neighbor’s every Monday. Which words and pictures tell what she did there? (See answers above.) Use the Rutina de razonar en parejas y compartir | Think-PairShare Routine on p. TR2.

Unit 1• Module P • Lesson 7

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OBJETIVOS Describen la estructura general de un cuento. Determinan el significado de palabras académicas y de dominio específico en un texto y las usan.

OBJECTIVES Describe the overall structure of a story. Determine the meaning of academic and domain-specific words in a text and use them.

L7

SEGUNDA LECTURA SECOND READ

Lectura atenta

Close Read

CITE TEXT EVIDENCE Engage the class in a discussion about what they just read. Remind children to describe the overall structure of the story, including how the ending concludes the action. Use the following questions, which appear at the end of the reading selection, to guide the discussion, and ask children to support their answers with evidence. • Hallen pistas en el texto que muestren que Ania y la Sra. Horta eran buenas vecinas. (pág. 12: “Ania ayudaba a la señora Horta”; “La señora Horta sonreía complacida cuando Ania tocaba para ella”; La señora Horta le regala a Ania un violín) | Identify context clues showing that Ania and Ms. Horta were good neighbors. (See answers above; Ms. Horta gives Ania a violin as a present.)

Scaffolded Instruction

• ¿Qué sabemos sobre la relación entre Ania y la Sra. Horta? Usen detalles del cuento en sus respuestas. (pág. 12: “hasta le preparaba un vaso de jugo”; pág. 13: “abrazó a la Sra. Horta”) | What do we know about the relationship between Ania and Ms. Horta? Use details from the story in your answer. (See answers above.)

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SPANISH LANGUAGE DEVELOPMENT

STRATEGIC SUPPORT

VOCABULARY Children may not understand the meaning of the title “Amistad poco probable.” Explain that probable, like its English cognate probable, means “likely,” and provide examples that convey the meaning in context: Sonia tiene fiebre: es probable que mañana no vaya a la escuela. (Sonia has a fever; she is likely to miss school tomorrow.) Have children provide more examples. Now help them think of reasons why a friendship between Ania and Ms. Horta might seem to be poco probable.

KEY IDEAS AND DETAILS Point out the phrases in the first paragraph of p. 12 that identify the contrasting attitudes of the main characters: “La señora. Horta sonreía complecida cuando Ania tocaba para ella” and “Ania solía quejarse de tener que visitar a la señora. Horta…”. Call on volunteers to read aloud the paragraph to the class. Help children understand the importance of being good, helpful neighbors. Explain why neighbors should always look after one another.

Unidad 1 • Módulo P • Lección 7

7 LECCIÓN LESSON

Biliteracy Pathway Teacher’s Guide Biliteracy Pathway Handbook

complacida, p. 12

amorosamente, p. 13

terciopelo, p. 13

• Have children find and read sentences from the text that contain the Benchmark Vocabulary. Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to teach the meaning of the words. • Use the information on pp. 4–5 in this Teacher’s Guide to discuss other words connected to each of the Vocabulario esencial | Benchmark Vocabulary words. PRACTICE Have children write sentences using the Benchmark Vocabulary to show contextual understanding of the words.

Análisis del lenguaje | Language Analysis CONVERSAR SOBRE EL TEXTO | TEXT TALK

STORY STRUCTURE Remind children that authors usually organize their writing by telling what happens at the beginning, middle, and end of a story. The end of a story ties things up or resolves the action of the story. Model how to identify language that indicates how the ending of a story can provide closure.

WHOLE GROUP READING

VOCABULARIO ESENCIAL | BENCHMARK VOCABULARY

MODEL En el primer párrafo del cuento, nos enteramos de que “Ania solía llevar su violín” consigo los lunes, cuando visitaba a la Sra. Horta. En el segundo párrafo, vemos que “Un lunes, Ania fue sin su violín” porque estaba roto, lo cual la hacía sentir muy triste. Luego, la Sra. Horta va y busca un estuche que tenía dentro de su casa y, en el cuarto párrafo, leemos que “lo levantó amorosamente y se lo dio a Ania”: le estaba regalando un hermoso violín. Estas palabras me muestran que la acción del cuento llega a su fin porque el conflicto se resolvió: ahora Ania podría tocar en el concierto de otoño. | In the first paragraph, we learn that “Ania used to take her violin with her” on Mondays, when visiting Ms. Horta. In the second paragraph, we learn that “One Monday, Ania didn’t take it with her” because it got broken, and she is very sad. Then we learn that Ms. Horta brings out a violin case and, in the fourth paragraph, we read that Ms. Horta “lifted it lovingly and gave it to Ania”: she was giving her a beautiful violin as a gift. These words tell me that the action of the story is coming to an end because the conflict has been resolved: now Ania will be able to play at the autumn concert. PRACTICE/APPLY Have children work independently or in small groups to identify elements in the last paragraph that provide closure. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have children discuss the details and examples from the text that support their ideas.

Unit 1• Module P • Lesson 7

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Leveled Text Library

Lectura independiente enfocada Focused Independent Reading

While children are reading independently, use the Small Group Options below or on p. 61. BUILD ACCOUNTABILITY Announce the two focus points that children will apply to their selfselected texts. Guide children in applying the strategies from today’s Language Analysis lesson to their self-selected texts. A medida que leen, presten atención a la estructura del cuento. ¿Qué sucede en el principio, el desarrollo y el final del cuento? ¿De qué manera el final es un cierre para el cuento? | As you read, focus on the structure of the story. What happens at the beginning, middle, and end of the story? How does the end tie things up? • Process Focus: Engagement and Identity Each child should give a brief oral summary of his or her book before the class. In addition to summarizing the beginning, middle, and end of the book, children should explain why they chose that particular text and what their goals for reading were. • Strategy Focus: Comprehension Following each child’s oral summary, have the class engage in a brief question-and-answer period. Assess children’s comprehension of their chosen texts by their ability to answer questions. See the Rutina de lectura independiente | Independent Reading Routine on pp. TR7–9. COLLABORATIVE READING To help children engage in the shared responsibilities of reading more complex texts than they might read on their own, have them follow the Collaborative Reading Routine in the Biliteracy Pathway Handbook.

Opciones para grupos pequeños | Small Group Options UNLOCK THE TEXT LEVELS OF MEANING See p. 56 of this Teacher’s Guide for levels of meaning and text purpose. STRUCTURE Present the title of the text and have children look at the pictures on pp. 12–13. Según el título y las ilustraciones, ¿de qué creen que se trata este cuento? ¿Qué relación habrá entre el rastrillo y la niña del violín? | Based on the title and the illustrations, what do you think this story is going to be about? How are the rake and the girl with the violin connected? LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to assess children’s understanding of complacida, amorosamente, and terciopelo. THEME AND KNOWLEDGE DEMANDS Activate children’s background knowledge. Explain that the story is about the relationship between a girl and her neighbor, and the importance of helping one another as good neighbors do. ¿Alguna vez ayudaron a sus vecinos o recibieron ayuda de ellos? ¿Por qué creen que es importante ayudarse entre vecinos? | Have you ever helped or been helped by your neighbors? Why do you think it is important for neighbors to help one another?

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Unidad 1 • Módulo P • Lección 7

7 LECCIÓN LESSON

Biliteracy Pathway Teacher’s Guide

Biliteracy Pathway Handbook

Biblioteca de textos nivelados

SMALL GROUP TIME

LANGUAGE ANALYSIS SUPPORT Use this mini-lesson with children who struggle with understanding text structure and the story conclusion in “Amistad poco probable.” STORY STRUCTURE Discuss with children whether Ania and Ms. Horta had a good relationship. Have them identify key details in the text that support that idea, such as “La señora. Horta sonreía complacida cuando Ania tocaba para ella.” Then, reread p. 12 and guide children to see that this paragraph ties things up in the story. Say: Ania ayudaba a la Sra. Horta como lo hacen los buenos vecinos. Un día que Ania tiene un problema, la Sra. Horta la ayuda dándole un violín de regalo. Creo que es importante ser buen vecino porque nunca se sabe cuándo se puede necesitar ayuda. Es un buen final. | Ania helped Ms. Horta as good neighbors do. One day when Ania has a problem, Ms. Horta helps her by giving her a violin as a gift. I think being good neighbors is important because you never know when you might need help. It is a good way to end the story. • Have pairs discuss this question: ¿Piensan que el cuento tuvo un buen final? Expliquen. | Do you think that this was a good way to end the story? Explain. Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2. Invite volunteers to share their thoughts with the class.

