pearson school starter template

1Volume 1

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Biblioteca de textos niveladosLeveled Text Library

Colección de textos en líneaOnline Text Collection

UN

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DBILITERACY PATHWAY

1

UNITConectar con nuestro mundoConnecting to Our World

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 AMODULE P

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

MODULE PUnit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Vocabulary to Unlock the Text . . . . . . . . . . . . . . . . . 4

Module Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Spanish Literacy Lessons . . . . . . . . . . . . . . . . . . . . . 8

Performance-Based Assessment . . . . . . . . . . . . . . 72

Biliteracy Pathway Resources . . . . . . . . . . . . . . . . 77

▸ Cross-Language Connections Lessons . . . . . . . . 78

▸ Paired Literacy Support . . . . . . . . . . . . . . . . . . . . 82

▸ Unit Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

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QUANTITATIVE MEASURES

Lexile 380L Page Count 32

QUALITATIVE MEASURES

Levels of Meaning accessible content; subtle meaning about being brave and exploring the unknown

Structure conventional narrative with a repetitive pattern; humorous illustrations

Language Conventionality and Clarity

several compound sentences, questions, and exclamatory phrases; some advanced vocabulary (espeluznantes, sedientos); use of onomatopoeic words

Theme and Knowledge Demands

an understanding that being brave can be exciting and scary

Overview

TEXT SET

DETECTIVE

ANCHOR TEXT

Colección de textos en líneaOnline Text Collection

Biblioteca de textos niveladosLeveled Text Library

METAS DEL MÓDULO | MODULE GOALSLos lectores identificarán palabras y frases descriptivas y detalles clave en varios textos. | Readers will identify describing words and phrases and key details in various texts.

Los escritores usarán el orden del tiempo para señalar el orden de los sucesos en una narrativa. | Writers will use time order to sequence events in a narrative.

EXPLORAR EL CONTENIDO | EXPLORE CONTENT Los alumnos comprenderán cómo comparar mensajes sobre el mundo que los rodea. | Learners will understand how to compare messages about the world around them.

PREGUNTAS ESENCIALES | ESSENTIAL QUESTIONS¿De qué manera usan los lectores palabras descriptivas y detalles clave para comprender textos? | How do readers use describing words and key details to understand text?

¿Cómo usan los escritores palabras para señalar el orden de los sucesos? | How do writers use words to show event sequence?

COMPRENSIONES DURADERAS | ENDURING UNDERSTANDINGS• Los lectores comprenden que los

detalles en textos pueden proporcionar descripciones e información. | Readers understand that details in texts can provide descriptions and information.

• Los escritores comprenden cómo transmitir información sobre un texto usando ilustraciones y detalles clave. | Writers understand how to convey information about a text using illustrations and key details.

• Los alumnos reconocen que el observar el mundo que los rodea los ayuda a comprender la naturaleza. | Learners understand that observing the world around them can help them understand nature.

Los cazadores de monstruosLexile 380LLiterary Text

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

MÓDULO PMODULE P

UNIDAD 1UNIT 1

OPTIONAL RESOURCEPalabras a su paso™

“Cómo cazan los osos polares”Lexile 340L“Una nueva familia”Lexile 430L“Un final feliz” Lexile 440L

2 Unidad 1

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TEXT SET

ANCHOR TEXT SUPPORTING TEXTS

SLEUTH

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

MODULE GOALSReaders will retell stories, including key details.

Writers will write a narrative story in which they recount one or more sequenced events.

EXPLORE CONTENT Learners will recognize that there are relationships among living things.

ESSENTIAL QUESTIONSHow do readers know what makes a good retelling?

How do writers create interesting events?

ENDURING UNDERSTANDINGS• Readers understand that they improve

their comprehension by identifying story elements.

• Writers understand that details play a role in explaining the events in a story.

• Learners understand that living things depend on one another.

Leveled Text Library

“Dragons and Giants”Lexile 460LLiterary Text

StellalunaLexile AD550LLiterary Text

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

Conectar con nuestro mundoConnecting to Our World

“How Polar Bears Hunt”Lexile 260L“A New Family”Lexile 350L

Unit 1 3

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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.

Vocabulary to Unlock Text

UNIDAD 1 • MÓDULO PUNIT 1 • MODULE P

ANCHOR TEXT Los cazadores de monstruos

BenchmarkVocabulary

Possible Morphological

Links

Possible Semantic

Links

English Cognates

Narrative Links

equipaje equipo, equipar maletas Setting

paquete empaquetar envoltorio, bulto packet Plot

cazador cazar, cazado, cacería rastreador Character

valiente valentía, valor valeroso, decidido Character

campo acampar, campestre

campiña, terreno, huerto, sembradío

partial cognate:camp Setting

espeluznantes espeluznar amedrentadores, espantosos, horrorosos Emotions

pegajosas pegar, pegote adherentes Setting

tremendo terrible, grande tremendous Emotions

pardo parduzco marrón, oscuro Setting

sedientos sed secos, ansiosos Character

desierta desértico despoblada, vacía deserted Setting

pinzas pinzar tenazas Plot

medusas aguavivas, aguamalas medusas Plot

picantes picar, picoso ardientes, urticante Setting

Literary Text

4 Unidad 1

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Informational TextSUPPORTING TEXT “Cómo cazan los osos polares”

BenchmarkVocabulary


Links

Possible Semantic

Links

English Cognates

Informational Links

gruesa grosor corpulenta, ancha, espesa

false cognate:gross Topic

pistas autopistas huellas, rastros, terrenos, caminos Unit Theme

grietas agrietar, agrietado hendiduras, huecos, roturas Topic

Conectar con nuestro mundo Connecting to Our World

SUPPORTING TEXT “Un final feliz”

BenchmarkVocabulary


Links

Possible Semantic

Links

English Cognates

Narrative Links

peludito peludo, pelo, pelaje lanudo Plot

curvos curva, curvada torcidos curved Setting

aspecto apariencia aspect Plot

SUPPORTING TEXT “Una nueva familia”

BenchmarkVocabulary


Links

Possible Semantic

Links

English Cognates

InformationalLinks

cálido caliente, caluroso acogedor, tibio Topic

revisaba revisión, revisado veía, examinaba false cognate:revised Topic

menudo menudeo, menudapequeño, delgado fraccionado, frecuente

Topic

Literary Text

Informational Text

Unit 1 5

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Teacher’s Guide, pp. 56–63







LECCIÓNLESSON 1

READ Trade Book pp. 4–31 Los cazadores de monstruos

BENCHMARK VOCABULARY paquete, cazador, pardo, picantes

READING ANALYSIS Volver a contar sucesos en orden | Retell Events in Order

WRITING Contar el principio, el desarrollo y el final | Tell Beginning, Middle, and End; Dictado

LECCIÓNLESSON 2


BENCHMARK VOCABULARY equipaje, valiente, campo

READING ANALYSIS Usar ilustraciones y detalles para contar acerca de sucesos | Use Illustrations and Details to Tell About Events

WRITING Detalles de los personajes | Character Details; Dictado

LECCIÓNLESSON 3


BENCHMARK VOCABULARY espeluznantes, pegajosas, tremendo, sedientos

READING ANALYSIS Usar detalles para contar acerca de los personajes de un cuento | Use Details to Tell About Story Characters

WRITING Usar detalles de los personajes | Use Character Details; Dictado

LECCIÓNLESSON 4


BENCHMARK VOCABULARY desierta, pinzas, medusas

LANGUAGE ANALYSIS Comprender las palabras que usan los autores | Understand the Words Authors Use

WRITING Detalles de los sucesos | Event Details; Dictado

LECCIÓNLESSON 5

READ Detective pp. 8–9 “Cómo cazan los osos polares”

BENCHMARK VOCABULARY gruesa, pistas, grietas

READING ANALYSIS Hacer y contestar preguntas sobre detalles clave | Ask and Answer Questions About Key Details

WRITING Procesos de escritura: Planear | Writing Process: Plan; Dictado Assessment

LECCIÓNLESSON 6

READ Detective pp. 10–11 “Una nueva familia”

BENCHMARK VOCABULARY cálido, revisaba, menudo

READING ANALYSIS Hacer y contestar preguntas sobre detalles clave | Ask and Answer Questions About Key Details

WRITING Proceso de escritura: Borrador | Writing Process: Draft

LECCIÓNLESSON 7

READ Detective pp. 12–13 “Un final feliz”

BENCHMARK VOCABULARY peludito, curvos, aspecto

READING ANALYSIS Identificar información en imágenes y palabras | Identify Information in Pictures and Words

WRITING Proceso de escritura: Revisar y editar | Writing Process: Revise and Edit

LECCIÓNLESSON 8

COMPARE▶ Los cazadores de monstruos▶ “Cómo cazan los osos polares”

BENCHMARK VOCABULARY equipaje, espeluznantes, sedientos, grietas

READING ANALYSIS Contar acerca de cuentos y textos informativos | Tell About Stories and Informational Texts

WRITING Proceso de escritura: Publicar | Writing Process: Publish


WHOLE GROUPWRITING WORKSHOP

30–40 minutes

• Escritura narrativa | Narrative Writing

• Práctica de escritura | Writing Practice

SMALL GROUP30–40 minutes

• Opciones para los grupos pequeños | Small Group Options

WHOLE GROUP30–40 minutes

• Desarrollar la oralidad | Develop Oracy• Desarrollar la comprensión | Build

Understanding• Lectura atenta | Close Read• Vocabulario esencial | Benchmark

Vocabulary• Análisis del texto | Text Analysis

UNIDAD 1 • MÓDULO PUNIT 1 • MODULE P

6 Unidad 1 • Módulo P

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READING/WRITING CENTER VOCABULARY CENTER ORACY CENTER

CENTER OPTIONS

• Give groups of children frames to describe two different natural settings: Es un lugar donde hay _____. Es un lugar donde no hay _____. Give them words such as ríos, agua, and árboles to describe the settings. Then have them name animals who live in those settings.

• Give pairs a list of Benchmark Vocabulary words. Children should create two lists of words: one for characters and for settings. Have partners take turns to add their own character and setting words to the lists.

• Have children draw three pictures that show the beginning, middle, and end of an independent reading book. They should write sentences for each picture with words that indicate the sequence. Have children share their work with a partner.

During Small Group Time, children can use independent center activities to practice and apply standards while you work with individuals or groups. Options for activities focusing on both concepts and learning objectives for this unit are included here. To hold children accountable and ensure their active participation, refer to the Strategies for Independent Center Activities in the Biliteracy Pathway Handbook.

Conectar con nuestro mundo Connecting to Our World

PERFORMANCE-BASED ASSESSMENTTeacher’s Guide, pp. 72–76

NARRATIVE TASK: WRITE ABOUT THE OUTDOORS

Children will think about story characters and how they explored nature. They will then illustrate and write sentences about the story. They will include details that tell about where the characters went and what they found.

Children will:• illustrate two events in the order in which they occurred

in the story.• write a sentence to tell about each event and how

Ricardete and his friends explore the outdoors.• use correct end punctuation.

LANGUAGE AND FOUNDATIONAL SKILLS LESSONS IN THIS MODULE

Language Upper- and Lowercase Letters; Spell Words Phonetically; Beginning and End Punctuation; Common and Proper Nouns; Written Accent; Plural Nouns

Phonics Open Syllables with m, s, l, p, n, d, v, r, f, ch, y, j, c, b, n, d; Closed Syllables; Consonant Blends with l and r

CROSS-LANGUAGE CONNECTIONS LESSONSTeacher’s Guide, pp. 78–81

These in-depth contrastive analysis lessons develop children’s metalinguistic awareness in Spanish and English and support children’s cross-linguistic transfer of literacy skills covered in the paired module. Depending on your needs, the CLC Lessons may be flexibly integrated over the course of the Biliteracy Pathway Unit.

CLC 1. Beginning and End Punctuation

CLC 2. Nouns

CLC 3. Proper Nouns

CLC 4. Plurals

OPTIONAL RESOURCE Palabras a su paso™, Level 1: Las sílabas abiertas, Grupos 33–36; Closed Syllables, Grupo 26; Combinación de consonantes, Grupos 27–34.

Unit 1 • Module P 7

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Introducción | Introduction

Destrezas fundamentales | Foundational Skills

Sílabas abiertas con m, s, l, p, n, d | Open Syllables with m, s, l, p, n, d• Explainthatwordsaredividedintosyllables.Writethewordmasaontheboard,andreaditaloud,markingthesyllabledivision:ma-sa

• Tellchildrenthatasyllablethatendswithavoweliscalledanopensyllable.Provideexamples:ma, si, lu, po, ne, do.Havechildrensayotherpossiblecombinationsofm, s, l, p, n,anddinopensyllables.

• Startawordwallforwordsthathaveopensyllableswithm, s, l, p, n,andd:dedo, mesa, lupa, palo, nene.Havechildrenbrainstormotherwordswiththeseopensyllables.

• Afterchildrenhavecompletedtheirfirstreadofthestory,say:Busquemospalabrasquetengansílabasabiertasconm, s, l, p, nydenlasprimerasseispáginasdelcuento.|Let’slookforwordsthathaveopensyllableswithm, s, l, p, n y d.AddtheirwordstotheWordWall.

For cross-language support, see the Contrastive Analysis Charts in the BiliteracyPathwayHandbook.

Desarrollar la oralidad | Develop Oracy

BUILD BACKGROUND KNOWLEDGE Tell children: Vamos a leer un cuento sobre un grupo de amigos que salen a cazar monstruos. ¿Qué historias con monstruos conocen?¿Cómo pueden ser los monstruos? ¿Qué ruidos hacen? | We’re going to read a story about a group of friends that go hunting for monsters. What stories with monsters do you know? What do monsters look like? What sounds do they make? Browse the book as a class. Point out the illustrations on pp. 14–15, and read aloud the sound words: Blop, blop. ¿Creen que son sonidos de monstruos, o son los sonidos de niños pisando en el barro? | Blop, blop. Do you think these are monster sounds, or are they the sounds of children stomping on the mud? Continue with the other illustrations and have children guess the sounds they represent.

PRETEACH VOCABULARY The following words will be helpful for children to know before reading the story: trigo and sombra. Bring illustrations to the class for children to have a visual reference and provide language frames as definitions: Con la harina de ____ se hacen comidas como el pan y la pizza. La forma oscura que se ve detrás de un objeto cuando le da la luz es una ___. Have children play a guessing game to practice the words. Have volunteers come to the front, mentally choose one of the words without telling anyone, and act it out for the class to guess. If children have difficulty guessing, provide some hints that accompany the child's representation.

Los cazadores de monstruos, pp. 4–311lecciónlesson

OBjETIVOSOralidadUsanconocimientospreviosparadescribiruntiporecurrentedepersonaje.

Danunvistazoaltextoparacomentarlarelaciónentrelasilustracionesylasonomatopeyas.

EnfoqueVuelvenacontaruncuentoeincluyendetallesclave.

Describenlossucesosimportantesdeuncuentousandodetallesclave.

OBjECTIVESOracyUsebackgroundknowledgetodescribearecurrenttypeofcharacter.

Previewatexttodiscusstheconnectionsbetweenillustrationsandonomatopoeia.

FocusRetellastoryincludingkeydetails.

Describemajoreventsinastoryusingkeydetails.

Text Complexity Rubric,p.2

8 Unidad 1 • Módulo P • Lección 1

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Biliteracy Pathway Teacher’s Guide

Biliteracy Pathway Handbook

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Volver a contar sucesos en orden Retell Events in Order

Desarrollar la comprensiónL1PRIMERA LEctuRA

FIRSt REAd Build Understanding

SEt tHE PuRPOSE Focus the instruction for this lesson by sharing the following Enduring Understanding: Los alumnos reconocen que el observar el mundo que los rodea los ayuda a comprender la naturaleza. [Learners understand that observing the world around them can help them understand nature.] Vamos a leer el cuento Los cazadores de monstruos. Aprenderemos a volver a contar los sucesos en orden. Prestaremos atención a lo que pasa al principio, en el desarrollo (o la mitad) y al final del cuento. Estas cosas que pasan son los sucesos del cuento. | We are going to read the story Los cazadores de monstruos. We will learn how to retell events in order. We will pay attention to what happens at the beginning, middle, and end of the story. These things that happen are the story's events.

ENGAGE cHILdREN Tell children they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿De qué manera usan los lectores palabras descriptivas y detalles clave para comprender textos? ¿Cómo usan los escritores palabras para señalar el orden de los sucesos? | How do readers use describing words and key details to understand text? How do writers use words to show event sequence? Tell children: En esta lección, vamos a buscar palabras y detalles clave en nuestro libro para volver a contar los sucesos importantes del cuento en orden. | In this lesson, we are going to look for words and key details in our book to retell the key story events in order.

REAd As you introduce pp. 4–31 of this new text, use the appropriate reading routine from pp. TR 2–14. In this first reading, children should be reading for an understanding of what the text is mainly about.

tuRN ANd tALK After reading, have children turn to a partner and discuss these questions using details from the text: ¿Qué lugares recorren los niños cuando salen a cazar monstruos? ¿A qué lugar van primero? ¿A cuáles van después? ¿Cuál es el último lugar que visitan? (Primero, los cazadores de monstruos van a un campo de trigo. Después van a un lugar con mucho barro. Después, van a un río y a un bosque. Al final van a una playa). | What places do the children go to when they go out monster hunting? Where do they go first? Where do they go next? Which is the last place they visit? (First, the monster hunters go to a wheat field. Then, they go to a muddy place. Next, they go to a river and the woods. Finally, they go to a beach.) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

Unit 1 • Module P • Lesson 1 9


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SPANISH LANGUAGE DEVELOPMENT

REPETITION Direct children’s attention to the words “No tenemos miedo.” Show them that this phrase is repeated on pp. 10, 13, 15, 17, 19, and 21. Explain that authors sometimes repeat the same words over and over again to make sure readers understand some key detail from a story. Discuss with children why they think this detail is important in the story. Guide them to understand that this phrase shows the children’s attitude before they get to the cave: they are brave monster hunters.

STrATEGIc SUPPOrT

CONTEXT CLUES If children have difficulty understanding words and phrases in the story, guide them to use clues and the illustrations to figure out their meaning. For example, if children do not know the meaning of the words that show what places the children walk through, direct them to context clues: vivid words that describe those places and the animals that live there. Also, have them look at the illustrations. You may ask: ¿Qué lugar es este? ¿Cómo es? ¿Qué animales hay aquí?

PALABRA CURIOSA | By-the-WAy WORd During close reading, define the following word for children involving known concepts that can impede text comprehension.

ogros, p. 10: gigante de los cuentos. Suele ser un personaje que está solo, es malo y asusta | a giant from stories. He is often alone, evil, and scary

L1SEGUNDA LEcTUrA

SEcOND rEAD

Lectura atenta Close Read

cITE TEXT EVIDENcE Engage the class in a discussion about what they just read. Remind children that they can use key details to retell mayor events in a story. Use these questions to guide the discussion, and ask children to support their answers with evidence.

•¿Cómo se sienten los niños antes de llegar a la cueva de la playa? ¿Cómo lo saben? (Los niños se sienten valientes, están contentos, sonríen, juegan. Dicen que no tienen miedo). | How do the children feel before they get to the cave in the beach? How can you tell? (The children are brave and they feel happy, they smile and play. They say they are not afraid.)

•Miren las páginas 24–25. ¿Qué sucede? ¿Cómo saben lo que sienten los niños? (Los niños ven una sombra en la cueva. Se ven asustados, tienen la boca abierta, dan un salto). | Look at pages 24–25. What happens? How can you tell how the children feel? (The children see a shadow in the cave. They look scared, with their mouths open, their feet don’t touch the floor.) ¿Qué sucede después? (Los niños salen corriendo). | What happens next? (The children run away.)

•¿Por qué lugares corren los niños después de escapar de la cueva? (la playa, el bosque, el río, el barro, el campo de trigo) | Which places do the children go through after running away from the cave? (the beach, the woods, the river, a muddy place, a wheat field) ¿A qué lugar llegarán por último? | Which place will they reach finally? (la casa de Ricardete | Ricardete’s house)

ObjETIVOSVuelven a contar un cuento e incluyen detalles clave.

Describen los sucesos importantes de un cuento usando detalles clave.

Determinan el significado de palabras académicas y de dominio específico de un texto y las utilizan.

ObjEcTIVESRetell a story, including key details.

Describe major events in a story using key details.

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

10 Unidad1•MóduloP•Lección1


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VOCABULARIO ESENCIAL | BENCHMARK VOCABULARY

paquete, p. 5 cazador, p. 7 pardo, p. 18 picantes, p. 21package

•Have children find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the English cognate package.

Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to teach the meaning of the words.

•Use the information on pp. 4–5 in this Teacher’s Guide to discuss other words connected to each of the Vocabulario esencial | Benchmark Vocabulary words.

PRACTICE Have children write sentences using the Benchmark Vocabulary to show contextual understanding of the words.

