3

Volume 1

BILITERACY PATHWAY

Observar el mundo a nuestro alrededor Observing the World Around Us

UNIT

MODULE P Vocabulary to Unlock the Text . . . . . . . . . . . . . . . . . 4 Module Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Spanish Literacy Lessons . . . . . . . . . . . . . . . . . . . . . 8 Performance-Based Assessment . . . . . . . . . . . . . . 80 Biliteracy Pathway Resources . . . . . . . . . . . . . . . . 85 ▸ Literacy Project . . . . . . . . . . . . . . . . . . . . . . . . . . 86 ▸ Cross-Language Connections Lessons . . . . . . . . 90 ▸ Paired Literacy Support . . . . . . . . . . . . . . . . . . . . 94 ▸ Unit Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

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 B

+

}

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

UNIDAD

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

1

Unidad 1

Overview

Unit 1

Módulo P Module P Text Set

Literacy Lessons 1–9 Performance-Based Assessment (Informative/Explanatory) Literacy Project Cross-Language Connections Lessons CLC 1–4 English Language Support for Module B QUANTITATIVE MEASURES Lexile

820L

Page Count

32

QUALITATIVE MEASURES

Anchor TEXT

Ahí viene el lobo gris Lexile 820L Informational Text; Literary Text (Paired selections)

Levels of Meaning

Factual information; one level of meaning. Factual information delivered in fictional text.

Structure

Conventional informative piece about gray wolves. Narrative with illustrations that support text.

Language Conventionality and Clarity

Clear language; information grouped in paragraphs. Presented as a fable with quotations to indicate thoughts or dialogue.

Theme and Knowledge Demands

Text addresses scientific knowledge and animal group dynamics. Text assumes basic knowledge of animal behavior.

detectivE “Cómo organizarse” Lexile 560L “La lección de Lin” Lexile 600L “Rescate de ballenas” Lexile 750L “Safari en el patio” Lexile 570L

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

¿De qué manera las fotografías, las ilustraciones y los detalles ayudan a los lectores a comprender un texto? | How do photographs, illustrations, and details help readers understand text?

• Los lectores comprenden que las fotografías, las ilustraciones y los detalles sirven para dar sentido a lo que leen. | Readers understand that photographs, illustrations, and details help them make sense of what they read. • Los escritores comprenden que tanto la información como las ideas se pueden comparar y contrastar. | Writers understand that information and ideas can be compared and contrasted. • Los alumnos comprenden que la observación les puede dar pistas sobre las cosas del mundo que los rodea. | Learners understand that observation can give them clues about things in the world around them.

2

Unidad 1

¿Cómo comparan y contrastan los escritores la información y las ideas? | How do writers compare and contrast information and ideas?

METAS DEL MÓDULO | MODULE GOALS Los lectores usarán las fotografías, las ilustraciones y los detalles para dar sentido a los textos. | Readers will use photographs, illustrations, and details to make sense of texts. Los escritores escribirán un ensayo de comparación y contraste que incluya una introducción, palabras y frases de enlace y un tema desarrollado. | Writers will write a compare-and-contrast essay that includes an introduction, linking words and phrases, and a developed topic. ExPLORAR EL COnTEniDO | ExPLORE COnTEnT Los alumnos usarán destrezas de observación para entender cosas del mundo que los rodea. | Learners will use observational skills to understand things in the world around them.

Observar el mundo a nuestro alrededor Observing the World Around Us

MODULE B

Literacy Lessons 1–18 Performance-Based Assessment (Narrative)

TEXT SET ANCHOR TEXT

SUPPORTING TEXTS Treasure in the Trees Lexile 710L Literary Text

The Moon Seems to Change Lexile 530L Informational Text About Earth Lexile 650L Informational Text

SLEUTH “A Whale of a Rescue” Lexile 830L “Backyard Safari” Lexile 580L

Leveled Text Library

ENDURING UNDERSTANDINGS

ESSENTIAL QUESTIONS

• Readers understand central messages or main ideas by looking closely at the details used to support them.

How do readers identify central messages in literary texts and main ideas in informational texts? How do writers use details, text features, and illustrations to convey main ideas?

• Writers understand how to convey information about main ideas and details through text features and illustrations. • Learners understand that observation can give us clues about things in the world that change over time.

MODULE GOALS Readers will demonstrate understanding of central messages and main ideas by identifying details in texts. Writers will write a magazine article about something in the natural world that includes details, text features, and illustrations. EXPLORE CONTENT Learners will use observational skills to understand how things change over time.

Instructional support for Module B is found in the ReadyGEN Teacher’s Guide for Grade 3, 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 Ahí viene el lobo gris Benchmark Vocabulary

Possible Semantic Links

English Cognates

Narrative Links

resguardar

guardar, resguardado

vigilar, proteger

Topic

temibles

temer, temido

respetados, impresionantes

Topic

vigilar, vigilante

cuidan, protegen

vigil

Topic

distinguir, distinguido

diferencia, identifica

distinguish

Unit Theme

contra, contrario

contrarios, rivales

ferocidad, fiero

agresividad, salvajismo, hostilidad

apretar, apretado, apretujar

aplastan, apiñan

disputas (n)

disputar

luchas, combates, peleas

escombros

escombrar, escombrera

desechos, residuos

deambulaban

deambular, deambulante

caminaban, vagabundeaban

ambulate

Unit Theme

idear, idea

pensaron, planearon

ideated

Unit Theme

mañas

trampas, engaños

Topic

comarcar

territorio, región

Topic

abundar, abundante

exceso, cantidad

abundance

Topic

nocturno, noctámbulo

noche, anochecer

nocturnal

Topic

árbol, arboleda

boscoso, bosque

vigilan distingue contrincantes fiereza apretujan

idearon artimañas comarca abundancia nocturnas arbolada (adj)

4

Possible Morphological Links

Informational Text

Unidad 1

Topic fierce

Topic Topic

dispute

Topic Topic

Topic

Observar el mundo a nuestro alrededor Observing the World Around Us

SUPPORTING TEXT “Cómo organizarse” Benchmark Vocabulary

Possible Morphological Links

Literary Text Possible Semantic Links

English Cognates

Narrative Links

vuelco (n)

volcar, volcadura

vuelta, cambio

lamentarte

lamentar, lamentado, lamento

quejarte, llorar, sollozar

lament

Emotions

interferir, interferencia

cruzarse, interponerse

interfere

Topic

interfiera

Actions or Movement

SUPPORTING TEXT “La lección de Lin” Benchmark Vocabulary soporto inofensivas

Possible Morphological Links

Literary Text Possible Semantic Links

English Cognates

soportar, soporte

aguanto, tolero, sostengo, apoyo

partial cognate: support

Actions of Movement

ofensivo

inocuas, quietas

inoffensive

Plot

SUPPORTING TEXT “Rescate de ballenas” Benchmark Vocabulary

Narrative Links

Possible Morphological Links

Possible Semantic Links

Informational Text English Cognates

Informational Links

varada

varar, varado

estancada, parada, detenida

Topic

agotar

agotado, agotador

cansar, debilitar

Topic

desorientar, desorientado

pierde, confunde

desorienta

disorient

Topic

SUPPORTING TEXT “Safari en el patio” Benchmark Vocabulary devoré neumático (adj)

Possible Morphological Links

Literary Text Possible Semantic Links

English Cognates

Narrative Links

devorar

comí, consumí

devoured

Actions of Movement

neumática

inflado

pneumatic

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

• Opciones para grupos pequeños | Small Group Options

LECCIÓN LESSON

1

Teacher’s Guide, pp. 8–15

LECCIÓN LESSON

2

Teacher’s Guide, pp. 16–23

WHOLE GROUP WRITING WORKSHOP 30–40 minutes • Escritura informativa/ explicativa | Informative/ Explanatory Writing • Práctica de escritura | Writing Practice

LECCIÓN LESSON

3

Teacher’s Guide, pp. 24–31

READ Trade Book pp. 5–9 Ahí viene el lobo gris

READ Trade Book pp. 10–15 Ahí viene el lobo gris

READ Trade Book pp. 16–21 Ahí viene el lobo gris

BENCHMARK VOCABULARY resguardar, terribles, vigilan, distingue

BENCHMARK VOCABULARY contrincantes, fiereza, apretujan, disputas

BENCHMARK VOCABULARY escombros, deambulaban, idearon, artimañas

LANGUAGE ANALYSIS Comprender el vocabulario clave | Understand Key Vocabulary

READING ANALYSIS Hacer y contestar preguntas sobre un texto | Ask and Answer Questions About a Text

READING ANALYSIS Determinar la idea principal de un texto | Determine the Main Idea of a Text WRITING Presentar un tema | Introduce a Topic; Dictado

LECCIÓN LESSON

4

Teacher’s Guide, pp. 32–39

WRITING Desarrollar un tema | Develop a Topic; Dictado

LECCIÓN LESSON

5

Teacher’s Guide, pp. 40–47

WRITING Usar ilustraciones para apoyar la comprensión | Use Illustrations to Aid Comprehension; Dictado LECCIÓN LESSON

6

Teacher’s Guide, pp. 48–55

READ Trade Book pp. 22–29 Ahí viene el lobo gris

READ Detective pp. 8–9 “Cómo organizarse”

READ Detective pp. 10–11 “La lección de Lin”

BENCHMARK VOCABULARY comarca, abundancia, nocturnas, arbolada

BENCHMARK VOCABULARY vuelco, lamentarte, interfiera

BENCHMARK VOCABULARY soporto, inofensivas

READING ANALYSIS Determinar el mensaje principal de un texto | Determine the Central Message of a Text

LANGUAGE ANALYSIS Determinar el significado de palabras | Determine Word Meaning

READING ANALYSIS Identificar el mensaje principal y los detalles clave | Determine Central Message and Key Details WRITING Agrupar información relacionada | Group Related Information; Dictado LECCIÓN LESSON

7

Teacher’s Guide, pp. 56–63

WRITING Usar palabras de enlace para conectar ideas | Use Linking Words to Connect Ideas; Dictado Assessment LECCIÓN LESSON

8

Teacher’s Guide, pp. 64–71

READ Detective pp. 12–13 “Rescate de ballenas”

READ Detective pp. 14–15 “Safari en el patio”

BENCHMARK VOCABULARY varada, agotar, desorienta

BENCHMARK VOCABULARY devoré, neumático

READING ANALYSIS Usar detalles para comentar sobre textos | Use Details to Talk About Text

READING ANALYSIS Hallar el mensaje principal de un texto a través de los detalles | Find a Text’s Central Message Through Details

WRITING Hacer un borrador y revisar | Draft and Revise

6

Unidad 1 • Módulo P

WRITING Corregir un ensayo | Edit an Essay

WRITING Planificar antes de escribir | Plan and Prewrite

LECCIÓN LESSON

9

Teacher’s Guide, pp. 72–79

COMPARE ▶ Lobo gris: Canis lupus baileyi ▶ “Un cuento: El regreso de los lobos” BENCHMARK VOCABULARY terribles, idearon, nocturnas READING ANALYSIS Comparar y contrastar textos sobre el mismo tema | Compare and Contrast Texts on a Topic WRITING Publicar y presentar un escrito | Publish and Present Your Writing

Observar el mundo a nuestro alrededor Observing the World Around Us

PERFORMANCE-BASED ASSESSMENT

LITERACY PROJECT

Teacher’s Guide, pp. 80–84

POETRY WORKSHOP AND PRESENTATION

INFORMATIVE/EXPLANATORY TASK: WRITE A COMPARE-AND-CONTRAST ESSAY Students will use what they have learned from the selections to compare and contrast two animals.

Students will write poems in small groups and present them to the whole class.

Students will: • introduce the topic and group related information together. • develop the topic with facts, definitions, and details. • use linking words and phrases to connect ideas. • provide a conclusion.

Students will: • analyze and appreciate poems. • work collaboratively to plan and write poems about the natural world. • perform multimedia presentations of their poems for the class.

CROSS-LANGUAGE CONNECTIONS LESSONS Teacher's Guide, pp. 90–93 These in-depth contrastive analysis lessons develop students´ metalinguistic awareness in Spanish and English and support students´ 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. Prefixes CLC 2. Suffixes

LANGUAGE AND FOUNDATIONAL SKILLS LESSONS IN THIS MODULE Language Identify and Use Nouns; Form and Use Nouns; Form and Use Irregular Plural Nouns; Identify Pronouns; Define Compound Sentences; Coordinating Conjunctions; Start Sentences with Capital Letters; Written Accent; Consult Reference Materials Word Analysis Word Parts: Prefixes; Word Parts: Suffixes; Prefixes and Suffixes; Words with c, s, and z; Diminutives and Augmentatives OPTIONAL RESOURCE Palabras a su paso™, Level 3: Grupo 7; Grupo 22; Level 4: Grupos 4–5

CLC 3. Subject-Verb Agreement CLC 4. Cognates

CENTER OPTIONS During Small Group Time, students 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 students accountable and ensure their active participation, refer to the Strategies for Independent Center Activities in the Biliteracy Pathway Handbook. READING/WRITING CENTER • Have students determine the main idea of an independent reading book. Then have them create a list of illustrations from the book that helped them master the content. Students should create captions for these illustrations to further illuminate the concept.

VOCABULARY CENTER • Have students create “Sequence” vocabulary lists. As they read books during independent reading, have students add interesting linking words and phrases to their lists that help them determine the sequence of events of an informational text.

ORACY CENTER • Have students work in pairs or small groups to come up with a plan to help wild animals keep their natural habitats. Give students sentence frames they can complete to develop the plan. Invite students to explain their plan to the class.

Unit 1 • Module P

7

LECCIÓN LESSON

1

Ahí viene el lobo gris, pp. 5–9

Introducción | Introduction Desarrollar la oralidad | Develop Oracy

Oralidad Hacen y contestan preguntas basadas en su propia experiencia usando palabras y frases con precisión. Enfoque Determinan la idea principal de un texto; vuelven a contar los detalles clave y explican la forma en que apoyan a la idea principal. Hacen y contestan preguntas para demostrar comprensión de un texto.

OBJECTIVES Oracy Ask and answer questions based on their own experience using words and phrases precisely. Focus Determine the main idea of a text; recount the key details and explain how they support the main idea. Ask and answer questions to demonstrate understanding of a text.

PRETEACH VOCABULARY These words will help students in reading the text: manada, madriguera, and guarida. Briefly explain each wordʹs meaning and provide sentence frames to check for comprehension. For example, for manada, say: Cuando veo un grupo de lobos, veo una ____. | When I see a group of wolves, I see a ____. Ask five students to come up front and pretend to be wolves. Have one student stand alone while the other four stand together. Point to the group and ask: ¿Qué representa este grupo? (Este grupo representa una manada de lobos.) Encourage students to answer in a complete sentence. | What does this group represent? (This group represents a pack of wolves.) Repeat this procedure for the other words.

MINI-LESSON

OBJETIVOS

BUILD BACKGROUND KNOWLEDGE Tell students: Vamos a leer un texto que da información sobre los lobos grises. ¿Qué saben sobre los lobos? | We’re going to read a text that gives information about gray wolves. What do you know about wolves? Provide language frames such as these: Los lobos son animales que___. Se parecen a ___. Collect students' responses and lead a class discussion about different physical features of wolves. Encourage students to make up their own questions. ¿Cómo es el pelaje de los lobos? ¿De qué colores puede ser el pelaje? ¿Qué sonido hacen los lobos? ¿De qué tamaño son? | What does wolf fur look like? What different colors can fur have? What sound do wolves make? How big are they?

Text Complexity Rubric, p. 2

Destrezas fundamentales | Foundational Skills Partes de las palabras: Prefijos | Word Parts: Prefixes • Write the following words: increíble, deformar, desconfiar, rehacer, prefijar. Point out the prefixes and explain that they are word parts placed at the beginning of a word to change its meaning. Tell students that in-, de-, and des- mean “not.” Discuss the meaning of the first three words. Then, tell students that re- means “repetition” and pre- means “before.” Discuss the meaning of the last two words with students. • Start a word wall with the column headings in-, de-, des-, re-, and pre-. Añadiré la palabra inútil en la primera columna. ¿Qué significa? ¿Qué otras palabras con el prefijo in- podemos agregar? | I will add the word inútil in the first column. What does it mean? What other words with the prefix in- can we add? Have students name the words and their meanings and add them to the word wall. Repeat the activity for the other prefixes. For cross-language support, see p. 90 in this Teacher’s Guide and 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

Determine the Main Idea of a Text 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 alumnos comprenden que la observación les puede dar pistas sobre las cosas del mundo que los rodea. [Learners understand that observation can give them clues about things in the world around them.] Vamos a leer las primeras cinco páginas de Ahí viene el lobo gris para ver lo que podemos aprender sobre la idea principal al observar las fotografías y leer las palabras. | We are going to read the first five pages of Ahí viene el lobo gris and see what we can learn about the main idea by looking at the photographs and reading the words. ENGAGE StudENtS Tell students they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿De qué manera las fotografías, las ilustraciones y los detalles ayudan a los lectores a comprender un texto? ¿Cómo comparan y contrastan los escritores la información y las ideas? | How do photographs, illustrations, and details help readers understand text? How do writers compare and contrast information and ideas? Tell students: En esta lección, vamos a aprender cómo los lectores hacen y responden preguntas para determinar la idea principal de un texto. | In this lesson we are going to learn how readers can ask and answer questions to determine the main idea of a text.

WHOLE GROUP READING

Determinar la idea principal de un texto

REAd As you introduce pp. 5–9 of this new text, use the appropriate reading routine from pp. TR2–14. In this first reading, students should be reading for an understanding of what the text is mainly about. tuRN ANd tALK After reading, have students turn to a partner and discuss this question using details from the text: ¿Dónde y cómo viven los lobos grises? ¿Qué detalles del texto y de las fotos les dan esa información? (Detalles del texto, pág. 5: en países de Norteamérica, Europa y Asia; pág. 6: solo los jefes tienen hijos, protegen sus guaridas. Fotos, pág. 7: viven en manadas.) | Where and how do gray wolves live? What details from the text and the photos give you that information? (Text details, p. 5: countries of North America, Europe, and Asia; p. 6: only the leaders have offspring, they protect their dens. Photos, p. 7: they live in packs.) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

Unit 1 • Module P • Lesson 1

9

OBJETIVOS Determinan la idea principal de un texto; vuelven a contar los detalles clave. Hacen y contestan preguntas para demostrar comprensión de un texto. Determinan el significado de palabras académicas y de dominio específico en un texto y las usan.

OBJECTIVES Determine the main idea; recount key details. Ask and answer questions to demonstrate understanding of a text. 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 students that readers ask and answer questions to determine the main idea of a text. Use these questions to guide the discussion, and ask students to support their answers with evidence. • ¿Qué pregunta podrían hacer sobre la página 5? (¿Cómo se describe a los lobos?) | What question could you ask about page 5? (How are wolves described?) ¿Cuál es su respuesta? (Son grandes y fuertes. Viven juntos en manadas.) | What is your answer? (They are big and strong. They live together in packs.) ¿Qué preguntas podrían hacer sobre las fotos? ¿Qué muestran las fotos? ¿Muestran alguna característica física de los lobos grises?) | What questions could you ask about the photos? (What do the photos show? Do they show a physical trait of gray wolves?) ¿Cuál es su respuesta? (muestran cómo son los lobos; muestran que tienen un hermoso pelaje gris) | What is your answer? (they show how wolves look like; they show that they have beautiful gray fur) • ¿Qué pregunta podrían hacer sobre la página 6? (Respuesta posible: ¿Por qué las lobas hacen sus madrigueras en montículos de tierra?) | What question could you ask about page 6? (Possible response: Why do female wolves build their dens on mounds?) ¿Cuál es su respuesta? (Respuesta posible: Para proteger a sus crías de la lluvia y mantenerlas fuera de peligro.) | What is your answer? (Possible response: To protect their offspring from the rain and to keep them out of danger.) PALABRAS CURIOSAS | BY-THE-WAY WORDS During close reading, define the following words for students involving known concepts that can impede text comprehension.

Scaffolded Instruction

cánidos, p. 5: familia de mamíferos que incluye a los perros, lobos, zorros y coyotes | family of mammals that includes dogs, wolves, foxes, and coyotes montículos, p. 6: montes pequeños | mounds

10

SPANISH LANGUAGE DEVELOPMENT

STRATEGIC SUPPORT

VOCABULARY In addition to defining

ASK QUESTIONS Help students understand

the Palabras curiosas, you may want to further aid comprehension by preteaching the meanings of the following words that students may need to ask and answer their questions: escarbando, inunden, terreno, and matorrales. Use simple synonyms or visuals and check students’ understanding by asking yes/no questions and/or providing sentence frames, such as Cuando un lugar se llena de agua, se _________.

that there are some questions they can always ask as they preview or begin to read an informational text. These can include, ¿Qué me dice el título? (What does the title tell me?) ¿De qué se tratará este texto? (What will this text be about?) ¿Qué me dicen las fotos, ilustraciones o elementos visuales? (What do the photos, illustrations, or other visuals tell me?)

Unidad 1 • Módulo P • Lección 1

1 LECCIÓN LESSON

Biliteracy Pathway Teacher’s Guide Biliteracy Pathway Handbook

resguardar, p. 6

temibles, p. 6

vigilan, p. 7

WHOLE GROUP READING

VOCABULARIO ESENCIAL | BENCHMARK VOCABULARY

distingue, p. 8 distinguish

• Have students find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the English cognate distinguish. Use the Rutina de vocabulario esencial: Informativo | Benchmark Vocabulary Routine: Informational on p. TR10 to teach the meaning of the words. • Use the information on p. 4 in this Teacher’s Guide to discuss other words connected to each of the Vocabulario esencial | Benchmark Vocabulary words. PRACTICE Have students 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

MAIN IDEA Remind students that a main idea is what a text, or a main section of a text, is about. Key details often combine to show the main idea. Provide copies of the Main Idea/Central Message organizer on page TR20. MODEL Vamos a Idea principal observar el texto de la Cómo crecen los lobos página 8 y a anotar los Idea principal Los lobos crecen detalles importantes muy rápido. para encontrar la idea principal. Todos los detalles de esta Detalles clave página son sobre los lobitos recién nacidos. Al año son lobos La madre los Aprenden a muy fuertes. alimenta. cazar a los dos Escribiré el primer meses. detalle: La madre los alimenta. en el primer recuadro. Escribiré más detalles en los otros dos para hallar la idea principal. | Let’s look at the text on page 8 and write the important details to find the main idea. The details on this page are all about newborn wolves. I will write the first detail: Their mother feeds them in the first box. Then I will write more details in the other two boxes to find the main idea. PRACTICE/APPLY Have students 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 students discuss the details from the text that support their main idea.

Keystones Reading and Writing Keystones are a quick check to: • assess students’ understanding of key language, key text structures, and key ideas. • indicate students’ 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 students are reading independently, use the Small Group Options below or on p. 13. BUILD ACCOUNTABILITY Announce the two focus points that students will apply to their self-selected texts. Guide students in applying the strategies they used to understand today’s Reading Analysis lesson to their self-selected texts. Aprendimos que los detalles clave pueden ayudarnos a determinar la idea principal. Mientras leen, tomen nota de los detalles importantes del libro. Coloquen una nota autoadhesiva junto a los detalles que podrían servirles para determinar la idea principal. Rotulen cada nota con el detalle clave. | We learned that the key details can help us tell the main idea. While you read, take note of the important details in the book. Place a sticky note next to the details that could help you determine the main idea. Label each note with the key detail. • Process Focus: Engagement and Identity Have students use their daily reading log to write down the title, author, and pages they read. Ask them to describe why the book or topic is their favorite. • Strategy Focus: Comprehension Have students review with you the sticky notes they placed in their book. Ask them to explain how their labels help show a main idea of the text. See the Rutina de lectura independiente | Independent Reading Routine on pp. TR7–9. COLLABORATIVE READING To help students engage in the shared responsibilities of reading more complex text 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 students look at the pictures on pp. 5–9. Según las ilustraciones, ¿qué características de los lobos se muestran? ¿Cómo estas ilustraciones apoyan lo que dice el texto? | Based on the illustrations, what features about wolves are shown? How do these illustrations support the text? LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Informativo | Benchmark Vocabulary Routine: Informational on p. TR10 to assess students’ understanding of resguardar, temible, vigilan, and distingue. Also use the list of English cognates on p. 11 of this Teacher’s Guide to guide your English-speaking students as they read. THEME AND KNOWLEDGE DEMANDS Activate students’ background knowledge. Explain that the text gives information about the characteristics of gray wolves. ¿Qué saben acerca de los lobos en general? ¿Qué características particulares tienen los lobos grises en comparación con otros animales como los perros? | What do you know about wolves in general? What particular characteristics do gray wolves have compared to other animals such as dogs?

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 students who struggle with determining the main idea of Ahí viene el lobo gris. Main iDea Model how to find key details on p. 8. Explain that these paragraphs describe how little wolves grow. Ask students to tell how wolves grow (they open their eyes a few days after they are born, they are nursed by their mothers, and their parents teach them how to hunt). Point out that the fact that mother wolves swallow food before giving it to their offspring is not a key detail. Then have students infer the main idea by considering what all of the key details combine to say, and write it in their Main Idea graphic organizer. • ¿Cómo sobreviven los lobitos en sus primeros días de vida? (Los alimenta la madre.) | How do wolves survive during their first days of life? (The mother feeds them.) • ¿Qué sucede antes de su primer año de vida? (Ya son expertos cazadores y se convierten en fuertes lobos de buena talla.) | What happens before they are one year old? (They already are expert hunters and they turn into strong wolves of a good size.) Use the Rutina de razonar en parejas y compartir | ThinkPair-Share Routine on p. TR2.

reaDing analysis eXTension Use this mini-lesson with students who can easily understand the main idea of Ahí viene el lobo gris. Main iDea Use these questions to have students consider the purpose of pp. 6–7 and how the pages introduce the main idea. Have them answer the following questions: • ¿De qué tratan principalmente las páginas 6 y 7? (de cómo funcionan las manadas de lobos y de cómo son las madrigueras y para qué sirven) | What are pages 6 and 7 mainly about? (how wolf packs work and how dens are and what they are for) • ¿Por qué la página 8 es una buena introducción al tema de cómo cazan los lobos? (Cuenta cómo los lobos antes de cumplir el año ya son expertos cazadores y son fuertes. Cuenta que las siguientes páginas trataran sobre cómo cazan.) | Why is page 8 a good introduction to the topic of how wolves hunt? (It tells that wolves are expert hunters before turning one. It tells that the next pages will be about hunting.)