LANGUAGE ANALYSIS EXTENSION Use this mini-lesson with children who can easily understand story structure and the conclusion in “Amistad poco probable.”

QUICK CHECK

STORY STRUCTURE Have children revisit the end of the story by rereading the last two paragraphs. Have them work in pairs to think of a different ending for the story. Provide the following questions: • ¿Cómo cambiaría el final del cuento si la Sra. Horta no ayudara a Ania? | How would the ending of the story change if Ms. Horta didn’t help Ania? • ¿Cómo cambiaría el final del cuento si la Sra. Horta ayudara a Ania de otra manera? | How would the ending of the story change if Ms. Horta helped Ania in a different way? • ¿Alguno de esos finales sería mejor que el final que tiene el cuento ahora? Expliquen. | Would any of those endings be better than the current ending for the story? Explain.

FLUENCY APPROPRIATE PHRASING Remind children that reading with appropriate phrasing means reading groups of words. Tell children they can use punctuation marks to help them figure out how to read with appropriate phrasing. Explain that they should pause briefly at a comma and longer at a period. Have children follow along with you as you read aloud the first paragraph on p. 12 of “Amistad poco probable.” Have them read the same passage aloud, focusing on reading with phrasing. Monitor progress and provide feedback.

VERIFICAR EL PROGRESO MONITOR PROGRESS

If . . . children struggle to read with appropriate phrasing, then . . . ask questions to make sure they are correctly identifying punctuation marks in the text. If . . . children need more practice with phrasing, then . . . write sample sentences on the board and use slash marks to break them down into appropriate phrases. Have children echoread the sentences with you.

Unit 1• Module P • Lesson 7

61

OBjETIVOS Escriben narraciones en las cuales recuentan una secuencia corta de acontecimientos; incluyen detalles para describir las acciones, los pensamientos y los sentimientos de personajes. Identifican la última, penúltima y antepenúltima sílaba en palabras multisilábicas y reconocen en cuál sílaba cae el acento tónico.

OBjECTIVES Write narratives in which they recount a short sequence of events; include details to describe the actions, thoughts, and feelings of characters. Identify the last, second-to-last, and third-to-last syllable in multisyllabic words and recognize the stressed syllable.

Escritura narrative | Narrative Writing Escribir un borrador | Write a Draft

SET THE PURPOSE Explain to children that the second stage in the writing process is drafting and the third stage is revising. Once writers have planned what they will write and have created an outline, they write their story in sentence and paragraph form as a draft. After writing their drafts, writers improve them by revising. TEACH AND MODEL Tell children to focus on transferring the ideas in their narrative plan to written sentences and paragraphs, and not to worry about things such as spelling and capitalization at this point. Explain that when writers write a narrative, they often begin with an outline of the key events in sequence. Provide examples of the types of questions that writers ask themselves when drafting a narrative: “¿Quiénes son los personajes principales? ¿Qué características de cada personaje quiero presentar al los lectores? ¿Cuál será el escenario? ¿Qué sucederá en mi cuento? ¿Cómo ordenaré los sucesos en secuencia?” Explain that after writing their first drafts they will revise them by adding important details, such as a word or phrase that indicates the order in which the events occur. LEAD A SHARED WRITING ACTIVITY • Prepare Explain to children that when drafting a narrative, they will write in sentence and paragraph form. Explain that they will then revise their work to make it more clear and polished. • Organize Explain to children that they should create and follow an outline when writing their draft, and include all the elements of narrative writing. When revising, they may add or delete sentences if they feel information is missing or unnecessary. • Write Provide children with a draft of a summary of Chato y su cena. Model how to revise the summary by adding or deleting details. Ask children to suggest revisions.

Práctica de escritura | Writing Practice INDEPENDENT PRACTICE Have children write a draft of their narratives. Then have children revise their drafts. COLLABORATIVE PRACTICE As an alternative to having children write independently, you may want to have children work in pairs and trade narratives so they can help each other revise. SHARE WRITING Ask volunteers to share their revised drafts with the class. Encourage the class to provide at least one piece of constructive feedback.

62 Unidad 1 • Módulo P • Lección 7

7 LECCIÓN LESSON

Biliteracy Pathway Handbook

WHOLE GROUP WRITING WORKSHOP

Convenciones | Conventions Acento ortográfico | Written Accent VOCABULARIO ACADÉMICO | ACADEMIC VOCABULARY

última last

penúltima second-to-last

antepenúltima third-to-last

sílaba syllable

acento tónico stressed syllable

TEACH AND MODEL Say: Una sílaba es un conjunto de fonemas, o sonidos, que siempre incluye una vocal y que se pronuncia en un solo golpe de voz. Las palabras se pueden dividir en sílabas. | A syllable is a set of sounds that always includes a vowel and is pronounced as a single burst of sound. Words can be divided into syllables. Tell children that every word has a stressed syllable, or a syllable that is pronounced more strongly than others. Write vecino, saludar and pájaro on the board. Read the words with children. Ask: En cada palabra, ¿cuál es la sílaba que se pronuncia con más fuerza, la última, la penúltima o la antepenúltima? | In each word, which syllable is stressed: the last, the second-to last, or the third-to-last? Underline the corresponding syllable in each word (vecino; saludar; pájaro). Tell children that these are examples of stressed syllables. Explain that some words have written accents on vowels to indicate which syllable is stressed. Point to the word pájaro. PRACTICE Have children copy these words from the board onto a piece of paper: amigo, lápiz, invitó, reloj, comunidad, rápido, árboles, pared, botella, lámpara, difícil, fácil. Then have them divide each word into syllables and circle or underline the stressed syllable. Have children switch papers and check each other’s work. For cross-language support, see the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

SPANISH LANGUAGE DEVELOPMENT

Scaffolded Instruction

MINI-LESSON

Biliteracy Pathway Teacher’s Guide

VOCABULARY Children may have difficulty understanding what the words penúltima and antepenúltima mean. Remind children that última means “last.” Penúltima means “second-to-last. Antepenúltima means “before second-tolast,” or “third-to-last.” If children struggle to remember the definitions, have them write penúltima and antepenúltima on a piece of paper. Have them underline pen in each word and write the number 2 under it. Then have them underline ante in antepenúltima and write the number 3 under it.

Unit 1• Module P • Lesson 7

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LECCIÓN LESSON

8

Chato y su cena “Amistad poco probable”

Introducción | Introduction Desarrollar la oralidad | Develop Oracy BUILD BACKGROUND KNOWLEDGE Tell children: Vamos a volver a leer Chato y su cena y “Amistad poco probable”. ¿De qué trataba cada cuento? | We’re going to reread Chato y su cena and “Amistad poco probable.” What was each story about? Guide children to mention characters, setting, and plot in their summaries and to connect the stories to the unit theme: Chato y los ratones son vecinos. Ania y la señora Horta también son vecinas. ¿En qué se parece la relación de estos vecinos? ¿En qué se diferencia? | Chato and the mice are neighbors. Ania and Ms. Horta are neighbors as well. How are the relationships similar? How are they different?

OBJETIVOS Oralidad Usan detalles y ejemplos de dos textos para conversar sobre las comunidades. Enfoque Hacen y contestan preguntas para demostrar comprensión de los detalles clave de un texto.

PRETEACH VOCABULARY The following words will be helpful for children to know before discussing both stories: insistir, arreglar, abrazar. Tell children these verbs describe actions that characters take. For example, for insistir, say: ¿Por qué Chato insiste en que los ratones vayan a cenar? ¿Por qué la mamá de Ania insiste en que ayude a su vecina? | Why does Chato insist that the mice go to dinner with him? Why does Ania’s mom insist that she go to help her neighbor? Direct children back to the pages where these words appear, and help them find details for why the characters do these things.