Análisis de la lectura | Reading Analysis

CONVERSAR SOBRE EL TEXTO | TEXT TALK

RETELL Explain to children that when readers retell a story, they tell about the characters, settings and events. A good retelling tells what happens at the beginning, middle, and end of the story. Provide copies of the Story Sequence A graphic organizer on page TR21.

ModEL Veamos lo que sucede al principio en las páginas 4–7. ¿Qué hacen los padres de Ricardete? Veo que los padres volvieron de viaje y le hicieron un regalo. Luego veo lo que pasa en las páginas 8 y 9. ¿Qué hace Ricardete con los amigos? Quieren salir a cazar monstruos con él. Escribiré estos sucesos en el recuadro Principio. | Let’s find out what happens at the beginning on pages 4–7. What do Ricardete’s parents do? I can see that the parents come back from a trip with a present for him. Then I look at pages. 8–9. What does Ricardete do with his friends? They want to go monster hunting with him. I am going to write these events in the Beginning box.

PRACTICE/APPLY Have children work independently or in small groups to complete the graphic organizer. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have children discuss details about what happens in the middle and at the end of the story.

Keystones Reading and WritingKeystones are a quick check to:• assess children’s

understanding of key language, key text structures, and key ideas.

• indicate children’s progress toward the Performance-Based Assessment.

• inform your Small Group Time decisions.

Tabla de sucesos del cuento

PrincipioLos papás de Ricardete vuelven de un viaje y le traen un regalo.Ricardete sale a cazar monstruos con los amigos.

DesarrolloLos cazadores de monstruos van buscando monstruos en distintos lugares. Están muy contentos. Los niños encuentran una sombra en una cueva en la playa.

FinalRicardete y sus amigos vuelven corriendo a casa asustados.Los cazadores de monstruos deciden jugar a otra cosa.

Los cazadores de monstruosTítulo:

Unit1•ModuleP•Lesson1 11


UNLOCK THE TEXT

Opciones para grupos pequeños | Small Group Options


LEVELS OF MEANING See p. 2 of this Teacher’s Guide for levels of meaning and text purpose.

STRUCTURE Review the text. Have children look at the illustrations. Miren las ilustraciones y piensen el el título del cuento ¿Qué lleva en la mano Ricardete? ¿Para qué lo usará? | Look at the illustrations and think about the title of the story. What does Ricardete carry? What would he use that for?

LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to assess children’s understanding of paquete, cazador, pardo, and picantes. Also use the list of English cognates on p. 11 of this Teacher’s Guide to guide your English-speaking children as they read.

THEME AND KNOWLEDGE DEMANDS Activate children’s background knowledge. Explain that the story is about a group of kids that go monster hunting. ¿Es emocionante salir a cazar monstruos? ¿Por qué creen que los montruos asustan? | Is it exciting to go monster hunting? Why do you think monsters are scary?

BUILD ACCOUNTABILITY Announce the two focus points that children will apply to their self-selected texts. Guide children in applying the strategies they used to understand today’s Reading Analysis lesson to their self-selected texts. Aprendimos que podemos volver a contar lo que sucede al principio, en el desarrollo y al final de un texto. Mientras leen el libro, piensen en la secuencia de sucesos. Presten atención a lo que sucede en cada parte del cuento. | We learned that we can retell what happens at the beginning, middle, and end of a text. As you read your book, think about the sequence of events. Pay attention to what happens in each part of the story.

•Process Focus: Engagement and Identity Ask children whether they enjoyed the story they chose. Then have them record their reading in a daily reading log. Children should write the title and then draw or write their favorite part of the story.

•Strategy Focus: Comprehension Have children retell the beginning, middle and end of their book to you or to a partner. Encourage them to use words such as primero, después, and por último to tell about the events.

See the Rutina de lectura independiente | Independent Reading Routine on pp. TR7–9.

COLLABORATIVE READING To help children engage in the shared responsibilities of reading more complex text than they might read on their own, have them follow the Collaborative Reading Routine in the Biliteracy Pathway Handbook.

Lectura independiente enfocada Focused Independent Reading

While children are reading independently, use the Small Group Options below or on p. 13.


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Biblioteca de textos nivelados

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Reading analysis suppoRT

Quick check

Verificar el progresoMonitor Progress

If . . . children read with incorrect expression,

then . . . encourage them to think about what is happening in each sentence and practice reading it with different emotions to see which fits the situation.

appropriaTe eXpressioN Explain to children that reading with expression means changing their voice as they read to show feelings or to emphasize important words. Turn to p. 24 in Los cazadores de monstruos. Point out the bigger size of letters in this question. Explain that you will emphasize this sentence as you read. Read other sentences with question marks and have children follow along as you read. Then have them choral read a portion of a leveled text with expression.

flueNcy

Use this mini-lesson with children who can easily retell events in Los cazadores de monstruos.

reTell Use the following questions.

•¿Qué decide hacer Ricardete después de recibir su regalo? (Decide ir a cazar monstruos). | What does Ricardete decide to do after receiving his present? (Decides to go hunting for monsters.)

•¿En qué orden recorren los niños los lugares cuando salen a buscar monstruos? ¿En qué orden los recorren cuando vuelven de cazar monstruos? | In what order do the children visit the places when they go hunting for monsters? In what order do they walk through them when they come back from their hunt? (campo, barro, río, bosque, playa y cueva; al regreso hacen lo contrario). (country side, mud, river, forest, beach and cave; they do the opposite when they return.)

•¿Qué hacen los niños al llegar a la casa? ¿Por qué? (Deciden jugar a otra cosa; están asustados). | What do children do when they get home? Why? (They decide to play something else; they are scared.)

reaDiNg aNalysis eXTeNsioN

Use this mini-lesson with children who struggle with using key details to retell events in order in Los cazadores de monstruos.

reTell Help children retell the events in the middle of the story. Have them turn to pp. 10–23. Ask guiding questions, such as: ¿Qué lugares recorren los niños? ¿Qué monstruos aparecen en esos lugares? ¿Qué encuentran en la cueva de la playa? (un campo de trigo, un lugar con barro, un río, un bosque, una playa; ratón, gusano, lobo, etc.; encuentran una sombra que los asusta) | What places do the children visit? What monsters appear there? What do they find in the cave at the beach? (a wheat field, a muddy place, a river, the woods, a beach; a mouse, a worm, a wolf, etc.; they find a shadow that scares them) ¿Cómo se sienten los niños mientras van cazando monstruos? (Están muy contentos, se ríen, saltan, cantan, juegan). | How do the children feel while monster hunting? (They are happy, they smile, jump around, sing, play.)

Invite children to turn to pp. 24–31 and draw or write what happens at the end of the story on their graphic organizer. Then help them use their graphic organizer to put the beginning, middle and end together to retell the whole story in their own words. Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.



Escritura narrativa | Narrative WritingContar el principio, el desarrollo y el final | Tell Beginning, Middle, and End

SET THE PURPOSE Say: Una narración es un cuento. Tiene un principio, un desarrollo, o mitad, y un final. | A narrative is a story. It has a beginning, a middle, and an end. Explain that events in a narrative happen in order, or in sequence. Review p. 4, pp. 10–21, and p. 24 of Los cazadores de monstruos with children. Ask: ¿Qué pasa al principio del cuento? ¿Adónde van los niños en el desarrollo o la mitad del cuento? ¿Qué hacen al final del cuento? | What happens at the beginning of this story? Where do the children go in the middle of the story? What do the children find at the end of the story?

TEACH AND MODEL Through discussion, help children notice clues in the story that help readers understand sequence. Have children look at the illustrations and talk about how they help the reader understand what happens first, next, and last. Say: Al principio, vemos a Ricardete en casa con su familia. Después, lo vemos afuera con sus amigos, yendo a distintos lugares. Luego, vemos que los niños regresan recorriendo todos los lugares que visitaron en el orden contrario. Por último, vemos a Ricardete y a sus amigos en su casa. | At the beginning, we see Ricardate at home with his family. Later, we see him outside with his friends, going to different places. Then, we see the children go back through all the places they went in the opposite order. Last, we see Ricardete and his friends at his house.

LEAD A SHARED WRITING ACTIVITY

•Prepare Explain that by identifying the beginning, middle, and end in many stories, children will become familiar with plot patterns and be able to start shaping their own narrative plots.

•Organize Model telling the different story elements for a familiar fable, “The Tortoise and the Hare”. Tell the events of the fable out of order and ask volunteers to tell which event happens at the beginning, middle, and end of the story.

•Write Draw illustrations to show the beginning, middle, and end of the fable you retold. Then write simple sentences next to each picture. Review with children that events happen in order in a story.

Práctica de escritura | Writing Practice

INDEPENDENT PRACTICE Have children think about Los cazadores de monstruos. They will identify the beginning, middle, and end of the story by drawing an illustration for each part. Then they will choose one part of the story to write or dictate a sentence about, using sentence frames as needed.

COLLABORATIVE PRACTICE Have children work in groups of 3. Each child in a group can illustrate one part of the story. They can work together to write a sentence for one of their drawings.

SHARE WRITING Have children share their illustrations and sentences with a partner. Have them discuss how the beginnings, middles, and ends were similar or different from each other.

OBjETIVOSVuelven a contar el principio, el desarrollo y el final de una narración.

Usan correctamente las letras mayúsculas, la puntuación y la ortografía.

Identifican y escriben el acento escrito.

OBjECTIVESRecount a narrative’s beginning, middle, and end.

Correctly use capital letters, punctuation, and spelling.

Identify and write the written accent.



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PRACTICE Have children practice writing the uppercase letters that begin the names of friends or family members.

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

Las letras mayúsculas se usan al principio de los nombres de los personajes y de las oraciones. | Uppercase letters appear at the beginning of characters’ names and at the start of sentences.

Cuando Ricardete lo abre, se lleva una sorpresa muy grande.

Convenciones | Conventions

Escribir letras mayúsculas y minúsculas | Identify and Print Uppercase and Lowercase Letters

VOCABULARIO ACADÉMICO | ACADEMIC VOCABULARY

mayúsculauppercase/capital

minúsculalowercase

TEACH AND MODEL Review with children the difference between lowercase and uppercase letters. Write a few children’s names on the board and point out the uppercase letters that are used at the start of their names. Explain that uppercase letters are also found at the start of sentences.

Dictado

Read aloud the mentor text to accurately convey meaning, phrasing, intonation, and expression. Then reread the text, pausing after a phrase or sentence to have children echo the words of the text.

Read aloud the mentor text a third time, pausing to repeat appropriate sections as needed, as children write what you dictate. Have them reread their writing and correct any errors they find. Then reconstruct the mentor text and talk through the Teaching Points while children check and correct their writing.

For more guidance, see p. TR16 and pp. 64–69 in the Biliteracy Pathway Handbook.

acento escritowritten accent

mayúsculascapitalization

puntuación final (punto)end punctuation (period)

Carla y Sebastián juegan a los piratas con su papá. Cantan una canción mientras marchan por la arena con sus espadas de madera.

PUNTOS A ENSEÑAR | TEACHING POINTS



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Sílabas abiertas con v, r, f, ch, y, j, c, b, n, d | Open Syllables with v, r, f, ch, y, j, c, b, n, d• Remindchildrenthatwordsaredividedintosyllables.Writethewordbocaontheboard,andreaditaloud,markingthesyllabledivision:bo-ca

• Remindthemthatsyllablesthatendwithavowelareopensyllables.Provideexamples:va, ro, fi, ja.Havechildrensayothercombinationsofv, r, f, ch, y, j, c, b, n,anddinopensyllables.

• Startawordwallwithexamplesofwordsthathaveopensyllableswiththoseconsonants:vida, faro, caja, noche.Havechildrenbrainstormotherwordstheyknowwiththeseopensyllables.

• Say:Vuelvanamirarlaspp.4–11delcuento.Busquenpalabrasconsílabasabiertasconv, r, f, ch, y, j, c, b, nyd.|Lookbackatpp. 4–11ofthestory.Lookforwordswithopensyllableswithv, r, f, ch, y, j, c, b, n,andd.Addthosewordstothewordwall.



BUILD BACKGROUND KNOWLEDGE Tell children: Hoy vamos a volver a leer las primeras páginas de Los cazadores de monstruos. Veamos las ilustraciones de las páginas 6 –7. ¿Qué hace Ricardete? ¿Con quién está Ricardete? ¿Cómo lo saben? | We’re going to reread the first pages of Los cazadores de monstruos. Let's look at the illustrations on pages 6–7. What is Ricardete doing? Who is he with? How do you know? Divide the class into two groups. One group will tell where Ricardete is and what he is doing. The other group will point out the details from the illustrations that support the answers. Then have groups switch roles and do the same for the illustration on pp. 8–9.

PRETEACH VOCABULARY The following words will be helpful for children to know before rereading the story: espantapájaros and cazamariposas. Draw a two-column chart on the board. Write the verbs espanta and caza on the first column, and the nouns pájaros and mariposas on the second column, with a plus sign in the middle. Explain the meaning of each word by adding the meanings of the verb and noun that form them. Say: Espantar significa asustar. Cuando junto la palabra espanta con la palabra pájaros, obtengo espantapájaros, que es algo que sirve para asustar pájaros. | Scare away means frighten. When I put together the word scare and the word crow, I get the word scarecrow, which is something that scares crows away. Have children look at the scarecrow on p. 10 and make their own drawing of a scarecrow.

lecciónlesson

OBjETIVOSOralidadUsansustantivos,verbosyadverbiosparadescribirycomentarlossucesosdeuncuento,talcomosevenenlasilustraciones.

EnfoqueUsanlasilustracionesylosdetallesdeuncuentoparadescribirsucesos.

Describenlossucesosimportantesdeuncuentousandodetallesclave.

OBjECTIVESOracyUsenouns,verbs,andadverbstodescribeanddiscusstheeventsinastory,astheyareshownbytheillustrations.

FocusUseillustrationsanddetailsinastorytodescribeevents.

Describemajoreventsinastoryusingkeydetails.


Los cazadores de monstruos, pp. 4–112





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Usar ilustraciones y detalles para contar acerca de sucesos Use Illustrations and Details to Tell About Events



SEt thE PuRPoSE Focus the instruction for the lesson by sharing the following Enduring Understanding: Los escritores comprenden cómo transmitir información sobre un texto usando ilustraciones y detalles clave. [Writers understand how to convey information about a text using illustrations and key details.] Vamos a volver a leer las primeras ocho páginas de Los cazadores de monstruos para ver lo que podemos aprender sobre cómo usar ilustraciones y detalles para contar acerca de sucesos. Recuerden que las cosas que pasan son los sucesos del cuento. | We are going to read the first eight pages of Los cazadores de monstruos and see what we can learn about how to use illustrations and details to tell about events. Remember that events are what happens in the story.

ENGAGE chILdREN Tell children they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿De qué manera usan los lectores palabras descriptivas y detalles clave para comprender textos? ¿Cómo usan los escritores palabras para señalar el orden de los sucesos? | How do readers use describing words and key details to understand text? How do writers use words to show event sequence? Tell children: En esta lección, vamos a usar ilustraciones y detalles en nuestro libro para describir sucesos. También aprenderemos cómo los escritores describen los sucesos principales de un cuento usando detalles clave. | In this lesson we are going use illustrations and details in our book to describe events. We will also learn about how writers describe major events in a story using key details.

REAd As you introduce pp. 4–11 of this text, use the appropriate reading routine from pp. TR2–14. In this reading, children should be reading for an understanding of what happens at the beginning of the story.

tuRN ANd tALK After reading, have children turn to a partner and discuss this question using details from the text: ¿Qué traen los papás de Ricardete cuando vuelven de viaje? ¿Cómo lo muestra la ilustración de las páginas 4–5? (Los padres de Ricardete le traen un regalo. En la ilustración se ve un gran paquete con un lazo de color morado). | What do Ricardete’s parents bring from their trip? How does the illustration on pages 4–5 show it? (Ricardete’s parents bring a present for him. The illustration shows a big package with a purple ribbon.) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.



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HOMOPHONES While discussing monster hunting, children may get confused by the homophones casa-caza. Write both words on the board and explain that, even though these two words sound the same, they have different meanings and spelling. Provide two sample sentences and guide children to see that context will help them differentiate the words: Ricardete sale de su casa. / Ricardete caza monstruos.

STrATEGIc SUPPOrT

ILLUSTRATIONS If children have difficulty telling about events in the story, guide them to pay closer attention to the details in the illustrations. For example, if children cannot relate the idea of ogres and dragons to the scarecrow and cat in the wheat field, reread the questions from the text: ¿Habrá un animal escondido? ¿Dónde estará metido? And tell them that you will have a closer look at the wheat field.

ObjETIVOSUsan las ilustraciones y los detalles de un cuento para describir sucesos.

Describen los sucesos importantes de un cuento usando detalles clave.

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

ObjEcTIVESUse illustrations and details in a story to describe its events.

Describe major events in a story using key details.


L2SEGUNDA LEcTUrA

SEcOND rEAD


cITE TEXT EVIDENcE Engage the class in a discussion about what they just read. Remind children that readers use illustrations and details in a story to describe major events. Use these questions to guide the discussion, and ask children to support their answers with evidence.

•¿Qué le regalaron los padres a Ricardete? ¿Lo dicen las palabras del cuento? ¿Entonces cómo lo saben? (Le regalaron un cazamariposas. No lo dicen las palabras; lo sabemos porque aparece en las ilustraciones). | What did Ricardete’s parents give him as a gift? Do the words in the story say that? Then how can you tell? (They gave him a butterfly net. The words don’t say that; we can tell because the illustrations show it.)

•¿Qué quiere hacer Ricardete con su regalo? (Salir a cazar monstruos). | What does Ricardete want to do with his present? (Go monster hunting.) ¿Con quién irá Ricardete a cazar monstruos? ¿Cómo lo saben? (Ricardete irá a caza monstruos con su papá, su hermanita y sus dos amigos. En la ilustración, Ricardete sale de casa con su papá y su hermana, y las palabras dicen que sus amigos quieren ir con él). | Who will Ricardete go monster hunting with? How can you tell? (Ricardete will go monster hunting with his father, his little sister, and his two friends. In the illustration, he leaves the house with his father and sister, and the words say his friends want to go with him too.)

•En la página 10, los niños pasan por un campo de trigo y dicen que no tienen miedo de los “ogros con pelos ni de los dragones negros”. En la ilustración, ¿cuál es el ogro con pelos? ¿Cuál es el dragón negro? (El ogro con pelos es el espantapájaros. El dragón negro es un gato). | On page 10, children go through a wheat field and say they are not afraid of hairy ogres or black dragons. In the illustration, which is the hairy ogre? Which is the black dragon? (The hairy ogre is a scarecrow. The black dragon is a cat.)



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equipaje, p. 4 valiente, p. 7 campo, p. 11camp

•Have children find and read sentences from the text that contain the Benchmark Vocabulary. Point out that in this context campo means “country side” rather than “camp” which is a partial cognate.


•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.




DESCRIBE EVENTS Remind children that events are what happens in a story. Readers can look for details in the words and pictures of a story to help them understand and tell about the events. Provide the Web B graphic organizer on p. TR28.

MoDEl Vamos a buscar detalles en las palabras e ilustraciones que nos los primeros sucesos del cuento. En las páginas 4–7, el cuento dice que los papás de Ricardete vuelven de viaje y le traen un regalo. Las ilustraciones nos muestran el regalo y a Ricardete jugando con el cazamariposas. Ricardete dice que es un cazador valiente Esto es lo primero que pasa en el cuento. | Let’s look for details in the words and illustrations that can help us figure the beginning events. On pages 4–7, the story tells us that Ricardete’s parents come back from a trip and bring Ricardete a present. The illustrations show the gift and Ricardete playing with his butterfly net. Ricardete says he is brave hunter. This is the first thing that happens.

PRACTICE/APPlY Have children work independently or in small groups to complete the graphic organizer with details from the words and pictures about other things Ricardete does or says. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have children talk about the beginning events in the story.

Red de sucesos del cuento

Ricardete dice es un cazador valiente.

Ricardete juega con el

cazamariposas.

Los papás de Ricardete vuelven

de viaje.Le traen un regalo.

Comienzo





STRUCTURE Review the text and illustrations on pp. 4–5, focusing on how the they interact. Ask these guiding questions: En la ilustración, ¿cuál es Ricardete? ¿Dónde se ve el equipaje? ¿De qué color es el paquete? | In the illustration, which one is Ricardete? Where is the luggage? What color is the package?

LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to assess children’ understanding of equipaje, valiente, and campo. Also use the list of English cognates on p. 19 of this Teacher’s Guide to guide your English-speaking children as they read.

THEME AND KNOWLEDGE DEMANDS Activate children’s background knowledge. Remind them that the story is about a group of children that go monster hunting in different places. ¿Cómo sería su monstruo preferido? ¿Hay monstruos de verdad o creen que son imaginarios? | How would be your favorite monster look? Are there real monsters or do you think they are make believe?