Quick check Verificar el progreso Monitor Progress

If . . . students add or leave out words, then . . . have them reread the text out loud to themselves and listen for whether it makes sense for them. If . . . students read one or more words incorrectly,

fluency accuracy Explain that reading with accuracy means reading each word correctly. Accurate readers do not leave out words or add words. Have students follow along as you model reading aloud p. 5, but drop out or add in a word. Have students tell you why your reading was not accurate. Then have students take turns reading aloud from p. 5 of Ahí viene el lobo gris with the goal of reading accurately.

then . . . help them understand the meaning of the word they missed in the context in which it appears.

Unit 1 • Module P • Lesson 1

13

ObjetivOs Presentan un tema. Usan conjunciones coordinadas. Explican la función de los sustantivos. Demuestran, al escribir, dominio de normativas del español para el uso de los signos de puntuación y ortografía.

Objectives Introduce a topic. Use coordinating conjunctions. Explain the function of nouns. Demonstrate command of the conventions of standard Spanish punctuation and spelling when writing.

Escritura informativa/explicativa |

Informative/Explanatory Writing Presentar un tema | Introduce a Topic

set tHe PURPOse Remind students that when they are informing or explaining, they must introduce their topic. Usually, they will do this by means of their first paragraph, which is called an introduction. Say: La introducción de textos informativos debe indicar claramente el tema para que el lector sepa de qué se tratará el texto. | Introductions to informative texts should clearly state the topic so that the reader knows what the text will be about. Tell students that when introducing an informative topic, writers do not tell every detail about the topic. Instead, writers tell the topic and their main idea about that topic. Tell students that good introductions to informative texts make the topic and the main idea clear and make the reader want to read more. teAcH AND MODeL Explain that when writers write an introduction to a text that informs, they read about their topic first to learn interesting ideas and to form a main idea about their topic. Say: ¡También tratan de que sus lectores sigan leyendo! | They also try to keep their readers reading! Model this strategy using the first two sentences from p. 5 of Ahí viene el lobo gris. Tell students that the author begins describing the footprints of a gray wolf. This makes the reader want to know more about how a gray wolf looks like. LeAD A sHAReD WRitiNG ActivitY • Prepare Explain to students that before they begin writing their introductions, they should develop a plan for their writing. Have students consider what a good topic might be, what they can learn about the topic, and what their main idea might be. • Organize Tell students that they can choose another forest animal to write about to compare and contrast with the gray wolf. Model choosing a topic. Since the author mentions foxes, which are related to the gray wolves, tell students that you would like to learn more about foxes. • Write Have students decide on an animal to compare and contrast. Model gathering information and stating a main idea. Tell students that both the gray wolf and the fox are called canids, but they are different animals.

Práctica de escritura | Writing Practice iNDePeNDeNt PRActice Have students write an introduction to their compare and contrast essays. For example, students could write an introduction based on one of the animals mentioned on p. 5 of Ahí viene el lobo gris. cOLLAbORAtive PRActice Pair stronger writers with less proficient writers so they can benefit from peer modeling and support. sHARe WRitiNG Ask volunteers to share introductions with the class. Ask the class to identify the topic and main idea in each one.

14 Unidad 1 • Módulo P • Lección 1

1 LECCIÓN LESSON

Biliteracy Pathway Handbook

Convenciones | Conventions Identificar y usar sustantivos | Identify and Use Nouns VOCABULARIO ACADÉMICO | ACADEMIC VOCABULARY

sustantivo noun

masculino masculine

femenino feminine

TEACH AND MODEL Explain to students that nouns are words that name people, places, animals, and things. Draw a four-column chart on the board with the headings personas, lugares, animales, and cosas. Encourage students to name examples of each and write them in the correct column of the chart. Tell students they can look for the people, places, animals, or things named in the sentence. Model identifying the nouns in the following sentence: Luis sintió que su brazo le dolía mientras le lanzaba la pelota a su amigo. Tell students that the nouns are Luis, brazo, pelota, amigo. PRACTICE Have students go to p. 5 of Ahí viene el lobo gris. Ask students to identify the nouns in the second paragraph.

MINI-LESSON

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

Dictado PUNTOS A ENSEÑAR | TEACHING POINTS

palabras con c, z; mb y mp words with c, z; mb, mp

oraciones compuestas compound sentences

WHOLE GROUP WRITING WORKSHOP

MINI-LESSON

Biliteracy Pathway Teacher’s Guide

comas commas

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 students echo the words of the text. Los cachorros cambian los dientes a los dos meses y, antes de cumplir el primer año, empiezan a cazar. Todos participan en las cacerías, pero solo el lobo jefe, o el lobo que encabeza el grupo, y la loba madre, su compañera, pueden reproducirse dentro de la manada. Read aloud the mentor text a third time, pausing to repeat appropriate sections as needed, as students 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 students 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

Ahí viene el lobo gris, pp. 10–15

Introducción | Introduction Desarrollar la oralidad | Develop Oracy

Oralidad Usan sustantivos, adjetivos y verbos presentados en una lectura anterior para hacer predicciones sobre el contenido de un texto y expresar intereses personales. Enfoque Determinan el significado de palabras académicas y de dominio específico en un texto.

OBjECTIVEs Oracy Use nouns, adjectives, and verbs presented in a previous reading to make predictions about the content of a text and to express personal interests. Focus Determine the meaning of academic and domain-specific words in a text.

PRETEACH VOCABULARY These words will be helpful for students to know: gesticulan, gruñen, and mordida. Write each word on the board and act out its meaning. For example, for gesticulan, say: Si un lobo estuviera enojado, gesticularía así. | If a wolf were angry, it would gesticulate like this. Snarl and show your teeth. Then, ask: ¿Cómo gesticulan las personas cuando están enojadas o nerviosas? (fruncen el ceño, aprietan los dientes) | How do people gesticulate when they are angry or nervous? (they frown, they clench their teeth)

MINI-LESSON

OBjETIVOs

BUILD BACKGROUND KNOWLEDGE Tell students: Vamos a seguir leyendo el texto sobre los lobos grises. | We’re going to continue reading the text about gray wolves. Provide these sentence frames for students to discuss what they know about wolves: El lobo gris vive en ___. Su pelaje puede ser ___. Then have students predict what information they might find in this section. Ask: ¿Qué datos sobre cómo viven los lobos creen que encontrarán en esta parte? ¿Qué creen que comen los lobos? | What information about how wolves live do you think you will find in this part? What do you think wolves eat?

Text Complexity Rubric, p. 2

Destrezas fundamentales | Foundational Skills Partes de las palabras: sufijos | Word Parts: Suffixes • Write the following words: variable, creíble, poderoso, olvidado, and aburrido. Point out the suffixes and explain that these are added at the end of a word to form new words. Explain to students that –able, –ible, and –oso indicate ability or quality, and that –ado and –ido refer to the effect of an action. Have students complete sentences to explain how each suffix works. For example, say Si algo me aburre, es ___. | If something bores me, it is ___. Repeat with the rest of the words. Then ask: ¿Conocen otras palabras con estos mismos sufijos? | Do you know other words with the same suffixes? • After students have completed their first read of the text ask them to reread p. 10 and look for two words that contain the suffixes they have learned. (atrevido, dolorosa) Discuss their meanings with students. For cross-language support, see p. 91 in this Teacher's Guide and 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

Understand Key Vocabulary 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 escritores comprenden que tanto la información como las ideas se pueden comparar y contrastar. [Writers understand that information and ideas can be compared and contrasted.] Vamos a leer otras seis páginas de Ahí viene el lobo gris para ver lo que podemos aprender sobre el vocabulario clave de un texto. | We are going to read six more pages of Ahí viene el lobo gris and see what we can learn about the key vocabulary in a text. ENGAGE StudENtS Tell students they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿De qué manera las fotografías, las ilustraciones y los detalles ayudan a los lectores a comprender un texto? ¿Cómo comparan y contrastan los escritores la información y las ideas? | How do photographs, illustrations, and details help readers understand text? How do writers compare and contrast information and ideas? Tell students: En esta lección, vamos a aprender cómo podemos usar el vocabulario clave para comprender un texto y para comparar y contrastar cómo se comportan los lobos. | In this lesson, we are going to learn how we can use key vocabulary to understand a text and to compare and contrast how wolves behave.

WHOLE GROUP READING

Comprender el vocabulario clave

REAd As you introduce pp. 10–15 of this text, use the appropriate reading routine from pp. TR2–14. In this first reading, students should be reading for an understanding of what the text is mainly about. tuRN ANd tALK After reading, have students turn to a partner and discuss this question using details from the text: ¿Qué palabras y frases del texto nos ayudan a saber qué animales saben cazar los lobos y qué comen cuando no encuentran animales? (pág. 12: “Lo mismo saben cazar un conejo o un ratón de campo que un jabalí o un venado”; pág. 14: “Si llega a escasear la caza, entonces los lobos se comen las semillas o los frutos de algunas plantas”.) | What words and phrases help us know what animals wolves hunt and what they eat when they can’t find animals? (See answers above.) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

Unit 1 • Module P • Lesson 2

17

OBJETIVO Determinan el significado de palabras académicas y de dominio específico en un texto y las usan.

OBJECTIVE Determine the meaning of and use 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 students that readers use vocabulary to understand the text. Use these questions to guide the discussion, and ask students to support their answers with evidence. • ¿Qué palabras e ilustraciones describen lo que hacen los lobos cuando pelean? (Palabras, pág. 10: “se muestran los dientes”; “ponen el cuerpo en tensión”; “erizan el pelo”; “gesticulan con fiereza”; “gruñen”; “dolorosa mordida”. Ilustraciones, pág. 13: los dos lobos peleando.) | What words and illustrations describe what wolves do when they fight? Words, p. 10: see quoted text above. Illustrations, p. 13: two wolves fighting. • ¿Por qué razones aúllan los lobos? (para llamar a los lobos de su manada, para ahuyentar intrusos, para anunciar un peligro) | What are reasons why wolves howl? (to call wolves from their pack, to frighten intruders away, to warn about a threat) ¿Cómo pueden inferir el significado de aullidos a partir de las palabras de la página 14 y la ilustración de la página 15? (Los aullidos son sonidos que hacen los lobos con la boca que se escuchan desde lejos.) | How can you infer the meaning of aullidos (howling sounds) using the words from page 14 and the illustration on page 15? (Howling sounds are sounds made by wolves with their mouths, which can be heard from far away.) PALABRAS CURIOSAS | BY-THE-WAY WORDS During close reading, define the following words for students involving known concepts that can impede text comprehension.

Scaffolded Instruction

erizan, p. 10: forma del verbo erizar, que significa “levantar algo o ponerlo rígido, en especial el pelo” | form of the verb erizar (to bristle), which means “to make something bristle, particularly hair” sumisión, p. 10: acción de aceptar la autoridad o la voluntad de otro | the action of accepting the authority or will of others.

18

SPANISH LANGUAGE DEVELOPMENT

STRATEGIC SUPPORT

VOCABULARY If students have difficulty

COMPREHENSION Students may have

with unknown vocabulary, suggest that they use the following strategy to try to infer the meaning of unfamiliar words. Point out the word ahuyentan on p. 14 and have students identify other words in the sentence they already know, such as aullidos and llegan. If they don’t know the words intrusos and territorio, point out that both words have English cognates. Once they have identified the surrounded words, have students infer the meaning of ahuyentar.

difficulty understanding that, even though wolves live together in a pack, sometimes they have quarrels. Refer them back to p. 10, and read with them the reasons why wolves may fight. Then, move on to p. 12 and read with students how wolves can also get along well and hunt together. Explain that, even though fights may arise in the pack, wolves continue to do things together and protect each other.

Unidad 1 • Módulo P • Lección 2

2 leCCIón lesSON

Biliteracy Pathway Teacher’s Guide Biliteracy Pathway Handbook

contrincantes, p. 10

fiereza, p. 10

apretujan, p. 12

disputas, p. 14 dispute

• Have students find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the English cognate dispute. Use the Rutina de vocabulario esencial: Informativo | Benchmark Vocabulary Routine: Informational on p. TR10 to teach the meaning of the words. • Use the information on p. 4 in this Teacher’s Guide to discuss other words connected to each of the Vocabulario esencial | Benchmark Vocabulary words. PRACTICE Have students write sentences using the Benchmark Vocabulary to show contextual understanding of the words.

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

DETERMINE WORD MEANING Tell students that readers can use context clues to determine the meaning of words and phrases they do not know.

WHOLE Group READING

VOCABULARIO ESENCIAL | BENCHMARK VOCABULARY

MODEl Veamos la palabra escasear en la primera oración de la página 14. ¿Cómo puedo usar claves del contexto para deducir su significado? En las páginas anteriores aprendí que los lobos se comen a los animales que cazan. Si tienen que comer semillas o frutos debe ser porque no pueden encontrar animales para cazar. Entonces, puedo inferir que escasear es similar a faltar. | Let’s look at the word escasear (be scarce) in the first sentence on page 14. How can I use context clues to infer its meaning? In the previous pages I learned that wolves eat the animals they hunt. If they have to eat seeds and fruit, it must be because they can’t find animals to hunt. Then, I can infer that escasear is similar to faltar. Podemos hacer lo mismo con la palabra reaccionan, en la misma página. El texto dice que los lobos a veces tienen disputas con los otros animales, pero que ellos no buscan la pelea. Las disputas se producen cuando los otros animales los molestan. Entonces, infiero que reaccionar es hacer algo en respuesta a lo que hace otro. | We can do the same thing with the word reaccionan (react), on the same page. The text says that wolves sometimes have quarrels with other animals, but that they don’t start the fights. They fight when other animals disturb them. Then, I infer that reaccionar is to do something in response to what someone else does. PRACTICE/APPlY Have students work independently or in small groups to determine the meaning of another word, such as magníficos. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have students discuss the context clues from the text that support their meanings.

Unit 1 • Module P • Lesson 2

19

Leveled Text Library

Lectura independiente enfocada Focused Independent Reading

While students are reading independently, use the Small Group Options below or on p. 21. BUILD ACCOUNTABILITY Announce the two focus points that students will apply to their self-selected texts. Guide students in applying the strategies they used to understand today’s Language Analysis lesson to their self-selected texts. Aprendimos que usamos las claves del contexto para determinar el significado de palabras que no conocemos. Hoy, mientras leen, pongan una nota autoadhesiva junto a las palabras desconocidas que podrían deducir usando claves del contexto. | We learned that we use context clues to determine the meaning of words we don’t know. Today as you are reading, place a sticky note next to unfamiliar words that you can figure out by using context clues. • Process Focus: Engagement and Identity Have students record the title of their book, its author, and the pages they read. Have them explain their reading behaviors, including the reason they chose their text and how well they thought they did as readers. • Strategy Focus: Vocabulary Knowledge Have students review with you the sticky notes they placed in their book. Ask them to say the unfamiliar words, explain which context clues they used to determine each meaning, and tell the meaning they came up with. See the Rutina de lectura independiente | Independent Reading Routine on pp. TR7–9. COLLABORATIVE READING To help students engage in the shared responsibilities of reading more complex text 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 students look again at the text and the illustrations on pp. 10–15. Say: ¿Qué tipo de información les dan las ilustraciones sobre los lobos en esta parte del texto? | What kind of information do the illustrations give you about wolves in this part of the text? LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Informativo | Benchmark Vocabulary Routine: Informational on p. TR10 to assess students’ understanding of contrincantes, fiereza, apretujan, and disputa. Also use the list of English cognates on p. 19 of this Teacher’s Guide to guide your English-speaking students as they read. THEME AND KNOWLEDGE DEMANDS Activate students’ background knowledge. Explain that this part of the text is about different behaviors in wolves. Piensen en algunos animales que viven en el bosque. ¿Cómo se comportan en sus hábitats? ¿Qué información sobre cómo viven los lobos esperan encontrar en esta sección del texto? | Think about some animals that live in the forest. How do they behave in their habitats? What information about how wolves live do you expect to find in this section of the text?

20 Unidad 1 • Módulo P • Lección 2

2 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 students who struggle with understanding key vocabulary in Ahí viene el lobo gris. DETErMiNE WorD MEANiNG Model how to determine the meaning of the domain-specific word aullido by using context clues and illustrations. Point to the phrase se escuchan on p.14. Say: Sabemos que los aullidos son un tipo de sonido. ¿Alguien en la clase puede demostrar cómo suena un aullido? | We know that a howl is a type of sound. Does anyone in the classroom can demonstrate how a howl sounds? Point to the illustration in the following page and say: Esta ilustración podría ser de un lobo aullando. | This illustration could be of a wolf howling. Lastly, point to the phrases “para cazar o para anunciar algún peligro,” “para encontrar pareja,” and “con sus aullidos, ahuyentan a los intrusos.” Say: Los lobos usan sus aullidos para muchas cosas. | Wolves howl for many different purposes. Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2. Invite students to determine the meaning of another academic or domain-specific word, such as olfato.

LANGUAGE ANALysis EXTENsioN Use this mini-lesson with students who can easily use context clues to determine the meaning of words in Ahí viene el lobo gris. DETErMiNE WorD MEANiNG Use the following extension discussion questions to have students delve deeper into meanings of the words territorio and paraje: • Miren las palabras paraje y territorio, en la página 14. Un paraje puede ser cualquier lugar. Un territorio es un lugar específico que pertenece a un animal o un grupo de animales. ¿Cómo se relaciona la palabra paraje con la palabra territorio? (Un territorio es un tipo de paraje. No todos los parajes son territorios.) | Look at the words paraje (location) and territorio (territory), on page 14. Any place can be a paraje, while a territorio is a specific place belonging to an animal or group of animals. How does the word paraje relate to the word territorio? (A territorio is a type of paraje. Not all parajes are territorios. • ¿Qué hace que el paraje de la página 14 sea un territorio? (Los lobos marcaron el paraje y lo convirtieron en su territorio.) | What makes the paraje on page 14 a territorio? (The wolves marked the location and they turned it into their territory.)

QUick chEck VErificAr EL proGrEso Monitor Progress

If . . . students are reading too slowly, then . . . encourage them to practice the passage several times so that they can become familiar with the words in the text. If . . . students are rushing and reading too quickly,

fLUENcy rATE Explain that reading at an appropriate rate means reading not too fast and not too slow but at just the right speed. Reading at the proper speed keeps the listener interested. Have students follow along as you model reading aloud at an appropriate rate by reading a chosen section of Ahí viene el lobo gris. Review why a reader would not want to read too slowly or too quickly. Then have students take turns reading aloud a portion of the text.

then . . . remind them that the listener needs time to hear all of the words to understand the information being presented.

Unit 1 • Module P • Lesson 2

21

OBJETIVOS Escriben textos informativos y explicativos para examinar un tema y transmitir ideas e información con claridad. Desarrollan el tema con hechos, definiciones y detalles. Usan conjunciones subordinadas. Forman y usan plurales de sustantivos regulares. Demuestran, al escribir, dominio de normativas del español para el uso de los signos de puntuación y ortografía.

OBJECTIVES Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. Develop the topic with facts, definitions, and details. Use subordinating conjunctions. Form and use regular plural nouns. Demonstrate command of the conventions of standard Spanish punctuation and spelling when writing.

Escritura informativa/explicativa |

Informative/Explanatory Writing Desarrollar un tema | Develop a Topic

SET THE PURPOSE Remind students that after writers introduce a topic and a main idea, they develop the topic. Say: Los escritores expresan datos, definiciones y detalles sobre el tema. Hallan esta información en diversas fuentes. Parafrasean la información o la escriben con sus propias palabras. | Writers state facts, definitions, and details about their topic. They find this information in many different sources. They paraphrase the information, or write it down in their own words. Explain that facts that are related to the topic explain and support the main idea. Tell students that details, such as numbers, examples, and describing words, can add information about the topic, help explain the facts, or add interest. Say: Los escritores también usan definiciones para explicar términos a los lectores y ayudarlos a comprender la idea principal. | Writers also use definitions to explain terms to readers and help readers understand the main idea. TEACH AND MODEL Explain that when writers develop a topic for an informative essay, they are presenting information that supports their main idea. As writers develop paragraphs, they have to make certain that all of the information relates to the topic and helps explain the main idea. Model this based on p. 6 of Ahí viene el lobo gris. Say: El autor incluye el dato de que un grupo de lobos está dirigido por un lobo jefe y una loba madre que son pareja. Esto desarrolla la idea de cómo viven los lobos grises en manadas. | The author tells the fact that a group of wolves is led by a male and female couple. This develops the idea of how gray wolves live in packs. LEAD A SHARED WRITING ACTIVITY • Prepare Explain to students that they should develop a plan for their writing. Have them consider where they can find information, what their main idea will be, what information they will need and how they can organize it. • Organize Explain that writers can use a main idea and details organizer to develop their topic. Model organizing an informative paragraph. Tell students that first, you write the main idea of the first paragraph. Then, you write the details and facts that support and explain it. Next, you add definitions in places where there are words that are unknown for your reader. • Write Display a two column chart labeled Idea principal and Detalles. Fill in an example main idea and one detail. Direct students to suggesting other ideas.

Práctica de escritura | Writing Practice INDEPENDENT PRACTICE Have students develop information about their topic by adding facts, definitions, and details to their introductions. COLLABORATIVE PRACTICE Allow students to work in small groups. SHARE WRITING Ask volunteers to share their writing with the class. Ask the class to identify facts, definitions, and details.

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Unidad 1 • Módulo P • Lección 2

2 LECCIÓN LESSON

Biliteracy Pathway Handbook

Convenciones | Conventions Formar y usar sustantivos | Form and Use Nouns VOCABULARIO ACADÉMICO | ACADEMIC VOCABULARY

sustantivo noun

masculino masculine

femenino feminine

singular singular

plural plural

TEACH AND MODEL Remind students that nouns are words that name people, places, animals, and things. Explain the following: • Singular means “one person or thing.” Plural means “more than one person or thing.” • The plural forms of nouns are made by adding -s or -es at the end. • Nouns that end in a vowel add -s to form the plural: casas. • Nouns that end in a consonant add -es to form the plural: árboles. • Nouns that end in z change to c before adding -es to form their plurals: lápiz/lápices. Point out the singular and plural nouns in the following sentence: Alicia y sus amigas podían ver que el gato se escondía en los arbustos entre la casa y el árbol. PRACTICE Have students name a singular nouns and use it in two sentences: once in the singular form and once in the plural form.

MINI-LESSON

For cross-language support, see p. 92 in this Teachers Guide and 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

palabras con c, z; mb y mp words with c, z; mb, mp

oraciones compuestas compound sentences

comas commas

Have student pairs take turns dictating and writing down the mentor text. Los cachorros cambian los dientes a los dos meses y, antes de cumplir el primer año, empiezan a cazar. Todos participan en las cacerías, pero solo el lobo jefe, o el lobo que encabeza el grupo, y la loba madre, su compañera, pueden reproducirse dentro de la manada. Afterward, have students 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 students use it to correct their own writing. Help students 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

Ahí viene el lobo gris, pp. 16–21

Introducción | Introduction Desarrollar la oralidad | Develop Oracy

Oralidad Usan palabras y frases aprendidas en una lectura anterior y su experiencia personal para hablar del tema de un texto. Enfoque Hacen y contestan preguntas para demostrar comprensión de un texto. Usan de manera eficiente las características del texto para encontrar información relevante sobre un tema determinado.

OBJECTIVES Oracy Use words and phrases learned in a previous reading and personal experience to talk about the topic of a text. Focus Ask and answer questions to demonstrate understanding of a text.

PRETEACH VOCABULARY Students should know these words before reading the text: cultivos and ganado. Explain their meanings and tell students that they are connected to the human use of natural resources. Prepare a two-column chart on the board with the headings cultivos and ganado. Provide one example for each, such as trigo for cultivos and vacas for ganado. Have students brainstorm other examples to add to the chart. MINI-LESSON

OBJETIVOS

BUILD BACKGROUND KNOWLEDGE Tell students: La sección que vamos a leer ahora trata sobre la relación entre los lobos y las personas. ¿Cómo imaginan que será esa relación? | The section that we are going to read next is about the relationship between wolves and people. What do you imagine this relationship will be like? After students have shared ideas, have students describe their own experiences with animals that they might have seen at the zoo or have at home. Provide these language frames: Cuando vi un ____ en el zoológico, yo ____ porque ____. Mi mascota es un ____, él y yo____.