OBJECTIVES Oracy Use details and examples from two texts to talk about communities.

Text Complexity Rubrics: Chato y su cena, p. 2 “Amistad poco probable,” p. 56

MINI-LESSON

Focus Ask and answer questions to demonstrate understanding of key details in a text.

Destrezas fundamentales | Foundational Skills Palabras esdrújulas | Stressed Syllable Patterns • Write and say plá-ta-no and có-mo-do, and have children identify the stressed syllable in each word. (plá-, có-). Then say: Estas palabras llevan el acento tónico en la antepenúltima sílaba. Las palabras que llevan el acento tónico en la antepenúltima sílaba se llaman esdrújulas. | These words are stressed on the third-to-last syllable. Words in which the third-to-last syllable is stressed are called esdrújulas. Write other examples of palabras esdrújulas (e.g., rápido, ándale, pásalo) on the board, and point out the written accents on the stressed syllables. Have children read each word and identify the stressed syllable. • After children have completed their first read of the story, say: Vuelvan a mirar las páginas que acaban de leer. Busquen palabras que tengan el acento tónico y escrito en la antepenúltima sílaba. | Look back at the pages you just read. Look for words in which the third-to-last syllable is stressed and that have a written accent. Have children name the words and add them to a word wall. For cross-language support, see the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

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Unidad 1 • Módulo P • Lección 8

8 LECCIÓN LESSON

Biliteracy Pathway Teacher’s Guide Biliteracy Pathway Handbook

Use Details and Examples to Talk About Text L8

PRIMERA LECTURA FIRST READ

Desarrollar la comprensión Build Understanding

SET THE PURPOSE Tell children that they will be rereading parts of Chato y su cena and “Amistad poco probable,” and that they will focus on how members of a community, such as neighbors, interact with each other. Then have them focus on the following Enduring Understanding as they read from the two texts: Los alumnos comprenden que las relaciones entre los miembros de una comunidad son importantes. [Learners understand that relationships within a community are important.] Have children think about the different characters in each story and how they interact with other characters. ENGAGE CHILDREN Tell children they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿Cómo identifican los lectores la manera en que los personajes en los cuentos responden a los sucesos? ¿Cómo usan los escritores detalles para describir los pensamientos, sentimientos y acciones de los personajes? | How do readers identify characters’ responses to events? How do writers use details to describe the thoughts, feelings, and actions of characters? Tell children: En esta lección, vamos a usar las palabras para comprender cómo se sienten los personajes y cómo responden a los sucesos en los dos cuentos. También aprenderemos cómo distintos escritores usan detalles para describir lo que piensan, sienten y hacen los personajes. | In this lesson we are going use the words to understand how characters feel and react to events in both stories. We will also learn about how different writers use details to describe what characters think, feel, and do.

WHOLE GROUP READING

Usar detalles y ejemplos para conversar sobre textos

READ As you reread both texts, use the appropriate reading routine from pp. TR 2–14. In this reading, children should be reading to compare how the characters react to situations by using details and examples from the texts. TURN AND TALK After reading, have children turn to a partner and discuss these questions using details from the text: ¿Qué ejemplos de palabras y dibujos pueden encontrar que describan cómo se siente Chato? ¿Qué ejemplos de palabras y dibujos pueden encontrar que describan cómo se siente Ania? (Chato pág. 14: “dando saltos de alegría”; pág. 14: Ania “se sentó con tristeza”, “rompió a llorar”). | Which examples of words and pictures can you find that describe how Chato feels? Which examples of words and pictures can you find that describe how Ania feels? (See answers above.) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

Unit 1 • Module P • Lesson 8

65

OBJETIVOS Usan detalles y ejemplos para conversar sobre textos. Determinan el significado de palabras académicas y de dominio específico en un texto y las usan.

OBJECTIVES Use details and examples to talk about a text. Determine the meaning of academic and domain-specific words in a text and use them.

L8

SEGUNDA LECTURA SECOND READ

Lectura atenta

Close Read

CITE TEXT EVIDENCE During guided close reading, have children focus on details and examples as they describe relationships between characters in Chato y su cena and in “Amistad poco probable.” Use the following questions to guide the discussion, and ask children to support their answers with evidence. • ¿Qué palabras describen la reacción de los ratones al conocer a Chato? (pág. 9: “petrificados”, “temblar como hojas al viento”, “salieron corriendo”) | Which words and phrases describe the how the mice react when they first meet Chato? (See answers above.) ¿Qué detalles describen cómo reacciona Chato al ver al perro? (pág. 26: Corrió para esconderse bajo la mesa). | Which details tell how Chato reacts when he sees the dog? (He ran and hid under the table.) ¿Qué nos dicen estas reacciones de la relación entre estos vecinos? (Los gatos y los ratones no se llevan bien. Tampoco se llevan bien los perros y los gatos). | What do these reactions tell about the relationships among these neighbors? (Cats and mice do not get along well, and neither do dogs and cats.)

Scaffolded Instruction

• ¿Cómo reacciona Ania cuando la señora Horta le pregunta qué sucede? (Rompe a llorar). | How does Ania react when Ms. Horta asks her what is happening? (She bursts out crying. ) ¿Qué palabras describen la reacción de Ania al ver el violín nuevo? (pág. 13: “abrazó a la señora Horta”) | Which words describe Ania’s reaction when she sees the new violin? (See answer above.) ¿Qué nos dicen estas reacciones de la relación entre estas vecinas? (Ania y la señora Horta son buenas vecinas y se ayudan una a la otra). | What do these reactions show about the relationship between these neighbors? (Ania and Ms. Horta are good neighbors and they help each other.)

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SPANISH LANGUAGE DEVELOPMENT

STRATEGIC SUPPORT

MULTIPLE-MEANING WORDS Explain that romper has many meanings. On p. 10 of “Amistad poco probable,” the author uses the verb romper in two sentences to convey two different meanings. In the sentence “Ania rompió a llorar,” the verb means “comenzar,” or “to begin to.” Another meaning of romper is “quebrar,” or “to break,” as used in the phrase “Su hermano había roto su violín…”

CHARACTER INTERACTION Help children follow the story of Ania and her neighbor by pointing out how the characters react to each other. Have children work in pairs to role-play the dialogue between them.

Unidad 1 • Módulo P • Lección 8

8 LECCIÓN LESSON

Biliteracy Pathway Teacher’s Guide Biliteracy Pathway Handbook

descendió, p. 12

balanceando, p. 28

terciopelo, p. 13

(Anchor Text)

(Anchor Text)

(Detective)

• Have children find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the English cognate descended. Point out that in this context, balanceando means “swinging,” rather than “balancing,” which is a partial cognate. Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to teach the meaning of the words. • Use the information on pp. 4–5 in this Teacher’s Guide to discuss other words connected to each of the Vocabulario esencial | Benchmark Vocabulary words. PRACTICE Have children write sentences using the Benchmark Vocabulary to show contextual understanding of the words.