UNLOCK THE TEXT


BUILD ACCOUNTABILITY Announce the two focus points that children will apply to their self-selected texts. Guide children in starting to acquire oral reading fluency using their self-selected texts. Mientras leen, presten atención los detalles claves y las ilustraciones para entender los sucesos del cuento. | As you read, pay attention to key details and illustrations to understand the story’s events.

•Process Focus: Engagement and Identity Have children record their reading in a daily reading log. They should write the title and then draw or write a short summary of the book. They should also record any reading behaviors they would like to improve upon the next time they read.

•Strategy Focus: Decoding and Word Recognition Have children review with you the sentences from the text that contain the Benchmark Vocabulary. Ask them to share what context from the sentences helps them undertand the meaining of each word.



Lectura independiente enfocada Focused Independent Reading




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Quick check

VeRificaR el pRogResoMonitor Progress

If . . . children are reading too slowly,

then . . . have them practice reading aloud with a partner who can provide cues for the reader to speed up.

If . . . children are reading too quickly,

then . . . remind them to slow down so that it is easier for listeners to understand what they are saying.

appRopRiaTe RaTe Explain that reading at an appropriate rate means reading at just the right speed. Have children follow along as you read pp. 4–9 of Los cazadores de monstruos, first very quickly and then very slowly. Review why a reader would not want to read too slowly or too quickly. Model reading at an appropriate rate. Then have children choral read a portion of a leveled text at an appropriate rate.

fluency

Use this mini-lesson with children who can easily use illustrations and details to describe events in Los cazadores de monstruos.

ReTell Have partners choose a familiar storybook from the classroom library and work together to find details in the words and illustrations that tell about the story events. Have them draw a web and write or draw the details they find. Then have them discuss the following questions to describe the story events:

•¿Qué pasa al comienzo del cuento? | What happens at the beginning of the story?

•¿Qué pasa en el desarrollo del cuento? ¿Qué dicen y hacen los personajes? | What happens in the middle of the story? What do characters say and do?

•¿Cómo termina el cuento? | How does the story end?

Reading analysis eXTension

Use this mini-lesson with children who struggle with using illustrations and details to describe events at the beginning of Los cazadores de monstruos.

descRiBe eVenTs Help children identify details in the words and illustrations that tell what the characters do and say. Ask these guiding questions:

•¿Qué dice Ricardete en la página 7? ¿Qué hace en la ilustración? ¿Está contento con su regalo? ¿Cómo lo sabes? (Dice que es un cazador valiente. En la ilustración, juega a cazar a su hermanita con el cazamariposas. Ricardete está feliz con su regalo. Sonríe). | What does Ricardete say on page 7? What is he doing in the illustration? Is he happy with his present? How can you tell? (He says he is a brave hunter. In the illustration, he plays catching his sister with the butterfly net. Ricardete is happy with his present. He smiles.)

•¿Qué hacen los amigos de Ricardete en la ilustración de las páginas 8–9? ¿Qué quieren hacer? (Los amigos de Ricardete sonríen al verlo salir de su casa. Le preguntan si lo pueden acompañar). | What are Ricardete’s friends doing in the illustration on pages 8–9? What do they want to do? (Ricardete’s friends smile when they see him getting out of his home. They ask if they can join him.)

As children answer the questions, have them find details in the words and illustrations that support their ideas. Then have them draw or write the details on the graphic organizer.Invite children to use the details on their graphic organizer to describe the beginning events to a partner. Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.




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Escritura narrativa | Narrative WritingDetalles de los personajes | Character Details

SET THE PURPOSE Talk about the clues that tell the reader about the characters in Los cazadores de monstruos. Say: Los detalles pueden ayudar a los lectores a entender los personajes. | Details can help readers to understand characters. Explain that the writer helps readers understand Ricardete and his friends by choosing words carefully and through illustrations. Ask: ¿Qué frase que se repite te dicen cómo se sienten los niños? ¿Que cara ponen mientras exploran distintos lugares? ¿Qué te dice esto sobre los lugares? | What repeated phrase tells you how the children feel? What do their faces look like as they explore different places? What does this tell you about the characters?

TEACH AND MODEL Help children notice words and details in the illustrations in the story that help readers notice character details. Read aloud p. 14–15 and p. 18–19 of Los cazadores de monstruos. Say: Primero los niños saltan y dicen “¡Vamos a buscarlo!” Esto me dice que están emocionados. Luego van en silencio y dicen “¡Vamos a espiarlo!” Esto me dice van con cuidado. | First the children are jumping. This tells me they are excited. Then they move quietly. This tells me they are being careful.


•Prepare Explain that writers spend time creating the characters for their narratives before they begin writing their stories. Encourage children to think about their characters: whether they are real or imaginary and what they will do together as they prepare to draw and write about the characters in a story.

•Organize Model describing the characters in a narrative (Los niños saltan alegres en el barro). Review with children how the words splash and happily help them understand that the children enjoy being outdoors.

•Write Explain to children that they need to include words to describe the characters in their narrative so the reader will know who they are and what they feel.


INDEPENDENT PRACTICE Have children draw a picture that helps others understand the relationship between the children and the outdoors and write or dictate a sentence that tells about their picture.

COLLABORATIVE PRACTICE Pair children and have them draw a picture and then work together to write a sentence for each picture.

SHARE WRITING Ask volunteers to share their writing with the class. Have them discuss which words in their sentences help others understand what the characters were feeling.

OBjETIVOSEscriben detalles para volver a contar una narración.



OBjECTIVESWrite narrative recounting details.





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Escribir palabras usando la fonética y las normativas de la ortografía | Spell Words Phonetically


deletrearspell

ortografíaspelling

TEACH AND MODEL Explain that the sounds in a word tell writers good hints how the word is spelled. Tell children that as they learn spelling rules, they can spell words by listening to the sounds in the words. Read aloud this sentence: Vamos a jugar. Have a volunteer write the sentence phonetically.

PRACTICE Have the children say simple sentences and model writing them phonetically on the board.


Dictado

Have children take turns dictating and writing down the mentor text.

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








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Sílabas cerradas | Closed Syllables• Remind children that words are divided into syllables and that

syllables that end with a vowel are called open syllables. Explain that syllables that end with a consonant are called closed syllables. Write the word lápiz on the board, and read it aloud, marking the syllable division: lá-piz. Ask: ¿La primera sílaba de esta palabra termina en vocal o en consonante? ¿Y la segunda? | The first syllable in this word ends with a vowel or a consonant? And the second syllable? Help them see that the first is an open syllable and the second is a closed syllable. ¿Qué otras palabras se les ocurren que tengan sílabas cerradas? | What other words can you think of that have a closed syllable? Start a word wall with children’s suggestions.

• Vuelvan a mirar las páginas 12 a 19 del cuento. Busquen palabras que contengan sílabas cerradas. | Look back at pages 12 to 19 of the story. Look for words that contain closed syllables. Have children name the words and add them to the word wall.


OBJETIVOSOralidad Usan sustantivos y adjetivos para describir a los personajes de un cuento.

Enfoque Usan detalles clave para describir los personajes de un cuento.

Contestan preguntas sobre detalles clave de un cuento.

OBJECTIVESOracy Use nouns and adjectives to describe the characters from a story.

Focus Describe characters in a story using key details.

Answer questions about key details in a story.

Text Complexity Rubric, p. 2



BUILD BACKGROUND KNOWLEDGE Tell children: Hoy vamos a volver a leer otra parte de Los cazadores de monstruos. Los personajes principales son Ricardete y sus amigos. ¿Cómo son Ricardete y sus amigos? | We’re going to reread another part of Los cazadores de monstruos. The main characters are Ricardete and his friends. What are Ricardete and his friends like? Start a two-column chart on the board and write down the words that children use to describe the characters. Use one column for details from the text and another column for details from the illustrations. After a child names a character's detail, ask: Me dices que el personaje de ___ es/tiene/dice ___. ¿Eso lo sabes porque lo dice el texto o las ilustraciones? | You are telling me character ___ is/has/says ___. Do you learn that from the text or the illustrations?

PRETEACH VOCABULARY These words will be helpful for children to know before describing the characters in the story: curiosos, preocupados, and decididos. Introduce them by briefly explaining their meaning and acting them out. For example, for decididos, walk around the room purposefully. Explain that these descriptive words can be used to tell about people. Have children complete these sentences: Mi hermana es muy ___ porque quiere saberlo todo. / A veces las personas están ___ si tienen un problema. / Juan caminó muy ___ hacia su mamá para contarle.






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Usar detalles para contar acerca de los personajes de un cuentoUse Details to Tell About Story Characters



SEt tHE PuRPOSE Focus the instruction for the lesson by sharing the following Enduring Understanding: Los lectores comprenden que los detalles en textos pueden proporcionar descripciones e información. [Readers understand that details in texts can provide descriptions and information.] Vamos a leer las páginas 12 a 19 de Los cazadores de monstruos para ver lo que podemos aprender sobre cómo usar detalles para contar acerca de los personajes del cuento. | We are going to read pages 12–19 of Los cazadores de monstruos and see what we can learn about how to use details to tell about story characters.

ENGAGE cHILdREN Tell children they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿De qué manera usan los lectores palabras descriptivas y detalles clave para comprender textos? ¿Cómo usan los escritores palabras para señalar el orden de los sucesos? | How do readers use describing words and key details to understand text? How do writers use words to show event sequence? Tell children: En esta lección, vamos a usar palabras descriptivas y detalles clave describir a los personajes del cuento. También aprenderemos a responder preguntas sobre detalles clave de un cuento. | In this lesson we are going to describe characters using descriptive words and key details. We will also learn how to answer questions about key details in the story.

REAd As you introduce pp. 12–19 of this text, use the appropriate reading routine from pp. TR2–14. In this reading, children should pay attention to what characters say and do to help them learn about the characters.

tuRN ANd tALK After reading, have children turn to a partner and discuss this question using details from the text: Observen las ilustraciones de las páginas 12 a 17. ¿Cómo se sienten los niños? ¿Cómo creen que se sienten en las páginas 18 y 19? (En las págs. 12–17 están contentos, pero tal vez un poquito preocupados en las págs. 18–19). | Look at the illustrations on pages 12 to 17. How do the children feel? How do you think they feel on pages 18 and 19? (They are happy on pp. 12–17, but maybe a bit worried on pp. 18–19.) ¿Cómo lo saben? (Primero sonríen, saltan y juegan. Luego tienen cara de preocupados y caminan juntos y despacio). | How can you tell? | First, they smile, jump, and play. Then they look worried, they gather together, and walk slowly.) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.



PALABRAS CURIOSAS | By-the-WAy WORdS During close reading, define the following words for children involving known concepts that can impede text comprehension.

descalzos, p. 17: cuando alguien está descalzo, no está usando ningún tipo de zapatos. | When people are barefooted, they are not wearing any type of shoes.espiarlo, p. 18: mirar a alguien sin que esa persona se dé cuenta | to look at someone without the other person realizing it

L3SEgunda LEctura

SEcond rEad


cItE tEXt EVIdEncE Engage the class in a discussion about what they just read. Remind children that readers describe characters in a story using key details. Use these questions to guide the discussion, and ask children to support their answers with evidence.

•En el principio del cuento, Ricardete dice que es valiente. ¿Qué detalles del cuento apoyan su opinión? | At the beginning of the story, Ricardete says he is brave. What details from the story support his opinion? (págs. 13, 14, 19: “No tenemos miedo;” pág. 14: “¡Vamos a buscarlo!; pág. 18: "¡Vamos a espiarlo!”)

•Vuelvan a observar las páginas 12 a 19 y busquen oraciones con signos de interrogación. Estas son preguntas que hacen los personajes. ¿Qué quieren saber los cazadores de mostruos? ¿Creen que son niños curiosos? (pág. 14: “¿Habrá algún gusano?”; pág. 16: “¿Habrá algún pez durmiendo?”; pág. 18: “¿Habrá algún oso pardo?”) | Look back at pages 12–19 and look for sentences with question marks. Those are questions asked by the characters. What do they want to know? Do you think they are curious children?

objEtIVoSUsan detalles clave para describir los personajes de un cuento.

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

objEctIVESDescribe characters in a story using key details.


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VERB TENSES Children may find it difficult to understand the use of the future tense in the questions asked by the characters. Write the questions on the board: ¿Habrá algún gusano?, ¿Habrá algún pez durmiendo?, ¿Habrá algún oso pardo? and underline the verb. Explain that the future tense is used in these questions to express that the characters are wondering about something that may be true or not.

StratEgIc SuPPort

ILLUSTRATIONS If children have difficulty understanding the character’s attitudes and emotions, explain that they can look for clues in the illustrations. For example, reread pp. 18–19 as children look at the illustrations. Ask: ¿Cómo se sienten los niños? Point out that the picture shows a wolf in a dark forest. Have children look at the characters’ expressions. From the look on their faces, it seems that they are a bit worried.



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espeluznantes, p. 13 pegajosas, p. 15 tremendo, p. 16 sedientos, p. 19temendous

•Have children find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the English cognate tremendous.


•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.




DESCRIBE CHARACTERS Remind children that characters are the people the story is about. Readers look for details about what characters say and do to learn about the characters. Provide copies of the T-Chart graphic organizer on page TR23.

MODEL Vamos a buscar detalles acerca de lo que hacen y lo que dicen Ricardete y sus amigos. Los niños repiten muchas veces la frase “No tenemos miedo”. Además, en las ilustraciones los veo caminar muy decididos en busca de monstruos. Eso me indica que son cazadores de monstruos muy valientes. Voy a escribir: “Ricardete y sus amigos” en la primera columna, y “repiten que no tienen miedo y caminan muy decididos en busca de monstruos” en la segunda columna. | Let’s look for details about what Ricardete and his friends say and do. They say many times the phrase “We are not afraid”. In addition, in the illustrations I can see they walk purposefully in their search for monsters. This tells me they are very brave monster hunters. I am going to write, “Ricardete and his friends” on the first column, and “repeat they are not afraid and walk decidedly in their search for monsters” on the second column.

PRACTICE/APPLY Have children work independently or in small groups to complete the graphic organizer by drawing, dictating, or writing details about Ricardete and his friends. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have children talk about the characters.

Tabla de personajes

Personajes

Ricardete y sus amigos

Dicen/Hacen

repiten que no tienen miedo y caminan muy decididos en busca de monstruos




UNLOCK THE TEXTLEVELS OF MEANING See p. 2 of this Teacher’s Guide for levels of meaning and text purpose.

STRUCTURE Review the text. Have children look at pp. 12–19. Miren las ilustraciones. ¿Qué hacen los niños en cada lugar? ¿Cómo describen las palabras ssuish, blop, chof y crrack a esos lugares? | Look at the illustrations. What are the children doing in each place? How do the words ssuish, blop, chof, and crrack describe those places? Form small groups and have them discuss the different sound words and how they connect to each setting.

LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to assess children’s understanding of espeluznantes, pegajosas, tremendo, and sedientos. Also use the list of English cognates on p. 27 of this Teacher’s Guide to guide your English-speaking children as they read.

THEME AND KNOWLEDGE DEMANDS Activate children’s background knowledge. Remind them that this story is about kids that go hunting for monsters. ¿Cómo son los animales que aparecen en este cuento? ¿Cuáles de estos animales creen ustedes que pueden ser como monstruos? | What are the animals in this story like? Which of these animals do you think could be considered as monsters?


BUILD ACCOUNTABILITY Announce the two focus points that children will apply to their self-selected texts. Guide children in starting to acquire oral reading fluency using their self-selected texts. Para practicar la lectura en voz alta, elijan una página del libro y léanla en un susurro. Usen claves del contexto que los ayuden a reconocer y entender palabras que no conocen o que no saben bien lo que significan. Luego, lean la página una y otra vez. | To practice reading aloud, choose a page in your book and read it in a whisper voice. Use context clues to help you recognize and understand words you do not know or are not sure about. Then read the page again and again.

•Process Focus: Engagement and Identity Have children record their reading in a daily reading log. They should write the title and then draw or write about what they liked or did not like about the book and whether they would add it to their collection.

•Strategy Focus: Fluency Have children read aloud to you the page they have been practicing on their own, speaking audibly and clearly. Check to make sure children use context to self-correct as they read.



Lectura independiente enfocadaFocused Independent Reading




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Quick check


If . . . children do not pause for punctuation,

then . . . have children point to each punctuation mark on the page. Remind them that it is important to pause when they come to these marks.

If . . . children group words incorrectly,

then . . . read the sentences aloud, pausing after each group to allow children to echo read the words.

appropriaTe phrasiNg Explain that reading with appropriate phrasing means reading words in groups that make sense and pausing for punctuation. Model reading pp. 12–19 aloud with incorrect phrasing. For example, do not pause for commas, or other punctuation marks. Then model reading the same pages, this time with appropriate phrasing. Ask children which reading was easier to understand. Then have them choral read a portion of a leveled text with appropriate phrasing.

flueNcy

reaDiNg aNalysis eXTeNsioN Use this mini-lesson with children who can easily describe characters

using key details in Los cazadores de monstruos.

DescriBe characTers Use the following questions:

•¿Cuántos personajes hay en el cuento? (seis). | How many characters appear in the story? (six) ¿Qué personajes son principales, y cuáles son secundarios? (Ricardete y sus amigos son personajes principales; El papá, la mama y la hermana son personajes secundarios). | Who are the main characters and who are secondary characters? (Ricardete and his friends are the main characters; Dad, mom, and the sister are secondary characters).

•¿Cómo podemos describir a los personajes principales del cuento? (Ricardete y sus amigos son juguetones, divertidos, valientes). | How can we describe the main characters of the story? (Ricardete and his friends are fun, playful, and brave.)

Use this mini-lesson with children who struggle with describing characters using key details in Los cazadores de monstruos.

DescriBe characTers Use the following questions:

•En las páginas 14 y 15, ¿qué animales nombran los niños? (gusanos, lombrices sin narices y babosas pegajosas). | On pages 14–15, what animals do the children name? (worms, earthworms with no noses, and sticky slugs.) ¿Por qué creen que nombran estos animales? (Al igual que los monstruos, pueden dar miedo). | Why do you think they name these animales? (Like monsters, they can be scary.)

•¿Qué detalles de la ilustración nos dicen que los niños no tienen miedo de estos animales? (Parecen felices saltando en el barro). | What details in the picture tell us that the children are not afraid of these animals? (They smile. They seem happy jumping on the mud.)

As children answer these questions, have them find details that support their ideas. Then have them draw or write these details about the characters on the graphic organizer.

Invite children to use those details to describe the characters to a partner. Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.



ObjetivOsEscriben una narración que vuelva a contar detalles sobre los peronajes.



ObjectivesWrite a narrative that recounts details about characters


Identify and write the written accent

Escritura narrativa | Narrative WritingUsar detalles de los personajes | Use Character Details

set tHe PURPOse Remind children that a story has characters, setting, and events: Un cuento se trata sobre sus personajes. El ambiente es cuando y donde ocurre un cuento, y los sucesos es lo que pasa en el cuento. Los escritores usan detalles para contar sobre estas partes del cuento. | The characters are who or what the story is about. The setting is when and where the story takes place, and the events are what happen in the story. Writers use details to tell more about these parts of a story. Tell children that today they will focus on using details to describe characters in their writing. Ask: ¿Cómo hacen los niños en el río y en el barro? | How do the children do in the river and the mud?

teAcH AND MODeL Say: Los escritores usan detalles para que entendamos a los personajes. | Writers use details so that we understand characters. Explain that readers can use the details in a story to make up their minds about the characters. Say: Al repetir frases y mostrar a los niños haciendo lo mismo, la escritora nos dice que los personajes se sienten igual. | By repeating phrases and showing the children doing the same thing, the writer tells us that the characters feel the same.

LeAD A sHAReD WRitiNG ActivitY

•Prepare Explain that you will write a few sentences that will tell readers about the characters through details about what they say and do. Tell children you will write a new ending to Los cazadores de monstruos that show details about the characters.

•Organize Read your writing aloud as you write. Stop occasionally to ask children to provide details to add to your writing. Say: Los niños sonrieron al ver que era una tortuga y bailaron en la playa hasta que era hora de ir a casa. | The children smiled when they saw that the shadow was a turtle. They danced around on the beach until it was time to go home.

•Write Review how specific words in your story help readers understand the characters. Underline key words and phrases. Ask children to discuss how the writer’s word choice helps “show” details about the characters rather than “tell” about them.


iNDePeNDeNt PRActice Have children draw a picture of the children doing something together and write or dictate a sentence that gives details about the characters.

cOLLAbORAtive PRActice Have children work in pairs to trade papers and talk about the details that help them understand the characters in each others work.

sHARe WRitiNG Ask volunteers to share their writing with the class. Discuss the words in the sentences that help readers understand the characters.



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PRACTICE Write questions without the questions marks. Ask children to add beginning and end question marks.

For cross-language support, see p. 78 in this Teacher’s Guide and the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.