Use text features to locate information relevant to a given topic efficiently. Text Complexity Rubric, p. 2

Destrezas fundamentales | Foundational Skills Prefijos y sufijos | Prefixes and Suffixes • Remind students that prefixes and suffixes can be added to words to change their meaning. Write the word incomible on the board, with spaces between the prefix in-, the stem com, and the suffix -ible. Say: El sufijo -ible forma una palabra que indica que algo se puede comer. El prefijo in- hace que el significado de la palabra sea opuesto: algo que no se puede comer. | The suffix -ible creates a word that indicates that something can be eaten. The prefix inmakes the word mean the opposite—something that cannot be eaten. ¿Qué otras palabras con el prefijo-in y el sufijo –ible conocen? • After students’ first read, write manejar on the board and say: Pensemos en el problema de los ganaderos con los lobos. ¿Qué sufijo podría agregar a la palabra manejar para decir que el problema sí se podía manejar? | Let us think about the problem the ranchers had with wolves. What suffix could I add to manejar to say that the problem could be managed? Have students answer and write the correct suffix (-able) on the board to form the word manejable. Say: ¿Qué prefijo puedo agregar a manejar para decir que el problema no se podía manejar? | What prefix can I add to manejar to say that it could not be managed? Have students answer and write the correct prefix (in-) on the board to form the word inmanejable. For cross-language support, see pp. 90–91 in this Teacher's Guide and the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

24

Unidad 1 • Módulo P • Lección 3

3 leCCIón lesSON

Biliteracy Pathway Teacher’s Guide Biliteracy Pathway Handbook

Ask and Answer Questions about a Text 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 lectores comprenden que las fotografías, las ilustraciones y los detalles sirven para dar sentido a lo que leen. [Readers understand that photographs, illustrations, and details help them make sense of what they read.] Vamos a leer seis páginas más de Ahí viene el lobo gris para ver lo que podemos aprender sobre hacer y contestar preguntas sobre las características del texto para comprenderlo. | We are going to read six more pages of Ahí viene el lobo gris and see what we can learn about asking and answering questions about text features to understand the text. ENGAGE StudENtS Tell students they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿De qué manera las fotografías, las ilustraciones y los detalles ayudan a los lectores a comprender un texto? ¿Cómo comparan y contrastan los escritores la información y las ideas? | How do photographs, illustrations, and details help readers understand text? How do writers compare and contrast information and ideas? Tell students: En esta lección, vamos a hacer y contestar preguntas sobre las ilustraciones y los detalles para comprender el texto. | In this lesson we are going to ask and answer questions about illustrations and details to understand the text.

WHOLE GROUP READING

Hacer y contestar preguntas sobre un texto

REAd As you introduce pp. 16–21 of this text, use the appropriate reading routine from pp. TR2–14. In this first reading, students should be reading for an understanding of what the text is mainly about. tuRN ANd tALK After reading, have students turn to a partner and discuss this question using details from the text: ¿Qué nos dicen las ilustraciones sobre la relación entre los lobos y los hombres? (Respuestas posibles, pág. 16: el bosque talado nos muestra que los lobos perdieron su territorio debido a que los hombres cortaban los árboles; págs. 18–19: el lobo muerto nos muestra que los hombres empezaron a matar a los lobos.) | What do the illustrations tell us about the relationship between the wolves and the men? (Possible responses, p.16: the cleared forest shows us that wolves lost their territory because the men cut the trees; pp. 18–19: the dead wolf shows us that men began to kill wolves.) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

Unit 1 • Module P • Lesson 3

25

ObjetivOs Hacen y contestan preguntas para demostrar comprensión de un texto. Determinan el significado de palabras académicas y de dominio específico en un texto y las usan.

Objectives Ask and answer questions to demonstrate understanding of a text. Determine the meaning of and use 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 students that readers can ask and answer questions to understand a text. Use these questions to guide the discussion, and ask students to support their answers with evidence. • ¿Por qué el texto dice que los bosques se volvieron ranchos? (pág. 17: “los hombres cortaban los árboles para usar su madera, y en el terreno vacío hacían sus cultivos”) | Why does the text say that the forests became ranches? (See quoted text above.) ¿Por qué los ganaderos perdían sus terneros, ovejas y gallinas? (los lobos cazaban el ganado para alimentarse) | Why were the ranchers losing their calves, sheep, and chickens? (the wolves hunted the cattle to feed themselves) ¿Qué palabra de la página 17 describe cómo se sienten los ganaderos? (“furiosos”) | Which word on page 17 describes how the ranchers feel? (“furiosos”) • ¿Qué palabras del texto nos dicen por qué los ganaderos no podían alcanzar a los lobos? (pág. 18: “cuando lo olfatean se alejan”) | Which words in the text tell us why the ranchers could not catch the wolves? (p. 18: “cuando lo olfatean se alejan”)

Scaffolded Instruction

• Según el texto, ¿qué hicieron las personas para que los lobos no se extinguieran? (empezaron a trabajar para salvarlos) | According to the text, what did people do to prevent wolves from becoming extinct? (they started to work to save them)

sPanisH Language deveLOPMent

strategic suPPOrt

MULTIPLE-MEANING WORD Spanish

MAKING INFERENCES Tell students that writers sometimes leave things unsaid for the reader to infer. Tell them to reread the first paragraph of p. 21, focusing on the following sentence: “En la pradera y en el bosque, y en los lugares donde antes se oía en las noches los aullidos, se hizo silencio.” Tell them to ask a question to infer what the absence of howls could imply, such as: “Me pregunto por qué no oirán aullidos. Si los que aúllan son los lobos, el silencio debe significar que ya no hay más lobos allí.” (I wonder why they do not hear howling. If those who howl are the wolves, the silence must mean that there are no more wolves there.)

learners may not be familiar with the different meanings of the word burlar. Point out the word burlarlas (dodge them) on p. 20. Explain that in this context it does not mean to make fun of someone, but rather that the wolves learned how to avoid falling into the traps the men set up.

26 Unidad 1 • Módulo P • Lección 3

3 leCCIón lesSON

Biliteracy Pathway Teacher’s Guide Biliteracy Pathway Handbook

escombros, p.17

deambulaban, p. 17

idearon, p. 20

artimañas, p. 20

• Have students find and read sentences from the text that contain the Benchmark Vocabulary. Use the Rutina de vocabulario esencial: Informativo | Benchmark Vocabulary Routine: Informational on p. TR10 to teach the meaning of the words. • Use the information on p. 4 in this Teacher’s Guide to discuss other words connected to each of the Vocabulario esencial | Benchmark Vocabulary words. PRACTICE Have students 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

ASK AND ANSWER QUESTIONS Tell students that readers can understand an informational text by asking and answering questions about it. Provide the Two Sorting Boxes graphic organizer on p. TR25. MODEL Veamos la página 17. Comienza contando el cambio que hubo en el bosque cuando llegó el hombre. Pero no sé qué consecuencias tuvo ese cambio. Entonces, hago una pausa y me pregunto: ¿Qué sucedió cuando cambió el bosque? Escribo la pregunta en el recuadro superior. Luego, pienso distintas maneras de hallar la respuesta. Puedo seguir leyendo. Puedo hojear el texto. Puedo usar las ilustraciones. Escribo las respuestas en el recuadro inferior. | Let’s look at page 17. It begins by telling how the forest changed when humans arrived. However, I don’t know what consequences that change had. So I stop and ask: What happened when the forest changed? I’m going to write that question in the top box. Then I think of different ways to find an answer. I can read on. I can skim and scan. I can use visuals. I will write the answers in the bottom box.

Hacer y contestar preguntas ¿Qué sucedió cuando cambió el bosque?

Los lobos se quedaron sin animales para cazar y comenzaron a comer ganado.

PRACTICE/APPLY Have students 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 students discuss how the text features, i.e., the details and the illustrations, gave them their answer. Check understanding by asking students to share or by circulating among students or groups. Unit 1 • Module P • Lesson 3

27

Leveled Text Library

Lectura independiente enfocada Focused Independent Reading

While students are reading independently, use the Small Group Options below or on p. 29. BUILD ACCOUNTABILITY Announce the two focus points that students will apply to their self-selected texts. Guide students in applying the strategies they used to understand today’s Reading Analysis lesson to their self-selected texts. Aprendimos que hacer y contestar preguntas sobre un texto nos ayuda a comprenderlo. Hoy, mientras leen, hagan una pausa para hacer preguntas. Escríbanlas en una nota autadhesiva y péguenlas al lado del texto sobre el que hacen las preguntas. | We learned that asking and answering questions about a text can help us understand it. Today as you are reading, stop to ask questions. Write them on a sticky note, and place them next to the text that you are asking about. • Process Focus: Engagement and Identity Ask students to record their reading in a daily reading log by writing the title, author, pages they read today, and their goals for reading. Have them also tell if or how they met their purpose. • Strategy Focus: Critical Thinking Have students review with you the sticky notes they placed in their book. Have them reflect on how asking and answering questions helped them read without help from their peers or the teacher. See the Rutina de lectura independiente | Independent Reading Routine on pp. TR7–9. COLLABORATIVE READING To help students engage in the shared responsibilities of reading more complex text 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 students review the text once again. Ask them to look at the illustrations on pp. 16–19. ¿Qué muestran las ilustraciones? ¿Qué sucede con el bosque y con los lobos? | What do the illustrations show? What happens to the forest and the wolves? LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Informativo | Benchmark Vocabulary Routine: Informational on p. TR10 to assess students’ understanding of escombros, deambulaban, ideaban, and artimañas. Also use the list of English cognates on p. 27 of this Teacher’s Guide to guide your English-speaking students as they read. THEME AND KNOWLEDGE DEMANDS Activate students’ background knowledge. Explain that this part of the text tells about the relationship between wolves and humans. ¿Cuál es la relación entre los animales y los humanos? ¿Cuál es la relación entre los lobos y los humanos en esta parte del texto? | What is the relationship between animals and humans? What is the relationship between wolves and humans in this part of the text?

28 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 students who struggle with asking and answering questions to understand elements in Ahí viene el lobo gris. ASK AND ANSWER QUESTIONS Model stopping to ask a question and then explain, step by step, how you answer it. No comprendo bien el primer párrafo de la página 17. Hago una pausa y me pregunto: “¿Qué pasó con los lobos cuando llegaron los hombres?”. Para hallar la respuesta puedo ver las ilustraciones. Eso me permite saber que el bosque cambió y que los lobos murieron en consecuencia. Si sigo leyendo, creo que encontraré más información. | I am confused at the first paragraph on page 17. I stop and ask, “What happened to the wolves when humans arrived?” To find the answers I look at the illustration of the cleared forest and of the dead wolf. That tells me that the forest changed and that wolves died as a result. If I read on, I guess I will find more information. Then, have students complete, revise, or add to their Two Sorting Boxes organizers. Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2. Invite students to ask questions about the illustrations.

READING ANALYSIS EXTENSION Use this mini-lesson with students who can easily ask and answer questions about Ahí viene el lobo gris. ASK AND ANSWER QUESTIONS Have students compare and contrast text details and illustrations by asking and answering questions: • ¿Qué pregunta pueden hacer sobre la ilustración de las páginas 18–19? (¿Qué le sucedió a este lobo? ¿Lo habrán matado los hombres con veneno o habrá muerto de hambre?) | What question can you ask about the illustration on pp. 18–19? (What happened to this wolf? Is it possible that men killed it with poison or did it die of starvation?) ¿Dónde hallan la respuesta? (Está muerto. Es posible que haya muerto por el veneno. La página 20 dice que los hombres encontraron un veneno que los mataba.) | Where do you find the answer? (It is dead. It’s possible that it died because of the poison. Page 20 tells that the men found a poison that killed them.) • ¿Qué relación hay entre las ilustraciones de las páginas 16, 18–19 y el texto? (Ambos se refieren a los árboles talados y los lobos muertos.) | What is the connection between the illustrations on pages 16, 18–19, and the text? (They both refer to the cut down trees and the dead wolves.)

FLUENCY APPROPRIATE PHRASING Have students listen as you read p. 21 with appropriate phrasing. Note that you are paying attention to punctuation to help you group words that make sense together. Have them read a section of Ahí viene el lobo gris and provide feedback about their attention to punctuation.

QUICK CHECK VERIFICAR EL PROGRESO MONITOR PROGRESS

If . . . students are failing to use punctuation as a clue to phrasing, then . . . tap a different modality by reading chorally with them and clapping or tapping at different volumes according to which mark of punctuation appears. If . . . students continue to struggle with understanding phrasing, then . . . provide additional practice by pairing nonfluent readers with fluent readers.

Unit 1 • Module P • Lesson 3

29

OBJETIVOS Incluir ilustraciones cuando son útiles para apoyar la comprensión. Usan conjunciones subordinadas. Forman y usan plurales de sustantivos irregulares. Demuestran, al escribir, dominio de normativas del español para el uso de los signos de puntuación y ortografía. Forman oraciones compuestas.

OBJECTIVES Include illustrations when useful to aiding comprehension. Use subordinating conjunctions. Form and use irregular plural nouns. Demonstrate command of the conventions of standard Spanish punctuation and spelling when writing. Produce compound sentences.

Escritura informativa/explicativa | Informative/Explanatory Writing Usar ilustraciones para apoyar la comprensión | Use Illustrations to Aid Comprehension SET THE PURPOSE Say: A menudo los escritores usan ilustraciones para apoyar sus datos y detalles o para explicar mejor su tema. Las ilustraciones pueden ser fotografías, dibujos, diagramas, tablas, gráficas, mapas u otro tipo de gráficas. | Writers often use illustrations to support their facts and details or to help explain their topic. Illustrations can be photographs, drawings, diagrams, charts, graphs, maps, or other graphics. Explain to students that effective illustrations can explain or support an idea in the text or can create interest by adding new information that clearly relates to the topic. Tell students that effective illustrations often have clear, useful labels to help readers understand the information or useful captions to help readers understand the illustration and to relate it to the topic of the text. TEACH AND MODEL Explain that when writers present information, they think about their audience. They choose to illustrate some information to help the reader see exactly what the text is telling about, which leads to a better understanding of the topic. Guide students to look at the text and illustration on pp. 16–17 of Ahí viene el lobo gris. Say: El texto cuenta cómo el hábitat del lobo gris desaparecía. La ilustración apoya esa idea. | The text tells how the gray wolf’s habitat is shrinking. The illustration supports this idea. LEAD A SHARED WRITING ACTIVITY • Prepare Explain to students that before they add their illustrations, they should develop a plan for them. Have them consider what kind of illustration would interest their reader or help them better understand the topic. • Organize Model illustrating an idea about one of your animals and explain why it would help the reader. Ask volunteers for examples of and reasons for other types of illustrations. • Write Begin to model writing a caption for your illustration by writing what the illustration is. Direct students to brainstorm ideas for completing the caption that relate the illustration to the text.

Práctica de escritura | Writing Practice INDEPENDENT PRACTICE Have students find or draw illustrations for the topic they started writing about and write a caption for it. COLLABORATIVE PRACTICE Have each student write a caption and then trade with a partner. Have them 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 Formar y usar sustantivos irregulares plurales | Form and Use Irregular Plural Nouns VOCABULARIO ACADÉMICO | ACADEMIC VOCABULARY

sustantivo noun

irregular irregular

plural plural

femenino femenino

masculino masculino

TEACH AND MODEL Remind students that -s or -es is added to a noun to form the plural. Explain that some nouns change their spelling when their plurals are formed. These nouns are called sustantivos irregulares plurales. PRACTICE Have students use irregular plural forms in sentences. Write each plural on the board and ask students to tell you what their singular forms are.

MINI-LESSON

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

Dictado PUNTOS A ENSEÑAR | TEACHING POINTS

palabras con c, z; mb y mp words with c, z; mb, mp

oraciones compuestas compound sentences

comas commas

Read aloud the mentor text as students write what you dictate. Afterward, have students reread their writing and correct any errors.

WHOLE GROUP WRITING WORKSHOP

MINI-LESSON

Biliteracy Pathway Teacher’s Guide

Los cachorros cambian los dientes a los dos meses y, antes de cumplir el primer año, empiezan a cazar. Todos participan en las cacerías, pero solo el lobo jefe, o el lobo que encabeza el grupo, y la loba madre, su compañera, pueden reproducirse dentro de la manada. Reconstruct the mentor text and call on the whole class to contribute to the process of talking through each Teaching Point. Students 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

31

LECCIÓN LESSON

4

Ahí viene el lobo gris: “Un cuento, el regreso de los lobos”, pp. 22–29

Introducción | Introduction Desarrollar la oralidad | Develop Oracy

Oralidad Usan palabras y frases aprendidas anteriormente para hablar del mensaje principal y los detalles clave de un cuento. Enfoque Determinan el mensaje principal de un texto, recuentan los detalles clave y explican la forma en que apoyan al mensaje principal. Usan la información obtenida de las ilustraciones y las palabras para demostrar la comprensión del texto.

OBJECTIVES Oracy Use previously learned words and phrases to talk about the central message and key details of a story. Focus Determine the central message of a text; recount the key details and explain how they support the central message. Use information gained from illustrations and the words in a text to demonstrate understanding of the text.

PRETEACH VOCABULARY These words will help students read the story: banquete and científicos. Write them on the board and provide a brief definition: Un banquete es una comida elaborada y especial. Los científicos se dedican a estudiar una o más ciencias. | A banquet is an elaborate and special meal. Scientists study one or more sciences. Point out that both words have English cognates—banquet and scientists. Then ask: ¿Qué palabras relacionadas con “banquete” y con “científicos” se les ocurren? | What words associated with “banquet” and “scientists” can you think of? Draw a two-column chart on the board and write the students’ suggestions. Then have them create complete sentences using the words from the chart. MINI-LESSON

OBJETIVOS

BUILD BACKGROUND KNOWLEDGE Tell students: Vamos a leer un cuento sobre lo que sucede en una región en la que ya no hay lobos. ¿Por qué desaparecen los animales en algunas comunidades? | We’re going to read a story about a region in which wolves have disappeared. Why do animals disappear in certain communities? Lead a class discussion about reasons why animals may disappear from a region. Then ask: ¿Qué aprendimos sobre cómo y por qué desaparecieron los lobos grises en Ahí viene el lobo gris? | What have we learned about how and why gray wolves disappeared in Ahí viene el lobo gris? Provide sentence frames such as: Los lobos grises desaparecieron porque ______. Los responsables fueron _____ porque ____.

Text Complexity Rubric, p. 2

Destrezas fundamentales | Foundational Skills Palabras con c, s, z | Words with c, s, z • Explain that the /s/ sound can be spelled with three letters: c, s, and z. Point out that the letter c represents the /s/ sound only when it comes before the vowels e and i. Write cena, sopa, and zapato on the board. Read them aloud and ask: ¿Qué sonido oyen al comienzo de cada palabra? | What sound do you hear at the beginning of each word? /s/ ¿Qué letras representan este sonido? | Which letters represent this sound? c, s, z • After students’ first read of the story, say: Vuelvan a mirar las páginas 22–24 y busquen palabras con las letras c, s, o z que representen el sonido /s/. | Look back at pages 22–24 and look for words that contain the letters c, s, or z that represent the sound /s/. (hace, desaparecieron, silvestres, hortalizas, sin, abundancia, campesinos, cosechas, pensaron, serían, sonaban, voces, empezaron) Have students say the words and write them in a three-column chart. For cross-language support, see the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

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Determine Central Message and Key Details 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 las fotografías, las ilustraciones y los detalles sirven para dar sentido a lo que leen. [Readers understand that photographs, illustrations, and details help them make sense of what they read.] Vamos a leer Un cuento: El regreso de los lobos para ver lo que podemos aprender sobre el mensaje principal a partir de los detalles clave y las ilustraciones. | We are going to read the story Un cuento: el regreso de los lobos and see what we can learn about the central message from the key details and illustrations. ENGAGE STUDENTS Tell students they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿De qué manera las fotografías, las ilustraciones y los detalles ayudan a los lectores a comprender un texto? ¿Cómo comparan y contrastan los escritores la información y las ideas? | How do photographs, illustrations, and details help readers understand text? How do writers compare and contrast information and ideas? Tell students: En esta lección, vamos a usar las ilustraciones y los detalles del cuento para identificar el mensaje principal. También aprenderemos cómo los escritores comparan y contrastan la información y las ideas. | In this lesson we are going to use the photographs, illustrations, and details in the story to determine the central message. We will also learn how writers compare and contrast information and ideas.

WHOLE GROUP READING

Identificar el mensaje principal y los detalles clave

READ As you introduce pp. 22–29 of this new text, use the appropriate reading routine from pp. TR2–14. In this first reading, students should be reading for an understanding of what the text is mainly about. TURN AND TALK After reading, have students turn to a partner and discuss this question using details from the text: ¿Qué ilustraciones y detalles clave nos indican cuál es el mensaje principal de este cuento? (Ilustraciones, pág. 23: los ratones que se comen los cultivos; pág. 26: los lobos caminando por la comarca; Detalles clave, pág. 22: los ratones se comen las frutas y hortalizas de los campesinos; pág. 24: los campesinos extrañan a los lobos; pág. 28: "HAY QUE PROTEGER A LOS LOBOS"; pág. 29: “ya nadie cazó pájaros, ni cortó árboles, ni incendió el pasto”.) | Which illustrations and key details tell us what is the central message of this story? (Illustrations, p. 23: mice eating the crops; p. 26: wolves walking around the region; Key details, p. 22: the mice eat the fruits and vegetables; p. 24: the farmers miss the wolves; p. 28 and p. 29: See quoted text above.) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

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ObjETIVOS Determinan el mensaje principal de un texto, recuentan los detalles clave y explican la forma en que apoyan al mensaje principal. Determinan el significado de palabras académicas y de dominio específico en un texto y las usan.

ObjEcTIVES Determine the central message in a text, recount the key details and explain in which way they support the central message. Determine the meaning of and use 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. Remind students that readers use photographs, illustrations and details to determine the central message in a text. • ¿Qué detalles sobre los ratones se mencionan en la página 22? (“se dieron un gran banquete”; “se comían las frutas y las hortalizas sin que nadie los molestara”; “estaban gordos y contentos en la abundancia de comida”) | What details about the mice are mentioned on page 22? (See quoted text above.) ¿Cómo se ven los ratones en la ilustración? (se ven gordos mientras comen hortalizas muy tranquilamente) | What do the mice look like in the illustration? (they look fat while they eat vegetables at their leisure) ¿Por qué es importante la ilustración de la página 25? (porque muestra el regreso de los lobos) | Why is the illustration on page 25 important? (because it shows the return of the wolves) • ¿Cómo se sienten los hombres cuando regresan los lobos? ¿A quiénes les piden consejo? (Algunos están preocupados porque temen que los lobos cacen su ganado. Otros están contentos porque creen que se comerán a los ratones. Les piden consejo a los científicos.) | How do the men feel when the wolves are back? Who do they ask for advice? (Some men are worried because they are afraid the wolves would hunt their cattle. Those who are happy think that they would eat the mice. They ask scientists for advice.) ¿Qué ordenó la ley? (pág. 28: “HAY QUE PROTEGER A LOS LOBOS”) | What did the law order? (p. 28: See quoted text above.) PALABRAS CURIOSAS | By-the-WAy WORdS During close reading, define the following words for students involving known concepts that can impede text comprehension.

Scaffolded Instruction

agrónomos, p. 28: personas que estudian la manera de cultivar la tierra | people who study different methods for cultivating the soil anidar, p. 29: hacer un nido, también significa “permanecer” en el nido | to make a nest, it also refers to “staying” in the nest

SPANISH LANGUAGE DEVELOPMENT

STrATEGIc SUPPOrT

NONLITERAL LANGUAGE Some students may be confused with the phrase “dijo entonces la ley” on p. 28. Explain that this is an example of personification, which consists of attributing human traits (dijo/said) to something non-human (la ley/the law). In this particular case, the author chooses this resource to summarize in a short phrase the result of the discussion between the men of the region.

CLARIFYING To clarify why the wolves left and then came back, reread the first paragraph on p. 29 with students and have them discuss which aspects of human behavior can cause animals to leave a place and then come back. Draw a two-column chart on the board with the heads Positive and Negative. Have students suggest things that humans can do to attract animals for the Positive column, and things that would scare them away for the Negative column.

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comarca, p. 22

abundancia, p. 22

nocturnas, p. 24

abundance

nocturnal

arbolada, p. 27

• Have students find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the English cognates abundance and nocturnal. 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 p. 4 in this Teacher’s Guide to discuss other words connected to each of the Vocabulario esencial | Benchmark Vocabulary words. PRACTICE Have students 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 AND KEY DETAILS Tell students that readers find the central message by looking at key details in the text and illustrations. Provide the Web B graphic organizer on p. TR28.

WHOLE Group READING

VOCABULARIO ESENCIAL | BENCHMARK VOCABULARY

MODEL Me pregunto: ¿De qué se trata Red de Mensaje principal principalmente este cuento? Se trata de unos lobos que regresan a una comarca de la que se fueron. Voy a escribir eso “Se comerán El regreso de los ratones”. los lobos. en el óvalo central de mi organizador gráfico. Luego, me pregunto: ¿Qué detalles importantes apoyan ese mensaje principal? Creo que el título es una pista Unos lobos regresan a una comarca de la importante. Lo voy a escribir en el primer que se fueron. óvalo de afuera. Lo que dice la cita de la página 27 sobre los lobos y los ratones puede ir en el tercer óvalo. | I ask myself, Se protegerá a los What is this story mainly about? It’s about Los lobos ya lobos. tienen alimento. some wolves that return to a region and the farmers gain back their crops. I’m going to write that in the center oval of my graphic organizer. Next, I ask myself, What important details support that main idea? I think the title is an important clue. I will write it in the first outer oval. The quote from page 27 about the wolves and the mice can go on the second outer oval. PRACTICE/APPLY Have students 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 students discuss the key details that support the central message of the story.