Análisis de la lectura | Reading Analysis CONVERSAR SOBRE EL TEXTO | TEXT TALK

WHOLE GROUP READING

VOCABULARIO ESENCIAL | BENCHMARK VOCABULARY

INTERPRET PHRASES Explain that writers use specific words and phrases to help readers understand how a character reacts and feels. Distribute the Three-Column Chart, p. TR24. MODEL Vamos a releer los dos cuentos y Interpretar frases buscaremos frases que nos muestren los sentimientos y las reacciones de los personajes. “con los “sonreía “rompió a Por ejemplo, en Chato y su cena, veo que dice pelos de complacida” llorar” punta” “con los pelos de punta” para referirse a Chato y Novio Boy cuando ven a Chorizo. Esta frase me Chato y La señora Horta Novio Boy disfruta mucho indica que los gatos están muy asustados. En están muy al escuchar “Amistad poco probable” veo la frase “sonreía asustados. a Ania tocar complacida” para referirse a lo que hace la música. señora Horta cuando escucha a Ania tocar su violín. Esta frase me indica que la señora Horta disfruta mucho al escuchar a Ania tocar música. | Let’s reread the two stories and find phrases that show how characters react and feel. For example, in Chato y su cena, I read the phrase “con los pelos de punta”. This refers to Chato and Novio Boy when they see Chorizo. This phrase shows that the cats are really scared. In “Amistad poco probable” I read the phrase “sonreía complacida.” This refers to what Ms. Horta does when she hears Ania play the violin. This phrase shows that Ms. Horta enjoys listening to Ania play music. PRACTICE/APPLY Have children work independently or in small groups to complete the graphic organizer. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have children interpret phrases to help understand text. Check understanding by asking children to share or by circulating among children or groups. Unit 1 • Module P • Lesson 8

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Leveled Text Library

Lectura independiente enfocada Focused Independent Reading

While children are reading independently, use the Small Group Options below or on p. 69. BUILD ACCOUNTABILITY Announce the two focus points that children will apply to their self-selected texts. Guide children in applying the strategies from today’s Reading Analysis lesson to their self-selected texts. Recuerden leer de forma tal que sea fácil de entender para quienes los escuchan. Lean suavemente, sin detenerse y volver a empezar una y otra vez. Lean a una velocidad que no sea demasiado rápida ni demasiado lenta. Elijan una página para leer muchas veces. Lean en voz baja. Lean todo el cuento, y luego vuelvan a leerlo una y otra vez. | Remember to read in a way that is easy for listeners to understand. Read smoothly without starting and stopping a lot. Read at a speed that is not too fast or too slow. Select one page to read many times. Read the page out loud in a low voice. Read all the way through and then read it again and again. • Process Focus: Stamina Children should record their reading in a daily reading log. Children should document the pages they read and how many pages they covered, write down whether it was easy or hard to continue reading for the allotted time, and note the title and author. • Strategy Focus: Fluency Have children read aloud to you the page they have been practicing on their own. Note their pace and accuracy. See the Rutina de lectura independiente | Independent Reading Routine on pp. TR7–9. COLLABORATIVE READING To help children engage in the shared responsibilities of reading more complex texts than they might read on their own, have them follow the Collaborative Reading Routine in the Biliteracy Pathway Handbook.

Opciones para grupos pequeños | Small Group Options UNLOCK THE TEXT LEVELS OF MEANING See p. 2 and p. 56 of this Teacher’s Guide for levels of meaning and text purpose for both texts. STRUCTURE Point out that in both selections, events happen in chronological order. Help children to briefly say what happened at the beginning, middle, and end of each story to make sure they understand the structure of it. LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to assess children’s understanding of descendió, balanceando, and terciopelo. Also use the list of English cognates on pp. 4–5 and p. 67 of this Teacher’s Guide to guide your English-speaking children as they read. THEME AND KNOWLEDGE DEMANDS Remind children that in both stories characters are, or end up being, friends. Have them compare their own experiences making friends with those of the characters.

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Unidad 1 • Módulo P • Lección 8

8 LECCIÓN LESSON

Biliteracy Pathway Teacher’s Guide

Biliteracy Pathway Handbook

Biblioteca de textos nivelados

SMALL GROUP TIME

READING ANALYSIS SUPPORT Use this mini-lesson with children who struggle with interpreting phrases to understand story elements in Chato y su cena and “Amistad poco probable.” INTERPRET PHRASES Have children write Chato, Novio Boy, and Familia de ratones in the headings of a Three-Column Chart. Then have children page through Chato y su cena. Have children look for words and phrases to identify an activity the characters are doing on each page. Have them write the activities for each character in one column. For example, for Chato: “Chato se fue a la cocina [...] dando saltos de alegría. Se puso a silbar ‘La Bamba’.” Then help them interpret what those phrases tell us about the character's feelings and reactions. • For “Amistad poco probable,” have children complete a Two-Column Chart. Have them write Ania and Ms. Horta in the headings. Tell children to look at pp. 12–13 and write words and phrases about what each character does. Help them interpret what each character is like, based on these words and phrases. Have them discuss how different actions show feelings and emotions. Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

READING ANALYSIS EXTENSION For children who can easily interpret phrases in Chato y su cena and “Amistad poco probable,” use this mini-lesson to have children focus on other phrases. INTERPRET PHRASES Have children look back at Chato y su cena. Have them use details from the photos, illustrations, or text to answer questions: • ¿Qué quiere decir Chato cuando dice “El amigo de un amigo también es un amigo”? | What does Chato mean when he says “A friend’s friend is also a friend”? • ¿Qué quiere decir la frase “Chato se pasó la lengua por los labios”? | What does the phrase “Chato ran his tongue over his lips” mean? • ¿Qué quiere decir la frase “se les afilaban los ojos grises y la boca se les hacía agua”? | What does the phrase “their grey eyes got sharper and their mouths started to water” mean?

FLUENCY ACCURACY Explain that reading with accuracy means reading words without mistakes. Have children follow along as you read aloud “Amistad poco probable.” Model reading with accuracy at an appropriate rate. Have children read the same passage aloud, stressing accuracy. Monitor progress and provide feedback.

QUICK CHECK VERIFICAR EL PROGRESO MONITOR PROGRESS

If . . . children are reading too slowly, then . . . encourage them to practice the passage several times to become more confident with the words. If . . . children are rushing and reading too quickly, then . . . remind them that the listener needs time to picture what the reader is describing.

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OBJETIVOS Escriben narraciones en las cuales recuentan una secuencia corta de acontecimientos; incluyen detalles para describir las acciones, los pensamientos y los sentimientos de personajes. Usan adverbios.

OBJECTIVES Write narratives in which they recount a short sequence of events; include details to describe the actions, thoughts, and feelings of characters. Use adverbs.

Escritura narrativa | Narrative Writing

Editar y publicar una narración | Edit and Publish a Narrative SET THE PURPOSE Remind children that editing and publishing are the last two steps of the writing process (plan and prewrite; draft; revise; edit; publish and present). Explain that when writers edit, they fine-tune their writing to make sure it’s as good as it can be. TEACH AND MODEL As children begin editing their own work, remind them that everybody makes mistakes. Tell children that the editing stage is the time to look for these mistakes. Suggest that children review this editing list and check to see that: • all words are spelled correctly, including the plural forms of nouns. • the past tenses of verbs are formed correctly. • all sentences are complete with a subject and a verb. • each sentence begins with a capital letter and has correct end punctuation. • adjectives and articles have the correct gender. • written accents have been placed on words that need them. LEAD A SHARED WRITING ACTIVITY • Prepare Explain to children that editing is an important step to make sure a narrative reads smoothly and doesn’t contain any errors. • Organize Encourage children to check their work against their sources to make sure all words are spelled correctly. You may wish to give children handouts of basic grammar, punctuation, and spelling rules that they can use as they edit their work. • Write Provide children with a practice paragraph, and have them circle any errors they find. Explain that finding errors can be a fun exercise, especially when editing with a partner. Let partners work together to circle and correct errors in the paragraph.

Práctica de escritura | Writing Practice INDEPENDENT PRACTICE Have children edit the narratives they wrote in the preceding lessons. Have them look for spelling, grammar, and punctuation errors, awkward wording, and opportunities to add detail. COLLABORATIVE PRACTICE As an alternative to having children edit independently, you may want to have children trade papers with a partner and edit each other’s work. Have children mark errors and discuss editing suggestions with the writer. SHARE WRITING Ask volunteers to share their writing with the class. Ask the class to identify what each essay is comparing and how the writer uses details to compare and contrast main ideas. 70

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8 LECCIÓN LESSON

Biliteracy Pathway Handbook

Convenciones | Conventions Adverbios | Adverbs VOCABULARIO ACADÉMICO | ACADEMIC VOCABULARY

adverbio adverb

verbo verb

TEACH AND MODEL Review with children that a noun is a person, animal, place, or thing, such as the word ratón/mouse. An adjective is a word that describes a noun, for example, ratón blanco/white mouse. An adverb is a word that tells about a verb. It may tell how, where, or when something is done. Use sentences from Chato y su cena to teach adverbs. Al oír un golpe en la puerta, se sonrieron maliciosamente.