Usar puntuación para empezar y finalizar oraciones | Use Beginning and End Punctuation


signo de interrogaciónquestion mark

entonaciónintonation

TEACH AND MODEL Remind children that there are different types of sentences that use different kinds of end punctuation. One type is a question. A question is an asking sentence. An asking sentence starts and ends with a question mark. A question mark is a clue to readers that the sentence that follows is a question. It also indicates that readers’ voices should change their intonation to indicate a question. Write beginning and end question marks. Have children write question marks on a sheet of paper as you write them.

Dictado

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

Reconstruct the mentor text and call on the whole class to contribute to the process of talking through each Teaching Point. Children should correct their writing during the talk-through process. Then have them compare their writing from the previous Dictado lessons with today’s outcome.









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Combinación de consonantes con l (fl, bl, cl, pl) | Consonant Blends with l (fl, bl, cl, pl)• Explainthatconsonantscanbecombinedandusedtogetherinwords.Startawordwallwiththecolumnheadingsfl, bl, clandpl.Provideexamplesforeach,underlyingthecombinationofconsonants.Havechildrenbrainstormotherwordstheymayknowwith fl, bl, cland pl.

• Afterchildrenhavecompletedtheirfirstreadofthestory,say:Vuelvanamirarelcuento.Busquenpalabrasquecontenganfl, bl, clypl.|Lookbackatthestory.Lookforwordsthatcontainfl, bl, clandpl.Havechildrennamethewordsandaddthemtothewordwall.Ifchildrenhaveproblemswithpronunciation,havethemchoralrepeatthewordsontheboard.


OBjetivOsOralidad Hablansobrelasoracionesquetienensignosdeexclamacióneinterrogaciónparacomprendercómolasusanlosautores.

Enfoque Comprendencómousanlosautorespalabrasyfrasesparaapelaralossentidosyexplicarsucesos.

Contestanpreguntasacercadedetallesclaveenuncuento.

OBjeCtivesOracy Talkaboutsentenceswithexclamationandquestionmarkstounderstandhowauthorsusethem.

FocusUnderstandhowauthorsusewordsandphrasestoappealtothesensesandexplainevents.

Answerquestionsaboutkeydetailsinastory.




BUiLD BACKGROUND KNOWLeDGe Tell children: Hoy vamos a volver a leer la última parte de Los cazadores de monstruos. Miren las oraciones de la páginal 20. Todas empiezan y terminan con signos. | Today we’re going to reread the last part of Los cazadores de monstruos. Look at the sentences on page 20. All of them begin and end with marks. Write the exclamation and question marks on the board. Explain that exclamation marks (signos de admiración) are used to add emphasis and question marks (signos de interrogación) are used to ask questions. Read the following sentence from p. 20 with the appropriate entonation: ¡Una playa desierta! | A deserted beach! Ask: ¿Que signo usamos en esta oración? ¿Cómo lo saben? | What mark did we use in this sentence? How can you tell? Divide the class into two groups. Have groups take turns to say exclamatory sentences or questions while the other group says if that sentence needs an exclamation or a question mark.

PReteACH vOCABULARY The following words will be helpful for children to know before reading the story: vista, oído, gusto, tacto, and olfato. Write each word on the board in separate columns and explain their meaning by pointing to the part of the body we use in each case. Write a list of descriptive words on the board and help children classify them according to the sense they appeal to. Say: Un limón es agrio. Puedo sentir el sabor en mi boca. Escribiré agrio en la columna de gusto. ¿Qué otras palabras pueden describir sabores? | A lemon is sour. I can feel its taste in my mouth. I will write sour on the taste column. What other tastes do you know?






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Comprender las palabras que usan los autoresUnderstand the Words Authors Use

Desarrollar la comprensiónL4PRIMERA LECTURA

FIRST READ Build Understanding

SET THE PURPOSE Focus the instruction for the lesson by sharing the following Enduring Understanding: Los lectores comprenden que los detalles en textos pueden proporcionar descripciones e información. [Readers understand that details in texts can provide descriptions and information.] Vamos a leer las últimas doce páginas de Los cazadores de monstruos para ver cómo la autora elige cuidadosamente las palabras para ayudarnos a hacernos una idea mental de lo que sucede en el cuento y comprenderlo mejor. | We are going to read the last twelve pages of Los cazadores de monstruos and see how the author carefully chooses the words to help us picture in our minds and understand the events in the story.

ENGAGE CHILDREN Tell children they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿De qué manera usan los lectores palabras descriptivas y detalles clave para comprender textos? ¿Cómo usan los escritores palabras para señalar el orden de los sucesos? | How do readers use describing words and key details to understand text? How do writers use words to show event sequence? Tell children: En esta lección, haremos preguntas acerca de los detalles clave del texto. También aprenderemos cómo los autores usan palabras y frases que indican cómo las cosas se ven, se sienten, suenan, saben o huelen. | In this lesson, we will ask questions about key details of the text. We will also learn how authors use words and phrases that tell how things look, feel, sound, taste or smell.

READ As you introduce pp. 20–31 of this text, use the appropriate reading routine from pp. TR2–14. In this reading, children should pay attention to words and details the author uses to tell about the events.

TURN AND TALK After reading, have students turn to a partner and discuss this question using details from the text and illustrations: ¿Por qué usa la autora la palabra eso en la página 24? (La autora usa la palabra eso para mostrar que los niños no saben qué es lo que ven). | Why does the author use the word eso on page 24? (The author uses the word eso to show that the children do not know what they are seeing.) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.



L4SEgunda LEctura

SEcond rEad


cItE tEXt EVIdEncE Engage the class in a discussion about what they just read. Remind children that authors use words and phrases to appeal to the senses and explain events. Use these questions to guide the discussion, and ask children to support their answers with evidence.

•En la página 21, ¿qué palabras usa la autora para describir al cangrejo y a la medusa? (pág. 21: “pinzas grandes”; “pelos picantes"). | On page 21, what words does the author use to describe the crab and the jellyfish? Un cangrejo con pinzas grandes y una medusa con pelos picantes son cosas que podrían hacernos daño. ¿Por qué se usan esas palabras para escribir estas cosas? (Para darnos detalles de cómo son las cosas a las que los niños que no tienen miedo). | A crab with big pincers and a jellyfish with stingy hairs are things that could hurt us. Why are these words used to describe those things? (To give us details about how are those things the children say they don’t fear.)

•Miren la página 31. ¿Por qué los niños prefieren jugar a otra cosa después de ir a la cueva? (Porque se asustaron en la cueva y ahora tienen miedo de encontrar un monstruo). | Look at page 21. Why do the children prefer to play something else after going in the cave? (Because they were scared in the cave and were affraid of finding a monster.)

objEtIVoSDeterminan el significado de palabras académicas y de dominio específico de un texto y las usan.

Comprenden cómo usan los autores palabras y frases para apelar a los sentidos y explicar sucesos.

Distinguen los matices de significado.

objEctIVESUnderstand how authors use words and phrases to appeal to the senses and explain events.

Distinguish shades of meaning.


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INTERJECTIONS Children may struggle to understand interjections used by characters in the text, such as ¡Mira! or ¡Vaya! Explain that these kind of words or phrases are used in language to express feelings or impressions. For example, surprise, pain, disgust, love, etc. Help them see that these interjections help the author show that the characters in the story are excited and surprised as they go monster hunting.

StratEgIc SuPPort

MULTIPLE MEANING WORDS Encourage children to consult a dictionary when dealing with words that have multiple meanings, such as picantes, which can refer to spicy or sharp. Show children how dictionaries show the numbered definitions for the different instances of words, providing the different meanings. Encourage children to start their own dictionaries of words they commonly need to look up in the dictionary.



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desierta, p. 20 pinzas, p. 21 medusas, p. 21deserted medusa

• Have children find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the English cognates deserted and medusa.


• 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.


Análisis del lenguaje | Language Analysis


WORD CHOICE Remind children that events are what happens in a story. Explain that authors carefully choose the words they use to tell about and describe those events. They use interesting, descriptive words that appeal to the senses to help explain what happens. As a class, look back at pp. 20–31 and make a list of the words the author presents in big print and italics in Los cazadores de monstruos.

MODEL Miremos las páginas 20 y 21. Arriba, cerca del mar, aparecen las palabras Brumm y Sschhh. Me pregunto qué quieren decir esas palabras y por qué están en la ilustración. Cuando las leo en voz alta me doy cuenta de que son sonidos. La autora eligió estas palabras para indicar lo que escuchamos con el sentido del oído. Cuando miro la ilustración con detenimiento, veo que hay olas en el mar y unas líneas que representan el viento. Creo que esas palabras representan el sonido del mar y del viento. | Let’s look at pages 20 and 21. At the top, near the sea, we can see the words Brumm and Sschhh. I wonder what these words mean and why are they in the picture. When I read them out loud I realize they are sounds. The author chose these words to indicate what we hear with our sense of hearing. When I look at the illustration, I can see waves in the sea and some lines that represent wind. I think these words represent the sound of the sea and the wind.

PRACTICE/APPLY Have children work independently or in small groups to identify the rest of the sound words on these pages. Have them think about other sound words they may know. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have children discuss why the author chose the words she did and what they show or represent.




UNLOCK THE TEXTLEVELS OF MEANING See p. 2 of this Teacher’s Guide for levels of meaning and text purpose.

STRUCTURE Preview the text. Form small groups and have children look at the text. Miren las palabras del cuento. Casi todas las palabras son cosas que dicen los personajes. ¿Qué creen que dirán estos niños? | Look at the words from the story. Almost all of them are things that the children in the story say. What do you think these children will talk about?

LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to assess children’ understanding of desierta, pinzas, and medusas. Also use the list of English cognates on p. 35 of this Teacher’s Guide to guide your English-speaking children as they read.

THEME AND KNOWLEDGE DEMANDS Activate children’s background knowledge. Remind them that this story is about kids that go hunting for monsters. ¿Qué monstruos famosos conocen? ¿Cómo son? ¿Dónde viven? | What famous monsters do you know? What do they look like? Where do they live?


BUILD ACCOUNTABILITY Announce the two focus points that children will apply to their self-selected texts. Guide children in applying the strategies they used to understand today’s Benchmark Vocabulary lesson to their self-selected texts. Aprendimos el significado de las palabras desierta, pinzas y medusas, que hacen referencia a objetos o características de la playa en la que estaban los niños del cuento. Mientras leen su libro, busquen palabras que describan el lugar donde se encuentran los personajes y márquenlas con una nota autoadhesiva. | We learned the meanings of the words desierta, pinzas, and medusas, which make reference to details that describe the beach where the children are. As you go through your book, look for words that describe the place where your characters are and mark them with self-stick notes.

• Process Focus: Independence Have children share any parts of their book that they found difficult or confusing. Then have children record their reading in a daily reading log. They should write the title and then draw or write a short summary of the book.

• Strategy Focus: Vocabulary Knowledge Have children review the things in their book that they marked with self-stick notes. Have them tell how those things describe the place where the characters in their story are.







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QUick chEck

VErificAr EL proGrEsoMonitor Progress

If . . . children do not read with expression,

then . . . review what different punctuation marks tell readers about a sentence. Have children identify the punctuation marks before reading each sentence.

If . . . children read with incorrect expression,

then . . . encourage them to think about what is happening in each sentence and practice reading it with different emotions to see which best fits the situation.

AppropriATE EXprEssioN Explain to children that reading with expression means changing their voice as they read. They can use their voice to show feelings such as surprise or fear. They can use their voice to emphasize important words. Point to sentences with exclamation marks and ask children how you should read these sentences. Have children follow along as you read with expression. Then have children choral read a portion of a leveled text with expression.

fLUENcy

foUNDATioNAL skiLLs sUpporT Use this mini-lesson with children who stuggle with identifying words with

consonant blends with l (cl, bl, fl, pl).

iLLUsTrATioNs Use the word wall from the Foundational Skills mini-lesson. Show the children pictures of words containing consonant blends with l (cl, bl, fl, pl), and ask the following questions.

•¿Qué combinación de consonantes con I contiene esta palabra? | What consonant blend with l does this word contain?

•¿En qué columna del muro de palabras deberíamos poner esta imagen? | In what column of the word wall should we place this image?

Have children tell if the combination is at the beginning of the word or in the middle of the words in the pictures.

Use this mini-lesson with children who struggle with understanding how authors use words and phrases to appeal to the senses and explain events in Los cazadores de monstruos.

WorD choicE Reread p. 22. Point to the words Tip Tap. Ask children to pay attention and listen carefully while you walk around the classroom. Ask: ¿Qué sonido hacen mis zapatos cuando camino? | How do my shoes on the floor sound as I walk around? Guide them to see that the author uses these words to show the sound the characters make when they walk. Then have children look at pp. 28–29 and discuss the onomatopoeias that appear on those pages. Model: Veo que aparecen las palabras ssploch y ssplach en el agua de río. Creo que debe ser el ruido que hace el agua cuando los niños pasan corriendo. ¿Qué palabra aparece cuando pasan corriendo por el barro? ¿Y cuándo pasan por el campo de trigo?

Invite children to talk with a partner about the different onomatopoeias that appear in the story and to think of other onomatopoeias that the author could have included, such as the sound made by the wolf. Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2. Then have children share their ideas with the class.



ObjetivOsEscriben una narrativa que vuelva a contar detalles de los sucesos.



ObjectivesWrite a narrative that recounts details about events.



Escritura narrativa | Narrative WritingDetalles de los sucesos | Event Details

set tHe PURPOse Remind children that stories have events in the beginning, middle, and end. Say: Los sucesos de un cuento suceden en orden. | A story’s events happen in a certain order. Tell children they will be writing details about a story event.

teAcH AND MODeL Explain to children that when writers write about events in a story, they include details to help readers understand what is happening. Say: A veces los escritores piensan en las preguntas que puedan tener mientras leen, así que escriben detalles que respondan esas preguntas. | Sometimes writers think about questions readers might have as they read, so they write details that might answer those questions. Provide examples of questions writers can use to make sure their events have details to help readers, such as What makes this event happen? Where is it happening?, and How do the characters feel about what is happening? Model how the author shows details about the events on pp. 22–23. Say: Veo el mar al fondo. Este suceso ocurre en la playa. Los niños dicen “¡Vamos a verlo!” porque están emocionados por la cueva. | I see the sea in the background. This event is happening at the beach. The children want to see it because they are excited about the cave.

LeAD A sHAReD WRitiNG ActivitY

•Prepare Explain to children that sometimes writers will write about the event and then go back to add details. Tell children that when they finish writing about an event for a narrative, they can go back to make sure the event is clear to readers.

•Organize Model adding details about an event from Los cazadores de monstruos. Say: Puedo escribir que los niños encontraron una cueva. Para agregar detalles, escribo que encontraron una cueva grande y oscura en la playa. | I can write that the children find a cave. To add more detail, I can write that they found a big, dark, scary cave on the beach.

•Write Choose another event from the story and give a basic sentence to describe it. Have volunteers suggest details about the event.


iNDePeNDeNt PRActice Have children choose an event from Los cazadores de monstruos. Tell children to use details from the words and illustrations to retell the event. Remind them to include details to help readers understand the event.

cOLLAbORAtive PRActice Have children work in pairs. Each partner can describe an event and then the partners can trade papers and add detail to each other’s event.

sHARe WRitiNG Ask volunteers to share their writing with the class. Have the class discuss the details that were used in the writing. Ask them if there are other details that could be added that would make the writing better.



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Usar puntuación para empezar y finalizar oraciones | Use Beginning and End Punctuation


signo de exclamaciónexclamation marks

expresarexpress

TEACH AND MODEL Remind children that there are different types of sentences with different kinds of begninng and end punctuation. One type is an exclamation, a type of sentence that expresses strong emotions or surprise. These sentences start and end with exclamation marks. These marks tell readers to add excitement or surprise to their voice as they read the sentence. Write beginning and end exclamation marks. Have children write them on a sheet of paper as you write it.

PRACTICE Say a few sentences, some with intonation, others without it. Ask the children whether they need exclamation marks.


Dictado

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

Then reconstruct the mentor text and talk through the Teaching Points while children check and correct their writing. To challenge children, you may give them the option of adding this sentence to the end of the text: Buscan un tesoro. Reconstruct and then talk through the additional sentence. Have children note and correct any errors they made.









LECCIÓNLESSON


“Cómo cazan los osos polares,” pp. 8–9


BUILD BACKGROUND KNOWLEDGE Tell children: Vamos a leer un texto sobre los osos polares y sobre cómo obtienen su alimento. Comentemos entre todos lo que ya sabemos de los osos polares. | We’re going to read a text about polar bears and how they get their food. Let's discuss together what we already know about polar bears. Draw a K-W-L chart (Lo que sé, Lo que quiero saber, Lo que aprendí) on the board and fill in the K column with the things children already know about polar bears. Say: Ahora vamos a hacer preguntas sobre lo que queremos saber de los osos polares. | Now we’re going to ask questions about what we want to know about polar bears. Provide question words qué, cómo, dónde, cuándo, and por qué to help children phrase their questions. Add them to the chart, and tell children you will complete the L column after reading.

PRETEACH VOCABULARY The following word will be helpful for children to know before reading the text: resbalarse. Write the word on the board and introduce it by briefly explaining its meaning. Ask a question using each word and encourage children to answer in complete sentences. For example, for resbalarse, say: Cuando el piso está mojado, uno puede resbalarse. | When the floor is wet, you may slip. Act out how you may slip on a wet floor. Ask: ¿Qué otras cosas pueden hacer que una persona se resbale? (piso encerado, cascara de platano) | What other things may make someone slip? (waxed floor, banana peel).

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OBJETIVOSOralidad Usan preguntas y respuestas con estructuras apropiadas para hablar de lo que quieren saber sobre un tema.

Enfoque Hacen y contestan preguntas sobre los detalles clave de un texto.

OBJECTIVESOracy Use appropriate question and answer structures to talk about what they want to know about a topic.

Focus Ask and answer questions about key details in a text.



AVERAGE QUALITATIVE MEASURES

Levels of Meaning accessible content; one level of meaning

Structure clearly presented factual information; images supporting the text


simple sentence structure; all capital letters to show emphasis


a basic knowledge of polar bears and where they live; addresses scientific concepts of prey and predators

Text Complexity Rubric

Use the rubric to familiarize yourself with the text complexity of “Cómo cazan los osos polares.”





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Hacer y contestar preguntas sobre detalles clave Ask and Answer Questions About Key Details



SET THE PURPOSE Focus the instruction for the lesson by sharing the following Enduring Understanding: Los escritores comprenden cómo transmitir información sobre un texto usando ilustraciones y detalles clave. [Writers understand how to convey information about a text using illustrations and key details.] Vamos a leer “Cómo cazan los osos polares” para ver qué podemos aprender sobre los osos polares al hacer y contestar preguntas sobre los detalles clave que nos da el autor. | We are going to read “Cómo cazan los osos polares” and see what we can learn about polar bears by asking and answering questions about the key details provided by the author.

ENGAGE CHILDREN Tell children they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿De qué manera usan los lectores palabras descriptivas y detalles clave para comprender textos? ¿Cómo usan los escritores palabras para señalar el orden de los sucesos? | How do readers use describing words and key details to understand text? How do writers use words to show event sequence? Tell children: En esta lección, vamos a hacer y contestar preguntas sobre lo que leemos. Luego vamos a analizar palabras descriptivas y detalles clave del texto para responder nuestras preguntas y entenderlo mejor. | In this lesson we are going to ask and answer questions about what we read. Then we are going to analyze descriptive words and key details in the text that will help us answer our questions and better understand the text.

READ As you introduce this new text, use the appropriate reading routine from pp. TR 2–14. In this first reading, children should be reading for an understanding of what the text is mainly about.

TURN AND TALK After reading, have children turn to a partner and discuss this question using details from the text: Según los detalles y las descripciones del texto y las fotos, ¿cómo son los osos polares? (texto: tienen un pelaje grueso que los mantiene calientes, son grandes y fuertes cuando crecen; fotos: grandes, con pelaje blanco, con hocico negro) | Based on the details and descriptions from the text and the pictures, what do polar bears look like? (text: they have a thick fur that keeps them warm, they are big and strong when they grow up; pictures: big, with white fur, with a black snout) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.



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VOCABULARY To help children understand the meaning of osezno, explain that, for many animals, there is a special word to name their offspring. Say: Osezno es la palabra que se usa para llamar a las crías de oso. Draw a two-column chart on the board and provide other examples: caballo-potro; lobo-lobezno; oveja-cordero; vaca-ternero; perro-cachorro; rana-renacuajo.

STRATEGIC SUPPORT

FURTHER UNDERSTANDING Children may find it hard to understand why polar bears eat seals. Explain that every living thing needs energy in order to live, and food is what provides this energy. Draw on the board an example of a simple food chain, such as sun–plant–cow. Explain how this chain works and compare it with the polar bear's food chain. If necessary, repeat the procedure with more simple food chains, such as seaweed–fish–shark, sun–grass–grasshopper–mouse.