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Leveled Text Library

Lectura independiente enfocada Focused Independent Reading

While students are reading independently, use the Small Group Options below or on p. 37. BUILD ACCOUNTABILITY Announce the two focus points that students will apply to their self-selected texts. Guide students in applying the strategies they used to understand today’s Reading Analysis lesson to their self-selected texts. Aprendimos que podemos determinar el mensaje principal de un texto o parte de un texto buscando detalles importantes y pensando en cómo se combinan para expresar el mensaje principal. Hoy mientras leen, tomen nota de los detalles clave y coloquen una nota autoadhesiva al lado de cada uno. | We learned that we can determine the central message of a text or part of it by finding important details and thinking about how they combine to state a central message. Today as you are reading, take note of key details by placing a sticky note next to them. • Process Focus: Stamina Have students record their reading in a daily reading log so that you can check their progress. Students should write down the title and author and document how many pages they read. They should also record if they felt distracted or tired as they read, or if they were eager to read more of the text. • Strategy Focus: Comprehension Have students review with you the sticky notes they placed in their book. Ask them to explain how their key details combine to show a central message. See the Rutina de lectura independiente | Independent Reading Routine on pp. TR7–9. COLLABORATIVE READING To help students engage in the shared responsibilities of reading more complex text 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 text. Have students look at the illustrations. Ask: ¿Qué pueden ver en las ilustraciones? ¿Dónde se desarrolla el cuento? | What can you see in the illustrations? Where does the story take place? LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to assess students’ understanding of comarca, abundancia, nocturnas, and arbolada. Also use the list of English cognates on p. 35 of this Teacher’s Guide to guide your English-speaking students as they read. THEME AND KNOWLEDGE DEMANDS Activate students’ background knowledge. Explain that the story is about wolves that left a region and then came back. Si un grupo de animales se fuera de una región, ¿qué ocurriría con los demás animales del lugar? | If a group of animals leaves a region, what might happen to the other animals that live in that place?

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Biblioteca de textos nivelados

Small Group TIME

Reading Analysis supporT Use this mini-lesson with students who struggle determining the central message and key details in Un cuento: El regreso de los lobos. cenTral Message anD key DeTails Guide students to identify key details on pp. 22–29. Point out the second sentence on p. 24: “Si hubiera lobos se comerían a los ratones.” Explain that this is a key detail because it anticipates what will happen next. Then point out the references to the sounds of other animals in the second paragraph on p. 24 and explain that those details are not essential to understand the central message. Next, help students identify how men feel about the return of wolves on p. 27. Then guide them to identify the most important sentence on p. 28: “Hay que proteger a los lobos.” Finally, have students read the last two paragraphs on p. 29 and tell how they are connected to what they read before. Once they have identified all the key details, help them state the central message. • Invite students use the illustrations to find the central message and key details. Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

founDaTional skills supporT Use this mini-lesson with students who struggle identifying words that contain the letters c, s, and z that represent the /s/ sound. WorDs WiTh C, s, anD Z Use the three-column chart from the Foundational Skills mini-lesson. Remind students that these words contain the letters c, s, and z. • ¿Qué sonido representa la letra c en las palabras hace, abundancia, and voces? | What sound does the letter c represent in the words hace, abundancia, and voces?

Quick check Verificar el progreso Monitor Progress

• La letra c representa el sonido /s/ cuando va delante de dos vocales, ¿qué vocales son? | The letter c represents the /s/ sound when it comes before two vowels, which vowels are these? • ¿Qué palabra de la tabla contiene la sílaba so? | What word from the chart contains the syllable so? (sonaban) ¿Qué palabra de la tabla contiene la sílaba za? | What word from the chart contains the syllable za? (empezaron) As an extension, have students tell if the letters c, s, or z appear at the beginning or in the middle of the words.

If . . . students are reading in a way that is not too exciting for fiction, then . . . remind them that their purpose is to entertain. They want to entertain their reader, not only inform their reader.

fluency

If . . . students are reading in a monotone,

eXpression Explain that reading with expression means using a tone of voice that matches the purpose of the text. Read aloud pp. 24–27, noting that your purpose is to show regret, surprise, or doubt. Review why a writer would want to make a literary text sound doubtful and regretful. Ask students what kind of expression would be appropriate for p. 29 and have them take turns reading the page aloud.

then . . . remind them a good reader creates interest by using a tone that shows enthusiasm and engagement.

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OBJETIVOS Agrupan información relacionada. Aseguran la concordancia entre sujeto y verbo. Explican la función de los pronombres. Demuestran, al escribir, dominio de normativas del español para el uso de los signos de puntuación y ortografía. Forman oraciones compuestas.

OBJECTIVES Group related information together. Ensure subject-verb agreement. Explain the function of pronouns. Demonstrate command of the conventions of standard Spanish punctuation and spelling when writing. Produce compound sentences.

Escritura informativa/explicativa | Informative/Explanatory Writing Agrupar información relacionada | Group Related Information SET THE PURPOSE Explain that writers gather the facts and key details that they will use in their informative or explanatory writing. Then they group related facts and details together. Say: Agrupar información relacionada ayuda a los escritores a organizar lo que van a decir antes de escribir. También los ayuda a nombrar categorías o temas secundarios. | Grouping related information helps writers organize what they will say before they start writing. It also helps them to name categories or subtopics. Explain that a subtopic is a topic that is part of a main topic. Say: Los escritores a menudo escriben sobre una categoría o un tema secundario en cada párrafo. | Writers usually write about one category or subtopic per paragraph. TEACH AND MODEL Explain that when writers group ideas together, they might put related ideas on the same page, paragraph, or text box. Help them group related information in a two-column chart with the headings Tema secundario / Categoría and Detalles. Model filling in one row of the chart with information from Ahí viene el lobo gris. For example, under Tema secundario/Categoría, write “manadas de lobos” and under Detalles write: “pueden ser grandes o pequeños, una pareja de lobos la dirige.” Then model using the related information to write a paragraph that incorporates the details. LEAD A SHARED WRITING ACTIVITY • Prepare Explain to students that they must begin their work by choosing facts and key details about their topic. Have students consider what categories or subtopic they have learned about and which details belong in each category or relate to each subtopic. • Organize Have students review the information they have gathered. Have them put facts that are related together, perhaps by listing them together on the same sheet of paper, in the same word processing document, or on a note card. • Write Begin the writing yourself by writing a title, category name, or topic sentence to use when introducing a group of related information. Direct students to suggest facts to write about that relate to the title, category name, or topic sentence.

Práctica de escritura | Writing Practice INDEPENDENT PRACTICE Have students write down facts and key details and group related information. They can do this by means of the chart as described in Teach and Model or by writing a paragraph. COLLABORATIVE PRACTICE Have students work in small groups. Members can contribute related facts and one volunteer can share the group’s work with the class. SHARE WRITING Ask volunteers to share their groupings with the class. Ask the class to decide whether the information is related.

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Convenciones | Conventions Identificar pronombres | Identify Pronouns VOCABULARIO ACADÉMICO | ACADEMIC VOCABULARY

pronombres pronouns

sustantivos nouns

reemplazar replace

TEACH AND MODEL Explain to students that pronouns are words that can be used in place of nouns in sentences. Common pronouns include yo, tú, él, ella, nosotros, ustedes, ellos, mí, and ti. Write this sentence on the board: Si tú vas con ellos, yo no voy. Underline the pronouns tú, ellos, yo. PRACTICE Have students use pronouns to discuss themselves and their classmates. Write on the board the different pronouns that students use. Then have them write their own sentences using pronouns.

MINI-LESSON

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

Dictado PUNTOS A ENSEÑAR | TEACHING POINTS

palabras con c, z; mb y mp words with c, z; mb, mp

oraciones compuestas compound sentences

comas commas

Read aloud the mentor text and have students write what you dictate. Afterward, have students read their writing to a partner, correcting any errors.

WHOLE GROUP WRITING WORKSHOP

MINI-LESSON

Biliteracy Pathway Teacher’s Guide

Los cachorros cambian los dientes a los dos meses y, antes de cumplir el primer año, empiezan a cazar. Todos participan en las cacerías, pero solo el lobo jefe, o el lobo que encabeza el grupo, y la loba madre, su compañera, pueden reproducirse dentro de la manada. Then reconstruct the mentor text and talk through the Teaching Points while students check and correct their writing. To challenge students, you may give them the option of adding this sentence to the end of the text: Estos audaces animales muestran su fiereza cuando se ponen en posición de combate. Reconstruct and then talk through the additional sentence. Have students 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 P • Lesson 4

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LECCIÓN LESSON

5

“Cómo organizarse,” pp. 8–9

Introducción | Introduction Desarrollar la oralidad | Develop Oracy

OBJETIVOS Oralidad Identifican problemas y comentan oralmente cómo resolverlos. Enfoque Determinan el mensaje principal de un texto y explican cómo se transmite en los detalles clave del texto.

OBJECTIVES Oracy Identify problems and discuss orally how to solve them. Focus Determine the central message and explain how it is conveyed through key details in a text.

BUILD BACKGROUND KNOWLEDGE Tell students: Vamos a leer un cuento sobre una niña a quien le cuesta organizarse. Comentemos entre todos qué significa ser organizado. | We’re going to read a story about a girl who finds it difficult to be organized. Let’s discuss together what it means to be organized. Point to your desk and show students how your books, papers, and pencils are organized. Then provide this sentence frame: Como mi escritorio está organizado, puedo ______. After students have shared ideas, lead a class discussion about how being disorganized may affect our activities. Ask: ¿Qué problemas pueden tener si no son organizados con las tareas de la escuela? ¿Y si no son organizados con sus pertenencias? | What problems might you have if you are not organized with your school homework? And if you are not organized with your belongings? PRETEACH VOCABULARY The following words will be helpful for students to know before reading the story: resuelvas and soluciones. Write the words on the board and provide a brief definition, stating that both words are connected. Explain that resuelvas is a form of the verb resolver. Then have students brainstorm a list of related words, such as problema (problem), decidir (decide), or dificultad (difficulty). Next, model how to create sentences using the words from the list: Para resolver un problema, debo decidir cuál es la mejor solución. | To solve a problem, I need to decide what is the best solution. Challenge students to create sentences using as many words as possible.

Text Complexity Rubric Use the rubric to familiarize yourself with the text complexity of “Cómo organizarse”. QUANTITATIVE MEASURES Lexile

560L

Page Count

2

QUALITATIVE MEASURES

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Unidad 1 • Módulo P • Lección 5

Levels of Meaning

narrative fiction; figurative language: idioms

Structure

dialogue; events happen chronologically; numbered list

Language Conventionality and Clarity

natural, conversational language; some signal words for sequence

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 little prior knowledge

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Biliteracy Pathway Teacher’s Guide Biliteracy Pathway Handbook

Determine the Central Message of a Text 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 escritores comprenden que tanto la información como las ideas se pueden comparar y contrastar. [Writers understand that information and ideas can be compared and contrasted.] Vamos a leer Cómo organizarse para ver lo que podemos aprender sobre cómo un autor usa detalles para apoyar el mensaje principal. | We are going to read Cómo organizarse to see how an author uses details to support a central message. ENGAGE StudENtS Tell students they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿De qué manera las fotografías, las ilustraciones y los detalles ayudan a los lectores a comprender un texto? ¿Cómo comparan y contrastan los escritores la información y las ideas? | How do photographs, illustrations, and details help readers understand text? How do writers compare and contrast information and ideas? Tell students: En esta lección aprenderemos cómo los lectores pueden usar los detalles para determinar el mensaje principal de un texto. | In this lesson we are going to learn how readers can use details to determine the central message of a text.

WHOLE GROUP READING

Determinar el mensaje principal de un texto

REAd As you introduce this new text, use the appropriate reading routine from pp. TR2–14. In this first reading, students should be reading for an understanding of what the text is mainly about. tuRN ANd tALK After reading, have students turn to a partner and discuss this question using details from the text: ¿Qué creen que aprende Cora de las soluciones que se le ocurrieron? (Respuestas posibles: aprende a ser más organizada; a prepararse para la escuela desde la noche anterior; que sus calificaciones van a mejorar si es más organizada.) | What do you think Cora learns from the solutions that she came up with? (Possible responses: she learns to be more organized; to get ready for school the night before; that her grades will improve if she is more organized.) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

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

ObjEcTIVES Determine the central message of a text. Determine the meaning of words and phrases as they are used 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 students that readers use details and examples to explain the central message in a text. Use these questions to guide the discussion, and ask students to support their answers with evidence. • Cora ha sido desorganizada por un tiempo. ¿Qué dos detalles del cuento nos informan sobre este problema? (pág. 8: “La tarea todavía estaba en la silla de la cocina”; “¿te olvidaste de hacer la tarea de nuevo?”) | Cora has been disorganized for a while. What two details from the text tell us about this problem? (p. 8: See quoted text above.) • ¿Qué excusas da Cora de por qué no entrega sus tareas? (pág. 9: “Siempre estoy muy apurada en la mañana”; “Es difícil recordar todo”) | What excuses does Cora give about why she doesn’t turn in her homework? (p. 9: See quoted text above.) ¿Cómo pueden saber que la decisión de Cora de cambiar sus hábitos cambia el resto del cuento? (pág. 9: “¡Las soluciones de Cora habían funcionado!”; La foto de la libreta de calificaciones muestra buenas calificaciones.) | How can you know that Cora’s decision about changing her habits changes the rest of the story? (p. 9: See quoted text above. The photo of the report card shows good grades.)

Scaffolded Instruction

• ¿Cuál creen que es el mensaje principal de este cuento? (Repuestas posibles: es bueno ser organizado; cuando eres una persona organizada haces las cosas bien y con tiempo; ser organizado en la escuela te hace obtener buenas calificaciones.) | What do you think is the central message of this story? (Possible responses: it’s good to be organized; when you are an organized person you do things right; being organized in school makes you get good grades.)

SPANISH LANGUAGE DEVELOPMENT

STrATEGIc SUPPOrT

NONLITERAL LANGUAGE Spanishlanguage learners may be confused with the phrase el estómago le dio un vuelco on p. 8. Explain that this phrase is not intended to be interpreted word by word, but rather as a description of Cora’s feelings when her teacher mentions the homework she has forgotten. Make sure students understand that this phrase means that Cora feels on edge.

FURTHER UNDERSTANDING Students may not fully understand why Cora thinks esto no puede ser bueno when she hears her mother talking to her teacher on the phone. Remind students that Cora had forgotten her homework again that day, so when the teacher calls, she immediately thinks this was the reason. Point out what happens after the call and ask students whether Cora’s concern was justified.

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vuelco, p. 8

lamentarte, p. 9

interfiera, p. 9

lament

interfere

• Have students find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the English cognates lament and interfere. 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 students 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

DETERMINE CENTRAL MESSAGE Tell students that readers can find evidence for the central message of a literary text in key details. Provide the Central Message graphic organizer on p. TR20.

WHOLE GROUP READING

VOCABULARIO ESENCIAL | BENCHMARK VOCABULARY

MODEL Algo que veo en el cuento es que Cómo organizarse Cora es una buena estudiante, que siempre Mensaje principal: Es importante hace sus tareas, pero su desorganización organizarse. perjudica sus calificaciones. Cuando se decide a organizarse, piensa cómo puede solucionar su problema, preparándose para la escuela la noche anterior o pidiéndole a su Detalles clave madre que revise la tarea, por lo tanto, sus Cora calificaciones mejoran. Creo que el mensaje mejora sus calificaciones. principal de este cuento tiene que ver con la importancia de organizarse. Voy a escribir eso en el recuadro de arriba. | One thing I notice in the story is that Cora is a good student, who always does her homework, but her lack of organization affects her grades. Once she decides to become organized, she thinks about how to solve her problem, by getting ready for school the night before or asking her mother to review her homework, so her grades improve. I think the central message of this story has something to do with the importance of being organized. I am going to write that on the top box. PRACTICE/APPLY Have students 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 students discuss the details and examples from the text that support their ideas. Check understanding by asking students to share or by circulating among students or groups. Unit 1 • Module P • Lesson 5

43

Leveled Text Library

Lectura independiente enfocada Focused Independent Reading

While students are reading independently, use the Small Group Options below or on p. 45. BUILD ACCOUNTABILITY Announce the two focus points that students will apply to their self-selected texts. Guide students in applying the strategies they used to understand today’s Reading Analysis lesson to their self-selected texts. Aprendimos que los lectores pueden hallar evidencias del mensaje principal en los detalles clave. Hoy, mientras leen, tomen nota de los sucesos importantes o detalles clave del libro. Coloquen una nota autoadhesiva junto a cada detalle importante. Luego rotulen cada nota para mostrar cómo esos detalles les sirven para comprender el mensaje principal. | We learned that readers can find evidence for the central message by looking at key details. Today as you are reading, take note of the major events or key details in the book. Place a sticky note next to each important detail. Then label each note to help show how these details contribute to your understanding of the central message. • Process Focus: Stamina Have students record the length of time they have successfully spent reading. They should write down the title, author, and the pages they have covered. Have them record whether it was easy or hard to continue reading for the allotted time. • Strategy Focus: Critical Thinking Have students review with you the sticky notes they placed in their book. Ask them to explain how those details contribute to their understanding. See the Rutina de lectura independiente | Independent Reading Routine on pp. TR7–9. COLLABORATIVE READING To help students engage in the shared responsibilities of reading more complex text 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. 40 of this Teacher’s Guide for levels of meaning and text purpose. STRUCTURE Have students take a look at the dialogue and the numbered list. Miren el diálogo y la lista numerada de la página 9. ¿Cuántos personajes hay en el cuento? ¿Qué nos indica una lista numerada? | Look at the dialogue and the numbered list on page 9. How many characters are there in the story? What does a numbered list tell us? LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to assess students’ understanding of vuelco, lamentarte, and interfiera. Also use the list of English cognates on p. 43 of this Teacher’s Guide to guide your English-speaking students as they read. THEME AND KNOWLEDGE DEMANDS Activate students’ background knowledge. Explain that the story is about a girl who keeps forgetting her homework at home instead of bringing it to class. ¿Por qué razón un estudiante podría olvidarse de traer la tarea a clase una y otra vez? ¿Qué hacen para evitar que les suceda esto? | Why do you think a student may keep forgetting to bring his or her homework to class? What do you do to prevent this from happening?

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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 students who struggle with determining the central message in “Cómo organizarse.” DETERMINE cENTRAL MESSAGE Model how to use key details in “Cómo organizarse” to determine the story's central message. Tell students that one way to find important details in a story is to ask how the characters change or what they learn. • ¿Cómo es Cora al principio del cuento? (desorganizada; olvidadiza) | How is Cora at the beginning of the story? (disorganized; forgetful) ¿Cómo es al final del cuento? (organizada; atenta) | How is she at the end of the story? (organized; attentive) • ¿Qué aprendió Cora de su experiencia? (la importancia de ser organizada) | What did Cora learn from her experience? (the importance of being organized) • Invite students to look for evidence in the text about the connection between what Cora learns and a central message. Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

READING ANALYSIS EXTENSION Use this mini-lesson with students who can easily determine a central message in “Cómo organizarse.” DETERMINE cENTRAL MESSAGE Use the following questions to have students explain how the central message deepens their understanding. • ¿Por qué es importante la llamada de la maestra para que cambie Cora? (porque la mamá se entera del problema y la ayuda) | Why is the call from the teacher important in causing Cora to change? (because her mom finds out about the problem and helps her) • ¿De qué manera Cora cambia internamente? (Cora se vuelve más responsable. Presta más atención cuando hace su tarea.) | What are ways that Cora changes on the inside? (Cora is now more responsible. She pays more attention when she does her homework.) • ¿Cuál creen que podría ser el mensaje principal del cuento? Describan dos detalles clave (Las respuestas variarán.) | What do you think could be the central message of the story? Describe two key details. (Answers will vary.)

fLuENcY AppROpRIATE phRASING Explain to students that when they pause, stop, or group phrases together while reading, they are practicing phrasing. Have students follow along as you model reading aloud from “Cómo organizarse.” Point out when you pause because of punctuation or when you group words together. Then have students take turns practicing appropriate phrasing by reading aloud from a self-selected text.

QuIck chEck VERIfIcAR EL pROGRESO Monitor Progress

If . . . students aren’t pausing at commas, then . . . remind them that punctuation marks are there to help them pace themselves. If . . . students are adding extra pauses, then . . . encourage them to use punctuation to guide pauses and phrasing.

Unit 1 • Module P • Lesson 5

45

OBJETIVOS Usan palabras y frases de enlace para conectar ideas dentro de categorías de información. Aseguran la concordancia entre sujeto y verbo. Forman oraciones compuestas. Demuestran, al escribir, dominio de normativas del español para el uso de los signos de puntuación y ortografía.

OBJECTIVES Use linking words and phrases to connect ideas within categories of information. Ensure subject-verb agreement. Produce compound sentences. Demonstrate command of the conventions of standard Spanish punctuation and spelling when writing.

Escritura informativa/explicativa | Informative/Explanatory Writing Usar palabras de enlace para conectar ideas | Use Linking Words to Connect Ideas SET THE PURPOSE Remind students that once they have gathered information on their topic, they can compare and contrast ideas using linking words and phrases. Say: Un escritor puede contrastar dos animales con características opuestas. Podría usar una variedad de palabras de enlace además de pero para presentar este contraste. Entre ellas están aunque, sin embargo, a pesar de, por otro lado y por el contrario. | A writer may contrast two animals that have opposite features. A writer could use a variety of linking words besides but to present this contrast. They include although, even though, on the other hand, and in contrast. Explain that a writer could make comparisons by choosing from a variety of words and phrases. They include igualmente (similarly), de la misma manera (in the same way), asimismo (likewise), y (and), es más (furthermore), and además (in addition). TEACH AND MODEL Explain that when writers write a compare-and-contrast text, they need to be sure their readers can follow the similarities and differences they present. Linking words and phrases help them achieve that goal. For example, model writing: “Los zorros pertenecen al grupo de los cánidos, al igual que los lobos grises. Aunque pertenecen al mismo grupo, los lobos grises son los animales más grandes de ese grupo y por el contrario, los zorros son mucho más pequeños.” LEAD A SHARED WRITING ACTIVITY • Prepare Explain to students that they should develop a plan for their writing before they begin. Have them consider what details they will use to show their animals are alike and different and how they will use linking words and phrases. • Organize Tell students that writers can focus on one aspect of their two animals, such as their eating habits. Model exploring comparisons based on the text and research about the second animal. • Write Remind students to use some linking words and phrases, such as como (like), similar (similar), además (besides), también (too), and y (and) for comparison, and a diferencia de (unlike), diferente (different), por el contrario (in contrast), pero (but), and por otro lado (on the other hand) for contrast. For example, write: “Un lobo come ____, pero un zorro solo come _____.”

Práctica de escritura | Writing Practice INDEPENDENT PRACTICE Have students write a paragraph using linking words and phrases to compare and contrast a characteristic or habit of two animals. COLLABORATIVE PRACTICE Have students work in pairs. Have each student write about one animal, and then have them work together to add linking words to combine their writing. SHARE WRITING Ask volunteers to share their writing with the class. Ask the class to identify each linking word and phrase. 46

Unidad 1 • Módulo P • Lección 5

5 LECCIÓN LESSON

Biliteracy Pathway Handbook

Convenciones | Conventions Oraciones compuestas | Compound Sentences VOCABULARIO ACADÉMICO | ACADEMIC VOCABULARY

oración sentence

simple simple

compuesta compuesta

sujeto subject

verbo verb

TEACH AND MODEL Remind students that a simple sentence expresses a complete thought and contains a subject and a verb. Explain that a compound sentence contains two or more simple sentences. Linking words and phrases connect the simple sentences of a compound sentence. Have students identify the two simple sentences and the linking word in this sentence: Cora se despertó pero su alarma no sonó. PRACTICE Have students identify the subject and the verb in each simple sentence from the example above.

MINI-LESSON

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

Dictado PUNTOS A ENSEÑAR | TEACHING POINTS

palabras con c, z; mb y mp words with c, z; mb, mp

oraciones compuestas compound sentences

comas commas

WHOLE GROUP WRITING WORKSHOP

MINI-LESSON

Biliteracy Pathway Teacher’s Guide

Tell students that you will administer the final Dictado in today’s lesson. Read aloud the mentor text as students write what you dictate. Afterward, give students an opportunity to reread their writing and correct any errors before handing it in. Los cachorros cambian los dientes a los dos meses y, antes de cumplir el primer año, empiezan a cazar. Todos participan en las cacerías, pero solo el lobo jefe, o el lobo que encabeza el grupo, y la loba madre, su compañera, pueden reproducirse dentro de la manada. 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

“La lección de Lin,” pp. 10–11

Introducción | Introduction Desarrollar la oralidad | Develop Oracy

OBjETIVOs Oralidad Contestan preguntas basadas en su propia experiencia y predicen de qué tratará un texto. Enfoque Determinan el significado de palabras y frases de un texto. Usan las ilustraciones para comprender detalles clave.

OBjECTIVEs Oracy Answer questions based on their own experience and predict what a text will be about. Focus Determine the meaning of words and phrases in a text. Understand key details using illustrations.

BUILD BACKGROUND KNOWLEDGE Tell students: Vamos a leer un cuento sobre una niña y las reglas de su casa. ¿Qué reglas deben seguir en casa? | We’re going to read a story about a girl and the rules at her house. What rules do you have at home? Provide these sentence frames: En casa puedo ____. En casa no puedo ____. Then split the class in two groups. Ask one group which house rules they like the least and why. Ask the other group to retell in their own words what the other group said. Then have the groups switch roles. After this activity have students predict which rules Lin would not like to follow at home. PRETEACH VOCABULARY The following words will be helpful for students to know before reading the story: preocupaba and lección. Write each word on the board and introduce it by briefly explaining its meaning. For example, for preocupaba you can act out how someone looks when they are worried, then say: Cuando alguien se preocupa, piensa que ha ocurrido o puede ocurrir algo malo o no deseado. ¿Qué cosas les preocupan? | When someone is worried, they think that something bad or unwanted has happened or might happen. What things do you worry about? For lección, you may point out how the meaning changes depending on context: En la escuela, una lección es lo que enseña el maestro sobre un tema, pero también aprendemos otros tipos de lecciones. ¿Qué tipo de lección podría aprender la niña de este cuento? | At school, a lesson is what a teacher explains about a subject, but we also learn other kinds of lessons. What kind of lesson might the girl from this story learn?