Esto es un ejemplo de una oración (la página 25) en la cual el escritor usa un adverbio para dar al lector una imagen más detallada de las acciones y sentimientos de personajes del cuento. | This is an example of a sentence (page 25) in which the writer uses an adverb to give the reader a more detailed image of the actions and feelings of characters in the story.

PRACTICE For more practice, have children write a few simple sentences. Then, have them add an adverb to each sentence to make the sentence more interesting. Discuss the difference between the original and revised sentences. For cross-language support, see the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

Writing Keystone Checklist

WHOLE GROUP WRITING WORKSHOP

MINI-LESSON

Biliteracy Pathway Teacher’s Guide

Writing Narrative Text Use this checklist to assess children’s narrative writing. Achieved

Notes

Flag text evidence that supports their character’s point of view. Write a scene that reflects their character’s point of view. Use thoughts, feelings, and actions to reveal their character’s point of view.

Unit 1 • Module P • Lesson 8

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UNIDAD UNIT

OBJETIVOS Escriben una narración original.

Performance-Based Assessment

TAREA DE NARRACIÓN | NARRATIVE TASK ESCRIBIR UN CUENTO NUEVO | WRITE A NEW STORY Children will write a narrative in which they write a new story about the characters Chato and his friend Novio Boy.

Hacen y contestan preguntas sobre lo que dice quien habla a fin de aclarar la comprensión, obtener información adicional o profundizar en la comprensión del tema o asunto.

OBJECTIVES Write an original narrative story. Use digital tools to produce and publish writing. Ask and answer questions about what a speaker says to clarify comprehension, gather information, or deepen understanding of a topic. Add visual displays to stories to clarify ideas, thoughts, and feelings.

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PERFORMANCE-BASED ASSESSMENT

Evaluación de rendimiento

Usan una variedad de herramientas digitales para producir y publicar escritos.

Añaden dibujos u otros efectos visuales a los cuentos para aclarar ideas, pensamientos y sentimientos.

1

Children will: • draw or describe both characters and setting. • write a short sequence of events with a beginning, middle, and end. • use temporal words to signal event order.

See p. 74 for reproducible copy in Spanish for distribution to children. NOTE You may administer this assessment over multiple lessons.

Preparar | Prepare REVIEW Discuss the Essential Questions: ¿Cómo comprenden los lectores que los personajes de un cuento responden o reaccionan a sucesos de maneras diferentes? ¿Cómo usan los escritores detalles para describir las acciones, los pensamientos y los sentimientos de los personajes? | How do readers understand that story characters respond or react to events in different ways? How do writers use details to describe the actions, thoughts, and feelings of characters? REVISIT THE TEXT Ask children to name all the characters in Chato y su cena (Chato, el gorrión, los ratones, Novio Boy, Chorizo). Remind children of the illustrations and sentences that describe the various story characters, including Chato and Novio Boy. Say: Piensen en todas las partes del cuento. ¿Qué acciones y qué palabras cuentan acerca de Chato y Novio Boy? ¿Qué les indican los dibujos y las palabras sobre cómo son Chato y Novio Boy así como sobre sus acciones, pensamientos y sentimientos? | Think about all parts of the story. Which actions and words tells about Chato and Novio Boy? What do the pictures and words tell about what Chato and Novio look like, as well as about their actions, thoughts, and feelings? Remind children how they used descriptive details and special words and phrases to develop a narrative scene in earlier lessons. Then remind them how they planned, drafted, and edited a story about characters and their responses to events. Review the importance of writing a clear beginning, middle, and end; and of drafting and editing writing before creating a final version. Remind children to follow these steps in the writing process as they work through this task.

Unidad 1 • Módulo P

Biliteracy Pathway Teacher’s Guide Biliteracy Pathway Handbook

Crear | Create MATERIALS notebooks or paper for note taking; pencils; text: Chato y su cena; computers; cameras; scanners (optional) WRITE Have children who prefer to work alone work at their desks. Have children who need support meet in small groups for 10 minutes to talk about their story ideas. Provide the Secuencia del cuento: B (Story Sequence B) graphic organizer for children to use in noting details about characters, setting, and events as they brainstorm in a group or as they write individually. Then have children write their narrative. DIGITAL OPTION You may incorporate technology into the Performance-Based Assessment. Have children type their stories using word-processing software. They can add illustrations by printing out the pages and drawing pictures above or below the text.

Apoyo por andamiaje | Scaffolded Support In order for all children to benefit from the Performance-Based Assessment, additional supports can be provided as necessary. CHECKLIST Provide a checklist, such as the one supplied on p. 74, that details expectations for this project. It will clarify for children what is being assessed. GRAPHIC ORGANIZER Work with small groups to use the Story Sequence B graphic organizer to create a writing plan for their new story, before they begin to write their draft. Secuencia del cuento B Título Comienzo

Nudo

Final

SPANISH LANGUAGE DEVELOPMENT Have learners of Spanish recall words from the story that describe how characters move, such as arrastrado, temblar, and lanzó. Ask volunteers to imitate the movements of the characters. You may wish to provide a writing model or writing framework for Spanish learners. See the Biliteracy Pathway Handbook for additional guidance on providing scaffolded writing support.

Unit 1 • Module P

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UNIDAD UNIT

1

PERFORMANCE-BASED ASSESSMENT

TAREA DE NARRACIÓN ESCRIBIR UN CUENTO NUEVO Escribe una narración en la que creas un cuento nuevo usando los personajes Chato y su amigo, Novio Boy. Acúerdate de: • dibujar o describir los personajes y el ambiente. • escribir una secuencia de sucesos corta con un comienzo, nudo y final. • usar palabras que indican orden para señalar una secuencia de sucesos.

ESCRIBIR UN CUENTO NUEVO LISTA DE REPASO

== ¿Usé datos sobre los personajes de Chato y su cena? == ¿Describí lo que hicieron y lo que dijeron los personajes? == ¿Incluí detalles que cuentan acerca de los pensamientos y sentimientos de los personajes?

== ¿Organicé la secuencia de sucesos en un orden lógico? == ¿Usé palabras y frases que señalan el orden de los sucesos? == ¿Usé sustantivos y pronombres y los verbos correspondientes correctamente?

== ¿Revisé mi trabajo para verificar el uso correcto de mayúsculas, puntuación y ortografía?

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Unidad 1 • Módulo P

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

== ¿Empecé con un comienzo fuerte e incluí un nudo y final claros? == ¿Describí el ambiente?

Biliteracy Pathway Teacher’s Guide Biliteracy Pathway Handbook

Narrative Writing Rubric Score

4

Focus

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

1

0

Development

Language and Vocabulary

Conventions

Narrative is clearly focused and developed throughout.

Narrative includes thorough and effective use of details and description.

Narrative includes characters from the selection and has a well-developed, easy-to-follow plot with a strong beginning, middle, and end.

Narrative uses precise, concrete sensory language as well as temporal words.

Narrative has correct grammar, usage, spelling, capitalization, and punctuation.

Narrative is mostly focused and developed throughout.

Narrative includes characters from the selection, and has a plot, but there may be a lack of clarity, unrelated events, or a weak beginning, middle, and end.

Narrative includes adequate use of details and description.

Narrative uses some sensory language and temporal words.

Narrative has a few errors but is completely understandable.

Narrative is somewhat developed but may occasionally lose focus.

Narrative includes at least one character from the selection, but the plot is difficult to follow, and ideas are not well connected; there is an ending.

Narrative includes only a few details and descriptions.

Language in narrative is not precise or sensory; lacks temporal words.

Narrative has some errors in usage, grammar, spelling, and/ or punctuation.

Narrative may be confusing, unfocused, or too short.