L5SEGUNDA LECTURA

SECOND READ


CITE TEXT EVIDENCE Engage the class in a discussion about what they just read. Remind children that readers can use key details to answer questions about a text. Use these questions, forms of which appear at the end of the reading selection, to guide the discussion, and ask children to support their answers with evidence.

• Observa las fotografías de las páginas 8 y 9. ¿Cómo es el lugar en que viven los osos polares? ¿Cuáles son las pistas que te lo indican? (Respuesta posible: Los osos polares viven en un lugar muy frío. Hay hielo por todos lados). | See the photographs on pages 8 to 9. How is the place where polar bears live? What are the clues that tell you this? (Possible response: Polar bears live in a very cold place. There is ice everywhere.)

• ¿De qué manera la pregunta del título te indica de qué tratará el cuento? (El título pregunta cómo cazan los osos polares. El cuento tratará sobre los osos polares y lo que comen). | How does the question title tell you what the story will be about? (The title asks how do polar bears hunt. The story will be about polar bears and what they eat.)

• ¿Qué información del texto te dice que los oseznos necesitan a sus madres? (El texto de la p. 9 dice que la mamá osa enseña a los oseznos a cazar). | What information from the text tells you that cubs need their mothers? (The text on p. 9 tells us that mama bear teaches her cubs how to hunt.)

OBJETIVOSHacen y contestan preguntas sobre los detalles clave de un texto.

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

OBJECTIVESAsk and answer questions about key details in a text.




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gruesa, p. 8 pistas, p. 8 grietas, p. 8gross

•Have children find and read sentences from the text that contain the Benchmark Vocabulary. Point out the false cognate gross and clarify its meaning. Remind children to use context clues to determine if the assumed meaning of a cognate makes sense.

Use the Rutina de vocabulario esencial: Informativo | Benchmark Vocabulary Routine: Informational on p. TR10 to teach the meaning of the words.





ASK AND ANSWER QUESTIONS Explain to children that asking and answering questions about what they read can help them understand a text. Good questions start with quién, qué, dónde, cuándo, por qué, or cómo. Encourage children to find answers to their questions. Provide copies of the T-Chart on page TR23. Have children write the titles at the top of the chart.

MODEL Al leer el título del texto, Cómo cazan los osos polares, me pregunto qué animales cazan los osos polares. Sigo leyendo y encuentro la respuesta a mi pregunta. Los osos polares comen focas. Entonces, me pregunto dónde y cómo pueden cazar las focas para alimentarse. Sigo leyendo y, al terminar de leer el segundo párrafo, ya tengo la respuesta a mis preguntas. Pueden cazarlas en las grietas en el hielo cuando las focas salen a respirar o cuando se ponen bajo el sol. | As I read the title, Cómo cazan los osos polares, I wonder what animals polar bears hunt. As I keep reading, I find the answer to my question. Polar bears eat seals. Then, I wonder where and how they hunt seals to get their food. I keep reading and, once I finish reading the second paragraph, I have the answer to my questions. They can hunt seals in cracks in the ice when they come up to breathe or while seals are in the sun.

PRACTICE/APPLY Have children work independently or in small groups to draw or write questions about key details to complete the graphic organizer. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have children talk about details that answer their questions.

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Tabla de preguntas y respuestas

Preguntas

¿Qué cazan los osos polares?¿Dónde pueden cazar las focas?¿Cómo pueden cazan las focas?

Respuestas

Los osos polares comen focas.Pueden cazarlas en las grietas que hay en el hielo.Las cazan cuando las focas salen a respirar y a tomar sol.



UNLOCK THE TEXT




STRUCTURE Review the text. Present the title and have children look at the pictures on pp. 8–9. Have them predict what the text will be about. Según el título, ¿de qué creen que trata este texto? ¿Qué ven en las fotos? | Based on the title, what do you think this text is about? What do you see in the photos?

LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Informativo | Benchmark Vocabulary Routine: Informational on p. TR10 to assess children understanding of gruesa, pistas, and grietas. 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 children background knowledge. Explain that the text is about polar bears and how they hunt for their food in order to survive in their environment. ¿Qué animales conocen que viven en lugares fríos? ¿Qué tendrán de especial esos animales para poder vivir en lugares tan fríos? | What animals do you know that live in cold places? How do you think these animals are special so that they can live in such cold places?

BUILD ACCOUNTABILITY Announce the two focus points that children will apply to their self-selected texts. Guide children in applying the strategies they used to understand today’s Reading Analysis lesson to their self-selected texts. Aprendimos que podemos hacer y contestar preguntas sobre un texto a medida que leemos y luego buscar los detalles clave del texto para responder nuestras preguntas. Al leer el libro, escriban todas las preguntas que tengan acerca del texto. Busquen los detalles para contestar esas preguntas. | We learned that we can ask questions about a text as we read and then look for key details in the text that help us answer our questions. As you read your book, write any questions you have about the text. Look for details to help you answer your questions.

• Process Focus: Independence Have children record their reading in a daily reading log. They can write the title and then draw or write about their favorite part of the book. They should also note any parts of the reading they found difficult.

• Strategy Focus: Comprehension Have children share one question they asked with you or with a partner. Then have children explain how they found the answer to their question.










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VERIFICAR EL PROGRESOMONITOR PROGRESS

If . . . children mispronounce words as they read,

then . . . have them practice reading aloud with a partner who can help them pronounce the words correctly.

If . . . children skip or add words as they read,

then . . . have them point to each word as they read it aloud to ensure they do not skip or add any words.

FLUENCYACCURACY Explain that reading with accuracy means pronouncing each word correctly and not skipping or adding words. Reading with accuracy helps readers better understand what they are reading. Have children follow along as you read the first two paragraphs of “Cómo cazan los osos polares,” mispronouncing or skipping words that they will recognize. Ask them to point out places in the text where you did not read with accuracy. Model reading the paragraphs again, this time with accuracy. Then have children choral read it with you.

READING ANALYSIS EXTENSION Use this mini-lesson with children who can easily ask and answer

questions about key details in “Cómo cazan los osos polares.”

ASK AND ANSWER QUESTIONS Have children work with a partner to ask and answer questions about a text from the classroom library. Have them record their questions and answers in a T-chart and discuss the following:

• ¿Cuál fue una de las preguntas que se hicieron acerca del texto? ¿Cómo hallaron la respuesta? Señalen los detalles del texto que los ayudaron a contestar. | What is one question you had about the text? How did you find the answer? Point to the details in the text that helped you answer your question.

• ¿Qué pregunta de las que se hicieron no se contesta en el texto? ¿Cómo podrían hallar la respuesta a esa pregunta? | What is one question you had that was not answered in the text? How could you find an answer to your question?

• ¿De qué manera hacer y contestar preguntas los ayudó a entender mejor el texto? | How did asking and answering questions help you better understand the text?

Use this mini-lesson with children who struggle to ask and answer questions about key details in “Cómo cazan los osos polares.”

ASK AND ANSWER QUESTIONS Help children ask and answer questions about key details in Cómo cazan los osos polares. Model asking questions. ¿Cómo hacen los osos polares para sobrevivir en un lugar tan frío? ¿Qué pistas usan los osos polares para hallar a las focas? ¿Por qué caminar sobre el hielo puede ser peligroso para los osos polares? | How do polar bears survive in such a cold place? What clues do polar bears follow to find seals? Why can walking on the ice be dangerous for polar bears? Explain that some of the questions you come up with may not be answered in the text. Then reread the text and note when a detail from the text answers one of your questions. Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR 2. Invite children to continue asking and answering questions about key details on these pages.

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Escritura narrativa | Narrative WritingProceso de escritura: Planear | Writing Process: Plan

SET THE PURPOSE Explain that children will have the opportunity to plan a narrative about the characters they read about exploring nature. Say: Al planear, los narradores piensan en lo que escribirán. | When writers plan, they think about what they will write about. Explain that this is the first step in the writing process and that today they will plan their narrative.

TEACH AND MODEL Review the events in Los cazadores de monstruos. Have volunteers retell them in order. Ask: ¿Qué es lo primero que sucede? (Los padres de Ricardete llegan a casa con un regalo). | What happens first? (Ricardete’s parents come home with a gift.) ¿Qué aventuras tiene los niños? (Exploran sitios naturales y encuentran animales que viven en cada sitio). | What adventures do the children have? (They explore different places in nature and find creatures who live in each place.) ¿Cómo finaliza la autora el cuento? (Los niños encuentran una sombra que da miedo en una cueva y deciden correr a casa y jugar a otra cosa). | How does the author end the story? (The children find a scary shadow in a cave and decide to run home and play something else.) Display illustrations from Los cazadores de monstrous. Point out that, in most of them, the children are smiling. Say: En las páginas 24 y 25, los niños se asustan y corren. Los dibujos me dicen que a los niños les gustan la mayoría de los sitios naturales, pero encontraron uno que les dio miedo. | On pages 24 and 25, the children look afraid and run away. The illustrations tell me that the children like most places in nature, but have found one they think is scary. Explain that the writer likely thought through each of the events in the story before beginning to write. Point out that children can take time to plan their stories by sketching the events in order before writing.


•Prepare Explain that they will be writing a narrative about the characters they read about and other places in nature. First, they need to plan what they will write.

•Organize Work with children to brainstorm other outdoor places that are not in Los cazadores de monstruos. Draw simple sketches of the children in a desert. Show the creatures they find there.

•Write Children should understand that the things they discussed can be written as a narrative about another place these children go and what they do there.


INDEPENDENT PRACTICE Have children draw two sketches of events that will take place in their own narratives and number them so they are in the correct order.

COLLABORATIVE PRACTICE Pair children to have them work on a plan together.

SHARE WRITING Ask volunteers to share their sketches with the class. Discuss as a class how the sketches will help them write their narratives at a later time.

OBjETIVOPlanean una narración.

Usan sustantivos comunes.



OBjECTIVEPlan a narrative piece of writing.

Use common nouns.





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DictadoPUNTOS A ENSEÑAR | teaching points




Tell children that you will administer the final Dictado in today’s lesson. Read aloud the mentor text as children write what you dictate. Afterward, give children an opportunity to reread their writing and correct any errors before handing it in.


Identificar sustantivos comunes | Identify Common Nouns

VOCABULARIO ACADÉMICO | acaDeMic VocaBULaRY

sustantivonoun

nombrarto name

TEACH AND MODEL A noun is a word that names a person, place, animal, or thing. Ask children to name things they see in the room. Start a list of nouns based on children’s suggestions. Use the example sentence below to practice identifying nouns in sentences.

PRACTICE Have children identify nouns around the classroom. List them on the board.

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

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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.

The first two nouns in this sentence (tortugas and cangrejos) are common nouns. They don’t name a specific animal or person, so they don’t begin with a capital letter.

Las tortugas y los cangrejos viven en el mar.



LECCIÓNLESSON



BUILD BACKGROUND KNOWLEDGE Tell children: Vamos a leer un cuento sobre un niño que encuentra un nido de pájaro en su casa. Primero, vamos a hacer y contestar preguntas para ver qué sabemos sobre los pájaros. | We’re going to read a story about a boy who finds a bird nest in his house. First, we are going to ask and answer questions to see what we know about birds. Model using appropriate question and answer structures, for example: ¿Cómo son los pájaros? Los pájaros tienen pico, alas y plumas. ¿Dónde ponen sus huevos? Los pájaros ponen huevos en nidos. After children have shared their questions and answers orally, help them play a card loop game: write their questions and answers on either side of cards, but each card should have unrelated questions and answers. One child reads the question on his card. Then the child with the answer reads his own question.

PRETEACH VOCABULARY The following words will be helpful for children to know before reading the story: extraño and contento. Write each word as a column heading on the board and briefly explain their meaning. Provide a synonym for each. For example, say: Algo extraño es algo raro. | Something strange is something odd. Write raro under extraño. Cuando estoy contento, me siento muy alegre. | When I’m glad, I feel happy. Write alegre under contento. Have children say more words with a similar or related meaning and write them on the board.

OBJETIVOSOralidad Usan preguntas y respuestas con estructuras apropiadas para hablar de lo que ya saben sobre un tema.

Enfoque Hacen y contestan preguntas sobre los detalles clave de un texto.

Describen la relación entre dos ideas o datos en un texto.

OBJECTIVESOracy Use appropriate question and answer structures to talk about what they already know about a topic.

Focus Ask and answer questions about key details in a text.

Describe the connection between two ideas or pieces of information in a text.

“Una nueva familia,” pp. 10–116




Levels of Meaning narrative fiction; factual information delivered in fictional text

Structure dialogue; events happen chronologically;diagram with arrows


academic language; natural, conversational language; images support the text; signal words for sequence


text assumes little prior knowledge; text addresses scientific concepts


Use the rubric to familiarize yourself with the text complexity of “Una nueva familia.”





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Hacer y contestar preguntas sobre detalles clave Ask and Answer Questions About Key Details



SEt tHE PuRPOSE Focus the instruction for the lesson by sharing the following Enduring Understanding: Los lectores comprenden que los detalles en textos pueden proporcionar descripciones e información. [Readers understand that details in texts can provide descriptions and information.] Vamos a leer “Una nueva familia” para ver qué podemos aprender del cuento al hacer y contestar preguntas sobre los detalles que da el autor. | We are going to read “Una nueva familia” and see what we can learn about the story by asking and answering questions about the details provided by the author.

ENGAGE cHILdREN Tell children they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿De qué manera usan los lectores palabras descriptivas y detalles clave para comprender textos? ¿Cómo usan los escritores palabras para señalar el orden de los sucesos? | How do readers use describing words and key details to understand text? How do writers use words to show event sequence? Tell children: En esta lección, haremos preguntas sobre el cuento para asegurarnos de que entendemos lo que leemos. Vamos a contestar nuestras preguntas con detalles del cuento. También analizaremos las palabras que muestran el paso del tiempo. | In this lesson we will ask questions about the story to make sure we understand what we are reading. We will answer our questions using details from the story. We will also analyze the words that show the passing of time.

REAd As you introduce this new text, use the appropriate reading routine from pp. TR2–14. In this first reading, children should note any parts of the text that are confusing to them or that they have questions about.

tuRN ANd tALK After reading, have children turn to a partner and discuss this question using details from the text: ¿Qué palabras y elementos gráficos usa el autor para mostrar cómo pasa el tiempo? Hagan una pregunta que se pueda contestar con esas palabras de tiempo. (palabras: p. 10, “Un día de marzo”; p. 11, “a menudo”, “Después de dos semanas”, “Todos los días”, “Pronto”, “Un día”; elementos gráficos: las flechas que relacionan las ilustraciones de la página 11; Respuesta posible: ¿Cuándo encontró el nido Benito? | What words and graphic elements does the author use to show the passing of time? Ask a question that could be answered with those words. (Graphic elements: the arrows that connect the illustrations on p. 11; Possible response: When did Benito find the nest?) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.



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VOCABULARY Children may have difficulty understanding the meaning of time-words and how they show the passing of time. In particular, help them with “todos los días,” “a menudo”, “después de dos semanas,” and “pronto” on p. 11. Explain that the author uses many time-words because the life cycle of robins happens over time.

STrATEGIc SUPPOrT

VISUAL UNDERSTANDING Explain how arrows are used in life cycles to show how an animal or plant grows. Model how to read the robin’s life cycle on page 11 (huevo-pichón-petirrojo), using the words “Primero,” “Luego,” and “Por último,” and show how the cycle starts again. On the board, draw simple life cycles, such as egg-tadpole-frog. Invite volunteers to draw the missing arrows and explain how the cycle works.

PALABRA CURIOSA | BY-THE-WAY WORD During close reading, define the following word for children involving known concepts that can impede text comprehension.

petirrojo, p. 10: pájaro pequeño que tiene el pecho rojo y el resto del plumaje gris | a small bird with a reddish breast and the rest of its plumage grayish

L6SEGUNDA LEcTUrA

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cITE TEXT EVIDENcE Engage the class in a discussion about what they just read. Remind children that readers can ask and answer questions about key facts and details in a text to make sure they understand what they are reading. Use these questions to guide the discussion, and ask children to support their answers with evidence.

•¿De qué manera ayudan a aprender más las ilustraciones y las flechas? (Nos permiten ver cómo crecen los petirrojos y la forma en que la mamá cuida a los pichones). | How do illustrations and arrows help you learn more? (They help us see how robins grow and how the mother bird takes care of her baby birds.)

•¿Qué preguntas le harían a Benito sobre lo que vio? (¿Cómo cuidaba la mamá petirrojo a los huevos? ¿Cómo son los pichones cuando salen del huevo? ¿Qué comen los pichones?) | What would you ask Benito about what he saw? (How did the mother robin take care of her eggs? What do the baby birds look like when they hatch from the eggs? What do the baby birds eat?) ¿Cuáles dan más detalles, las imágenes o las palabras? ¿Por qué? (las palabras, porque incluyen más detalles sobre lo que hicieron benito y su papá al encontrar el nido y sobre cómo crecieron los pichones de petirrojo con el tiempo) | What provides more details: images or words? Why? (words, because they provide more detailed information about what Benito and his dad did when they saw the nest and how the baby robins grew with the passing of time)

ObjETIVOSHacen y contestan preguntas sobre los detalles clave de un texto.


ObjEcTIVESAsk and answer questions about key details in a text.




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cálido, p. 10 revisaba, p. 11 menudo, p. 11revised

•Have children find and read sentences from the text that contain the Benchmark Vocabulary. Point out that in this context revisaba means “to check” rather than “to revise,” which is a partial cognate.






ASK AND ANSWER QUESTIONS Remind children they can make sure they understand what they are reading by asking questions about details in the story. Provide copies of the T-Chart on page TR23. Have children write the titles at the top of the chart.

MODEL Al leer los primeros párrafos de la página 10 de “Una nueva familia”, me pregunto por qué el petirrojo haría su nido en un lugar tan extraño. Sigo leyendo y encuentro que el papá de Benito contesta mi pregunta: explica que el petirrojo eligió ese lugar porque es cálido y seguro. También me pregunto qué ocurrirá con los tres huevitos azules que hay dentro del nido. Sigo leyendo y encuentro la respuesta a mi pregunta: Luego de un par de semanas los pichones salieron del huevo. | As I read the first paragraphs on page 10 of “Una nueva familia,” I wonder why the robin would build her nest in such a strange place. As I keep reading, I find out Benito’s dad answers my question by explaining that the robin chose that place because it is warm and safe. I also wonder what will happen to the three blue eggs inside the nest. I keep reading and find the answer to my question. After a couple of weeks the nestlings hatched from the eggs.

PRACTICE/APPLY Have children work independently or in small groups to complete the graphic organizer. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have children draw or write questions about key details from the story and discuss the descriptive words that answer their questions.

Tabla de preguntas y respuestas

Preguntas

¿Por qué el petirrojo haría su nido en un lugar tan extraño?¿Qué ocurrirá con los tres huevitos azules que hay dentro del nido?

Respuestas

El petirrojo eligió ese lugar porque es cálido y seguro.Luego de un par de semanas los pichones salieron del huevo.



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STRUCTURE Review the text. Have children read the title and look at the pictures on pp. 10–11. Have them try to guess what the story is about based on what they see. Según el título y las ilustraciones, ¿de qué creen que trata este cuento? ¿Dónde tiene lugar? | Based on the title and the illustrations, what do you think this story is about? Where does it takes place?

LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to assess children understanding of cálido, revisaba, and menudo. Also use the list of English cognates on p. 51 of this Teacher’s Guide to guide your English-speaking children as they read.

THEME AND KNOWLEDGE DEMANDS Activate children background knowledge. Explain that the story is about a boy who finds a bird nest in his garage and watches how baby robins hatch from their eggs and grow up. ¿Qué saben sobre cómo tienen pichones los pájaros? ¿Cómo cuida la mamá pájaro a sus pichones hasta que crecen y se convierten en pájaros jóvenes? | What do you know about how birds have their babies? How does a mother bird take care of her young until they grow into young birds?

UNLOCK THE TEXT


BUILD ACCOUNTABILITY Announce the two focus points that children will apply to their self-selected texts. Guide children in applying the strategies they used to understand today’s Reading Analysis lesson to their self-selected texts. Aprendimos que podemos hacer preguntas a medida que leemos. Luego podemos buscar las respuestas en los detalles del texto. ¿De qué manera hacer y contestar preguntas permite entender mejor lo que se lee? Den ejemplos. | We learned that we can ask questions as we read. Then we can look for the answers in the details from the text. How does asking and answering questions help you better understand what you are reading? Give examples.

• Process Focus: Stamina Have children record their reading in a daily reading log. They should write the title and draw or write a short summary of the book. They should also write how many pages they read. To check on children’s progress with Stamina, have them compare today’s page count with their page counts from previous lessons.

• Strategy Focus: Critical Thinking Have children share one question and tell how they found the answer. Then have them explain how this helped them better understand what they were reading.