Text Complexity Rubric Use the rubric to familiarize yourself with the text complexity of “La lección de Lin.” QUANTITATIVE MEASURES Lexile

600L

Page Count

2

Average QUALITATIVE MEASURES

48  Unidad 1 • Módulo P • Lección 6

Levels of Meaning

figurative language: hyperbole; narrative fiction

Structure

conventional structure; events happen chronologically; dialogue

Language Conventionality and Clarity

natural, conversational language

Theme and Knowledge Demands

experiences and perspectives that are likely very similar to one’s own or common to many; simple theme; text assumes little prior knowledge

6 leCCIón lesSON

Biliteracy Pathway Teacher’s Guide Biliteracy Pathway Handbook

Determine Word Meaning 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 lectores comprenden que las fotografías, las ilustraciones y los detalles sirven para dar sentido a lo que leen. [Readers understand that photographs, illustrations, and details help them make sense of what they read.] Vamos a leer “La lección de Lin” para ver lo que podemos aprender sobre cómo determinar el significado de las palabras usando los detalles del texto y las fotos. | We are going to read “La lección de Lin” and see what we can learn about how to determine the meaning of words using the information in the text and the photos. ENGAGE StudENtS Tell students they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿De qué manera las fotografías, las ilustraciones y los detalles ayudan a los lectores a comprender un texto? ¿Cómo comparan y contrastan los escritores la información y las ideas? | How do photographs, illustrations, and details help readers understand text? How do writers compare and contrast information and ideas? Tell students: En esta lección, vamos a usar los detalles y las fotos para determinar el significado de las palabras clave y comprender mejor el texto. | In this lesson, we are going to use clues in the text and the photos to understand key vocabulary and better understand the text.

WHOLE GROUP READING

Determinar el significado de palabras

REAd As you introduce pp. 10–11 of this new text, use the appropriate reading routine from pp. TR2–14. In this first reading, students should be reading for an understanding of what the text is mainly about. tuRN ANd tALK After reading, have students turn to a partner and discuss this question using details from the text: ¿De qué manera las fotos muestran las consecuencias de la regla que no obedeció Lin? (Respuestas posibles: Las fotos muestran que Lin desobedeció a su mamá y llevó comida a su dormitorio. Muestran muchas hormigas junto a su merienda.) | How do the photos show the consequences about the rule that Lin did not follow? (Possible responses: The photos show that Lin disobeyed her mom and brought food into her bedroom. The photos show many ants around her snacks.) 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 significado de palabras y frases de un texto. Usan las ilustraciones para comprender detalles clave. Determinan el significado de palabras académicas y de dominio específico en un texto y las usan.

OBJECTIVES Determine the meaning of words and phrases in a text. Understand key details using illustrations. Determine the meaning of academic and domain-specific words in a text and use them.

L6

SEGUNDA LECTURA SECOND READ

Lectura atenta

Close Read

CITE TEXT EVIDENCE Engage the class in a discussion about what they just read. Remind students that readers use information from both words and pictures to determine the meaning of words and understand key details in a text. Use these questions, forms of which appear at the end of the reading selection, to guide the discussion, and ask students to support their answers with evidence. • ¿Qué detalles incluye el autor para describir cómo se comporta Lin? (pág. 10: “apenas le prestaba atención”; “No veía cuál era el problema”; “se concentraba tanto que se olvidaba de las meriendas”) | What details does the author include to show how Lin behaves? (p. 10: See answers above.) ¿Qué frases incluye el autor para decir cómo reacciona Lin al ver las hormigas? (pág. 10: “Lin saltó de la cama.” “subió las escaleras corriendo”; pág. 11: “¡Nunca pensé que sucedería esto!”) | What phrases does the author include to tell how Lin reacts when she sees the ants? (pp. 10–11: See answers above.) • ¿Qué foto nos ayuda a comprender por qué Lin a veces se olvidaba de comer las meriendas que llevaba a su dormitorio? (La foto del dibujo y el crayón porque el texto dice que se concentraba tanto en sus dibujos que se olvidaba de sus meriendas.) | What photo helps us understand why sometimes Lin would forget to eat the snacks that she brought into her room? (The photo of the drawing and the crayon, because the text says that she concentrated so much on her drawings that she would forget about her snacks.)

Scaffolded Instruction

• ¿Creen que Lin aprendió su lección? Justifiquen su respuesta con detalles del texto. (Respuesta posible: Sí. Le pide perdón a su mamá, el narrador dice que había aprendido la lección de la peor manera y está dispuesta a usar el dinero de su mesada para deshacerse de las hormigas.) | Do you think that Lin learned her lesson? Support your answers with details from the text. (Possible response: Yes. She apologizes to her mother, the narrator says that she had learned the lesson the hard way, and she is willing to use her allowance money to get rid of the ants.)

50

SPANISH LANGUAGE DEVELOPMENT

STRATEGIC SUPPORT

FALSE COGNATES Tell students that words that are similar in Spanish and English usually help us infer the meaning of unknown words, such as insectos and insects, but there are some exceptions that can be misleading. These are called false cognates—words that are similar in two languages but have different meanings. Point out the phrase no soporto a los insectos on p. 10. Explain that no soporto means “I can’t stand” and not “I don’t support.”

COMPREHENSION Have struggling students

Unidad 1 • Módulo P • Lección 6

identify the specific section of the text that confuses them and ask questions about what causes their confusion. Formulating a question will often help a student discover an answer or prompt another student to help out. If necessary, introduce the concepts of cause and effect. Explain that Lin’s room full of insects is the effect and the cause is that she kept food there. Use prompts such as these: ¿Por qué estaba preocupada la madre de Lin? Porque no le gustan los insectos. (Why was Lin’s mother worried? Because she does not like insects.)

6 leCCIón lesSON

Biliteracy Pathway Teacher’s Guide Biliteracy Pathway Handbook

soporto, p. 10

inofensivas, p. 10 inoffensive

• Have students find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the English cognate inoffensive. 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 students write sentences using the Benchmark Vocabulary to show contextual understanding of the words.

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

DETERMINE WORD MEANING Explain to students that context and other clues can help determine a word’s meaning. Provide the Three-Column Chart on p. TR24.

WHOLE Group READING

VOCABULARIO ESENCIAL | BENCHMARK VOCABULARY

MODEL Veo la palabra exterminador en la página 11. Tabla de significado de las palabras El texto dice que es alguien a quien la madre de Lin va a llamar. También dice que hay que pagarle. Cuando Palabra Claves del Mi miro las fotos, veo hormigas sobre los pretzels en toda la contexto definición página. Todavía no sé bien el significado pero al menos exterminador persona a la que Un sé que tiene algo que ver con las hormigas. Agregaré hay que llamar exterminador esas claves en la segunda columna de la tabla y seguiré hay que pagarle es una persona que buscando. En la última oración del cuento, Lin tiene muchas se encarga de que pagar para deshacerse de las hormigas. ¡Ahora sé hormigas sobre deshacerse de el significado de esa palabra! Agregaré esas claves y los pretzels insectos. escribiré mi definición de la palabra en la tabla. | I see Lin debe pagar para deshacerse the word exterminador on page 11. The text tells me de las hormigas that it is someone Lin’s mother is going to call. It also says that this person has to be paid. When I look at the photos, I see ants on top of pretzels covering the whole page. I still don’t know the meaning but at least I know that it has something to do with ants. I will add those clues to my chart and look for more. The last sentence of the story says that Lin has to pay to get rid of those ants. Now I know what the word means! I am going to add those clues and my definition to my chart. PRACTICE/APPLY Have students work independently or in small groups to find text and illustration context clues and write definitions for the words mesada and meriendas to complete the graphic organizer. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have students discuss the details and examples from the text that support their ideas. Check understanding by asking students to share. Unit 1 • Module P • Lesson 6

51

Leveled Text Library

Lectura independiente enfocada | Focused Independent Reading

While students are reading independently, use the Small Group Options below or on p. 53. BUILD ACCOUNTABILITY Announce the two focus points that students will apply to their self-selected texts. Guide students in applying the strategies they used to understand today’s Language Analysis lesson to their self-selected texts. En esta lección usarán notas autoadhesivas para señalar las palabras que los hicieron leer más lentamente y/o que no comprendieron. | In this lesson you are going to use sticky notes to mark words that slowed you down and/or that you did not understand. • Process Focus: Engagement and Identity To check on students’ progress with Engagement and Identity when reading a self-selected text, have them record their reading in a daily reading log. Students should note their favorite part of the book or their favorite character and why it is their favorite. • Strategy Focus: Critical Thinking Have students review with you the sticky notes they placed in their books. Ask them to show what context clues they used to try figure out the word. See the Rutina de lectura independiente | Independent Reading Routine on pp. TR7–9. COLLABORATIVE READING To help students engage in the shared responsibilities of reading more complex text 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 students look at the title, pictures, and dialogue. Miren el título y las fotos. ¿Qué problema tiene Lin? Según el diálogo, ¿quiénes son los personajes del cuento? | Look at the title and the illustrations. What is Lin’s problem? According to the dialogue, who are the characters in the story? LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to assess students’ understanding of soporto and inofensivas. Also use the list of English cognates on p. 51 of this Teacher’s Guide to guide your English-speaking students as they read. THEME AND KNOWLEDGE DEMANDS Activate students’ background knowledge. Explain that the story is about a girl who gets in trouble when her room is invaded by ants. ¿Qué saben sobre las hormigas? ¿Por qué creen que las hormigas u otros insectos podrían invadir un dormitorio o una casa? | What do you know about ants? Why do you think ants or other insects might invade a bedroom or a house?

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

LANGUAGE ANALYSIS SUPPORT Use this mini-lesson with students who struggle with determining the meaning of words and phrases in “La lección de Lin.” DETERMINE WORD MEANING Use these questions to show students how the text and picture clues help them determine word meaning. • Según las fotos, ¿qué significa la palabra concentraba en la página 10? ¿Qué importancia tiene su significado en el cuento? (Quiere decir que Lin le ponía mucha atención a sus dibujos y se olvidaba de sus meriendas. Es importante porque nos permite saber por qué las hormigas invadieron el dormitorio.) | Based on the photos, what does the word concentraba (focused) mean on page 10? Why is the meaning important to the story? (It means that Lin would pay too much attention to her drawings and forget about her snacks. It is important because it let us know why the ants invaded the bedroom.) • Según las claves del contexto, ¿qué significa ahorrar en la página 11? ¿Qué importancia tiene su significado? (Guardar parte de tu dinero para algo. Es importante porque es lo que debe hacer Lin para resolver el problema.) | Based on context clues, what does ahorrar (save) mean on page 11? Why is this meaning important? (To save part of your money for something. It’s important because it is what Lin has to do to solve the problem.)

DICTADO SUPPORT REVIEW AND RETEACH Use the results of the Lesson 5 Dictado assessment to identify students 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 palabras con c y z; mb y mp words with c and z; mp and mb

comas commas oraciones compuestas compound sentences

QUICK CHECK

LESSON SUPPORT Lesson 2, Conventions Mini-Lesson, p. 23 Lesson 4, Foundational Skills Mini-Lesson, p. 32 Lesson 6, Conventions Mini Lesson, p. 55 Lesson 5, Conventions Mini-Lesson, p. 47

VERIFICAR EL PROGRESO MONITOR PROGRESS

If . . . students are making frequent mistakes,

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

FLUENCY ACCURACY Explain that we should read at a speed that allows us to read each word accurately—not missing, adding, or substituting words. Have students work in pairs, with one student reading aloud a portion of the story while the other follows along, marking any mistakes. After reviewing the mistakes and stumbles, the student should reread the passage. Once accuracy has been achieved, or a time limit met, the partners should switch jobs.

then . . . encourage them to read more slowly, reinforcing that accuracy is more important than speed. If . . . students do not make improvement on successive reads, then . . . discuss the challenging words or phrases before students reread the passage.

Unit 1 • Module P • Lesson 6

53

OBJETIVOS Desarrollan y refuerzan la escritura mediante la planificación antes de escribir. Usan conjunciones coordinantes.

OBJECTIVES Develop and strengthen writing by planning and prewriting. Use coordinating conjunctions.

Escritura informativa/explicativa | Informative/Explanatory Writing Planificar antes de escribir | Plan and Prewrite SET THE PURPOSE Remind students that writers follow a process when they write. Then remind students of the five stages in the writing process: Plan and Prewrite, Draft, Revise, Edit, and Publish and Present. Say: Los escritores planifican lo que van a escribir antes de escribir sus textos. | Writers plan and prewrite before writing their texts. Explain that in addition to gathering information and sorting it into categories, writers often use an outline, which organizes what they plan to write in each section of their text. This includes an introduction, information about each category, and a conclusion. Notes include the main idea and descriptions, facts, definitions, and details that they will use in each section. TEACH AND MODEL Explain to students that the importance of an outline is to organize their information and thoughts in an order that makes sense and will be easy for them to follow as they begin the writing process. Explain how to organize information using La lección de Lin as an example. Tell students that the story begins when Lin's mother goes upstairs carrying a sandwich and warns Lin about insects. Explain that this gives the reader an idea of what to expect when reading the story. LEAD A SHARED WRITING ACTIVITY • Prepare Explain to students that they will create an outline for their compareand-contrast essay. Remind students that an outline will provide them with the basic information that will go into each section of their essay. • Organize Tell students that in the introduction section of their outline, they should write their topic and main idea. Explain to students that they should then create one section in their outline for each category of information they have researched. Tell students they should briefly list which important ideas and details they will summarize. • Write Model writing part of an outline yourself. For example, write: “Ya que voy a escribir un ensayo de comparar y contrastar, debo incluir detalles sobre las similitudes entre las dos ideas.” Ask volunteers to suggest details that belong in this section of the outline.

Práctica de escritura | Writing Practice INDEPENDENT PRACTICE Have students write an outline for their compareand-contrast essays. Have them plan what they are going to write using print and reliable digital sources. 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 outlines with the class.

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Convenciones | Conventions Conjunciones coordinantes | Coordinating Conjunctions VOCABULARIO ACADÉMICO | ACADEMIC VOCABULARY

conjunción conjunction

coordinante coordinating

compuesta compound

oración sentence

coma comma

TEACH AND MODEL Remind students that coordinating conjunctions are words such as y, pero, and o. Explain that sometimes these conjunctions are used to connect two words to form a compound sentence. Tell students that sometimes we can place a comma after the conjunction to insert a pause between two ideas in the same sentence. Have students identify the coordinating conjunctions in the following sentences: Sabemos que debemos hacer la tarea y estudiar mucho. Los lobos deben cazar o morirán de hambre. Las hormigas se metieron al dormitorio, pero no se subieron a la cama.

PRACTICE For more practice, have students write three sentences using the conjunctions y, pero, and o. Have them underline the conjunctions. Then discuss with them if the conjunction is connecting or contrasting. 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

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LECCIÓN LESSON

7

“Rescate de ballenas,” pp. 12–13

Introducción | Introduction Desarrollar la oralidad | Develop Oracy

OBJETIVOS Oralidad A partir de la idea principal de un texto, hacen inferencias sobre ejemplos similares y las comentan. Enfoque Determinan la idea principal de un texto y explican la forma en que los detalles clave apoyan la idea principal.

OBJECTIVES Oracy Based on the main idea of a text, make inferences about similar examples and discuss them. Focus Determine the main idea and explain how it is conveyed through key details in a text.

BUILD BACKGROUND KNOWLEDGE Tell students: Vamos a leer un texto que trata de ballenas que son rescatadas por voluntarios. Hablen con un compañero sobre lo que saben sobre las ballenas. | We are going to read a text about whales that are rescued by volunteers. Talk to your partner about what you know about whales. Provide sentence frames such as these to help students: Las ballenas son ____. Las ballenas viven en ____. After partners have shared ideas, lead a class discussion about how animals are rescued by people. Ask student to make inferences about ways that people might help them. PRETEACH VOCABULARY The following words will be helpful for students to know before reading the text: extraviado and atrapados. Write each word on the board and introduce it by providing the following synonyms: perdido for extraviado, and atascados for atrapados. Then act out each word to reinforce students’ comprehension. For extraviado, you may walk around the classroom acting as if you were lost and say: No sé dónde estoy. He caminado mucho y no sé si he tomado el camino correcto. Creo que me he extraviado. | I don’t know where I am. I’ve walked a lot and I’m not sure if I’ve chosen the correct path. I think I’m lost. For atrapado, use your hands to show that you are trapped and can’t move. Then say: No puedo salir de aquí. Estoy atrapado. | I can’t get out of here. I’m trapped.

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

750L

Page Count

2

AVERAGE QUALITATIVE MEASURES

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Levels of Meaning

informational text; one level of meaning

Structure

conventional structure; connections among ideas are clear; events happen chronologically

Language Conventionality and Clarity

some academic language; clear, conventional language; data used to convey ideas; signal words for sequence

Theme and Knowledge Demands

experiences that are very different from one’s own; simple theme; text assumes little prior knowledge; singular perspective

7 LECCIÓN LESSON

Biliteracy Pathway Teacher’s Guide Biliteracy Pathway Handbook

Use Details to Talk About Text 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 aprenden que la observación nos puede dar pistas sobre las cosas del mundo que nos rodea. [Learners understand that observation can give us clues about things in the world that change over time.] Vamos a leer el texto “Rescate de ballenas” para ver lo que podemos aprender sobre cómo usar detalles para comentar sobre textos. | We are going to read the text “Rescate de ballenas” and see what we can learn about how to use details to talk about texts. ENGAGE STUDENTS Tell students they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿De qué manera las fotografías, las ilustraciones y los detalles ayudan a los lectores a comprender un texto? ¿Cómo comparan y contrastan los escritores la información y las ideas? | How do photographs, illustrations, and details help readers understand text? How do writers compare and contrast information and ideas? Tell students: En esta lección, vamos a usar los detalles para comentar sobre un texto. Determinaremos la idea principal del texto y explicaremos cómo los detalles clave apoyan la idea principal. También aprenderemos cómo los escritores comparan y contrastan la información y las ideas. | In this lesson we are going to use details to understand a text. We will determine the main idea and explain how it is conveyed through key details in the text. We will also learn how writers compare and contrast information and ideas.

WHOLE GROUP READING

Usar detalles para comentar sobre textos

READ As you introduce this new text, use the appropriate reading routine from pp. TR2–14. In this first reading, students should be reading for an understanding of what the text is mainly about. TURN AND TALK After reading, have students turn to a partner and discuss this question using details from the text: ¿Qué detalles y fotos les ayudan a comprender cómo los voluntarios ayudan a las ballenas que se encuentran junto a la playa? (Detalles, pág. 12: “Trabajaron todo el fin de semana para devolver a los animales al agua”. “Los voluntarios cuidaron a las ballenas en la costa mientras esperaban que regresara la marea alta”. Fotos, pág. 12: el cubo; pág. 13: personas arrojando agua a las ballenas en la orillas.) | What details and illustrations help you understand how volunteers help whales that are found near the beach? (Details, p. 12: See answers above. Photos, p. 12: the bucket; p. 13: people pouring water on the whales on the shore.) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

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ObjETIVOS Determinan la idea principal de un texto y explican la forma en que los detalles clave apoyan la idea principal. Determinan el significado de palabras académicas general y de dominio especifico en un texto y las usan.

ObjEcTIVES Determine the main idea and explain how it is conveyed through key details in a text.

Scaffolded Instruction

Determine the meaning of and use 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 students that readers use key details to explain the main ideas or events in a text. Use these questions, forms of which appear at the end of the reading selection, to guide the discussion, and ask students to support their answers with evidence. • ¿Qué evidencia pueden hallar en el texto para explicar por qué las ballenas quedan varadas en la playa? (pág. 12: “algo anda mal;” “el animal está enfermo;” “se ha extraviado;” “su agotamiento lo desorienta;” “quedan atrapados en aguas poco profundas cuando la marea baja”) | What evidence can you find in the text to explain why whales get stranded on the beach? (p. 12: See answers above.) • Según el texto, ¿qué animales suelen salir del agua a la orilla? (las focas) | According to the text, what animals usually come out of the water to the shore? (seals) ¿Qué otros animales además de las ballenas solo salen del agua si algo anda mal? (los delfines; las marsopas) | What other animals besides whales come out of the water only if something is not going well? (dolphins; porpoises) • ¿Qué palabras usa el autor para comparar y contrastar el rescate de las 82 ballenas y el rescate de las 65 ballenas? (pág. 12: "esta vez”; “en lugar de moverlas”) | What words does the author use to compare and contrast the rescue of the 82 whales and the rescue of the 65 whales? (p. 12: See answers above.) ¿Creen que hay más semejanzas o más diferencias entre los dos sucesos? (Respuesta posible: Creo que hay más diferencias, porque en el segundo caso, en lugar de mover las ballenas, los voluntarios las cuidaron en la costa.) | Do you think there are more similarities or differences between the two events? (Possible response: I think there are more differences, because in the second case, instead of moving the whales, the volunteers took care of them on the shore.)

SPANISH LANGUAGE DEVELOPMENT

STrATEGIc SUPPOrT

MULTIPLE-MEANING WORD Explain that the

COMPARE AND CONTRAST If students

word piloto has multiple meanings. In this text the word refers to a type of whale, ballenas piloto, which are commonly found stranded on the beach. In other cases, the word piloto can mean a person who operates a plane, a ship, or another means of transportation. Students might be more acquainted with the latter meaning rather than the one used in the text.

have difficulty comparing and contrasting the two events about whale rescue, suggest that they use a Venn diagram. Guide them to list details in the text that are the same for both events in the overlapping part of the circles and details that are different in the outer parts of the circles.

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varada, p. 12

agotar, p. 12

WHOLE Group READING

VOCABULARIO ESENCIAL | BENChmARk VOCABULARy

desorienta, p. 12 disorient

• Have students find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the English cognate disorient. Use the Rutina de vocabulario esencial: Informativo | Benchmark Vocabulary Routine: Informational on p. TR10 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 students 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

MAIN IDEA AND KEY DETAILS Tell students that readers can find evidence in an informational text by looking at how the author relates ideas or concepts. Provide copies of the Main Idea graphic organizer on p. TR20. MODEL En la página 12 aprendemos las Ballenas varadas razones por las cuales una ballena puede Idea principal Una ballena quedar varada. Si esto sucede es porque varada porque algo anda mal. algo anda mal. Entonces, podemos expresar la idea principal así: “Una ballena queda varada porque algo anda mal”. Veamos qué detalles clave apoyan esta idea principal. Detalles clave Por ejemplo, aquí dice que el animal puede La ballena está La ballena se ha estar enfermo. Anotaré ese detalle en el enferma. extraviado. organizador gráfico. | On page 12 we learn the reasons why a whale can get stranded. If this happens, it is because something is not going well. Then we can express the main idea: “If a whale gets stranded it is because something is not going well.” Let’s see what key details support this main idea. For example, here it says that the animal might be sick. I will write this detail in the graphic organizer.

queda

La ballena se desorientó por agotamiento.

PRACTICE/APPLY Have students 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 students discuss the details and examples from the text that support their ideas. Check understanding by asking students to share or by circulating among students or groups.

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Leveled Text Library

Lectura independiente enfocada Focused Independent Reading

While students are reading independently, use the Small Group Options below or on p. 61. BUILD ACCOUNTABILITY Announce the two focus points that students will apply to their self-selected texts. Guide students in applying the strategies they used to understand today’s Reading Analysis lesson to their self-selected texts. Aprendimos que los detalles clave apoyan las ideas principales de un texto. Mientras leen hoy, identifiquen la idea principal y tomen nota de los detalles clave. Peguen una nota autoadhesiva junto a cada detalle clave. Luego rotulen cada nota para mostrar de qué manera los detalles apoyan la idea principal. | We learned that main ideas in a text are supported by key details. As you read today, identify the main idea and take note of key details. Put a sticky note next to each key detail. Then label each note to show how the details support the main idea. • Process Focus: Independence To check on students’ process with independence in reading their self-selected text, have them record any questions they would have liked to ask in a daily reading log. Students should note which part of the text they had the question about and what they thought the answer might be. They should also note the title, author, and pages they read. • Strategy Focus: Critical Thinking Have students review with you the sticky notes they placed in their book. Ask them to explain how the key details supported the main idea. See the Rutina de lectura independiente | Independent Reading Routine on pp. TR7–9. COLLABORATIVE READING To help students engage in the shared responsibilities of reading more complex text 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 Have students reread the title and look at the photos on pp.12–13 one more time. Have them discuss what they see. Según el título y las imágenes, ¿a qué lugar hace referencia el texto? ¿Los sucesos que se mencionan ocurren de manera cronológica? | Based on the title and the photos, what place does the text refer to? Do the events mentioned happen chronologically? LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Informativo | Benchmark Vocabulary Routine: Informational on p. TR10 to assess students’ understanding of varada, agotar, and desorienta. Also use the list of English cognates on p. 59 of this Teacher’s Guide to guide your English-speaking students as they read. THEME AND KNOWLEDGE DEMANDS Activate students’ background knowledge. Explain that the text is about whales stranded on the beach and the reasons why this may happen. ¿Saben de problemas que sufran otras especies de animales? ¿De qué maneras pueden ayudarlos las personas? | Do you know any problems that other animal species experience? What are some ways in which people can help them?