Narrative does not contain any characters from the selection, and has little or no apparent plot.

Narrative includes few or no details or description.

Language in narrative is vague, unclear, or confusing.

Narrative is hard to follow because of frequent errors.

3

2

Organization

Possible characteristics that would warrant a 0: • child does not write a narrative • child does not demonstrate adequate command of narrative writing traits • response is unintelligible, illegible, or off-topic

You may wish to conduct a qualitative analysis to evaluate linguistic aspects of your biliterate children’s writing. See p. 85 of this Teacher’s Guide for guidance on how to synthesize children’s scores and assess their progress on a bilingual trajectory.

Unit 1 • Module P

75

UNIDAD UNIT

1

PERFORMANCE-BASED ASSESSMENT

Presentar | Present AUTHOR CELEBRATION Children will share their writing with the class. Children have worked hard writing, so now it is time to celebrate! Have children write or type their narratives and get ready for the celebration. Prepare for the presentation by doing the following: • Organize the classroom: Find one big chair to be the author’s chair. Inform children that they will take turns sitting in the author’s chair when it is their turn to read. • Remind children that as they read, they need to speak clearly and slowly so that their listeners will understand. • Tell the class that they can ask the author questions after the presentation. DIGITAL OPTION If you chose to incorporate technology into the Performance-Based Assessment, have children read their new stories aloud to the class while projecting their work on a screen. Children can email or use a digital sharing tool to share their stories at home.

Reflexionar y responder | Reflect and Respond LOOKING AHEAD For children who received a score of 0, 1, or 2 on the rubric, use the following suggestions to support them with specific elements of the Performance-Based Assessment. Graphic organizers and other means of support will help guide children to success as they complete other Performance-Based Assessments throughout the school year. If . . . children need extra support organizing a story sequence that unfolds naturally, then . . . provide them with a graphic organizer to help them visualize story structure. If . . . children need extra support using sequence words, then . . . make a list of sequence words and post it in the classroom for easy reference to help them when they write narratives in the future. If . . . children need extra support describing characters’ thoughts, feelings, and actions, then . . . give them examples of characters from familiar stories that will help them better understand those characters’ thoughts, feelings, and actions. If . . . children need extra support using a word processing application to draft their writing, then . . . provide step-by-step instructions for creating, editing, formatting, printing, and saving a document.

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Unidad 1 • Módulo P

BILITERACY PATHWAY

Biliteracy Pathway Resources

unit

Use the resources listed below to bridge student learning in Spanish and English as they progress through Biliteracy Pathway Unit 1.

CLC 1. Diálogo puntuando | Punctuating Dialogue . . . . . . . . . . . . . . . . . . 78 CLC 2. Lenguaje figurativo | Figurative Language . . . . . . . . . . . . . . . . . . 79 CLC 3. Verbos en tiempo pasado | Past-Tense Verbs . . . . . . . . . . . . . . . 80 CLC 4. Cognados | Cognates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81 Paired Literacy Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Unit Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

unidad

Cross-Language Connections Lessons . . . . . . . . . . . . . . . . . . . 78–81

1

CONEXIONES ENTRE IDIOMAS | CROSS-LANGUAGE CONNECTIONS Also see the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

OBJETIVO

OBJECTIVE

Comparan y contrastan los signos de puntuación para indicar diálogos en inglés y en español.

Compare and contrast punctuation marks used to indicate dialogue in English and Spanish.

CLC 1. Puntuación de diálogo | Punctuating Dialogue 30

ENGAGE CHILDREN Remind children that stories have special punctuation marks to show when the characters are talking to each other. Have children review p. 9 of Chato y su cena and look at the illustrations. Tell children to follow the text as you read. Read slowly and change your voice and intonation when the narration gives way to the first line of dialogue. Write the dialogue entry on the board: “—Órale, vecinos —dijo Chato ronroneando—. No me tengan miedo. Yo soy un gato chulo y low rider.” Reread the line alternating the distinct voice of Chato with the more neutral tone of the narrator, then ask: Cuando leo un cuento en voz alta, ¿cómo sé cuándo tengo que cambiar de voz? (el guión largo indica cuándo empieza y termina lo que dice el personaje) | When I read a story out loud, how do I know that I need to change my voice? (The long dashes mark the beginning and the end of the words that the character said.) Discuss with the class how the em dash is used in this story to separate the narration from the dialogue. Ask children to look for other instances where the characters speak in this story. Have volunteers read out loud selected fragments where the narration gives way to direct speech.

25

CONNECT LANGUAGES Remind children that in English dialogue is also indicated with a special symbol: the quotation mark. Say: En inglés, las comillas tienen la misma función que los guiones en español. | In English, the quotation marks have the same function as the em dashes in Spanish. Together, look for quotation marks used for dialogue in English texts children have read. Tell children that in Spanish, quotation marks are used for literal quotes to show the thoughts of characters in fictional stories. Go to p. 6 of Chato y su cena. Read the first line in quotation marks. Say: Aquí el autor ha usado comillas porque Chato no está hablando con otro personaje, está hablando para sí. | Here the author has used quotation marks because Chato is not talking to another character—he is talking to himself. Have children work in pairs or small groups to review texts they read as a class or during independent reading time for examples of dialogue between characters. Have children pointing to and discussing punctuation marks that tell where direct speech begins and ends for a given character.

20

COMPARE AND CONTRAST LANGUAGES Distribute a Venn Diagram graphic organizer (p. TR26). Have children label the circles Español and English. Have them write or use symbols in the overlapping area to indicate how punctuating dialogue is similar in Spanish and English. Then have them write how it is unique in the corresponding circles.

15

PRACTICE In small groups, have children write a simple dialogue in either language using the appropriate punctuation marks.

min

min

min

min

78

Unidad 1 • Módulo P • Lección CLC 1

1 leCCIón lesSON

OBJETIVO

OBJECTIVE

Comparan y contrastan el uso del lenguaje figurado en español y en inglés.

Compare and contrast the use of figurative language in Spanish and English.

Biliteracy Pathway Teacher’s Guide Biliteracy Pathway Handbook Also see the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

CLC 2. Lenguaje figurado | Figurative Language ENGAGE CHILDREN Ask children: ¿Qué sabemos sobre el lenguaje figurado? | What do we know about figurative language? Remind children of the differences between literal meaning and figurative language. Then guide a discussion about what they learned about various types of figurative language and refer to any graphic organizers that were created. Then say: Ahora vamos a comparar cómo se usa el lenguaje figurado en español e inglés. | Now we’ll compare how figurative language is used in Spanish and English. Set up a T-chart titled Lenguaje figurado/ Figurative Language. Label the left and right columns Lenguaje figurado and Figurative Language, respectively. Remind children that the simile is common type of figurative language in both English and Spanish. Tell them that a símil/simile is a comparison that uses the word como/ like. Refer children to page 9 of Chato y su cena and read aloud the second paragraph. Then say: El autor escribe que los ratones “empezaron a temblar como hojas al viento”. | The author writes “the mice trembled like leaves in the wind.” Point out that similes are just one type of figurative language. Explain to children that a metaphor/metáfora is another type of figurative language. Tell them that a metaphor takes the comparison one step further by omitting the word like in the comparison, and identifying a person, animal, or thing as something else. Provide the following example based on the simile above: Los ratones eran hojas al viento. The mice were leaves in the wind. CONNECT LANGuAGEs As a class, discuss the imagery created by the author. Refer to the simile on page 18, then read it in both English and Spanish: “[los ratones] cayeron como frutas grises de su lomo”. | [the mice] dropped from his back like gray fruits. Tell children that the imagery created by figurative language is universal. Say: El lenguaje figurado consiste en crear imágenes. | Figurative language is conveyed through images. Then ask: ¿Qué imagen ha creado el autor en esta descripción de los ratones? | What picture has the author painted in this description of the mice? As a class discuss how mice could look like dropping fruits. Point out that the words como and like or as are used in Spanish and English, respectively. Say that these words allow writers to establish a comparison that creates a vivid mental picture. COmpARE AND CONTRAsT LANGuAGEs Distribute the Venn Diagram graphic organizer (p. TR26). Have children label the circles Español and English. Have them write in the overlapping area the similarities between similes in both languages: both of them use the word como/like to establish a comparison; both of them help create a mental picture. Have children of mixed language proficiency levels work in a group to talk about similes they already know or that they have encountered in the English and Spanish texts they have read in the unit. pRACTICE Have children work in pairs to create their own similes in English or Spanish. Invite children to share their answers with the class. Have children add their similes to their journals.