COLLABORATIVE READING To help children engage in the shared responsibilities of reading more complex texts than they might read on their own, have them follow the Collaborative Reading Routine in the Biliteracy Pathway Handbook.






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Quick check


If . . . children mispronounce words as they read,

then . . . have them practice reading aloud with a partner who can help them pronounce the words correctly.

If . . . children skip or add words as they read,

then . . . . have them point to each word as they read it aloud to ensure they do not skip or add any words.

fluencyaccuracy Explain that reading with accuracy means pronouncing each word correctly and not skipping or adding words. Have children follow along as you read aloud the first page of “Una nueva familia,” mispronouncing or skipping several words that children will recognize. Ask children to point out places in the text where you did not read with accuracy. Model reading the page again, this time with accuracy. Explain that reading with accuracy helps readers better understand what they are reading. Then have children choral the second page with you, focusing on their pronunciation and on not skipping or adding words.

DicTaDo supporTreVieW anD reTeach Use the results of the Lesson 5 Dictado assessment to identify children who need additional support with one or more of the Teaching Points. Use the lessons listed below as a guide for providing direct instruction that reinforces the target skills.


Use this mini-lesson with children who struggle to ask and answer questions about key details in “Una nueva familia.”

ask anD ansWer QuesTions Help children ask and answer questions about key details in “Una nueva familia.” Model asking questions. ¿De qué estaba hecho el nido del petirrojo? ¿Cómo hicieron Benito y su papá para ver qué había dentro del nido? ¿Por qué el papá de Benito estacionó el carro fuera del garaje? ¿Por qué la foto de la página 10 muestra a la mamá petirrojo llevándoles comida a los pichones? | What was the robin’s nest built from? How did Benito and his father see what was inside the nest? Why did Benito’s dad park his car outside the garage? Why does the photograph on page 10 show the mother robin taking food to her nestlings? Explain that some of the questions you come up with may not be answered in the text. Then reread the text and note when a detail from the text answers one of your questions. Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2. Invite children to note details about the setting from the illustration in their T-Charts.

TEACHING POINTS LESSON SUPPORT


Lesson 7, Conventions Mini-Lesson, p. 63







Escritura narrativa | Narrative WritingProceso de escritura: Borrador | Writing Process: Draft

SET THE PURPOSE Remind children that they are working through the writing process. Explain that today they will use the illustrations of the two events they made in the previous lesson while planning their narrative about the children in Los cazadores de monstruos to write about those events.

TEACH AND MODEL To help children recall details about the text, revisit pp. 14–15 of Los cazadores de monstruos and discuss the illustrations. Ask: ¿Qué partes de las ilustraciones indican qué hacen los niños? (Las líneas alrededor de los niños muestran que están en movimiento). | What parts of the illustration tell what the children are doing? (The lines around the children show they are moving.) ¿Qué partes dicen cómo es el lugar? (Lo marrón en las ropas de los niños y la palabra “blop” me dice que es un sitio con barro.) | What part tells you about what that place is like? (The brown on the children’s clothes and the word “blop” tell me that is a muddy place) ¿Qué partes cuentan como se sienten? (Los niños sonríen. Creo que están contentos). | What parts tell you how they feel? (The children are smiling. I think they are happy.) Continue to model using the text to support the illustrations.


•Prepare Remind them they have planned how and what they will write about the children’s adventure. Now they will draft, or write, their narrative. Explain that during the drafting stage, they should focus on getting their ideas down on paper. There are steps later in the writing process that will allow them to review their writing and fix it before publishing and presenting it.

•Organize Say you will use the two sketches you made to help tell your story. Model how to write a sentence for each illustration.

•Write Discuss the steps children can use as they write their story about the children in the outdoors. Tell them they can think about details that will help readers better understand what the sketches show. They should write one sentence about each illustration and include details about the characters, the setting, or the event in each.


INDEPENDENT PRACTICE Have children write a sentence about each picture to create a narrative about the children’s adventure.

COLLABORATIVE PRACTICE Have children work in pair to discuss the events they plan to write about before they begin writing.

SHARE WRITING Ask volunteers to share their narrative with a small group. Invite the group to identify the two events and discuss ideas for illustrations to accompany each event.

OBjETIVOEscriben una narrativa que vuelva a contar dos sucesos con detalles.

Usan sustantivos propios.

OBjECTIVEWrite a narrative that recounts two events with details.

Use proper nouns.



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A Luna, mi gata, le gusta dormir en el sofá.

Juan y Marco duermen en literas.

Me gusta la pizza del restaurante Aurora.

El sustantivo Luna es un sustantivo propio que nombra a una gata específica, así que empieza con mayúsucla. | The noun Luna is a proper noun that names a specific cat, so it begins with a capital letter.

Los nombres de las personas siempre son sutantivos propios y empiezan con mayúscula. | Names of people are proper nouns and always begin with a capital letter.

Aurora es el nombre de un sitio específico, así que empieza con mayúscula. | Aurora is the name of a specific place, so it begins with a capital letter.

PRACTICE Have children identify proper nouns they see and use everyday. Write the proper nouns that the children identify and have volunteers point to the capital letters.

For cross-language support, see p. 80 in this Teacher’s Guide and the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.


Usar sustantivos propios | Use Proper Nouns


sutantivo propioproper noun

inicialinitial

TEACH AND MODEL Remind children that a noun is a word that names a person, animal, place, or thing. Explain that when a word names a specific person, animal, place, or thing, it is a proper noun. Perro is a noun. It names an animal. Fido is a proper noun because it tells the name of a specific dog. Explain that proper nouns begin with a capital letter. This capital letter in a name is called initial.






Levels of Meaning accessible content; one level of meaning

Structure clearly presented factual information; images supporting the text


simple sentence structure; all capital letters to show emphasis


a basic knowledge of polar bears and where they live; addresses scientific concepts of prey and predators


Use the rubric to familiarize yourself with the text complexity of “Un final feliz.”



BUILD BACKGROUND KNOWLEDGE Ask children: ¿Conocen el cuento de “El patito feo”? Vamos a hablar de las diferencias y las semejanzas entre patos y cisnes. | Do you know the story of the “Ugly Duckling”? Let’s talk about how ducks and swans are alike and different. Bring some pictures of ducks and swans or use the pictures from the story. Point to the pictures to explain the following key words: plumas, cuello, pico, patas, alas, nadar, volar. Ask the following questions and register their answers in a Venn diagram: ¿Quién es más grande? ¿Quién tiene el cuello más largo? ¿Quién tiene plumas? ¿Quién sabe nadar?

PRETEACH VOCABULARY The following words will be helpful for children to know before reading the story: polluelo and cría. Write polluelo on the board in a small circle and cría in a bigger circle that includes the first one. Say: Una cría es el bebé de un animal y un polluelo es la cría de un ave. ¿Qué otras palabras conocen que sean crías de animales? | A cría is a baby animal, and a polluelo is a bird’s cría. What other names for baby animals do you know? Write their baby animal words in smaller circles inside the larger circle. To practice the words in context, have children complete sentences that use those words. For example, for polluelo: Cuando se rompe el cascarón de un huevo nace un ______. | When an egg hatches, a ____ is born.

LECCIÓNLESSON

OBJETIVOSOralidad Usan palabras clave para comparar y contrastar lo que saben sobre un tema.

Enfoque Distinguen entre la información proporcionada por las imágenes y la información contenida en las palabras de un texto.

Contestan preguntas sobre detalles clave del texto.

OBJECTIVESOracy Use key words to compare and contrast what they know about a topic.

Focus Distinguish between information provided by pictures and information provided by words in a text.

Answer questions about key details in a text.

“Un final feliz,” pp. 12–137





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Identificar información en imágenes y palabrasIdentify Information in Pictures and Words



SET THE PURPOSE Focus the instruction for the lesson by sharing the following Enduring Understanding: Los alumnos reconocen que el observar el mundo que los rodea los ayuda a comprender la naturaleza. [Learners understand that observing the world around them can help them understand nature.] Vamos a leer “Un final feliz” para ver la información que podemos identificar sobre los cisnes y los patos en las imágenes y las palabras. | We are going to read “Un final feliz” and see the information about ducks and swans that we can identify in pictures and words.

ENGAGE CHILDREN Tell children they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿De qué manera usan los lectores palabras descriptivas y detalles clave para comprender textos? ¿Cómo usan los escritores palabras para señalar el orden de los sucesos? | How do readers use describing words and key details to understand text? How do writers use words to show event sequence? Tell children: En esta lección, vamos a usar las palabras clave y las imágenes de nuestro texto para comprenderlo mejor. También aprenderemos cómo los escritores usan palabras para indicar el orden de los sucesos. | In this lesson we are going to use the key words and pictures in our text to better understand it. We will also learn about how writers use words to indicate event sequence.

READ As you introduce this new text, use the appropriate reading routine from pp. TR2–14. In this first reading, children should pay attention to key details in the words and the pictures that tell about ducks and swans.

TURN AND TALK After reading, have children turn to a partner and discuss this question using details from the pictures and the text: ¿Cuáles son las diferencias entre los cisnes adultos y sus polluelos? (Pág. 12: “Los cisnes adultos suelen tener plumas blancas y brillantes”; “Sus cuellos son largos y curvos”; “La cría tiene plumas grises y cuello corto”; En las imágenes se muestra que el color de las plumas y el largo del cuello es distinto entre la cría de cisne y el cisne adulto). | Which are the differences between swans and baby swans? (The pictures show that the color of the feathers and the length of the neck are different in baby and adult swans.) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

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UNDERSTANDING THE TEXT To help children understand how writers use words to indicate sequence of events, have them focus on the word después. Ask them to look for it in the text and to explain what it means in each sentence. Remind them that it is used to show the sequence of what happens with a swan as it grows from being an egg to being an adult animal. Ask children to suggest other words or expressions that may also show the order of events.

STRATEGIC SUPPORT

COMPARE AND CONTRAST If children struggle to identify similarities and differences between ducks and swans, refer them to the Venn diagram used earlier in the lesson. Ask children to identify details recorded in the Venn diagram in the words and pictures about ducks and swans. Guide children to use the diagram to tell how ducks and swans are alike and different.

L7SEGUNDA LECTURA

SECOND READ


CITE TEXT EVIDENCE Engage the class in a discussion about what they just read. Remind children that readers use information from both words and pictures to better understand a text. Use these questions, forms of which appear at the end of the reading selection, to guide the discussion, and ask children to support their answers with evidence.

• ¿De qué manera las fotos ayudan a mostrar las diferencias entre los patos y los cisnes? (Tanto los patos como sus crías son coloridos, mientras que los cisnes son blancos y sus crías, grises). | How do pictures help show the differences between ducks and swans? (Both ducks and baby ducks are colorful, while swans are white and their babies are grey.)

• ¿Qué pueden aprender las personas del cuento sobre el patito feo? Usen ejemplos del texto para explicar. (que no es bueno juzgar por la apariencia, que las cosas cambian con el tiempo, que no hay que discriminar). | What can people learn from the ugly duckling story? Use examples from the text to explain. (that it is not good to judge people by their appearance, that things change with time, that we should not discriminate) Ahora que han leído el texto, ¿qué más quieren saber sobre los patos y los cisnes? (dónde viven, qué comen, si pueden volar, etc.). | Now that you have read the text, what else would you like to know about ducks and swans? (where they live, what they eat, if they can fly, etc.)

OBJETIVOSDistinguen entre la información proporcionada por las imágenes y la información contenida en las palabras de un texto.


OBJECTIVESDistinguish between information provided by pictures and information provided by words in a text.




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peludito, p. 12 curvos, p. 12 aspecto, p. 12curved aspect

•Have children find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the English cognates curved and aspect.

Use the Rutina de vocabulario esencial: Informativo | Benchmark Vocabulary Routine: Informational on p. TR10 to teach the meaning of the words.





INFORMATION IN TEXT AND PICTURES Explain that authors of informational texts often include pictures to help readers understand the topics. Sometimes the pictures show what the text says. Other times the pictures give more information about the topic. Provide copies of the T-Chart on page TR23. Have children write the titles at the top of the chart.

MODEL Vamos a usar la tabla en forma de T para descubrir lo que aprendemos del texto y lo que aprendemos de las fotos en “Un final feliz”. En la página 12 leo que la cría de cisne tiene cuello corto. Voy a escribir eso en la primera columna. En la imagen en la página 13 puedo ver que el cuello de la cría de cisne, a pesar de ser más corto que el de un cisne adulto, es más largo que el de la cría de pato. Voy a escribir eso en la segunda columna. | Let’s use a T-chart to figure out what we learn from the text and what we learn from the pictures in “Un final feliz.” On page 12, I read that the baby swan has a short neck. I am going to write that in the first column. From the picture on page 13 I learn that, despite being shorter than an adult swan’s, the baby swan’s neck is longer than the duckling’s. I am going to write that in the second column.

PRACTICE/APPLY Have children work independently or in small groups to complete the graphic organizer with information they learn from the text and pictures on pp.12–13. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have children discuss details from the text that support their ideas.

7Tabla de texto e imágenes

Texto

La cría de cisne tiene cuello corto.

Imágenes

El cuello de la cría de cisne es más corto que el de un cisne adulto, pero más largo que el de la cría de pato.




UNLOCK THE TEXT



STRUCTURE Review the text. Have children read the title and look at the pictures on pp. 12–13. Según el título y las fotos, ¿de qué creen que se trata este texto? ¿Para qué sirve la tabla de la página 13? (La tabla indica que el texto va a comparar los dos tipos de animales). | Based on the title and the pictures, what do you think this text is about? What is the table on page 13 for? (The table shows that the text is going to compare two types of animals.)

LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Informativo | Benchmark Vocabulary Routine: Informational on p.TR10 to assess children understanding of peludito, curvos, and aspecto. Also use the list of English cognates on p. 59 of this Teacher’s Guide to guide your English-speaking children as they read.

THEME AND KNOWLEDGE DEMANDS Activate children’s background knowledge. Explain that this text is informative, but that it makes reference to a literary text. ¿Qué otro cuento menciona este texto informativo? ¿Por qué creen que lo menciona? (“El patito feo”; para activar conocimientos previos; para hablar de diferencias entre patos y cisnes; para recordar la moraleja del cuento). | What is the other story this informational text mentions? Why do you think it mentions it? (“The Ugly Duckling”; to activate background knowledge; to show the difference between ducks and swans; to bring up the moral of the story).

BUILD ACCOUNTABILITY Announce the two focus points that children will apply to their self-selected texts. Guide children in starting to acquire oral reading fluency using their self-selected texts. Para practicar la lectura en voz alta, elijan una página de su libro y léanla en voz baja. Usen claves del contexto para reconocer y entender las palabras que no conocen o que les generan dudas sobre su significado. Luego léanla de nuevo. | To practice reading aloud, choose a page in your book or read it in a whisper voice. Use context clues to help you recognize and understand words you do not know or are not sure about. Then read it again.

•Process Focus: Stamina Have children record their reading in a daily reading log. They should write the title and draw or write their favorite part of the book. They should also write how many pages they read in the allotted time and compare the number with their page counts from previous lessons.

•Strategy Focus: Fluency Have children read aloud to you the page they have been practicing on their own, speaking audibly and clearly. Check to make sure children use context to self-correct as they read.

See the Rutina para de lectura independiente | Independent Reading Routine on pp. TR7–9.






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QUICK CHECK


If . . . children are skipping words,

then . . . have them use their finger to follow the words on the page.

If . . . children are substituting words,

then . . . have them slow down and sound out the words that are unfamiliar to them.

Use this mini-lesson with children who can easily identify details in the words and pictures of “Un final feliz.”

INFORMATION IN TEXT AND PICTURES Have pairs of children choose an informational text from the classroom library. Have them discuss the following questions to tell what they learn about the topic from words and pictures:

• ¿Cuál es el tema principal de su texto? | What is the main topic of your text?

• ¿Qué detalles sobre el tema aprenden de las palabras en el texto? | What details do you learn about the topic from the words in the text?

• ¿Qué detalles de las imágenes apoyan el texto? ¿Qué otros detalles dan las imágenes sobre el tema? | What details details in the pictures support the text? What other details do the pictures show about the topic?

READING ANALYSIS EXTENSION

Use this mini-lesson with children who struggle with identifying details in the words and pictures of “Un final feliz.”

INFORMATION IN TEXT AND PICTURES Read aloud the text and ask questions to guide children to identify details about ducks and swans, both from the text and from the pictures on pp. 12–13.

• ¿Por qué llamaban “feo” al polluelo? (porque era diferente) | Why did they called the baby swan “ugly”? (because he was different).

• ¿Qué cambios se ven a simple vista en una cría de cisne al año de nacer? ¿Y en una de pato? (pág. 13: “sus plumas se vuelven blancas”; su cuello se alarga”; “la apariencia de los patos no cambian tanto”). | Which are the visible changes in a baby swan one year after it is born? And in a baby duck? (ducks’ appearance does not change much after one year). ¿Por qué el texto dice que la cría de cisne tiene un final feliz? (porque se convierte en un elegante cisne). | Why does the text say that the baby swan has a happy ending?

• ¿Por qué creen que el autor pone la palabra fea entre comillas en la última oración? (porque quería señalar que no era su opinión) | Why do you think the author writes the word fea in quotation marks the last sentence? (because he wanted to point out that it was not his opinion). Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2. Invite children to add the information to their T-Charts.

7

ACCURACY Explain that reading with accuracy means reading with few or no mistakes. Reading with accuracy keeps listeners interested and helps them understand more clearly. Have children take turns reading aloud from pp. 12–13 of “Un final feliz” to a partner. Have each partner practice two or three times.

FLUENCY



Escritura narrativa | Narrative WritingProceso de escritura: Revisar y corregir | Writing Process: Revise and Edit

SET THE PURPOSE Review the writing process with children. Tell them that today they will revise and edit their writing. Explain that after writers write their stories, they revise them. Say: Cuando los escritores revisan, vuelven a leer sus cuentos y buscan maneras de mejorarlos. Pueden añadir detalles que olvidaron incluir o cambiarlos si mejoran su escritura. | When writers revise, they reread their writing and look for ways to improve their stories. They may add details that they forgot to include in the first draft, or change them if it makes their writing better. Then, explain that after revising writers will edit their writing. Say: Al editar, lo escritores repasan sus escritos y corrigen errores en el uso de las mayúsculas, de ortografía y de puntuación. | When writers edit, they go back through their writing to correct errors in capitalization, punctuation, and spelling.

TEACH AND MODEL Display the illustrations on pp. 12–13 of Los cazadores de monstruos. Model analyzing how details may have been added to these pages when the author revised them. Say: El texto dice que los niños no tienen miedo de los “ratones gigantes” ni de las “arañas espeluznantes”. Añadir estas palabras ayuda a explicar por qué alguien le podría tener miedo a esos ratones y esas arañas. | The text says the children are not afraid of giant mice and creepy spiders. Adding these words helps explaining why someone might be afraid of those mice and spiders.


•Prepare Explain that you will revise and edit the sentences they wrote, as well as the sketches if necessary. They will add or change details and then check to make sure their capitalization and end punctuation are correct.

•Organize Read aloud the sentences you wrote from the previous lesson. Model asking questions the reader might have about those sentences and adding details that answer those questions.

•Write Write your new, revised sentences, and then read them aloud. Discuss with children what information the new words added. Then model checking over your work to look for correct capitalization and end punctuation.


INDEPENDENT PRACTICE Have children add details to their stories and edit their stories for correct capitalization and end punctuation.

COLLABORATIVE PRACTICE Ask children to work in pairs to give each other feedback as to how to improve their writing when they revise.

SHARE WRITING Ask volunteers to share their writing with the class.

OBJETIVOSRevisan y corrigen una narración con dos sucesos.

Reconocen que el acento escrito es una marca que se llama tilde colocada sobre una vocal y que indica dónde recae el énfasis de la palabra.

OBJECTIVESRevise and edit a narrative with two events.

Recognize that the written accent (tilde) is a mark placed on top of a vowel to indicate where the stress falls in a word.



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Acento ortográfico | Written Accent


acento escrito written accent

tildewritten accent

sílabasyllable

vocalvowel

TEACH AND MODEL Write these words on the board: café, útil, ratón, sofá, líder. In each word, circle the vowel with the written accent. Point to an accent mark and say: Esta marca se llama tilde, o acento escrito. En las palabras que llevan acento escrito (tilde), el acento siempre se escribe sobre una vocal e indica dónde recae el énfasis de la palabra. | This mark is called a written accent. In words that have written accents, the accent mark is always placed on top of a vowel and it tells which part of the word is stressed. Point to útil. Ask: En esta palabra, ¿en qué sílaba recae el énfasis? (en la primera) | In this word, which syllable is stressed? (the first one)

Create a word bank like the one shown.

montón comí hábil café champú refrán festín ágil árbol patín rubí

Then create a table like the one below, adding the needed number of rows for the word list above.