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Biliteracy Pathway Handbook

Biblioteca de textos nivelados

SMALL GROUP TIME

READING ANALYSIS SUPPORT Use this mini-lesson with students who struggle with explaining how the main idea is conveyed through key details in “Rescate de ballenas.” MAIN IDEA AND KEY DETAILS Model how to identify the key details developed on p. 12 that support the main idea of the text. Remind students that in the second paragraph they learned that whales and other animals can get stranded because something does not go well. This fact leads to a series of key details. Point out the first key detail: the animals might be sick. Then ask students to name what are the other things that may have gone wrong with the animals, so that they can identify the rest of the details from the text. Check to see if students can now summarize the key details presented in “Rescate de ballenas” and state the main idea using their own words. Then have them complete their Main Idea and Key Details charts. • Invite students to explain and summarize another key detail, such as the one about animals getting exhausted. Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

READING ANALYSIS EXTENSION Use this mini-lesson with students who can easily explain the main idea and key details in “Rescate de ballenas.” MAIN IDEA AND KEY DETAILS Use the following questions to have students explain the main idea and key supporting details in the last two paragraphs of “Rescate de ballenas.” • ¿Qué detalle clave sobre el trabajo de los voluntarios se menciona en el penúltimo párrafo? (“no intentaron llevar a las ballenas de vuelta al agua”) | What key detail about the work of volunteers is mentioned in the second-tolast paragraph? (See answer above.) • ¿Qué detalle clave apoya la decisión de los voluntarios? (“nuevas evidencias sugieren que mover a las ballenas extraviadas les produce mucho estrés y dolor”) | What key detail supports the volunteers’ decision? (See answer above.) • ¿Cuál es la idea principal de estos dos párrafos? (el plan que pusieron en marcha los voluntarios funcionó, y todas las ballenas pudieron regresar al agua) | What is the main idea of these two paragraphs? (the plan that the volunteers implemented worked, and all the whales were able to return to the water)

FLUENCY ACCURACY Remind students that reading with accuracy means reading with few or no mistakes. Reading with accuracy helps the listener understand the text more clearly. Have students record themselves reading aloud from “Rescate de ballenas.” Then have them take turns reading aloud a portion of an appropriately leveled text.

QUICK CHECK VERIFICAR EL PROGRESO MONITOR PROGRESS

If . . . students are reading with mistakes, then . . . have them listen to their recordings to see what areas they had trouble with, and have them practice making those corrections several times. If . . . students are adding or substituting words in the text, then . . . have them track the words with their fingers as you model reading aloud a passage from the text with accuracy.

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OBJETIVOS Desarrollan y refuerzan la escritura mediante la planificación antes de escribir. Desarrollan y refuerzan la escritura mediante la revisión. Demuestran, al escribir, dominio de normativas del español para el uso de las letras mayúsculas.

OBJECTIVES Develop and strengthen writing by planning and prewriting. Develop and strengthen writing through revision. Demonstrate command of the conventions of standard Spanish capitalization.

Escritura informativa/explicativa | Informative/Explanatory Writing Hacer un borrador y revisar | Draft and Revise SET THE PURPOSE Explain to students 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 written an outline, they write their essay in sentence and paragraph form as a draft. After writing the drafts, they will improve them by revising. TEACH AND MODEL Say: Cuando hacen un borrador, los escritores no producen trabajos perfectos y sin errores. En su lugar, escriben todas sus ideas casi en el orden correcto. Saben que tendrán tiempo de pulir y perfeccionar su trabajo en etapas posteriores. | When drafting, writers do not produce perfect, polished works. Instead, they get all of their ideas written down in approximately the right order. They know that they will have time in later stages to polish and perfect their work. Explain to students the different ways writers revise an essay. Tell them that they can add to their drafts with more details if something is not clear and that they can remove text if it does not contribute to the topic. Say: Los escritores casi siempre le piden a alguien que también lea el ensayo. Esto mejorará el ensayo. Es posible que este lector señale problemas que el escritor no haya notado. | Writers often have someone else read over the essay as well. This will make the essay even better. This reader might be able to point out problems the writer might not have noticed. Model revising a draft. Tell students that in a draft you could say that wolves and foxes are fast. But you can revise this to say that wolves move forcefully and that foxes move quickly to add more details. LEAD A SHARED WRITING ACTIVITY • Prepare Explain to students that when drafting an essay, 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 students that they should follow their outline when writing their draft and include all the elements of informative/explanatory writing. When revising, they may add or delete sentences if they feel information is missing or unnecessary. • Write Provide students with a draft of a summary of “Rescate de ballenas”. Model how to revise it by adding or deleting details. Ask students to suggest revisions.

Práctica de escritura | Writing Practice INDEPENDENT PRACTICE Have students write a draft of their compare-andcontrast essays about animals. Then have them revise their drafts. COLLABORATIVE PRACTICE Have students work in pairs and trade essays so they can help each other revise. SHARE WRITING Ask volunteers to share their revisions with the class. Encourage the class to provide at least one piece of constructive feedback.

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Convenciones | Conventions Comenzar oraciones con letras mayúsculas | Start Sentences with Capital Letters vocabulario académico | academic Vocabulary

letra letters

mayúscula capital

punto period

signos de interrogación question marks

signos de exclamación exclamation points

TEACH AND MODEL Explain to students that the first word at the beginning of a sentence is always capitalized, no matter what kind of sentence it is. Remind students that different kinds of sentences end with periods, question marks, or exclamation points. The next word after the end of each sentence should start with a capital letter, because it begins a new sentence. PRACTICE Have students write two sentences from their essays, capitalizing the first word in each sentence. For cross-language support, see the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

Writing Keystone Checklist Publish and Present informative/Explanatory Writing Use this checklist to assess students’ first draft essays. achieved

Notes

introduction states the purpose of the essay.

WHOLE GROUP WRITING WORKSHOP

MINI-LESSON

Biliteracy Pathway Teacher’s Guide

body paragraphs are logically organized and follow the outline. included examples support the information. Purpose is clearly evident. a conclusion reinforces the major points in the essay and makes a broader statement about the topic.

Unit 1 • Module P • Lesson 7

63

LECCIÓN LESSON

8

“Safari en el patio,” pp. 14–15

Introducción | Introduction Desarrollar la oralidad | Develop Oracy

OBJETIVOS Oralidad Usan conocimientos previos y sustantivos, adjetivos y verbos para expresar preferencias personales sobre un tema. Enfoque Identifican el mensaje principal y explican cómo se transmite en los detalles clave del texto. Hacen y contestan preguntas para demostrar comprensión de un texto.

OBJECTIVES Oracy Use background knowledge and nouns, adjectives, and verbs to express personal preferences about a topic. Focus Determine the central message and explain how it is conveyed through key details in the text. Ask and answer questions to demonstrate understanding of a text.

BUILD BACKGROUND KNOWLEDGE Tell students: Vamos a leer un cuento sobre un niño de la ciudad que va al campo y ve muchos animales que no se ven en la ciudad. Comenta con un compañero qué animales podemos ver en la ciudad y en el campo. | We’re going to read a story about a boy from the city who goes to the countryside and sees many wild animals. Discuss with a partner what animals we can find in the city and in the countryside. After partners have shared ideas, lead a class discussion about students’ preferences regarding animals. Ask questions such as: ¿Qué animales prefieren, los de la ciudad o los del campo? ¿Por qué? ¿Qué animales les parecen interesantes? | What kind of animals do you prefer, the ones from the city or the ones from the countryside? Why? What animals do you find interesting? PRETEACH VOCABULARY The following words will be helpful for students to know before reading the story: safari and silvestres. To help students understand the meaning of each word, show them pictures of a safari and tell them that in this kind of expedition they can find wild animals. Ask: ¿En qué lugares creen que se puede ir a un safari? (Respuestas posibles: África, la selva, un parque nacional) | In what places do you think you can go on a safari? (Possible responses: Africa, the rainforest, a national park) ¿Qué animales silvestres podrían ver en un safari? (Respuestas posibles: elefantes, jirafas, leones, cebras) | What kind of wild animals could you see on a safari? (Possible responses: elephants, giraffes, lions, zebras)

Text Complexity Rubric Use the rubric to familiarize yourself with the text complexity of “Safari en el patio.” QUANTITATIVE MEASURES Lexile

570L

Page Count

2

QUALITATIVE MEASURES

64

Unidad 1 • Módulo P • Lección 8

Levels of Meaning

identify realistic situations; narrative fiction

Structure

conventional structure; dialogue; events happen chronologically

Language Conventionality and Clarity

natural, conversational language; sentences include lists; signal words for sequence

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 little prior knowledge

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Biliteracy Pathway Teacher’s Guide Biliteracy Pathway Handbook

Find a Text's Central Message Through Details L8

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 la observación les puede dar pistas sobre las cosas del mundo que los rodea. [Learners understand that observation can give them clues about things in the world around them.] Vamos a leer el cuento “Safari en el patio” para ver lo que podemos aprender sobre cómo los detalles del cuento nos pueden ayudar a hallar el mensaje principal del texto. | We are going to read the story “Safari en el patio” and see what we can learn about how the story’s details can help us find the central message of the text. ENGAGE StudENtS Tell students they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿De qué manera las fotografías, las ilustraciones y los detalles ayudan a los lectores a comprender un texto?¿Cómo comparan y contrastan los escritores la información y las ideas? | How do photographs, illustrations, and details help readers understand text? How do writers compare and contrast information and ideas? Tell students: En esta lección, vamos a aprender cómo los detalles de un texto y las ilustraciones nos ayudan a comprender el mensaje principal. También veremos la importancia de hacer y responder preguntas sobre el texto para comprenderlo mejor. | In this lesson we are going to learn how the details and illustrations in a text can help us understand the central message. We will also see the importance of asking and answering questions to improve our understanding.

WHOLE GROUP READING

Hallar el mensaje principal de un texto a través de los detalles

REAd As you introduce this new text, use the appropriate reading routine from pp. TR2–14. In this first reading, students should be reading for an understanding of what the text is mainly about. tuRN ANd tALK After reading, have students turn to a partner and discuss this question using key details from the text: ¿Por qué al narrador del cuento le parece aburrido ir al parque de la ciudad? (siempre ve los mismos animales en el parque; solo ve palomas y ardillas; quiere ver serpientes y conejos) | Why does the narrator in the story think that going to the city park is boring? (he always sees the same animals at the park; he just sees pigeons and squirrels; he wants to see snakes and rabbits) Use the Rutina de razonar en parejas y compartir | ThinkPair-Share Routine on p. TR2.

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ObjetivOs Identifican el mensaje principal y explican cómo se transmite en los detalles clave del texto. Determinan el significado de palabras académicas y de dominio específico en un texto y las usan.

Objectives Determine the central message and explain how it is conveyed through key details in the text. Determine the meaning of and use academic and domain-specific words in a text.

L8

segunda Lectura secOnd read

Lectura atenta

Close Read

cite teXt evidence Engage the class in a discussion about what they just read. Remind students that key details convey the central message of a story. Use these questions, forms of which appear at the end of the reading selection, to guide the discussion, and ask students to support their answers with evidence. • ¿Qué dos pistas nos indican que el narrador estaba emocionado por el safari en el patio? (pág. 15: “Devoré mi desayuno”; “—Un conejo —susurré, aunque quería gritar”; “¡Quién iba a imaginar que podía ver tantos animales silvestres en un safari en el patio!”) | What two clues show us that the narrator was excited about the safari in the yard? (p. 15: See answers above.) • ¿Cómo pueden comparar y contrastar el lugar donde vive el narrador y el lugar donde vive su tía, usando palabras del texto? (El narrador vive en la ciudad, mientras que la tía vive en el campo. Cuando él va al parque, los únicos animales que ve son palomas y ardillas. Cuando la tía sale al patio de su casa, ve pájaros carpinteros, zarigüeyas, mapaches, ardillas listadas, serpientes y conejos.) | How can you compare and contrast the place where the narrator lives and the place where his aunt lives, using words from the text? (The narrator lives in the city, while his aunt lives in the countryside. When he goes to the park, the only animals he sees are pigeons and squirrels. When his aunt goes out to her backyard, she sees woodpeckers, opossums, raccoons, chipmunks, snakes, and rabbits.)

Scaffolded Instruction

• ¿Cómo se siente el narrador cuando va al parque de la ciudad? ¿Por qué se siente así? (Se siente aburrido. Nunca ve los animales sobre los que lee en la escuela. Quiere ver serpientes y conejos.) | How does the narrator feel when he goes to the city park? Why does he feel like that? (He feels bored. He never gets to see the animals that he reads about at school. He wants to see snakes and rabbits.)

sPanisH Language deveLOPMent

strategic suPPOrt

VOCABULARY Spanish-language learners

FIGURATIVE LANGUAGE If students have difficulty understanding the metaphor una bola de pelo con una nariz que se movía on p. 15, make the connection to the rabbit explicitly by directing students’ attention to the next sentence. If students have difficulty understanding the simile lo que sonaba como un martillito neumático on p. 14, tell students that the author is comparing the sound made by a woodpecker to the sound of a jackhammer.

may not be familiar with all the animals mentioned in the text. Point to each picture in the text and help students identify each animal. For those animals that do not appear in the photos, you may provide a description or bring pictures to class.

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devoré, p. 14

neumático, p.14

devoured

pneumatic

WHOLE GROUP READING

VOCABULARIO ESENCIAL | BENCHMARK VOCABULARY

• Have students find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the English cognates devour and pneumatic. 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 students 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

DETERMINE CENTRAL MESSAGE Tell students that a story has a central message. This message is what the author wants readers to learn from the story. Provide copies of Web A graphic organizer on p. TR27.

Está aburrido de ver animales de ciudad.

Red del mensaje principal

Es emocionante ver cosas distintas de las que vemos todos los días.

Va al campo y su tía hace un safari en el patio.

s

ipo st ho s uc le m ima . Ve an tres de lves si

MODEL Los detalles clave nos pueden ayudar a determinar cuál es el mensaje principal de un cuento. ¿Cuáles son algunos de los detalles clave del cuento? Anotémoslos. El narrador está aburrido de ver los animales que hay en la ciudad. Visita a su tía, que vive en el campo, y ve muchos animales silvestres. Creo que el mensaje principal del cuento es que es emocionante ver cosas distintas de las que vemos todos los días. | Key details can help us determine what a story’s central message is. What are some of the key details in the story? Let’s write them down. The narrator thinks that it is boring to see the animals that live in the city. He visits his aunt, who lives in the countryside, and sees a lot of wild animals. I think that the story’s central message is that it is exciting to see things that are different from the ones we see every day.

PRACTICE/APPLY Have students 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 students discuss key details from the text that support the central message. Check understanding by asking students to share or by circulating among students or groups. Unit 1 • Module P • Lesson 8

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Leveled Text Library

Lectura independiente enfocada

Focused Independent Reading

While students are reading independently, use the Small Group Options below or on p. 69. BUILD ACCOUNTABILITY Announce the two focus points that students will apply to their self-selected texts. Guide students in applying the strategies they used to understand today’s Reading Analysis lesson to their self-selected texts. Aprendimos que los cuentos tienen un mensaje principal. Es un mensaje que el autor quiere que los lectores aprendan del cuento, y se expresa a través de detalles. Hoy, mientras leen, anoten los detalles clave del cuento. Cuando terminen de leer, pregúntense cómo esos detalles apoyaron el mensaje principal del cuento. | We learned that stories have a central message. It is a message that the author wants readers to learn from the story, and it is expressed through details. As you read today, write down the story’s key details. When you’re done reading, ask yourself how these details supported the story’s central message. • Process Focus: Engagement and Identity Have students give a brief explanation of why their chosen text would be a good addition to their own collection or the classroom library. • Strategy Focus: Critical Thinking To check in on students’ progress with Critical Thinking in their selected text, ask them to explain how the story’s key details support its central message. See the Rutina de lectura independiente | Independent Reading Routine on pp. TR7–9. COLLABORATIVE READING To help students engage in the shared responsibilities of reading more complex text 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. 64 of this Teacher’s Guide for levels of meaning and text purpose. STRUCTURE Have students look at the pictures and the dialogue from the text. Si miramos las fotos, ¿qué tipo de animales podemos ver? Veamos otra vez el diálogo. ¿Quiénes son los personajes del cuento? | If we look at the photos, what type of animals can we see? Let’s look at the dialogue one more time. Who are the characters in the story? LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p.TR11 to assess students’ understanding of devoré and neumático. Also use the list of English cognates on p. 67 of this Teacher’s Guide to guide your English-speaking students as they read. THEME AND KNOWLEDGE DEMANDS Activate students’ background knowledge. Explain that the story is about a boy who is bored by the animals that he sees in the city and visits his aunt in the countryside, where he finds interesting wild animals. ¿Creen que es aburrido ver animales de ciudad? ¿Por qué creen que al niño le entusiasma tanto ver animales silvestres? | Do you think that it is boring to see city animals? Why do you think that the boy is so excited to see wild animals?

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Biliteracy Pathway Handbook

Biblioteca de textos nivelados

Small Group TIME

READING ANALYSIS SUPPORT Use this mini-lesson with students who struggle with using key details to find the central message in “Safari en el patio.” DETERMINE cENTRAL MESSAGE Use these guiding questions. • ¿Qué opina el niño sobre los animales de ciudad? ¿Qué animales le gustaría ver? (Le parecen aburridos. Le gustaría ver serpientes y conejos.) | What does the boy think about city animals? What animals would he like to see? (He finds them boring. He would like to see snakes and rabbits.) • ¿Por qué se divierte tanto el niño? (Porque ve animales distintos a los de la ciudad.) | Why does the boy have so much fun? (Because he sees animals that are different from the ones in the city.) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2. Have students complete their Central Message Web.

READING ANALYSIS EXTENSION Use this mini-lesson with students who can easily determine the central message in “Safari en el patio.” DETERMINE cENTRAL MESSAGE Have students read p. 15. Then discuss the following questions with the group. • ¿Qué usan los personajes para ver los animales? ¿Cómo apoya el tema este detalle? (Binoculares y una lupa. Con ellos, el niño observa mejor los animales.) | What do the characters use to see the animals? How does this detail support the theme? (Binoculars and a magnifying glass. With these, the boy can look at the animals more closely.) • ¿Qué sucede después de que el niño escucha un sonido? (El niño toma los binoculares y observa en el árbol un pájaro carpintero.) | What happens after the boy hears a sound? (The boy grabs the binoculars and watches a woodpecker on the tree.) • ¿Qué aprende el niño sobre los animales silvestres? | What does the boy learn about wild animals?

fLUENcY APPROPRIATE PhRASING Remind students that when they pause, stop, or group phrases together while reading, they are practicing phrasing. Have students follow along as you model reading aloud from “Safari en el patio.” Point out the pauses you make at dialogue dashes to show the change of speakers. Then have students take turns practicing appropriate phrasing by reading aloud from a self-selected text.

QUIck chEck VERIfIcAR EL PROGRESO Monitor Progress

If . . . students aren’t pausing at commas and dashes, then . . . remind them that punctuation marks are there to help them pace themselves. If . . .students are adding extra pauses, then . . . encourage them to use punctuation to guide pauses or phrasing.

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OBJETIVO Desarrollan y refuerzan la escritura mediante la corrección. Reconocen y emplean el acento ortográfico en palabras agudas, llanas (graves) y esdrújulas.

OBJECTIVE Develop and strengthen writing by editing. Recognize and use the written accent in words categorized as agudas, llanas (graves), and esdrújulas.

Escritura informativa/explicativa | Informative/Explanatory Writing Corregir un ensayo | Edit an Essay SET THE PURPOSE Remind students that editing is the next-to-last step 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. Say: Cuando los escritores terminan la revisión, corrigen su trabajo para asegurarse de que las oraciones fluyan con naturalidad, que la información sea clara y que no haya errores gramaticales o de ortografía. | Once writers finish revising, they review their work to make sure the sentences flow naturally, the information is clear, and the work has no grammatical or spelling mistakes. TEACH AND MODEL As students begin editing their own work, remind them that everybody makes mistakes, and the editing stage is the time to look for these mistakes, such as in spelling or grammar. Also tell them to look for opportunities to make their writing stronger. Tell students that, for example, they could correct the first sentence to catch the reader's attention. They could also find places where the writing is correct, but too general. They could add specific details to make it more interesting. LEAD A SHARED WRITING ACTIVITY • Prepare Explain to students that editing is an important step to make sure an essay reads smoothly and doesn’t contain any errors. Inform them that in this lesson, they will be editing the compare-and-contrast essays that they planned, wrote, and revised in previous lessons. • Organize Encourage students to check their work against their sources to make sure all words are spelled correctly. You may wish to give them handouts of basic grammar, punctuation, and spelling rules that they can use as they edit. • Write Provide students with a 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 circle and correct errors in the paragraph.

Práctica de escritura | Writing Practice INDEPENDENT PRACTICE Have students edit the compare-and-contrast essays they wrote in the preceding lessons. Have them look for spelling, grammar, and punctuation errors, awkward wording, and opportunities to add detail. COLLABORATIVE PRACTICE Have them 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.

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

aguda aguda

grave grave

esdrújula esdrújula

fonema phoneme

sílaba 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. Use the table below to guide your instruction. Palabra| Word

División silábica| Syllabification

Sílaba tónica| Stressed Syllable

Tipo de palabra| Type of word

Regla para el acento escrito| Written Accent Rule

animal corazón

a-ni-mal co-ra-zón

última

aguda

si termina en n, s o vocal

manzana árbol

man-za-na ár-bol

penúltima

grave/llana

si termina en consonante, menos nos

página

pá-gi-na

antepenúltima

esdrújula

siempre lleva acento escrito

Write the words from the first column on the board. Say: Voy a leer la palabra animal. Luego voy a contar el número de sílabas de esta palabra. Esta palabra tiene tres sílabas. Ahora voy a dividir la palabra en sílabas: a-ni-mal. | I’m going to read the word animal. Then I’m going to count the number of syllables in the word. This word has three syllables. Now I’m going to divide the word into syllables: a-ni-mal. Continue with the rest of the words on the board (see the second column).

WHOLE GROUP WRITING WORKSHOP

MINI-LESSON

Biliteracy Pathway Teacher’s Guide

Remind students that every word has a stressed syllable. Say: La sílaba tónica, o la que lleva el mayor énfasis, en la palabra manzana, es la sílaba za, es decir la penúltima sílaba. | The stressed syllable in the word manzana is za, or the secondto-last syllable (see the third column). Display on the board the written accent rules from the last column in the table. Review each rule with students; then categorize the words in the list as aguda, grave, or esdrújula. PRACTICE Create a three-column chart on the board with the heads Agudas, Graves, and Esdrújulas. Write the words as shown, deliberately omitting written accents. Under Agudas write: calor, camion, feliz. Under Graves write: problema, lapiz, azucar, importante. Under Esdrújulas write: numero, comico, pelicula, fabula. Have volunteers come to the board and place a written accent on each word if appropriate. (calor, camión, feliz, problema, lápiz, azúcar, importante, número, cómico, película, fábula) For cross-language support, see the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

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lección lesson

9

“Lobo gris: Canis lupus baileyi” and “Un cuento: El regreso de los lobos”

Introducción | Introduction Desarrollar la oralidad | Develop Oracy

Oralidad Usan palabras aprendidas en lecturas previas para comentar sobre las ventajas y desventajas de una situación. Conversan en parejas para expresar y justificar opiniones. Enfoque Comparan y contrastan los puntos más importantes y los detalles clave que se presentan en dos textos sobre el mismo tema. Determinan la idea principal de un texto, recuentan los detalles clave y explican cómo apoyan la idea principal.

OBjECTIVEs Oracy Use words learned in previous readings to discuss the advantages and disadvantages of a situation. Talk to a partner to express and justify opinions.

PRETEACH VOCABULARY These words will help students compare the texts: ahuyentan and tensión. Provide a sample sentence for each word, and ask students to act it out. Say: Cristian está tratando de ahuyentar a los mosquitos. | Cristian is trying to shoo away mosquitoes. Next, ask a question using the word and encourage students to answer it using complete sentences: ¿A qué otros insectos ahuyentamos? | What other insects do we shoo away?

MINI-LESSON

OBjETIVOs

BUILD BACKGROUND KNOWLEDGE Tell students: Vamos a repasar dos textos sobre lobos que ya leímos. ¿Creen que a las personas les gusta que los lobos vivan cerca de ellas? | We’re going to review two texts about wolves that we have already read. Do you think people like to have wolves living nearby? Provide these sentence frames to create a list of advantages and disadvantages on the board: Si los lobos viven cerca puede ser bueno porque ___. Por otro lado, puede ser malo porque ___. Then, have students express and justify their own opinion on whether they would like to live in a region inhabited by wolves.