Unit 1 • Module P • Lesson CLC 2

30

min

25

min

20

min

15

min

79

CONEXIONES ENTRE IDIOMAS | CROSS-LANGUAGE CONNECTIONS Also see the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

OBJETIVO

OBJECTIVE

Comparan y contrastan patrones que indican el tiempo pasado en español e inglés.

Compare and contrast patterns that indicate the past tense in Spanish and English.

CLC 3. Los verbos en tiempo pasado | Past-Tense Verbs 30

ENGAGE CHILDREN Ask children: ¿Qué sabemos sobre los verbos en el pasado? | What do we know about past-tense verbs? Guide a discussion about what they learned about past-tense verbs (see Lesson 2, p. 23) and refer to any anchor charts that were created. Then say: Ahora vamos a comparar cómo se forman los verbos en el pasado en español e inglés. | Now we’ll compare how pasttense verbs are formed in Spanish and English. Set up an anchor chart titled Los verbos/Verbs. Label the left and right columns El pasado and The Past, respectively. Have children work in pairs to ask each other what they and their families did last week. Offer children examples of sentences as well as frames they can use to express their answers as complete sentences. (El jueves caminé dos millas. El sábado, mi hermano ______. El domingo, mi familia y yo _______.) Invite children to share their answers with the class. List the past-tense verbs that they name on the anchor chart under El pasado. To support Spanish learners, go through the list and invite children to make up a movement for each verb. Remind children that in Spanish, verb endings tell if something is happening now, in the past, or in the future. They also tell who or what did something. Circle some verb endings on the anchor chart and discuss what they tell. For example: En la palabra compré, la terminación -é indica que yo hice algo en el pasado. Si digo compró, la terminación –ó indica que otra persona hizo algo en el pasado. | In the word compré, the ending –é shows that I did something in the past. If I say compró, the ending –ó shows that someone else did something in the past.

25

CONNECT LANGUAGES Read aloud one of the Spanish past-tense verbs on the chart. Ask children if they know how to say it in English. Alternately, give children the English equivalent. Then reinforce its meaning through TPR by asking children to act out the verb as they say it in English. List the verb in the column labeled The Past. Repeat the activity with the remaining Spanish verbs. Have children work in small groups of mixed language development levels to generate lists of past-tense verbs in English. Then call on each group to share a few verbs with the class. To support English learners, have children act out the meanings of the verbs. List the English past-tense verbs on the chart. Say: Sabemos que los verbos en español tienen patrones que afectan el significado. Los verbos en inglés también tienen patrones con significado. | We know that Spanish verbs have patterns that show meaning. Verbs in English also have patterns that show meaning. Point out the –ed ending of any regular English verbs on the list. Circle the ending and guide children to recognize that –ed tells that the action or event that the verb describes happened in the past.

20

COMPARE AND CONTRAST LANGUAGES Distribute the Venn Diagram graphic organizer (p. TR26). Have children label the circles Español and English. Have them write in the overlapping area how past-tense verbs in the two languages are alike. Then have them write how they are different in the corresponding circles.

15

PRACTICE Have children work individually or in pairs to write two sentences in Spanish and two sentences in English that tell about something they did in the past. Invite children to share their answers with the class. Have children add their sentences to their journals.

min

min

min

min

80  Unidad 1 • Módulo P • Lección CLC 1

1 LECCIÓN LESSON

Biliteracy Pathway Teacher’s Guide Biliteracy Pathway Handbook

OBJETIVO

OBJECTIVE

Identificar cognados y falsos cognados en inglés y en español.

Identify cognates and false cognates in English and Spanish.

Also see the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

CLC 4. Cognados | Cognates ENGAGE CHILDREN Ask children: ¿Recuerdan qué es la raíz de una palabra? | Do you remember what a word root is? Guide a discussion about what they learned about roots and refer to any anchor charts that were created. Then say: Conocer el significado de una raíz nos permite comprender palabras desconocidas. | Knowing the meaning of a root helps us understand unfamiliar words. Set up a three column anchor chart titled Raíces/Roots. Label the left and right columns Inglés and Español, respectively. Label the middle column Raíces. Say: Entre todos vamos a formar palabras a partir de algunas raíces conocidas. | Together, we are going to build words based on some known roots. Write the root mov in the middle column of the chart and say that it means to move. Ask volunteers to contribute words with the root mov, and write each one on the corresponding column. If they have difficulty coming up with words, use the following examples: movement/movimiento; mobile/móvil. Discuss how these words relate to the meaning of the root. Repeat with prob. Ask children to compare the cognate pairs at either side of each root. CONNECT LANGUAGES Tell children that there are many English-Spanish cognates. Say: Los cognados son “palabras amigas” porque son parecidas y tienes significados similares. | Cognates are “friendly words” because they are similar and have similar meanings. Discuss with children that many times it is possible to infer the meaning of an unfamiliar word in one language through its cognate in another language. To illustrate this point ask children to determine the meaning of the following words from Chato y su cena based on their cognates: rhythm (ritmo, p. 4); family (family, p. 9); petrified (petrificados, p. 9); deserted (desierto, p. 9); stomach (estómago, p. 9); surprise (sorpresa, p. 11); immediately (inmediatamente, p. 11); invitación (invitation, p. 11); spiral (espiral, p. 12); ingredients (ingredientes, p. 17). Tell children that not all English-Spanish pairs of words that look or sound similar are true cognates. Provide children with examples: avocado / abogado; conductor (orchestra) / conductor (driver), etc. Say: Este tipo de palabras se llaman “falsos amigos”, porque no significan lo que parecen significar. | These types of words are called “false friends,” because they do not mean what they seem to mean. COMPARE AND CONTRAST LANGUAGES Distribute the Three-Column Chart graphic organizer (p. TR24). Have children label the first two columns Español and English, respectively, and the third column Semejanzas y diferencias / Similarities and Differences. Have them work in groups to select at least five examples of cognates from the two lists you provided earlier. Children should discuss why the words are cognates and how they are alike and different. Have children summarize their analysis in the third column. Call on groups to share their charts with the class. PRACTICE Have children scan the texts they have read over the course of this unit in Module P and Module A to identify examples of cognates and false cognates. Have children list each cognate/false cognate pair side by side in their journals. Children should give the correct meaning for any false cognates they note.

Unit 1 • Module P • Lesson CLC 2

30

min

25

min

20

min

15

min

81

UNIDAD 1

Paired Literacy Support

UNIT 1

Launch and Teach Module A MODULE P

MODULE A

+

}

Pair Module P with Module A to complete instruction for Biliteracy Pathway Unit 1.

Make Biliteracy Connections Consider the following options to support English literacy instruction and help children access all their language resources as they progress through Module A. CROSS-LANGUAGE CONNECTIONS The Cross-Language Connections lessons (pp. 78–81) build on skills and concepts taught in Module P and prepare children for skills and concepts taught in Module A. See the chart below for more details. Module P

Cross-Language Connections

Module A

Builds background knowledge about punctuating dialogue for all modules.

CLC.1 Punctuating Dialogue

Lesson 4, p. 49; Lesson 8, p. 88

Builds background knowledge about figurative language for all modules.

CLC.2 Figurative Language

Builds background knowledge about figurative language for all modules.

Builds background knowledge about past-tense verbs for all modules.

CLC.3 Past-Tense Verbs

Lesson 6, p. 71; Lesson 8, p. 91; Lesson 9, p. 101; Lesson 10, p. 111

Benchmark Vocabulary Lessons 1–4, 6, and 8

CLC.4 Cognates

Builds background knowledge about cognates for all modules.