Say: Vamos a leer las palabras del banco de palabras de arriba. Luego vamos a escribir las palabras en la tabla, debajo de la columna que muestra si el acento (tilde) va en la primera o en la segunda sílaba. Vamos a trazar una raya entre las sílabas. Luego vamos a subrayar la sílaba que lleva la tilde, o el acento escrito. | We’re going to read the words from the word bank. The we’re going to write the words in the table, in the column that shows if the written accent goes in the first or the second syllable. We are going to draw a dash to separate the syllables. Then we’re going to underline the syllable with the accent mark. Model copying each word into the proper column, dividing it into two syllables, and underlining the accented syllable.

PRACTICE Have children work in pairs to find six examples of two-syllable words with written accents in the texts they have read. Have partners sort the words into the categories tilde en la primera sílaba and tilde en la segunda sílaba.


7Tilde en la primera sílaba Tilde en la segunda sílaba

há-bil mon-tón



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Combinación de consonantes con r (fr, br, cr, pr) Consonant Blends with r (fr, br, cr, pr)• Startawordwallwiththecolumnheadingsfr, br, cr, pr.Writeeachofthesewordsintheappropriatecolumn:frío, abrir, crecer, comprar.Havechildrenbrainstormotherwordswithconsonantblendswithrandaddthemtothewordwall.

• Afterchildrenhaverereadthetext,say:Vuelvanamirarlasprimeraspáginasdelcuentoydeltextoinformativo.Busquenpalabrasquecontenganlafrdefrío.|Lookbackatthefirstpagesofthestoryandtheinformationaltext.Lookforwordsthatcontainfrasinfrío.Havechildrennamethewordsandaddthemtothewordwall.Repeattheactivityforbr,crandpr.



BUILD BACKGROUND KNOWLEDGE Tell children: Vamos a releer el cuento Los cazadores de monstruos y el texto informativo “Cómo cazan los osos polares”. Comentemos entre todos lo que recordamos sobre estos dos textos y en qué se parecen. | We’re going to reread the story Los cazadores de monstruos and the informational text “Cómo cazan los osos polares.” Let’s discuss together what we remember about these two texts and how are they alike. Provide sentences for discussion: En Los cazadores de monstruos, los niños van a ___. En “Cómo cazan los osos polares” los osos también van a ___. En Los cazadores de monstruos hay ___, en “Cómo cazan los osos polares” también hay ___. Then provide index cards, each with a characteristic that belongs to Los cazadores de monstruos, to “Cómo cazan los osos polares” or to both. As a class, decide which are unique and shared characteristics of these two texts by organizing the cards in a Venn diagram.

PRETEACH VOCABULARY The following expressions will be helpful for children to know before comparing and contrasting the texts: mientras que, en cambio, al igual que, tanto ___ como___, and en vez de. Write each phrase on the board and introduce it by giving examples of their usage. For example, for tanto ____ como____, say: Tanto el inglés como el francés son idiomas oficiales en Canadá. | Both English and French are official languages in Canada. Or for en vez de, say: En vez de despertarme a las 8, dormí hasta las 10. | Instead of waking up at 8, I slept until 10. Encourage children to provide examples of comparisons and contrasts using these expressions to check understanding.

OBjETIVOsOralidadEscuchanparaseñalarlassemejanzasentretextoseideas.

EnfoqueExplicanlasdiferenciasprincipalesentrelibrosdecuentosylibrosquedaninformación.

Contestanpreguntassobrelosdetallesclavedeuntexto.

OBjECTIVEsOracyListenforandpointoutsimilaritiesintextsandideas.

FocusExplainmajordifferencesbetweenbooksthattellstoriesandbooksthatgiveinformation.

Answerquestionsaboutkeydetailsinatext.

Text Complexity Rubrics, p.2,p.40

Los cazadores de monstruos, “Cómo cazan los osos polares”8





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Contar acerca de cuentos y textos informativosTell About Stories and Informational Texts



SET THE PURPOSE Focus the instruction for the lesson by sharing the following Enduring Understanding: Los lectores comprenden que los detalles sensoriales en los textos literarios brindan descripciones, y que los hechos y detalles en los textos informativos transmiten información. [Readers understand that sensory details in literary texts can provide descriptions, and facts and details in informational texts can convey information.] Vamos a releer Los cazadores de monstruos y “Cómo cazan los osos polares” para ver las semejanzas y las diferencias hay entre ambos. | We are going to reread Los cazadores de monstruos and “Cómo cazan los osos polares” and look at how they are similar and different.

ENGAGE CHILDREN Tell children they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿De qué manera usan los lectores palabras descriptivas y detalles clave para comprender textos? ¿Cómo usan los escritores palabras para señalar el orden de los sucesos? | How do readers use describing words and key details to understand text? How do writers use words to show event sequence? Tell children: En esta lección, vamos a usar las palabras clave y las imágenes de nuestros textos para aprender en qué se parecen y en qué se diferencian los cuentos y los textos informativos. | In this lesson we are going to use the key words and pictures in our texts to learn stories and informational texts are alike and different.

READ Read aloud both texts. Use the appropriate reading routine from pp. TR2–14. Have children follow along and read with you when they can. In this reading, children should pay attention to how the story and the informational text are alike and different.

TURN AND TALK After reading, have children turn to a partner and discuss this question using examples from the texts. (Children should share examples such as: both tell about hunters and both have pictures that show what the words say.) Encourage children to ask and answer questions about what others say to get more information or clear up any confusion. Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.



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ILLUSTRATIONS Remind children that illustrations in a text always support what the text says, and that they can use them to understand the meaning of words they are not familiar with. Illustrations may also provide additional information. Have children look at the illustrations in Los cazadores de monstruos and describe details about the story that are only present in the illustrations.

STRATEGIC SUPPORT

GRAPHIC ORGANIZERS If children have difficulty comparing the two texts, refer them back to the Venn diagram you prepared at the beginning of the lesson. Help them see that key ideas and details that are specific to just one text appear in one circle and the shared characteristics appear where the circles overlap.

L8SEGUNDA LECTURA

SECOND READ


CITE TEXT EVIDENCE Engage the class in a discussion about what they just read. Remind children that readers use details in the words and pictures to tell about stories and informational texts. Use these questions to guide the discussion, and ask children to support their answers with evidence.

• ¿Por qué cazan los osos polares? ¿Por qué cazan los niños del cuento? ¿Cómo lo muestran las ilustraciones y los detalles de cada texto? ¿Cazan de la misma manera? ¿En qué se diferencia la manera en la que cazan? (Los osos polares cazan para alimentarse, mientras que los niños cazan para entretenerse; los niños cazan con un cazamariposas, mientras que los osos usan sus garras). | Why do polar bears hunt? Why do the children in the story hunt? How do the pictures and the details of both texts show that? Do they all hunt in the same way? What is different about those ways? (Polar bears hunt to feed themselves, while children play at it; children hunt with a butterfly net, while bears use their claws.)

• ¿Para qué se escribió el cuento? ¿Para qué se escribió el texto informativo? (El objetivo del cuento es entretener; el del texto informativo es dar información acerca de un tema). | Why was the story written? Why was the informational text written? (A story is written to entertain; an informational text is supposed to give us information about a topic.) ¿Cómo cambia la manera en la que el escritor escribe el texto si es para entretener o para informar? (Los cuentos usan más palabras descriptivas y sensoriales, y también dibujos para describir personajes y sucesos; los textos informativos usan vocabulario específico e imágenes que acompañan la información). | How does the way of writing a text change if the text is meant to entertain or inform? (Stories have more descriptive words and sensory details as well as drawings to describe characters and events; informational texts use domain-specific words and pictures to support the information it presents.)

OBJETIVOSExplican las diferencias principales entre libros de cuentos y libros que dan información.


OBJECTIVESExplain major differences between books that tell stories and books that give information.




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equipaje, p.4 espeluznantes, p.13 sedientos, p. 19 grietas, p.8(Anchor Text) (Anchor Text) (Anchor Text) (Detective)

•Have children 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 and the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to teach the meaning of the words.



Análisis del lenguaje | Language Analysis


STORIES AND INFORMATIONAL TEXTS Explain how stories and informational texts are different. Display the T-Chart graphic organizer on page TR23.

MODEL Los cuentos hablan de personajes, lugares y sucesos inventados. Pueden estar divididos en escenas o capítulos que cuentan el principio, el desarrollo y el final del cuento, o tener ilustraciones con detalles sobre los personajes, los lugares y los sucesos. Los textos informativos hablan de algo real y dan datos sobre un tema principal. Tienen elementos tales como fotografías, gráficas, rótulos y encabezados que ayudan a los lectores a aprender sobre el tema. | Stories tell about made-up characters, settings and events. They may be organized into chapters that tell the beginning, middle and end of the story. They have illustrations that give details about the characters, settings and events. Informational texts tell about something real and give facts about a main topic. They have features such as photographs, diagrams, labels, and headings to help readers learn about the topic.

PRACTICE/APPLY Have children work independently or in small groups. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have children discuss examples of ways Los cazadores de monstruos and “Cómo cazan los osos polares” are different, using the characteristics of stories and informational texts on the T-chart.

8Tabla en forma de T

Cuentos

Personajes, lugares y sucesosEscenas o capítulosPrincipio, desarrollo y finalIlustraciones

Textos informativos

Datos acerca de un temaElementos del texto (fotografías, gráficas, rótulos, subtítulos)




LEVELS OF MEANING See pp. 4 and 40 of this Teacher’s Guide for levels of meaning and text purpose.

STRUCTURE Present the title of both texts and have children look at the illustrations. ¿Por qué creen que vamos a comparar estos dos textos? ¿Cuál es el texto informativo y cuál es el cuento? Señalen pistas en los textos para apoyar sus respuestas. | Why do you think we are going to compare these two texts? Which is the informational text and which is the story? Find clues in the texts to support your answers.

LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Informativo | Benchmark Vocabulary Routine: Informational on p. TR10 and the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to assess children’s understanding of equipaje, espeluznantes, sedientos, and grietas.

THEME AND KNOWLEDGE DEMANDS Activate children’s background knowledge. Remind them that the story narrates the adventures of a group of friends while the informational text explains the way polar bears hunt. ¿Qué recuerdan acerca de cómo cazan los osos polares? ¿Es similar a la de los niños del cuento? | What do you remember about the way polar bears hunt? Is it the same as what the children in the story do?

UNLOCK THE TEXT


BUILD ACCOUNTABILITY Announce the two focus points that children will apply to their self-selected texts. Guide children in applying the content of today’s Foundational Skills lesson to decode words in their self-selected texts. Hoy aprendimos cómo leer las palabras que llevan combinaciones de consonantes con r. Mientras revisan su libro, busquen palabras que llevan combinaciones de consonantes con r. Usen lo que aprendieron sobre leer estas combinaciones para decodificar esas palabras. | Today we learned how to read words with consonant blends with r. As you go through your book, look for words that have consonant blends with r. Use what you know about reading these blends to decode the words.

•Process Focus: Engagement and Identity Have children record their reading in a daily reading log. They should write the title and then draw or write a short summary of the book. They should also record any reading behaviors they would like to improve upon the next time they read.

•Strategy Focus: Decoding and Word Recognition Have children point to words with consonant blends with r in their book. Have them read the words aloud to you.







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If . . . children are reading too slowly,

then . . . have them practice reading aloud with a partner who can provide cues for the reader to speed up.

If . . . children are reading too quickly,

then . . . remind them to slow down because listeners have a hard time understanding any of the words.

Use this mini-lesson with children who can easily explain the difference between stories and informational texts using Los cazadores de monstruos and “Cómo cazan los osos polares.”

STORIES AND INFORMATIONAL TEXTS Have children work in pairs and choose a story and an informational text from the classroom library. Have them find examples in the texts of the characteristics listed on the T-chart to talk about how stories and informational texts are alike and different:

• ¿Qué ejemplos de características de la tabla encontraron en su cuento? | What examples of characteristics from the chart did you find in your story?

• ¿Qué ejemplos de características de la tabla encontraron en su texto informativo? | What examples of characteristics from the chart did you find in your informational text?

• ¿En qué se parecen y se diferencian el cuento y el texto informativo que eligieron? | How are the story and the informational text you chose different?

LANGUAGE ANALYSIS EXTENSION

Use this mini-lesson with children who struggle to explain the difference between stories and informational texts using Los cazadores de monstruos and “Cómo cazan los osos polares.”

STORIES AND INFORMATIONAL TEXTS Help children use the T-chart to find examples of ways Los cazadores de monstruos and “Cómo cazan los osos polares” are different. Point to Cuentos in the first column. Use these questions to guide the discussion: ¿Sobre qué hablan los cuentos? ¿Son reales sus personajes, lugares y sucesos? ¿Cómo están organizados? ¿Qué muestran sus ilustraciones? | What do their stories tell about? Are the characters, settings and events real? How are they organized? What do their illustrations show? Continue with Textos informativos. ¿Sobre qué hablan los textos informativos? ¿Para qué sirven? ¿Cómo es su estructura? ¿Qué muestran sus ilustraciones? | What do informational texts tell about? What are they for? How are they structured? What do their illustrations show?

Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2 to have children discuss how stories and informational texts are different and complete their T-charts.

LANGUAGE ANALYSIS SUPPORT

8

FLUENCYAPPROPRIATE RATE Explain that reading at an appropriate rate means reading at just the right speed—not too fast and not too slow. Have children follow along as you model reading aloud p. 8 from “Cómo cazan los osos polares,” first very quickly and then very slowly. Review why a reader would not want to read too slowly or too quickly.



Escritura narrativa | Narrative WritingProceso de escritura: Publicar | Writing Process: Publish

SET THE PURPOSE Remind children that in the previous lesson they revised their narratives about the children and their adventure. Today they will publish a final copy. Say: Publicar es una forma de compartir los escrito con los demás. Pueden usar una computadora o tu mejor caligrafía para publicar la copia final de un texto. | Publishing is a way to share your writing with other people. You can use a computer or your best handwriting to publish a final copy. After writers publish their writing, they can present it to others. Remind children that when they present, they should express their thoughts and ideas clearly. Explain that they should use the drawings to provide additional details.

TEACH AND MODEL Display Los cazadores de monstruos. Explain that the author published her writing in a book. Point out that it has a cover with a title and the author’s name. It also has an illustration that supports the text. Display pp. 4–5 of Los cazadores de monstruos. Say: En este libro publicado, todas las oraciones se escribieron en una computadora y no tienen errores. Las oraciones comienzan con letra mayúscula y tienen puntuación final. | In this published book, all of the sentences have been typed on a computer and have no errors. The sentences begin with a capital letter and have an ending punctuation mark. Explain that the illustration adds detail to the text on both pages. Tell children that there are many different ways to publish their writing. Books, posters, and blog posts are just a few ways writers share their work with others.


•Prepare Have children consider the kind of format they want to publish their writing in. Create a list of children’s suggestions.

•Organize Model the publishing process with children: Revisé y edité mi cuento. Ahora puedo publicarlo y añadirlo a la bilbioteca de la clase. | I have revised and edited my story. Now I can publish it and add it to our classroom library.

•Write Have children work together as a class to publish your story. Create a cover with the writer’s and illustrator’s names. Write or type your sentences on a clean piece of paper and add your drawings. Present your published story.


INDEPENDENT PRACTICE Have children publish their stories. Have them think of a title, write it on the cover, and add a drawing. Create a clean copy of their story.

COLLABORATIVE PRACTICE Have partners work together to publish one story.

SHARE WRITING Have volunteers share the published pieces with the group. Encourage others to respond with positive feedback.

SHARE WRITING Ask volunteers to share their writing with the class. Have the class discuss how to punctuate dialogue in each narrative.

OBjETIVOPublican una narración con razones.

Usan el sustantivo en su forma singular o plural.

OBjECTIVEPublish a narrative with reasons.

Use singular and plural nouns.



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Añadimos -s a muchos sustantivos para hacerlos plural. | We add -s to many nouns to make them plural.

Añadimos -es a muchos sustantivos para hacerlos plural. | We add -es to many nouns to make them plural.


Sustantivos plurales | Plural Nouns


pluralplural

concordanciaagreement

TEACH AND MODEL Review nouns with the children. Explain that singular nouns name one and plural nouns name more than one. Puedes añadir -s o -es a un sustantivo singular para hacerlo plural. | You can add -s or -es to a singular noun to make it plural. Write the words casa and árbol. Estas palabras nombran una sola casa y un solo árbol. Al añadir -s a casa y -es árbol se convierten en plural, o nombran más de una casa y más de un árbol. | These words name one house and one tree. By adding -s and -es they become plural, or name more than one house and one tree. Now write the words casas and árboles.

8PRACTICE Have children look for plural words in Cazadores de mostruos. Write the plural nouns that children find on the board.

For cross-language support, see p. 81 in this Teachers Guide and the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

Writing Keystone Checklist

Writing Narrative Text

Use this checklist to assess children’s narrative writing.

Achieved Notes

Plan a narrative.

Write a narrative that includestwo or more events.

Revise and edit the narrativeby adding details and checkingcapitalization and endpunctuation.



PERFORMANCE-BASED ASSESSMENTUNIDADUNIT

OBJETIVOEscriben una narración, contando dos sucesos con detalles en secuencia.

OBJECTIVEWrite a narrative, recounting two sequenced events with details.

Evaluación de rendimientoPerformance-Based Assessment

TAREA DE NARRACIÓN | NARRATIVE TASKESCRIBIR SOBRE LA NATURALEZA | WRITE ABOUT THE OUTDOORS

Children will think about story characters and how they explored nature. They will then illustrate and write sentences about the story. They will include details that tell about where the characters went and what they found.

Children will:• illustrate two events in the order in which they occurred in the story.

• write a sentence to tell about each event and how Ricardete and his friends explore the outdoors.

• use correct end punctuation.

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See p. 74 for reproducible copy in Spanish for distribution to children.

NOTE You may administer this assessment over multiple lessons.

Preparar | Prepare

REVIEW Discuss the Essential Questions: ¿De qué manera usan los lectores palabras descriptivas y detalles clave para comprender textos? ¿Cómo usan los escritores palabras para señalar el orden de los sucesos? | How do readers use describing words and key details to understand text? How do writers use words to show the order of events?

REVISIT THE TEXT Remind children that in the story, the characters visit many different outdoor places. Remind them of the illustrations and sentences that describe the various places the characters went. Say: ¿A qué lugares de la naturaleza fueron los personajes? ¿Qué palabras de los sentidos usó la escritora para dar detalles de esos lugares? ¿De qué manera las ilustraciones ayudan al lector a comprender qué les parece cada lugar a los personajes? | What places outdoors did the characters go? What sense words did the writer use to tell the reader details about those places? How do the illustrations help the reader understand how the characters feel about each place? Tell children that before they draw their pictures and write their sentences, they should think about what they learned about outdoor places in Los cazadores de monstruos. Remind children how the author used descriptive details and special words and phrases to develop the narrative. Then remind them of the steps in the writing process they learned; such as planning, drafting, and editing. Review the importance of writing sentences in the order in which story events take place. Remind children to follow these steps in the writing process as they work through this task.


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Crear | Create

MATERIALS notebooks or paper; pencils, crayons, or markers; text: Los cazadores de monstruos

WRITE Have children work independently on their writing tasks, but circulate to assist them if they need help. Provide the Secuencia del cuento: A (Story Sequence A) graphic organizer for children to use in noting ideas for the two events in their story as they brainstorm. Then have children write their narratives.

DIGITAL OPTION If desired, you may incorporate technology into the Performance-Based Assessment. Once children have completed their pictures and sentences, scan their work into a computer. You may then project their work when they share their writing with the class.

Apoyo por andamiaje | Scaffolded Support

In order for all children to benefit from the Performance-Based Assessment, additional support can be provided as necessary.

CHECKLIST Provide a checklist, such as the one supplied on p. 74, that details expectations for this project. It will clarify for children what is being assessed.

GRAPHIC ORGANIZER Work with small groups to use the Story Sequence A graphic organizer. Have children cross out the middle box. Guide them to fill in the beginning box to show when Ricardete’s parents came home with a gift. Then guide them to complete the end box to show the events that took place later in the story.

SPANISH LANGUAGE DEVELOPMENT Encourage learners of Spanish to brainstorm words that describe outdoor places in their native language. Begin a word web on the board and ask volunteers to suggest words in Spanish that are related to outdoor places. You may wish to provide a writing model or writing framework for Spanish learners. See the Biliteracy Pathway Handbook for additional guidance on providing scaffolded writing support.

Secuencia del cuento: A

Comienzo

Desarrollo

Final

Título


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ESCRIBIR SOBRE LA NATURALEZALISTA DE REPASO

== ¿Usé la información de Cazadores de monstruos?

== ¿Incluí sucesos en los que se explora la naturaleza?

== ¿Puse los sucesos en el orden correcto?

== ¿Incluí una oración por cada dibujo?

== ¿Usé la puntuación final correcta?

TAREA DE NARRACIÓNESCRIBIR SOBRE LA NATURALEZA

Piensa en las personajes y en cómo exploraban la naturaleza. Vas a hacer dibujos y escribir oraciones sobre el cuento. Incluirás detalles que se tratan de dónde se fueron las personajes y qué encontraron allí.