Focus Compare and contrast the most important points and key details presented in two texts on the same topic. Determine the main idea of a text; recount the key details and explain how they support the main idea. Text Complexity Rubric, p. 2

Destrezas fundamentales | Foundational Skills Diminutivos y aumentativos | Diminutives and Augmentatives • Have students name the animals mentioned in the two texts, and write them in one column on the board. • Say: Vayan a la página 7 y busquen otra forma de decir lobo pequeño. | Go to page 7 and find another way to say little wolf. Write the answer (lobito) next to lobo and explain that the suffixes –ito/–ita, –cito/–cita, or –illo/–illa are used to form diminutives. Then say: Ahora formemos el diminutivo de cada animal. | Now let’s form the diminutive of each animal. Write these in a second column. • In a third column, write the augmentatives for some of the animals. Explain that the suffixes –ote/–ota, –azo/–aza, or –ón/–ona are used to form augmentatives. Provide examples: perrote, gatazo, moscón. Ask students to provide other examples. Help them identify the suffixes by underlining them on the board. For cross-language support, see the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

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Compare and Contrast Texts on a Topic L9

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 tanto la información como las ideas se pueden comparar y contrastar. [Writers understand that information and ideas can be compared and contrasted.] Vamos a leer nuevamente “Lobo gris: Canis lupus baileyi” y “Un cuento: El regreso de los lobos” para comparar y contrastar estos dos textos. | We are going to reread “Lobo gris: Canis lupus baileyi” and “Un cuento: El regreso de los lobos” to compare and contrast these two texts. ENGAGE STUDENTS Remind students to keep the following Essential Questions in mind as they reread the texts: ¿De qué manera las fotografías, las ilustraciones y los detalles ayudan a los lectores a comprender un texto? ¿Cómo comparan y contrastan los escritores la información y las ideas? | How do photographs, illustrations, and details help readers understand text? How do writers compare and contrast information and ideas? Tell students: En esta lección, vamos a usar las fotografías, ilustraciones y detalles de dos textos que tratan sobre el mismo tema para comparar y contrastar la información y las ideas. Pensaremos en qué se parecen y en qué se diferencian las ideas e ilustraciones sobre los lobos que vemos en estos textos. | In this lesson we are going to use photographs, illustrations, and details from two texts on the same topic in order to compare and contrast the information and ideas. We will think about how the ideas and illustrations about wolves are similar and different in both texts.

WHOLE GROUP READING

Comparar y contrastar textos sobre el mismo tema

READ As you reintroduce the texts, use the appropriate reading routine from pp. TR2–14. Students should be reading to review, summarize, and compare and contrast the information in the texts. TURN AND TALK After reading, have students turn to a partner and discuss this question using details from the text: ¿Qué aprendieron en los dos textos sobre el comportamiento de los lobos como cazadores? (pág. 12: “Lo mismo saben cazar un conejo o un ratón de campo que un jabalí o un venado”; “Los lobos son magníficos cazadores”; pág. 14: “con sus aullidos llaman a los animales de su manada para cazar”; pág. 17: “Los lobos deambulaban sin encontrar qué comer. Entonces se acercaron a aquellos ranchos para cazar el ganado y alimentarse”; pág. 29: “Los lobos ya tenían alimento y no iban en busca del ganado”.) | What have you learned from the two texts about how wolves behave as hunters? (See answers above.) Use the Rutina de razonar en parejas y compartir | Think-PairShare Routine on p. TR2.

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ObjETIVOS Comparan y contrastan los puntos más importantes y los detalles clave que se presentan en dos textos sobre el mismo tema. Determinan la idea principal de un texto, recuentan los detalles clave y explican cómo apoyan la idea principal. Determinan el significado de palabras académicas y de dominio específico en un texto y las usan.

ObjEcTIVES Compare and contrast the most important points and key details presented by two texts on the same topic. Determine the main idea of a text; recount the key details and explain how they support the main idea.

Scaffolded Instruction

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

L9

SEGUNDA LEcTUrA SEcOND rEAD

Lectura atenta

Close Read

cITE TEXT EVIDENcE Engage the class in a discussion about what they just read. Remind students that readers use photographs, illustrations, and details to help them understand a text. Use these questions to guide the discussion, and ask students to support their answers with evidence. • Los lobos de “Lobo gris: Canis lupus baileyi” y los lobos de “Un cuento: El regreso de los lobos”, ¿viven en los mismos lugares? (pág. 17: “los bosques y praderas donde vivían los lobos"; pág. 29: “en aquella pradera y en el bosque". Sí, viven en los mismos lugares.) | Do the wolves in “Lobo gris: Canis lupus baileyi” and the wolves in “Un cuento: El regreso de los lobos” live in the same places? (See quoted text above. Yes, they live in the same places.) ¿Qué características sobre los lobos tienen en común los dos textos? (aúllan y comen ratones de campo) | What characteristics about wolves do both texts have in common? (they howl and eat mice) • ¿Qué diferencia importante hay entre cómo se sienten los ganaderos de “Lobo gris: Canis lupus baileyi” y cómo se sienten los campesinos de “Un cuento: El regreso de los lobos” respecto a los lobos? (Los ganaderos estaban molestos con los lobos y los querían matar, en cambio, los campesinos los extrañaban y deseaban que volvieran.) | What is a major difference between how the ranchers in “Lobo gris: Canis lupus baileyi” feel and how the farmers in “Un cuento: El regreso de los lobos” feel about the wolves? (The ranchers were angry at the wolves and wanted to kill them, while the farmers missed them and hoped they would come back.) • ¿En que se parecen las descripciones de cada texto, sobre el silencio que había por la ausencia de los lobos? ¿En qué se diferencian? (Ambos cuentos dicen que ya no se oían los aullidos de los lobos, sin embargo “Un cuento: El regreso de los lobos” agrega que se oían sonidos de otros animales en su lugar.) | How are the descriptions in each text about the silence caused by the absence of wolves alike? How are they different? (Both stories say that they would no longer hear the howling of wolves; however “Un cuento: El regreso de los lobos” adds that they would hear the sounds of other animals instead.)

SPANISH LANGUAGE DEVELOPMENT

STrATEGIc SUPPOrT

VOCABULARY To help students understand the paragraph about animal sounds, tell them that in Spanish there are different words to describe animal sounds. Have them turn to p. 24 of “Un cuento: El regreso de los lobos” and find out which words describe the sounds made by crickets (grillos), frogs (ranas) and wolves (lobos). Then have them suggest words for other animal sounds.

COMPREHENSION Help students use visuals to better understand the texts. Have them compare the illustrations of the places where wolves live on pp. 16, 18–19, and 25–26. To help students compare the illustrations, you can ask them if these places look similar or if they notice any significant differences. Point out that the words used in both texts to refer to these places are exactly the same: praderas and bosques.

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temibles, p. 6

idearon, p. 20

nocturnas, p. 24 nocturnal

• Have students find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the English cognate nocturnal. Use the Rutina de vocabulario esencial: Informativo/Literario | Benchmark Vocabulary Routine: Informational/Literary on pp. TR10–11 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 students 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

COMPARE AND CONTRAST Provide the Two Sorting Boxes graphic organizer on p. TR25 to compare the main ideas and key supporting details of two texts. MODEL Vamos a comparar y contrastar la actitud que tienen los ganaderos y los campesinos hacia los lobos. En Lobo gris: Canis lupus baileyi, los ganaderos quieren matar a los lobos. Escribiré mi idea principal: Los ganaderos quieren matar a los lobos. Sé que los campesinos de Un cuento: El regreso de los lobos tienen una actitud diferente hacia ellos. Escribiré la idea principal de ese texto. Ahora, escribiré los detalles de cada texto que apoyan esas ideas. | We are going to compare and contrast the attitude of the ranchers and the farmers toward wolves. In Lobo gris: Canis lupus baileyi, the ranchers want to kill the wolves. I’ll write my main idea: The ranchers want to kill the wolves. I know that the farmers in Un cuento: El regreso de los lobos have a different attitude toward them. I’ll write my main idea for that text. Now, I’ll list the details in each text that support those main ideas.

Comparar y contrastar textos LOBO GRIS: CANIS LUPUS BAILEYI Idea principal: Los ganaderos quieren matar a los lobos. Usan escopetas, trampas, artimañas y veneno. Los lobos cazaban el ganado para alimentarse. UN CUENTO: EL REGRESO DE LOS LOBOS Idea principal: Los campesinos quieren proteger a los lobos. Los campesinos no cazan pájaros, no cortan árboles, no incendian el pasto. Quieren que los lobos se coman a los ratones.

PRACTICE/APPLY Have students 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 students discuss the main ideas and details from the texts that support the ideas.

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Leveled Text Library

Lectura independiente enfocada | Focused Independent Reading

While students are reading independently, use the Small Group Options below or on p. 77. BUILD ACCOUNTABILITY Announce the two focus points that students will apply to their self-selected texts. Guide students in applying the strategies they used to understand today’s Reading Analysis lesson to their self-selected texts. A medida que leen los textos, lean los títulos y deténganse después de cada párrafo para buscar pistas que indiquen cuáles son las ideas principales. Miren con detenimiento las ilustraciones para buscar detalles clave que apoyen las ideas principales. | As you read the texts, read the titles and stop after each paragraph to look for clues to the main ideas. Study the illustrations to find key details that support the main ideas. • Process Focus: Independence To check on students’ progress with Independence in reading their self-selected texts, have students record their reading in a daily reading log. Students should note any parts of the reading they found difficult, and why. They should also note the title, author, and pages they read. • Strategy Focus: Comprehension Have students review with you the main ideas and key supporting details of their self-selected texts. Ask them to explain how the title and illustrations relate to the key ideas. See the Rutina de lectura independiente | Independent Reading Routine on pp. TR7–9. COLLABORATIVE READING To help students engage in the shared responsibilities of reading more complex text 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 students reread the text and look at the pictures on p. 13 (“Lobo gris: Canis lupus baileyi”) and p. 25 (“Un cuento: El regreso de los lobos”). Según estas dos ilustraciones, ¿cómo describirían a los lobos que aparecen en cada una? | Based on the illustrations, how would you describe the wolves in each of them? LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Informativo/Literario | Benchmark Vocabulary Routine: Informational/Literary on pp. TR10–11 to assess students’ understanding of temible, idearon, and nocturnas. Also use the list of English cognates on p. 75 of this Teacher’s Guide to guide your English-speaking students as they read. THEME AND KNOWLEDGE DEMANDS Activate students’ background knowledge. Remind them that these texts are about the relationship between wolves and the people living nearby. ¿Cuáles son algunas de las características que suelen tener los lobos? ¿Creen que las personas y los lobos pueden convivir en paz? ¿Por qué? | What are some of the features that wolves usually have? Do you think that people and wolves can live together peacefully? Why or why not?

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Unidad 1 • Módulo P • Lección 9

9 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 students who struggle with comparing and contrasting supporting details in “Lobo gris: Canis lupus baileyi” and “Un cuento: El regreso de los lobos.” COMPARE AND CONTRAST Use these guiding questions. • ¿Qué tienen en común los lobos y los ratones de campo de los dos textos? (Si escasea la caza, los lobos comen semillas o frutos. Los ratones se comen las frutas y hortalizas.) | What do the wolves and the mice from the two texts have in common? (If game is scarce, wolves eat seeds or fruits. Mice eat fruits and vegetables.) • ¿Qué les sucede a los lobos al final de cada texto? | What happens to the wolves at the end of each text? Guide students through each text to help them compare and contrast the endings and to find out that in both texts people help bring wolves back to the region so they can live there again; point out that the people do this for different reasons. • Invite students to compare other details, such as the reasons why wolves start eating the farmers’ cattle. Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

FOUNDATIONAL SKILLS SUPPORT QUICK CHECK

Use this mini-lesson with students who struggle with identifying and forming diminutives and augmentatives. DIMINUTIVES AND AUGMENTATIVES Write the following words in the first column of a three-column chart on the board: dedo, animal, pelo, ojo, libros, gordo, rana, semilla, pájaro, luna, and aullidos. Ask these questions: • ¿Cuál es el diminutivo de la palabra dedo? | What is the diminutive of the word dedo (finger)? Write the diminutive (dedito or dedillo) in the second column of the chart. Continue with the other words. • ¿Cuál es el aumentativo de la palabra libros? | What is the augmentative of the word libros (books)? Write the augmentative (librotes or librazos) in the third column of the chart. Continue with the other words. Have students make sentences using the diminutives and augmentatives of each word on the board.

FLUENCY ACCURACY Remind students that reading with accuracy means reading with few or no mistakes. Reading with accuracy helps the listener understand the story more clearly. Have students take turns reading aloud a portion of an appropriately leveled text at an appropriate rate.

VERIFICAR EL PROGRESO MONITOR PROGRESS

If . . . students are reading with mistakes, then . . . have them record themselves as they practice reading aloud. Have them listen to their recordings to see what areas they had trouble with, and have them practice making those corrections several times. If . . . students are adding or substituting words in the text, then . . . have them track the words with their finger as you model reading aloud a passage from the text with accuracy.

Unit 1 • Module P • Lesson 9

77

OBJETIVO Publicar y presentar un escrito. Consultan materiales de referencia.

OBJECTIVE Publish and present writing. Consult reference materials.

Escritura informativa/explicativa | Informative/Explanatory Writing Publicar y presentar un escrito | Publish and Present Your Writing SET THE PURPOSE Remind students that publishing is the last step of the writing process (plan and prewrite; draft; revise; edit; publish and present). Explain that by publishing, authors make their work available to the general public. It is important to create a polished, error-free text before the public hears or reads it. Say: Las publicaciones aún se pueden hacer a mano, pero las computadoras hacen que publicar un texto sea ahora mucho más fácil. Presentar un trabajo es leerlo o representarlo frente a un público. Es una manera de que las personas se entusiasmen por un escrito. | Publishing can still be done by hand, but computers make publishing much easier now. Presenting work is either reading or acting out the work in front of an audience. It is a great way to get people excited about the writing. TEACH AND MODEL As students complete their work, model the process of deciding how to publish it. Your modeling should help students grasp that the best publishing method depends on the material and the audience as well as the media. Tell students that if an essay has a lot of images, the reader would have to see the pages in order to understand it completely. Tell them that they can print the pages or take pictures of each page and make a slide presentation that they could publish on the Internet. LEAD A SHARED WRITING ACTIVITY • Prepare Remind students that publishing and presenting are the payoffs for all their hard work, as well as an opportunity to share their writing with others. Remind them that writers want their writing to be enjoyed by lots of readers. • Organize Guide students through various processes of printing their writing. Students can write each page by hand, scan, and then print the reproduced pages, or they can type directly into a computer and insert scanned pictures. • Write Students should publish their work online only on safe, school-approved sites. Monitor students’ Internet use carefully. Guide students through the steps of uploading the writing and informing others where it can be accessed.

Práctica de escritura | Writing Practice INDEPENDENT PRACTICE Have students publish and present the compare-andcontrast essays they have written in the preceding lessons. Suggest practicing in front of friends or relatives if they are nervous about reading aloud. COLLABORATIVE PRACTICE Pair students and have them present their work to each other. SHARE WRITING Plan the presentation of students’ essays according to the media in which they are presenting them. 78

Unidad 1 • Módulo P • Lección 9

9 LECCIÓN LESSON

Biliteracy Pathway Handbook

Convenciones | Conventions Consultar materiales de referencia | Consult Reference Materials VOCABULARIO ACADÉMICO | ACADEMIC VOCABULARY

materiales materials

referencia reference

consultar consult

enciclopedia encyclopedia

diccionario dictionary

TEACH AND MODEL Tell students that they can use reference materials, such as dictionaries and encyclopedias, to check that words are spelled correctly. In the following sentences, the writer should check an encyclopedia and dictionary to make sure all proper names and new words are spelled correctly. Write these sentences on the board: Los mercados al aire libre son muy populares en Brasil. Hay comunidades nómadas cerca del Polo Norte y en los desiertos de África. PRACTICE Have students choose an animal and research it using an encyclopedia or the Internet. For cross-language support, see the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

Unit 1 • Module P • Lesson 9

WHOLE GROUP WRITING WORKSHOP

MINI-LESSON

Biliteracy Pathway Teacher’s Guide

79

UNIDAD UNIT

OBJETIVOS Presentan un tema y agrupan información.

1

PERFORMANCE-BASED ASSESSMENT

Evaluación de rendimiento Performance-Based Assessment

TAREA INFORMATIVA/EXPLICATIVA |

Incluyen hechos, definiciones y detalles.

INFORMATIVE/EXPLANATORY TASK ESCRIBIR UN ENSAYO DE COMPARAR Y CONTRASTAR | WRITE A COMPARE-AND-CONTRAST ESSAY

Usan palabras y frases de enlace. Dan una conclusión.

Students will use what they have learned from the selections to compare and contrast two animals.

Usan tecnología para crear textos escritos. Hacen y contestan preguntas.

Students will: • introduce the topic and group related information together.

Realizan una presentación clara y comprensible.

• develop the topic with facts, definitions, and details.

Hablan con oraciones completas.

• provide a conclusion.

• use linking words and phrases to connect ideas.

OBJECTIVES

See p. 82 for reproducible copy in Spanish for distribution to students.

Introduce a topic and group information.

NOTE You may administer this assessment over multiple lessons.

Include facts, definitions, and details.

Preparar | Prepare

Use linking words and phrases. Provide a conclusion. Use technology to produce writing. Ask and answer questions. Give a clear and understandable presentation. Speak in complete sentences.

80

REVIEW Discuss the Essential Questions: ¿De qué manera las fotografías, las ilustraciones y los detalles ayudan a los lectores a comprender un texto? ¿Cómo comparan y contrastan los escritores la información y las ideas? | How do photographs, illustrations, and details help readers understand text? How do writers compare and contrast information and ideas? REVISIT THE TEXT Remind students that Ahí viene el lobo gris introduces many facts about the gray wolf, its habits, and its habitat. Point out that animals are alike and different in many ways, including what they eat, where they live, and how they behave toward each other and toward other animals. Say: Piensen en todo lo que aprendieron sobre el lobo gris. ¿Qué hechos y detalles son similares a los del animal que eligieron? ¿Qué hechos y detalles son diferentes? ¿Qué palabras pueden usar para comparar y contrastar los dos animales? | Think about everything you learned about the gray wolf. Which facts and details are similar to those about the animal you chose? What facts and details are different? What words can you use to compare and contrast the two animals? Tell students that to prepare for their Performance-Based Assessment, they will use information from the text to compare and contrast two animals. Emphasize the importance of using facts, definitions, and details to develop their explanatory/informative writing. Students may want to begin with a Venn Diagram or a T-Chart labeled with the names of the two animals and the areas of focus they have chosen to compare.

Unidad 1 • Módulo P

Biliteracy Pathway Teacher's Guide Biliteracy Pathway Handbook

Crear | Create MATERIALS paper or copies of graphic organizers for note taking, pencils, text: Ahí viene el lobo gris, paper for informative/explanatory writing, computer with word processing software (optional), Internet connection (optional) WRITE Remind students that to compare is to look for similarities and to contrast is to analyze differences. Guide students to write characteristics that apply to both animals in the center section of a Venn Diagram. Have students use the outer sections of the Venn Diagram to note characteristics that pertain to one animal but not the other. Students should then use the information from their Venn Diagrams to write paragraphs comparing and contrasting the two animals they chose. DIGITAL OPTION If desired, you may incorporate technology into the Performance-Based Assessment. Students can type their explanations. Students can also go online to find images related to the two animals and then copy and paste them below the explanation.

Apoyo por andamiaje | Scaffolded Support In order for all students 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. 82, which details expectations for this project. It will clarify for students what is being assessed. GRAPHIC ORGANIZER Have students use a T-Chart graphic organizer to list the characteristics of their two chosen animals. Then, on another sheet of paper or on the back of the chart, have students list what the animals have in common.

Tabla en forma de T

SPANISH LANGUAGE DEVELOPMENT Encourage learners of Spanish to brainstorm the names of common folk tales that feature animals, such as “The Three Little Pigs,” or “The Ugly Duckling.” Write out the names of the stories in both Spanish and English. Have students talk about the versions of the stories that they know. 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 language support. Unit 1 • Module P

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UNIDAD UNIT

1

PERFORMANCE-BASED ASSESSMENT

TAREA INFORMATIVA/EXPLICATIVA ESCRIBIR UN ENSAYO DE COMPARAR Y CONTRASTAR Usa lo que has aprendido en las selecciones para comparar y contrastar dos animales. Acuérdate de: • presentar el tema y agrupar la información relacionada. • desarrollar el tema con datos, definiciones y detalles. • usar palabras y frases de enlace para conectar ideas. • incluir una conclusión.

ESCRIBIR UN ENSAYO DE COMPARAR Y CONTRASTAR == El título de mi ensayo, ¿captó la atención de mi lector? == ¿Presenté con claridad mi tema e incluí información útil de referencia? == ¿Usé definiciones y detalles para hacer que se comprendieran mejor los datos?

== ¿Agrupé información relacionada en un solo párrafo? == ¿Usé palabras y frases de enlace para conectar ideas o para comparar y

contrastar información? Ejemplo: ____________________________________ __________________________________________________________________

== ¿Incluí un enunciado o sección de conclusión? == ¿Hice concordar los sujetos en singular y plural con los verbos?

Ejemplo: ___________________________________________________________

== ¿Usé adjetivos para describir sustantivos? Ejemplo:_____________________ ___________________________________________________________________

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

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Unidad 1 • Módulo P

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

LISTA DE REPASO

Biliteracy Pathway Teacher's Guide Biliteracy Pathway Handbook

Informative Writing Rubric Score

Focus

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

Language and Vocabulary

Conventions

Organization is clear, and related information is grouped to convey main idea.

Informative text is relevant and thorough; includes facts, definitions, and details.

Informative text contains a variety of linking words and phrases that convey compare/contrast text structure.

Informative text uses correct grammar, usage, spelling, capitalization, and punctuation.

Topic is clear; main idea may need to be more specific.

Organization is clear, though related information may include a few disconnected ideas.

Information is adequate and includes facts, details, and at least one definition.

Informative text contains linking words and phrases that convey compare/contrast text structure.

Informative text contains a few errors in grammar, usage, spelling, punctuation, and capitalization; but these do not affect understanding.

Topic is not quite clear; main idea may be too broad or narrow.

Organization is inconsistent; information may include a few ideas grouped effectively.

Information is uneven or incomplete; insufficient use of facts, definitions, and details.

Informative text contains some linking words and phrases that convey compare/contrast text structure.

Informative text contains some errors in grammar, usage, spelling, punctuation, and capitalization that somewhat affect understanding.

Topic is vague; main idea is unclear.

Organization is poor or nonexistent; information is grouped ineffectively.

Information is poor or nonexistent; there are few relevant facts and details.

Informative text does not contain enough linking words and phrases to convey compare/ contrast text structure.

Informative text contains errors in grammar, usage, spelling, punctuation, and capitalization that affect understanding.

3

2

0

Development

Topic is clearly conveyed; main idea is specific.

4

1

Organization

Possible characteristics that would warrant a 0: • no response is given • student does not demonstrate adequate command of informative writing skills • response is unintelligible, illegible, or off-topic

You may wish to conduct a qualitative analysis to evaluate linguistic aspects of your biliterate students’ writing. See p. 97 of this Teacher’s Guide for guidance on how to synthesize student scores and assess their progress on a bilingual trajectory.

Unit 1 • Module P

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UNIDAD UNIT

1

PERFORMANCE-BASED ASSESSMENT

Presentar | Present EXPLANATION OF A TOPIC Students share their compare-and-contrast paragraphs with the class. Allow students time to prepare for and practice their presentations. Do the following to prepare students for the presentation: • Tell speakers to check their presentations for sentence fragments. • Remind speakers to speak clearly and at an understandable pace. • Encourage the audience to provide positive feedback. • Let students know when they can ask the speaker questions. DIGITAL OPTION If you chose to incorporate technology into the Performance-Based Assessment, have volunteers use tablets to show the images they included in their explanations.

Reflexionar y responder | Reflect and Respond LOOKING AHEAD For students 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 students to success as they complete other Performance-Based Assessments throughout the school year. If . . . students struggle to convey information clearly, then . . . remember that posting compare/contrast words students can use for reference will help them connect ideas. If . . . students need extra support to group related information together, then . . . remember that using a graphic organizer to take notes will help them determine which facts are related. If . . . students have difficulty choosing effective illustrations, then . . . remember that prompting students to ask themselves the purpose for each image will help them select images to aid comprehension. If . . . students need extra support to develop the topic, then . . . remember that analyzing the book to determine how facts, definitions, and details are used will help them compare and contrast animals. If . . . students have trouble showing images on a tablet while presenting compare and contrast paragraphs, then . . . divide students into pairs and have one student use the tablet to navigate through images while the other reads related paragraphs aloud.

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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.

Cross-Language Connections Lessons . . . . . . . . . . . . . . . . . . . 90–93 CLC 1. Prefijos | Prefixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 CLC 2. Sufijos | Suffixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 CLC 3. Concordancia sujeto-verbo | Subject-Verb Agreement . . . . . . . . . 92 CLC 4. Cognados y cognados falsos | Cognates . . . . . . . . . . . . . . . . . . . 93 and False Cognates

Paired Literacy Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Unit Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

unidad

Literacy Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86–89

1

UNIDAD UNIT

OBJETIVOS Leen poemas y reconocen elementos de la poesía.

Literacy Project

TAREA DEL PROYECTO | PROJECT TASK TALLER DE POESÍA Y PRESENTACIÓN | POETRY WORKSHOP AND PRESENTATION

Students will write poems in small groups and present them to the whole class.

OBJECTIVES

Students will: • analyze and appreciate poems.

Read poems and recognize elements of poetry.

• work collaboratively to plan and write poems about the natural world.

Collaborate with others to write, revise, and orally present original poems.

• copies of p. TR18 (Four-Column Chart), TR27 (Web A), and pp. TR33–TR35 (Poems) • realia from nature, such as small stones, leaves, and flowers; and/or photos of nature such as landscapes or animals in the wild • chart paper and writing journals • pencils and art supplies • computers and a printer

86

LITERACY PROJECT

Proyecto de lectoescritura

Colaboran con otros para escribir, redactar y presentar poemas originales.

MATERIALS

1

• perform multimedia presentations of their poems for the class. NOTE Allow three to five class sessions for students to complete the project.