FOUNDATIONAL SKILLS SUPPORT See the Contrastive Analysis Charts in the Biliteracy Pathway Handbook for information regarding the transferability of the specific word-analysis and phonics skills taught in this module and Module A. ANCHOR CHARTS When introducing academic concepts or vocabulary, refer to any relevant Module P anchor charts that you created with children. You may wish to create new anchor charts to record English academic vocabulary, English language structures, and cognates from the Module A reading selections.

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Unidad 1

Biliteracy Pathway Teacher’s Guide

Biblioteca de textos nivelados

Teacher’s Guide

Module A Trade Book

Biliteracy Pathway Handbook

Colección de textos en línea

Scaffolded Strategies Handbook

Text Collection

Sleuth

MINI-LESSON

DICTADO Administer a Dictado in English over three to five days, such as the sample provided below, to assess children’s knowledge of the English spelling, grammar, and punctuation skills listed in the Teaching Points. Use children’s written work to assess individual needs for additional support with English conventions or foundational skills. For detailed guidance, see p. TR16 and pp. 64–69 in the Biliteracy Pathway Handbook.

Dictado TEACHING POINT

capitalization

declarative sentences

words with g and z

My friend Zeke and I planted flowers in the garden. We used a huge hose to water the roses.

ENGLISH ORACY DEVELOPMENT The strategies and routines used in Module P can also be applied to supporting oracy development of English language learners in Module A. See pp. TR22–TR25 for oracy development resources. ADDITIONAL SPANISH LITERACY DEVELOPMENT You may wish to use the following resources: • Biblioteca de textos nivelados (Leveled Text Library) • Colección de textos en línea (Online Text Collection) • Optional Resource: Palabras a su paso™

Support for English Language Learners in Module A Teacher’s Guide, Unit 1, Module A, pp. 1–149

Scaffolded Strategies Handbook

Look for these features:

Look for these lessons:

▸ Scaffolded Instruction for English Language Learners

▸ Unlock the Text, pp. 6–19

▸ Scaffolded Instruction for Strategic Support

▸ Unlock Language Learning, pp. 396–400

▸ Unlock the Writing, pp. 187–192

Since children will have read the Detective selections in Spanish, consider these options during Small Group Time in Lessons 3 and 13: ▸ Challenge students with the Close Reading Extension activity. ▸ Instead of having children read the Sleuth selections, provide additional support for reading the anchor text and/or supporting texts.

Unit 1

83

UNIDAD 1 UNIT 1

Wrap-Up

Synthesize Biliterate Learning After children complete Module P and Module A in Biliteracy Unit 1, help them synthesize the knowledge they have acquired as biliterate learners.

MODULE P ENDURING UNDERSTANDINGS

MÓDULO P COMPRENSIONES DURADERAS |

MODULE A ENDURING UNDERSTANDINGS

Los lectores comprenden que los personajes en los cuentos responden a los sucesos de maneras diferentes. | Readers understand that characters in stories respond to events in different ways.

Readers understand that characters in stories have unique points of view. | Los lectores comprenden que los personajes en los cuentos tienen sus propios puntos de vista.

Los escritores comprenden que los pensamientos, sentimientos y acciones de un personaje se revelan a través de los detalles. | Writers understand that a character’s thoughts, feelings, and actions are revealed through details.

Writers understand that signal words tell the sequence of events in a story. | Los escritores comprenden que hay palabras especiales que indican la secuencia de sucesos en un cuento.

Los alumnos identificarán las relaciones entre miembros de una comunidad. | Learners will identify community relationships.

APPLY THE ENDURING UNDERSTANDINGS Assign one or more prompts that ask children to apply the Enduring Understandings to Chato y su cena and Trouble at the Sandbox or other Spanish and English texts from this unit. Choose a prompt from the chart or create your own, providing sentence frames as needed. If you wish, begin by modeling the activity using one of the Enduring Understandings. Then have children work with partners or in small groups to prepare a response to share with the class. To verify how well children understand the concepts, allow them to choose the language of their response. If you wish, follow up with questions in the other language. Note whether children may have grasped the concepts but need support with vocabulary and language structures in one or both languages.

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Sample Prompt

Scaffolded Frames: Spanish

Scaffolded Frames: English

Compare the points of view of the main characters in Chato y su cena and Trouble at the Sandbox.

El punto de vista de _______ es que _______ .

_______’s point of view is that _______ .

Los puntos de vista de _______ y_______ son distintos porque _______ .

_______’s and _______’s points of view are different because _______.

Son parecidos porque _______ .

They are similar because _______ .

Give examples of how you revealed the thoughts, feelings, and actions of characters in your narrative writing in Spanish and English.

En mi cuento, revelé los pensamientos, sentimientos y acciones de los personajes con detalles tales como _______ .

In my story, I revealed the characters’ thoughts, feelings, and actions with details such as _______ .

Discuss what the characters in these stories learned about being a member of a community.

_______ aprendió que ser miembro de una comunidad significa que _______ .

learned that being a member of a community means that .

Unidad 1

Biliteracy Pathway Teacher’s Guide

Teacher’s Guide

Biliteracy Pathway Handbook

Assessment Teacher’s Manual

Assess Progress on the Bilingual Trajectory At the conclusion of this unit, use formative and summative assessment tools to monitor children’s progress as biliterate learners. FORMATIVE ASSESSMENTS Use your findings from the Reading and Writing Keystones checks built into each module to inform your planning for the next unit of instruction. SUMMATIVE ASSESSMENTS • Dictado Use each child’s final Spanish Dictado from Lesson 5 of Module P and final English Dictado from p. 83 of this Teacher’s Guide to assess mastery of grammar, spelling, punctuation, and vocabulary in each language. • Performance-Based Assessments Use individual scores from the rubric on p. 75 of Module P and p. 147 of Module A to gauge children’s mastery of writing standards.

biliteracy toolkit

To monitor children’s progress toward developing narrative competencies in Spanish and English, use the Rubric for Biliterate Writers on p. 72 of the Biliteracy Pathway Handbook. Use the results of your analysis to plan future instruction that is targeted at skills needing further reinforcement in Spanish and/or English.

Name

Grade

The Rubric for Biliterate Writers facilitates a side-by-side comparison of children’s Performance-Based Assessments for Module P and Module A. Use the first chart to gather quantitative data; use the second to gather qualitative data for each child.

Unit

RUBRIC foR BIlIteRate wRIteRs Quantitative Criteria Compare rubric scores from the Spanish and English Performance-Based Assessments in this unit. Spanish Score

Performance-Based Assessments

English Score

Focus

0 1 2 3 4 0 1 2 3 4

0 1 2 3 4 0 1 2 3 4

Organization

0 1 2 3 4

Development

0 1 2 3 4

0 1 2 3 4

Language and Vocabulary

0 1 2 3 4

0 1 2 3 4

Conventions

0 1 2 3 4

Qualitative Criteria Analyze Spanish and English writing samples for specific examples of cross-language transfer. For more information, see the Contrastive Analysis Charts. English Influences on Spanish Writing

Approximations of Language Conventions ▶ Sentence structures and word order ▶ Agreement (number, gender, subject/verb) and other usage issues ▶ Punctuation (questions, exclamations, dialogue, etc.) Word Choice Code-switching, borrowed words, adapted words, etc.

Spelling Approximations ▶ Spanish influence: "laic" for like ▶ English influence: "siya" for silla Topics for Additional Support or Extension In Spanish: In English:

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Spanish Influences on English Writing

Features Correctly Applied in Both Languages

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

Language Feature

Part 2 • Biliteracy Toolkit

Unit 1

85

Look inside . . . for a rich array of strategies and activities that support biliterate learners in Spanish and English.

Ready for more? Access this Teacher’s Guide along with support for the strategies and routines incorporated into the lessons at PearsonRealize.com.

GRADE 2 • VOLUME 1 ISBN-13: 978-0-328-86854-4 ISBN-10: 0-328-86854-X

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780328 868544

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