Acuérdate de:• hacer dos dibujos en el orden en que los sucesos sucedieron en el cuento.

• por cada suceso escribir una oración que relata que pasó y como Ricardete y sus amigos exploraban la naturaleza.

• usar la puntuación final correcta.

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

Narrative Writing Rubric

Score Focus Organization DevelopmentLanguage

and Vocabulary

Conventions

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Narrative is clearly focused on the outdoor places the characters visited, using details from the text.

Narrative recounts two sequenced events. Sentences and pictures correspond.

Narrative effectively shows the theme of the outdoors through pictures and sentences.

Narrative includes two or more details that clearly describe characters, settings, or events.

Narrative includes two complete sentences with end punctuation; untaught words are spelled phonetically.

3

Narrative is about outdoor places visited in the text.

Narrative recounts two events. Sentences and pictures correspond.

Narrative shows some evidence of the theme of the outdoors through pictures and sentences.

Narrative includes one or more details that describe characters, settings, or events.

Narrative includes two sentences without end punctuation; untaught words are spelled phonetically.

2

Narrative is about one outdoor place visited in the text.

Narrative recounts one event. Sentence and picture correspond.

Narrative shows limited evidence of a theme of the outdoors or other theme through pictures or sentences.

Narrative includes one detail that tells the characters, settings, or events.

Narrative includes one sentence without end punctuation; untaught words are spelled phonetically.

1

Narrative is not about outdoor places visited in the text.

Narrative recounts one event. Sentence and picture do not correspond.

Narrative shows no evidence of a theme through pictures or sentences.

Narrative includes no details that tell the characters, settings, or events.

Narrative includes one fragment; untaught words are unintelligible.

0

Possible characteristics that would warrant a 0:• child does not write a narrative• narrative does not recount an event• narrative lacks any sense of organization




Presentar | Present

AUTHOR CELEBRATION Children share their writing with the class. Children have worked hard writing about the outdoors. They may be curious to hear what their classmates had to say about the theme. Have children share their work with the class.

• Organize the classroom: Find one big chair to be the author’s chair.

• Have children take turns sitting in the author’s chair and reading what they have written.

• As children read, encourage them to speak clearly and slowly.

• Post children’s work in the library corner or in another prominent place in the classroom. Title the display with wording from the selection, such as: “We’re not afraid of the outdoors.”

DIGITAL OPTION If you chose to incorporate technology into the Performance- Based Assessment, then use a computer, projector, and screen to display the scanned versions of children’s work. As authors share their writing with the class, project their pictures and sentences on a screen for the audience to see.

Reflexionar y responder | Reflect and Respond

LOOKING AHEAD For children who received a score of 0, 1, or 2 on the rubric, use the following suggestions to support them with specific elements of the Performance-Based Assessment. Graphic organizers and other means of support will help guide children to success as they complete other Performance-Based Assessments throughout the school year.

If . . . children struggle with writing events in sequence,

then . . . provide them with a story sequence graphic organizer to help them visualize the order of the events.

If . . . children need extra support with focusing on the outdoors theme,

then . . . give them other examples of outdoor places to help them better understand the theme.

If . . . children have trouble adding details about characters,

then . . . share and discuss books with strong character development to help children transfer their understandings to their own writing.

If . . . children need extra support with providing details about settings or events,

then . . . point out details of settings and events during read-alouds to help children transfer this understanding to their own writing.

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Biliteracy Pathway Resourcesunit

1

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

CLC 1. Puntuacion para empezar y finalizar | Beginning . . . . . . . . . . . 78 and End Punctuation

CLC 2. Sustantivos | Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

CLC 3. Sustantivos propios | Proper Nouns . . . . . . . . . . . . . . . . . . . . . . 80

CLC 4. Plurales | Plurals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Paired Literacy Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

Unit Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

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

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CONEXIONES ENTRE IDIOMAS | CROSS-LANGUAGE CONNECTIONS

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

OBJETIVO

Distinguen y utilizan los distintos tipos de puntuación en oraciones declarativas, interrogativas y exclamativas.

OBJECTIVE

Differentiate and utilize the end-of-sentence punctuation marks in declarative, interrogative, and exclamatory sentences.

CLC 1. Puntuación inicial y final | Beginning and End Punctuation

ENGAGE CHILDREN Review with children what they have learned about writing sentences in Modules P and A. Then, as a group, elicit the definition of a sentence. Say: Todas las oraciones empiezan con mayúscula y tienen un signo al final. | Every sentence starts with a capital letter and ends with punctuation. Direct children to page 4 of Los cazadores de monstruos. Vamos a leer la primera oración del cuento. | We are going to read the first sentence in the story. Read the sentence then ask: ¿Sabe cómo se llama el signo que aparece al final de la oración? (punto) | Do you know the name of the punctuation mark at the end of the sentence? (period) Tell children: Ahora vamos a buscar otros tipos especiales de signos de puntuación. | Now we are going to find other special punctuation marks. Direct children to page 11. Read each line of dialogue, exaggerating the intonation, and then ask them to identify and describe the punctuation marks in the first line of dialogue. Say: Esos palitos con un punto arriba o abajo se llaman signos de exclamación. Los usamos para decir cosas alegres o para mostrar sorpresa. | The sticks with a dot on top or underneath are called exclamation points. We use them to say happy things, or to show surprise.

Say: Usamos signos de interrogación para hacer preguntas. | We use question marks to ask questions. Point out that question marks are curved lines with a dot; exclamation marks are straight lines with dots.

CONNECT LANGUAGES Remind children that periods, exclamation points and question marks exist in English and Spanish. Say: En inglés y en español hay oraciones para decir cosas, para preguntar cosas y para ‘gritar’ cosas. | In both English and Spanish there are sentences to say things, to ask things and to ‘yell’ things out. Have children find examples of exclamatory and interrogative sentences in other texts they have read.

COMPARE AND CONTRAST LANGUAGES Write on the board and read aloud the first exclamatory sentence on page 11 of Los cazadores de monstruos: “¡Mira!”

Then write and read aloud: “Look!” Guide children to contrast the punctuation in both sentences. Then say: Eso es, en español se usan dos signos de admiración, uno hacia arriba y otro hacia abajo, y en inglés sólo se usa uno, que es siempre hacia abajo. | That’s right. In Spanish we use two exclamation points—one with the dot on top and one with the dot at the bottom; in English we only use one, which always has the dot at the bottom. Start an anchor chart to illustrate how Spanish and English punctuation are alike and different.

PRACTICE Have pairs of children take turns writing simple exclamatory and interrogative sentences, and reading them out loud to each other. Ask the listener to determine, after each reading, whether the sentence was written with question marks or exclamation points, and why.

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15min


OBJETIVO

Identifican sustantivos y los usan en oraciones simples.

OBJECTIVE

Identify nouns and use them in simple sentences.

CLC 2. Sustantivos | Nouns

ENGAGE CHILDREN Name a few colors that are visible in your classroom, and call on children to raise their hands to name classroom objects with those colors. Start a T-Chart to record their answers. Ask: ¿Qué tipo de palabras son éstas? (sustantivos) | What type of words are these? (nouns) Then say: Los sustantivos son palabras que nombran lugares, personas, animales y cosas. | Nouns are words that name places, people, animals, and things.

Then, revisit together Los cazadores de monstruos and find nouns within the sentences. Remind them that nouns are names, not words for actions or words used to describe. Guide a discussion about why nouns are so important. Help children see how difficult it would be to talk or write without nouns. Say: Si no hubiera sustantivos tendríamos que señalar todos los animales y todos los lugares con el dedo, ¡porque no tendrían nombre! | Without nouns we would have to point to every animal and every place with a finger, because there would not be a word for them!

CONNECT LANGUAGES Say: Por cada sustantivo de animal o de lugar en español hay otro en inglés. | For every English noun that names an animal or place, there is another one in Spanish.

Create Spanish/English anchor charts with different categories of nouns, such as favorite places, favorite foods, or favorite pets. Have children contribute new nouns in either language, writing each one in the appropriate column. Encourage children to name the same noun in the other language if they can. If a child names a word that is not a noun, ask: ¿Es esta palabra un animal, persona, lugar o cosa? | Does this word name an animal, person, place, or thing? To stress the connection between English and Spanish nouns, add a few cognates from Los cazadores de monstruos, such as los monstruos /the monsters; la sorpresa/surprise; los dragones/dragons. Say that English and Spanish nouns can be very similar. Use a picture card of a cognate, such as animal or piano, then say: Esta palabra es un sustantivo en español y en inglés, las dos se escriben igual y quieren decir lo mismo. | This word is a noun in English and in Spanish; both have the same spelling and meaning.

COMPARE AND CONTRAST LANGUAGES Draw a two-colored Venn diagram on chart paper titled Sustantivos / Nouns, and label the columns Español and English. Say: Vamos a ver en qué se parecen y en que sé diferencian los sustantivos en inglés y en español. | We are going to see how Spanish and English nouns are alike and how they are different. Remind children that Spanish nouns have a gender. Review the examples in the T-chart. Point out the el/la + noun format and compare it against the English the + noun format. Say: En inglés los sustantivos no son ni masculinos ni femeninos, no tienen género, pero los sustantivos en español sí lo tienen. | English nouns are neither masculine nor feminine; they do not have gender, but Spanish nouns do. Note the similarities and differences in the Venn diagram.

PRACTICE Review texts they have read in Modules P and A over the course of the unit to find examples of nouns that name animals and places. Also display and read aloud simple sentences with nouns and guide children to identify the nouns.

1 Biliteracy Pathway Teacher's Guide


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CONEXIONES ENTRE IDIOMAS | CROSS-LANGUAGE CONNECTIONS


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CLC 3. Sustantivos propios | Proper Nouns

ENGAGE CHILDREN Review nouns with children. Remind them a noun is a word that names a person, a thing, a place, or an animal; then say that there is a special type of noun that names specific persons, things, or animals (see Lesson 6, pp. 10–11). Say: Un sustantivo propio es una palabra que nos hace especiales y únicos. | A proper noun is a word that makes us special and unique.

Display a Web A graphic organizer and write the title Sustantivos propios/Proper Nouns at the top. In the center circle write Persona/Person. Ask children to share the names of relatives, friends, or any person who is special to them. Add each name to the connecting circles. Then say: Cada persona tiene su propio nombre: esos nombres se llaman sustantivos propios. | Every person has his or her own name—those names are called proper nouns.

Then, clarify that proper nouns are not restricted to people. Explain that the names of specific places, such as towns, countries, continents, and planets, are also proper nouns. Make another web for places, and ask children to name the town where they live or a city or region they have visited.

CONNECT LANGUAGES Tell children that proper nouns exist both in Spanish and English. Display a T-Chart and pair proper nouns in English and Spanish, such as United States/Estados Unidos, John/Juan.

Review previously read texts in English and Spanish and have children work in pairs to find and list as many proper nouns as they can. Monitor their work to make sure they are list different types of proper nouns, not just people’s names. If they cannot find proper nouns for specific locations, ask them to think of places they have heard of or visited.

COMPARE AND CONTRAST LANGUAGES Display a Venn diagram titled Sustantivos propios/Proper Nouns. Label the intersection Ambos/Both, and the two other areas English and Español, respectively. Then, provide examples from texts they have read and discuss the similarities. Say: Todos los sustantivos propios se escriben con mayúscula inicial, tanto en inglés como en español. | Every proper noun is written with an initial capital letter, both in English and Spanish. Record the similarity in the overlapping section of the diagram. Then, point out that in Spanish proper nouns are either masculine or feminine, just like common nouns. Annotate the difference in the diagram.

Ask children to name the day of the week in Spanish and then in English. Write each word on the board. Then point out that in Spanish, days of the week are not considered proper nouns, and so they are not capitalized. Have children name the month in both languages and repeat the process. Update the diagram accordingly.

PRACTICE Have children re-read the Detective story “Una nueva familia.” Ask them to select names for each of the robin nestlings that Benito finds, pointing out that each name is a proper noun. Finally, provide children with picture cards with proper and common nouns in English and Spanish. Have them classify the nouns as proper or common.

OBJETIVO

Identifican sustantivos propios y los usan en oraciones simples.

OBJECTIVE

Identify proper nouns and use them in simple sentences.

80 Unidad 1 • Módulo P • Lección CLC 3



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Teacher's Guide


25min

30min

20min

15min

OBJETIVO

Identifican y forman plurales añadiendo -s o -es.

OBJECTIVE

Identify and form plural nouns by adding -s or -es.

CLC 4. Plurales | Plurals

ENGAGE CHILDREN Work with children to create a rule to form regular plural nouns. Start by reminding them that a noun is a word that names a person, a place, a thing, or an animal. Review previously used T-charts with nouns in Spanish and English, and use one noun to model how to form the plural. Ask: Si digo “el gato”, ¿cuántos hay? | If I say “the cat,” how many are there? Give them time to think before you give the answer: Eso es, si decimos “el gato” solo hay un gato. | That’s right, if we say “the cat” there is only one cat.

Then say: Tenemos que encontrar la manera de escribir “gato” cuando hay dos o más. | We need to figure out a way to write “cat” when there is more than one. Ask: ¿Cómo podemos cambiar la palabra “gato” cuando hay más de uno? (añadir -s al final) | How can we change the word “cat” when there is more than one? (by adding -s at the end)

Repeat using a numeral instead of an article and a visual aid. Say: Puedo decir “un monstruo”, ¿pero puedo decir “cinco monstruo”? ¡Claro que no! Si hay más de uno añado –s al final del sustantivo; la forma correcta es, “cinco monstruos” | I can say “one monster,” but can I say “five monster”? I didn’t think so! When there is more than one, I need to add an -s at the end of the noun; the right way of saying it is, “five monsters.”

CONNECT LANGUAGES Tell children that words change according to the situation. Explain to them that when we have more than one animal or place, we need to make a change in the noun.

Remind them that nouns that refer to “more than one” are called plurals. Say: En español el plural se forma añadiendo la letra -s al final del sustantivo. | In Spanish adding the letter -s at the end of the noun also forms the plural. Review how to form the plurals in Spanish with some examples from the T-chart. Tell children that in Spanish, when the last letter of the noun is a consonant, the plural is formed by adding -es. Model using the following nouns: actor, señor, pincel, pared.

COMPARE AND CONTRAST LANGUAGES Make sure children understand that, while the rules for forming plurals are similar in both languages, there remain important differences. Without getting into specific examples, mention that in English there are other patterns for forming plurals.

Simply say: En inglés hay diferentes formas de decir “más de uno”, pero en español no. | In English there are other ways of saying “more than one,” but not in Spanish. In a Venn diagram, write the differences (only irregular English plurals such as geese, feet, children) and similarities (adding -s and -es) for forming plurals.

PRACTICE Ask children to look for examples of singular and plural nouns in texts they have read. Have children share their examples with the class. Monitor their work and make sure that, when working with Spanish nouns, they add -es to words that end with consonants.

Unit 1 • Module P • Lesson CLC 4 81


Paired Literacy SupportUNIDAD 1UNIT 1

MODULE AMODULE P

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Launch and Teach Module A

Make Biliteracy ConnectionsConsider the following options to support English literacy instruction and help children access all their language resources as they progress through Module A.

CROSS-LANGUAGE CONNECTIONS The Cross-Language Connections lessons (pp. 78–81) build on skills and concepts taught in Module P and prepare children for skills and concepts taught in Module A. See the chart below for more details.

Module P Cross-Language Connections Module A

All Dictado sections in Lessons 1–5; Lesson 3, p. 31; Lesson 4, p. 39

CLC.1 Beginning and End Punctuation

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

All Dictado sections in Lessons 1–5; Lesson 5, p. 47

CLC.2 Nouns Lesson 12, p. 131

Lessons 6 p. 55: Use Proper Nouns

CLC.3 Proper Nouns Lesson 1, p. 21; Lesson 3, p. 41; Lesson 11, p. 121

Lessons 8 p. 71: Plural Nouns

CLC.4 Plurals Builds background knowledge about plurals for all modules.

FOUNDATIONAL SKILLS SUPPORT See the Contrastive Analysis Charts in the Biliteracy Pathway Handbook for information regarding the transferability of the specific word-analysis and phonics skills taught in this module and Module A.

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

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

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Module A Trade Book

Text Collection

Teacher’s Guide

Scaffolded Strategies Handbook

Biliteracy Pathway Teacher's Guide



Colección de textos en línea

Sleuth

Scaffolded Strategies Handbook

Look for these lessons:

▸ Unlock the Text, pp. 6–19

▸ Unlock the Writing, pp. 187–192

▸ Unlock Language Learning, pp. 390–394

Look for these features:

▸ Scaffolded Instruction for English Language Learners

▸ Scaffolded Instruction for Strategic Support

Since children will have read the Detective selections in Spanish, consider these options during Small Group Time in Lessons 3 and 13:

▸ Challenge students with the Close Reading Extension activity.

▸ Instead of having children read the Sleuth selections, provide additional support for reading the anchor text and/or supporting texts.

Teacher’s Guide, Unit 1, Module A, pp. 1–149

Support for English Language Learners in Module A

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

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complete sentences end punctuation short a: a /a/

How are Cat and Rat alike? They both have legs. They both have ears.

ENGLISH ORACY DEVELOPMENT The strategies and routines used in Module P can also be applied to supporting oracy development of English language learners in Module A. See pp. 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™

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Wrap-Up

Sample Prompt Scaffolded Frames: Spanish Scaffolded Frames: English

How do key details and story elements help you better understand Los cazadores de monstruos and Stellaluna?

Los detalles clave me dicen que los personajes son _______ .

Key details tell me that the characters are _______ .

Al identificar los elementos del texto, sé quiénes son los ______, cuáles son los _______, y dónde ______ ocurren estos sucesos.

Identifying the text elements tells me who the _____ are, what are the ____, and in what _____ they happen.

Give examples of how illustrations and key details provided information about the events in your narrative writing in Spanish and English.

En mi cuento, las ilustraciones y los detalles clave explicaron que los sucesos _______.

In my story, the illustrations and key details explained that events _______.

Discuss how characters in these stories learned that observing the world around them can help them understand nature.

Cuando los niños salieron a cazar monstruos, aprendieron _______.

When the children went monster hunting, they learned ___________.

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

Los alumnos reconocen que el observar el mundo que los rodea los ayuda a comprender la naturaleza. | Learners understand that observing the world around them can help them understand nature.

MODULE A ENDURING UNDERSTANDINGSReaders understand that they improve their comprehension by identifying story elements. | Los lectores comprenden que al identificar los elementos de un cuento se mejora su comprensión.

Writers understand that details play a role in explaining events in a story. | Los escritores comprenden que los detalles juegan un papel en la explicación de los sucesos de un cuento.

MÓDULO P COMPRENSIONES DURADERAS | MODULE P ENDURING UNDERSTANDINGSLos lectores comprenden que los detalles en textos pueden proporcionar descripciones e información. | Readers understand that details in texts can provide descriptions and information.

Los escritores comprenden cómo transmitir información sobre un texto usando ilustraciones y detalles clave. | Writers understand how to convey information about a text using illustrations and key details.

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

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Name Grade Unit

RUBRIC foR BIlIteRate wRIteRs

Quantitative CriteriaCompare rubric scores from the Spanish and English Performance-Based Assessments in this unit.

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

Spanish Score Performance-Based Assessments English Score

0 1 2 3 4 Focus 0 1 2 3 4

0 1 2 3 4 Organization 0 1 2 3 4

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

Language FeatureEnglish Influences on Spanish Writing

Spanish Influences on English Writing

Features Correctly Applied in Both Languages

Approximations of Language Conventions

▶ Sentence structures and word order

▶ Agreement (number, gender, subject/verb) and other usage issues

▶ Punctuation (questions, exclamations, dialogue, etc.)

Word ChoiceCode-switching, borrowed words, adapted words, etc.

Spelling Approximations ▶ Spanish influence: "laic" for like ▶ English influence: "siya" for silla

Topics for Additional Support or ExtensionIn Spanish:

In English:

72 Part 2 • Biliteracy Toolkit

Teacher’s Guide

Assessment Teacher’s Manual



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

Assess Progress on the Bilingual TrajectoryAt the conclusion of this unit, use formative and summative assessment tools to monitor children’s progress as biliterate learners.

FORMATIVE ASSESSMENTS Use your findings from the Reading and Writing Keystones checks built into each module to inform your planning for the next unit of instruction.

SUMMATIVE ASSESSMENTS

• Dictado Use each child’s final Spanish Dictado from Lesson 5 of Module P and final English Dictado from p. 83 of this Teacher’s Guide to assess mastery of grammar, spelling, punctuation, and vocabulary in each language.

• Performance-Based Assessments Use individual scores from the rubric on p. 75 of Module P and p. 147 of Module A to gauge children’s mastery of writing standards.

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

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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 1 • VOLUME 1

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