Preparar | Prepare BUILD BACKGROUND KNOWLEDGE Read aloud the poems “Sandía,” “Un mono,” and “Peces voladores” on p. TR33. Point out the name of the author and explain that Juan José Tablada was a famous Mexican poet. Then say: Vamos a volver a leer estos poemas como lo haría un poeta. | Let’s read these poems again the way a poet would. Lead a choral reading of the poems. Then discuss the elements of poetry. Ask: ¿En qué se diferencia la poesía de otros tipos de escritura? | How is poetry different from other kinds of writing? Create a four-column chart with the head “Elementos de la poesía” in the first column, and the titles of the three poems in the other columns. Have students look closely at the poems to identify poetic elements, such as the separate lines of text and rhymes (in “Sandía,” fría/sandía and carcajada/rebanada; in “Peces voladores,” solar/mar). List these examples in the corresponding rows and columns of the chart. Add a row labeled “Palabras que describen los sentidos” to the chart. Say: Busquen en los poemas palabras sensoriales o palabras que describan uno o más de los cinco sentidos: la vista, el tacto, el olfato, el oído y el gusto. | Look for sensory words, or words that describe one or more of the five senses, in the poems: sight, touch, smell, sound, and taste. Add examples to the appropriate column. Next, read aloud the poem “Versos sencillos” by José Martí (p. TR34). Ask: ¿En qué se diferencia este poema de los otros poemas que acabamos de leer? | How is this poem different from the other poems we just read? Point out that this poem is longer and has three sections, called stanzas, and that each stanza has four lines. Discuss how the stanzas work together to tell about the traveler who is speaking in the poem.

Unidad 1 • Módulo P

Biliteracy Pathway Teacher’s Guide Biliteracy Pathway Handbook

ANALYZE POETRY Provide copies of the Four-Column Chart on p. TR18, after writing in “Elementos de la poesía” as the head of the first column and the titles of the three poems on p. TR35 as the heads of the other columns (“Los gansos,” “Los sapos,” and “La araña”). Choral-read the poems with students. Then have students work in small groups to analyze the poems and list examples of poetic elements on their charts. Then discuss the poetic elements that they identified.

Producir | Produce PLAN IN SMALL GROUPS Explain to students that they will now work in small groups to write poems about the natural world. Say: Primero, cada grupo debe elegir un tema, por ejemplo, la vida en el océano. Cada miembro del grupo escribirá una estrofa del poema. Cada estrofa dirá algo sobre el tema. Por ejemplo, un estudiante podría escribir una estrofa sobre un arrecife de coral, y otro podría escribir una estrofa sobre las tortugas marinas. Trabajarán juntos para pensar en ideas, imágenes y palabras para sus poemas. | First, each group should choose a topic, such as life in the ocean. Each group member will write one stanza of the poem. Each stanza will tell something about the topic. For example, one student could write a stanza about a coral reef, and another could write a stanza about sea turtles. You will work together to brainstorm ideas, images, and words for your poems. Provide the realia from and/or photos of nature and discuss how to plan the poems together. Say: Los poetas a menudo usan fotos u objetos de la vida real como fuente de inspiración para empezar a escribir. Una vez que hayan elegido un tema, pueden usar una red de palabras para hacer una lista de palabras descriptivas, imágenes y otras ideas para sus poemas. | Poets often use photos or real objects for inspiration as they begin to write. Once you choose a topic, you can use a word web to brainstorm descriptive words, imagery, and other ideas for your poems. You may wish to provide copies of Web A on page TR27. Circulate among the groups to help them generate and organize their ideas.

Scaffolded Instruction

DIGITAL OPTIONS Have students find visual inspiration by using schoolapproved search engines to look for images of animals in nature. In addition, students can use a word-processing program to write the poems.

SPANISH LANGUAGE DEVELOPMENT

STRATEGIC SUPPORT

You can use a framework such as the following to model writing a stanza. Then have students use the same framework to write their stanzas.

UNDERSTAND POETRY Use examples from

(Nombre del animal) El/la __________ es como __________. También se parece a(l) __________. Me gusta como __________. El/la __________ es __________.

the poem “Versos sencillos” to review the following: • Poems are often written in short lines. • The words at the end of the lines often rhyme. • The lines are often organized into stanzas with the same number of lines and rhyming pattern.

Unit 1 • Module P

87

UNIDAD UNIT

1

LITERACY PROJECT

WRITE AND REVISE When students begin writing their stanzas, say: Recuerden usar algunos de los elementos de la poesía que incluyeron en sus tablas, así como las palabras sensoriales que escribieron en sus redes de palabras. Esto intensificará la descripción de la naturaleza. Traten de pintar una imagen con las palabras que elijan. | Remember to use some of the elements of poetry that you listed in your charts, as well as the sense words you wrote in your word webs. These will strengthen your description of the natural world. Try to paint a picture with the words you choose. After students have completed a draft, encourage them to revise their work. Say: Lean sus estrofas y asegúrense de elegir las palabras que expresen mejor sus ideas. Traten de usar un lenguaje conciso, preciso y claro. Lean sus estrofas en voz alta para escuchar cómo suenan las palabras. Presten atención al ritmo y la fluidez. | Read your stanzas and make sure you chose the best words to express your ideas. Try to use precise, concise, and clear language. Read your stanzas aloud to hear how the words sound. Listen for rhythm and flow. Invite students to experiment and explore as they revise. Review the list of poetic elements on the four-column chart that you created. Have students check that they have used at least one of the listed features. Remind them to use words that come from the five senses. Then have students edit for spelling, grammar, and punctuation as they combine their stanzas to create their group’s poems. CREATE RECORDINGS AND VISUAL DISPLAYS Allow the groups time to practice reading their poems for the presentation. Have each group member read one stanza of the poem. Encourage students to read slowly and to enunciate their words, adding expression and drama to their voices. If possible, have students make audio or video recordings of their poems. Encourage them to add visuals or gestures that enhance the meaning of their poems. DIGITAL OPTIONS Groups can prepare audio and/or visual representations of their poems in a slide format on a computer, and can then project their work for the class.

Presentar | Present POETRY PERFORMANCE Have each group present its nature poem to the class, incorporating the audio/video recording and any other visuals or gestures. If they do a live performance, students should speak clearly and loudly as the rest of the class listens attentively. Encourage more reluctant readers to choral read their stanzas with a partner. You can celebrate students’ poetry in a variety of ways, such as by inviting parents or another class to a Poetry Café. Arrange the classroom with desks set like café tables, with tablecloths and battery powered candles. Dim the lights and have groups take turns presenting their poems.

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Biliteracy Pathway Teacher’s Guide Biliteracy Pathway Handbook

Poetry Workshop and Presentation Rubric Score

4

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

3

2

1

0

Language and Vocabulary

Content/ Organization

Oral Presentation Skills

Student participated actively in the group, making effective contributions and motivating others.

Stanza strongly reflects the topic, incorporates one or more poetic elements, and works effectively as part of the group’s poem.

Student speaks very clearly, smoothly, and at an appropriate volume, with effective use of eye contact and gestures.

Stanza includes Stanza has precise, descriptive, correct grammar, sensory language. usage, spelling, capitalization, and punctuation.

Student participated actively in the group and made mostly effective contributions.

Stanza reflects the topic, incorporates a poetic element, and works as part of the group’s poem.

Student speaks fairly clearly, smoothly, and at an appropriate volume, with some use of eye contact and gestures.

Stanza includes adequate sensory language.

Stanza has a few errors but is completely understandable.

Student participated somewhat in the group but did not make effective contributions.

Stanza only minimally reflects the topic, does not clearly incorporate a poetic element, and does not work well within the group’s poem.

Student does not speak smoothly or clearly, is difficult to hear, and makes minimal use of eye contact and gestures.

Language in the stanza is not precise or sensory.

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

Student's participation in the group was minimal.

Stanza does not reflect the topic or include a poetic element. It does not work within the group’s poem.

Student is very hard to understand and does not make eye contact or use gestures.

Language in the stanza is vague, unclear, or confusing.

Stanza is hard to follow because of frequent errors.

Collaboration

Conventions

Possible characteristics that would warrant a 0: • student does not write a stanza for the group poem • writing is unintelligible, illegible, or off-topic • student does not participate in group work and/or in the oral presentation

See the Biliteracy Pathway Handbook for additional guidance on supporting and evaluating the work of biliterate students.

Unit 1 • Module P

89

CONEXIONES ENTRE IDIOMAS | CROSS-LANGUAGE CONNECTIONS This lesson also provides language transfer support for the Foundational Skills mini-lesson on pp. 8 and 24.

OBJETIVO

OBJECTIVE

Usan afijos y raíces comunes del griego y del latín, adecuados al nivel de grado, como claves para entender el significado de palabras.

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.

CLC 1. Prefixes | Prefijos

30

ENGAGE STUDENTS Guide a discussion to review what students learned about word parts and prefixes (see Lesson 1, p. 8). Write prefijo and circle pre-. Reinforce that pre- means before (antes) and that prefixes are word parts added to the beginning of a base word to modify the word’s meaning. Then write the words hizo and enchufar and ask students to explain how adding the prefix re- to each word changes its meaning. (re- means repetition; adding it to each word means each action is done again) Repeat with the prefix des-. (des- means negation; adding it to each word implies negation or the opposite) Clarify that not all words that begin with the suffixes re- (e.g. regañar) and des- (e.g. desmayarse) denote repetition or negation. Students should use context to confirm meaning. Have students work in small groups to brainstorm two words with the prefix reand two with the prefix des- and write a definition for each. Have a member of each group write its words and definitions on chart paper. Set up a four-column chart titled Prefijos/Prefixes. Label the first and third columns Prefijo re- and Prefix re-, respectively. Have students use some of the words they brainstormed in sentences and write them in the first column. Then label the second and fourth columns Prefijo des- and Prefixes re-, un-, dis-, respectively and have students add sentences to the third column using words they brainstormed earlier. Say: Vamos a comparar en qué se parecen y en qué se diferencian algunos prefijos en español e inglés. | We'll compare how some prefixes in Spanish and English are alike and different.

25

CONNECT LANGUAGES Say: Sabemos que los prefijos en español cambian el significado de una palabra base. Los prefijos en inglés también cumplen la misma función. | We know that prefixes in Spanish change the meaning of a base word. Prefixes in English serve the same purpose. Tell students that as they read texts in English over the course of this unit, they might encounter words with the prefixes re-, un-, and dis-. Explain that the prefix re- also signifies repetition in English. Model adding re- to the base words do, lock, and locate and have students explain how the prefix changes the meaning of words. Then explain that the English prefixes un-, and dis-, like the Spanish prefix des-, imply negation or the opposite. Have students of mixed Spanish and English proficiency levels work in groups to brainstorm words in English that contain each prefix and have them write a definition for each. Students can consult dictionaries, if needed. Ask each group to share their words and definitions and add them to the chart paper. Call on each group to use the English words with the prefix re- that they brainstormed in sentences. Write each sentence in the second column. Then have them add sample sentences to the fourth column using words they brainstormed earlier containing the prefixes un- and dis-.

20

COMPARE AND CONTRAST LANGUAGES Guide students to compare and contrast the Spanish prefix des- with the English prefixes un- and dis-. Remind students that not all words that start with those letters are words with prefixes and that students must use context and their knowledge of base words in to confirm word meanings.

15

PRACTICE Have students pairs look up or brainstorm additional words in Spanish and English with the prefixes they learned about and use them in sentences.

min

min

min

min

90

Unidad 1 • Módulo P • Lección CLC 1

1 leCCIón lesSON

Biliteracy Pathway Teacher's Guide Biliteracy Pathway Handbook

OBJETIVO

OBJECTIVE

Usan afijos y raíces comunes del griego y del latín, adecuados al nivel de grado, como claves para entender el significado de palabras.

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.

CLC 2. Sufijos | Suffixes

This lesson also provides language transfer support for the Foundational Skills mini-lessons on pp. 16, 24, and 72.

ENGAGE STUDENTS Review with students what they have learned about word parts and suffixes in Module P. Write sufijo and reinforce that suffixes are added to the end of a base word. Contrast the term with prefijo. Write the base word dolor. Call on students to define the word. Add the suffix -oso to the base word and ask: ¿Cómo cambia el sufijo –oso el significado de la palabra dolor? | How does adding the suffix –oso change the meaning of the base word dolor? Then repeat using different base words and the suffixes –ido, -ado, -able, -ible. Guide Spanishlanguage learners to understand the meaning of each suffix using TPR or realia to act out or show visual examples of each word with a suffix. Remind students they can also use context, such as surrounding words and pictures, to confirm the meaning of a word with a suffix. Also review diminutivos and aumentativos (diminutives and augmentatives) with students and discuss how they change the meaning of the base word. CONNECT LANGUAGES Say: Sabemos que los sufijos en español cambian el significado de una palabra base. Los sufijos en inglés también cumplen la misma función. | We know that prefixes in Spanish change the meaning of a base word. Suffixes in English serve the same purpose. Tell students that they might seen words with the English suffixes –ible, -able, and – ous in the English texts they have read. Start an anchor chart titled Base Words and Suffixes / Palabras base y sufijos. Label the left and right columns Spanish and English, respectively. List the base words terror, agradar, and maravilla in the left column. Call on students to define or give synoyms for each word to ensure everyone understands the meaning of each word. Write a plus symbol next to the word terror followed by the suffix –ible. Have the class say what Spanish word they can form by joining the two words and dropping some letters to follow spelling rules (terrible). Then write terror + -ible in the right column and have students say what English word they can form by joining the two words and applying English spelling rules. (terrible) Summarize the spelling rules in both languages. Alternately, model on the board how you formed the word in each language by dropping the last two letters in terror before adding the letters –ible. Then have students say what Spanish words they can form by combining agradar and –able and maravilla and -oso. (agradable; maravilloso) List the words agree and marvel in the right column of the chart. Have students say what English words they can form by combining agree and –able and maravel and -ous (agreeable; marvelous). Point out that in these instances, they did not have to drop any letters from the English base words before adding suffixes. COmpArE AND CONTrAST LANGUAGES Guide students to compare and contrast the Spanish suffixes -ible, -able, oso, osa with the English suffixes –ible, -able, -ous. Have students work in small groups to brainstorm examples of Spanish and English words with the pertinent suffixes. Have students compare and contrast base words and endings and discuss spelling patterns. prACTICE Ask students to use at least three of the words they brainstormed or looked up in each language in sentences. Remind them to use dictionaries to confirm word meanings and spellings.

Unit 1 • Module P • Lesson CLC 4

20

min

30

min

25

min

15

min

91

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

OBJETIVO

OBJECTIVE

Aseguran la concordancia entre sujeto-verbo.

Ensure subject-verb agreement.

CLC 3. Concordancia entre sujeto y verbo Subject-Verb Agreement 15

ENGAGE STUDENTS To clarify what students may or may not know about subjects and verbs, define the terms oración, sujeto, and verbo for students and give an example of each. Say: Una oración es una serie de palabras que expresa un pensamiento completo. Cada oración tiene un sujeto y un verbo. El sujeto dice de qué o quién trata la oración. El verbo debe concordar con el sujeto. Esto quiere decir que si el sujeto es singular (uno), el verbo también debe ser singular. Si el sujeto es plural (más de uno), el verbo también debe ser plural. | A sentence is a series of words that express a complete thought. Every sentence has a subject and a verb. The subject tells who or what the sentence is about. The subject and verb must agree. This means that if a subject is singular (one), the verb must also be singular. If the subject is plural (more than one), the verb must also be plural. Model with: La luna brilla. Las estrellas brillan.

35

CONNECT LANGUAGES Tell students that English, like Spanish, also has rules about subject-verb agreement. Reinforce that sujeto/subject and verbo/verb are cognates and have students apply their knowledge of grammar vocabulary in one language to confirm their understanding of the same vocabulary in the other language. Also cover with students rules for subject-verb agreement they know from earlier grades or that they may not have been explicitly taught in this grade, but are generally expected to know, such as present, past, and future tense (tiempo presente, tiempo pasado, tiempo futuro). Then review what students know about subject-verb agreement in English and what they have specifically learned in Module B (see the Conventions mini-lessons in Lessons 6–9, pp. 241–301). Start and anchor chart with the column headings Español and English. Write examples of correct and incorrect subject-verb agreement in Spanish and in English. (e.g. Las estrellas son brillantes. El cielo estaban nublado./ The forest is vast. The animals is looking for food.) Have students identify the subject and verb in each sample sentence. As a class discuss which sentences are correct and incorrect and why. Remind students to apply what they know about subject-verb agreement rules in Spanish and English to discuss the examples.

25

COMPARE AND CONTRAST LANGUAGES Distribute the Venn Diagram graphic organizer (p. TR26). Have students work in pairs. Partners should take turns to label the circles Español and English and then write in the overlapping area how rules for subject-verb agreement in the two languages are alike. Then have partners take turns writing how they are different in the corresponding circles. Call on pairs to share their Venn Diagrams with the class. Create a class summary of English and Spanish subject-verb agreement rules on chart paper and display it in a visible part of the classroom. Revisit the summary as needed over the course of the unit or in subsequent units to reinforce similarities and differences in Spanish and English grammar rules and to help students improve their writing in both languages.

15

PRACTICE Give students examples of two sentences, one in English and one in Spanish, that use singular subjects and verbs. Have students change each subject to plural and change the verb form to reflect correct subject-verb agreement.

min

min

min

min

92

Unidad 1 • Módulo P • Lección CLC 1

1 LECCIÓN LESSON

Biliteracy Pathway Teacher's Guide Biliteracy Pathway Handbook

OBJETIVO

OBJECTIVE

Determinan y aclaran el significado de palabras o frases desconocidas, eligiendo con flexibilidad entre una serie de estrategias.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.

Reconocen cognados entre el inglés y español y explican las diferencias en su pronunciación y ortografía.

Recognize Spanish-English cognates and explain differences in pronunciation and spelling.

CLC 4. Cognados | Cognates ENGAGE STUDENTS Tell students that cognates (cognados) are words that have the same original word or root. Explain that cognates in English and Spanish have similar and sometimes identical spellings. Offer examples, such as sofá/sofa, planta/plant, and identical cognates such as coyote, usual, animal, plural. Ask students to skim through texts they have read in Spanish and English or recall additional cognates. List any Benchmark Vocabulary English cognates and false cognates that students have analyzed along the unit. The have students work in pairs to locate these words in Ahí viene el lobo gris and the Unit 1 Detective selections: expertos, kilómetro, magníficos, exterminador, voluntario, carpintero. For additional examples, list Spanish cognates supplied for the Module A anchor text (Treasure in the Trees) on p. 6 of the Scaffolded Strategies Handbook. Have students recall which word-analysis strategies they can apply in both Spanish and English to figure out unkonwn word meanings. Guide a discussion about how Spanish and English have features in common because they both contain words of Greek and Latin origin. Have students apply what they know about base words and sound-spelling patterns in Spanish and English to recognize cognates. Discuss the false cognates discutir/discuss; arena/arena; and éxito/exit. Remind students to use context clues, or surrounding words and pictures, to confirm the meanings of English and Spanish words that look similar but are not related. CONNECT LANGUAGES Model how to generalize knowledge of word parts in Spanish and English to figure out word meaning in either language. Present these terms from Ahí viene el lobo gris: distancia/distance, combate/combat, territorio/territory, abundancia/abudance, furioso/ furious. Circle the word parts –ancia/ance; combat-; –orio/-ory; -ancia/ance; -oso/-ous. Elicit from students what is similar or different about each pair of roots or endings. Explain that some endings, such as –oso/-osa in Spanish and –ous in English, turn nouns, or words that name things, into adjectives, or words that describe. Point to furioso/furious. Ask which part of each word shows a noun. If needed, define furia and fury for students using TPR or simple synonyms. Then explain that the endings –-oso/ous change the noun in each language to an adjective. Say: Furioso significa “que muestra o siente furia”. | Furioso, means “feeling or showing fury.” Ask students to say what furious means in English. COMPARE AND CONTRAST LANGUAGES Distribute the Three-Column Chart graphic organizer (p. TR24). Have students 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 three cognates that you provided earlier. Students should discuss why they are alike and different and add their analysis to the third column. PRACTICE Have students scan the Spanish and English texts they have read to locate cognates and false cognates. Have students list each cognate/false cognate pair side by side in their journals. Students should give the correct meaning for any false cognates they note.

Unit 1 • Module P • Lesson CLC 4

25

min

30

min

20

min

15

min

93

UNIDAD 1 UNIT 1

Paired Literacy Support

Launch and Teach Module B MODULE P

MODULE B

+

}

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

Make Biliteracy Connections Consider the following options to support English literacy instruction and help students access all their language resources as they progress through Module B. CROSS-LANGUAGE CONNECTIONS The Cross-Language Connections lessons (pp. 90–93) build on skills and concepts taught in Module P and prepare students for skills and concepts taught in Module B. See the chart below for more details. Module P

Cross-Language Connections

Module B

Lesson 1, p. 8; Lesson 3, p. 24

CLC.1 Prefixes

Builds background knowledge about prefixes for all modules.

Lesson 2, p. 16; Lesson 3, p. 24; Lesson 9, p. 72:

CLC.2 Suffixes

Builds background knowledge about suffixes for all modules.

Lesson 5, p. 47

CLC.3 Subject-Verb Agreement

Lesson 3, p. 241; Lesson 4, p. 251; Lesson 6, p. 271; Lesson 7, p. 281; Lesson 8, p. 211; Lesson 9, p. 301

Lesson 4, p. 32; Lesson 6, p. 50; All Benchmark Vocabulary lessons

CLC.4 Cognates and False Cognates

Lesson 5, p. 253; Lesson 15, p. 353; Scaffolded Strategies Handbook, pp. 90–91

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 B. ANCHOR CHARTS When introducing academic concepts or vocabulary, refer to any relevant Module P anchor charts that you created with students. You may wish to create new anchor charts to record English academic vocabulary, English language structures, and cognates from the Module B reading selections.

94

Unidad 1

Biliteracy Pathway Teacher's Guide

Biblioteca de textos nivelados

Teacher’s Guide

Module B 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 students’ knowledge of the English spelling, grammar, and punctuation skills listed in the Teaching Points. Use students’ 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 POINTS

coordinating conjunctions

syllable patterns V/CV, VC/V

vowel digraphs ee, ea, ai, ay, oa, ow

Tropical rain forests are found in places that are hot and wet all year. The trees grow very tall, and their leaves stay green. The tops of the trees form a layer called the canopy. The leaves in the canopy get lots of rain and sunlight.

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 B. See pp. TR12–TR15 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 B Teacher’s Guide, Unit 1, Module B, pp. 200–399

Scaffolded Strategies Handbook

Look for these features:

Look for these lessons:

▸ Scaffolded Instruction for English Language Learners

▸ Unlock the Text, pp. 26–45

▸ Scaffolded Instruction for Strategic Support

▸ Unlock Language Learning, pp. 374–380

▸ Unlock the Writing, pp. 181–186

Since students 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 students read the Sleuth selections, provide additional support for reading the anchor text and/or supporting texts.

Unit 1

95

UNIDAD 1 UNIT 1

Wrap-Up

Synthesize Biliterate Learning After students complete Module P and Module B in Biliteracy Unit 1, help them synthesize the knowledge they have acquired as biliterate learners. MÓDULO P COMPRENSIONES DURADERAS |

MODULE B ENDURING UNDERSTANDINGS

Los lectores comprenden que las fotografías, las ilustraciones y los detalles sirven para dar sentido a lo que leen. | Readers understand that photographs, illustrations, and details help them make sense of what they read.

Readers understand central messages or main ideas by looking closely at the details used to support them. | Los lectores comprenden los mensajes o ideas principales mirando con atención los detalles de apoyo.

MODULE P ENDURING UNDERSTANDINGS

Los escritores comprenden que tanto la información como las ideas se pueden comparar y contrastar. | Writers understand that information and ideas can be compared and contrasted.

Writers understand how to convey information about main ideas and details through text features and illustrations. | Los escritores comprenden cómo transmitir información sobre ideas principales y detalles a través de los elementos del texto y las ilustraciones.

Los alumnos comprenden que la observación les puede dar pistas sobre las cosas del mundo que los rodea. | Learners understand that observation can give them clues about things in the world around them.

APPLY THE ENDURING UNDERSTANDINGS Assign one or more prompts that ask students to apply the Enduring Understandings to Ahí viene el lobo gris and Treasure in the Trees, 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 students work with partners or in small groups to prepare a response to share with the class. To verify how well students 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 students 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 how the illustrations help you understand the central message in Ahí viene el lobo gris and Treasure in the Trees.

Las ilustraciones de _______ me dicen que _______.

The illustrations in _______ tell me that _______.

Las ilustraciones de _______ y las de _______ se diferencian porque _______.

The illustrations in _______ and in _______ are different because _______.

Se parecen porque _______.

They are similar because _______.

Give examples of how the writer conveys information about main ideas by using illustrations.

En la página _______ el escritor usa la ilustración de _______ para indicar que la idea principal es _______.

On page _______ the writer uses the illustration of _______ to indicate that the main idea is _______.

Discuss what the people in these stories learned about the environment around them.

En _______ , _______ aprendieron que _______ porque se dieron cuenta de _______.

In _______, _______ learned that _______ because they realized 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 students’ progress as biliterate learners. FORMATIVE ASSESSMENTS Use your findings from the Reading and Writing Keystones built into each module to inform your planning for the next unit of instruction. SUMMATIVE ASSESSMENTS • Dictado Use each student’s final Spanish Dictado from Lesson 5 of Module P and final English Dictado from p. 95 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. 83 of Module P and p. 397 of Module B to gauge students’ mastery of writing standards.

biliteracy toolkit

To monitor students’ progress toward developing informative/explanatory 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 targeted at those skills needing further reinforcement in Spanish and/or English.

Name

Grade

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

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

97

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 3 • VOLUME 1 ISBN-13: 978-0-328-86860-5 ISBN-10: 0-328-86860-4

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780328 868605

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