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Spanish Reading – Grade 3Unit of Study: Readers are active and strategic

Third Grading Period CURRICULUM OVERVIEWEnduring Understandings (Big Ideas) Unit Rationale

Effective readers actively use all kinds of knowledge and strategies to make sense of what the author has to say.

Strategic readers are proficient readers. They have a plan of action that moves them towards their goal or purpose for reading.

Essential Questions Guiding Questions ¿Qué inspira a los autores a escribir diferentes clases de texto? (Week 2) ¿Qué pistas del cuento te ayudan a entender a los personajes? (Week 3) ¿Qué inspira a los autores a escribir textos humorísticos? (Week 4) ¿Cómo puedes captar ideas que el autor no plantea directamente? (Week 5) ¿Cómo te dan más datos las imágenes y las leyendas? (Week 6) ¿Cómo puede un evento llevar a una serie de aventuras? (Week 7) ¿Dónde suelen hallarse las ideas principales en los textos de no ficción? (Week 8)

***Note: The end of the week expectation is that students answer the weekly essential question in their reading journals.

¿Cómo me ayudarán las reglas ortográficas para descifrar las palabras en español?

¿Qué estrategias me ayudarán a comprender el texto? ¿Qué hago para mejorar la fluidez en la lectura? ¿Cómo descifro el significado de una palabra desconocida en el

texto? ¿Cómo me ayudan las fuentes gráficas a entender el texto

informativo? ¿Por qué es importante resumir lo que leo? ¿Por qué es importante entender las relaciones de causa y efecto

mientras leo? ¿Por qué es importante analizar los personajes del cuento? ¿Qué estrategias debo usar mientras escucho para mejorar la

comprensión? ¿Por qué es importante hablar claramente y al grano? ¿Qué es la ventaja de trabajar en grupos cooperativos?

TEKS Standards***The specific TEKS taught each week are listed in the section titled “The Teaching Plan”.*** TEKS Specificity - Intended Outcome

Reading/Beginning Reading Skills 3.1 Phonics: Students use the relationships between letters and sounds and spelling

based on orthographic rules to decode written Spanish. Students will continue to apply earlier standards with greater depth in increasingly complex texts.

3.2 Strategies: Students comprehend a variety of texts drawing on useful strategies as needed. (ELA CCRS Reading A1)

Reading/Fluency: 3.3 Fluency: Students read grade-level text with fluency and comprehension.

Reading/Vocabulary Development: 3.4 Vocabulary: Students understand new vocabulary and use it when reading &

writing. (ELA CCRS Reading A1)Reading/Comprehension of Literary Text:

3.5 Theme and Genre: Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. (ELA CCRS Reading C2, C4)

3.6 Poetry: Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.(ELA CCRS Reading A6, A7, A10, C4)

3.7 Drama: Students understand, make inferences, and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. (ELA CCRS Reading A6, C1, C2, C4, D1, D2)

Yo puedo... descifrar palabras utilizando las reglas ortográficos en español

(TEKS 3.1D, 3.1E) comprender el texto utilizando varias estrategias (TEKS 3.2A, 3.2B,

3.2C) leer con fluidez (TEKS 3.3A) utilizar el vocabulario nuevo en la lectura y la escritura (TEKS 3.4A,

3.4B, 3.4C)o Semana 1:

revisar las destrezas de comprensión anterioreso Semana 2:

identificar el propósito del autor (TEKS 3.12A, RC-3D) resumir las partes importantes de una selección (TEKS RC-

3E)o Semana 3:

demostrar comprensión de las características, sentimientos y motivaciones de los personajes (3.8B)

usar claves del texto para hacer inferencias y predicciones sobre la selección (TEKS RC-3D)

o Semana 4: identificar la razón del autor/de la autora para escribir la

SAISD © 2010-2011 – Third Grading Period Spanish Reading - Grade 3 of 27

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

3.8 Fiction: Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. (ELA CCRS Reading A3, A4, A7, A10, A11)

3.9 Literary Nonfiction: Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. (ELA CCRS Reading A3, A4, A9)

3.10 Sensory Language: Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. (ELA CCRS Reading A6, A10)

3.11 Independent Reading: Students read independently for sustained periods of time and produce evidence of their learning. (ELA CCRS Reading C1)

Reading/Comprehension of Informational Text: 3.12 Culture and History: Students analyze, make inferences and draw conclusions

about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. (ELA CCRS Reading C1, C2, C3, C4)

3.13 Expository Text: Students analyze, make inferences and draw conclusions about expository text, and provide evidence from text to support their understanding. (ELA CCRS Reading A2, A3)

3.14 Persuasive Text: Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. (ELA CCRS Reading A5, A9)

3.15 Procedural Texts: Students understand how to glean and use information in procedural texts and documents. (ELA CCRS

3.16 Media Literacy: Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. (ELA CCRS ReadingA2)

Oral and Written Conventions: 3.24 Oral and Written Conventions/Spelling: Students spell correctly. (ELA CCRS

Reading A2, A3, A9) Listening and Speaking:

3.29 Listening: Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. (ELA CCRS Listening A3, B1, B2, B3)

3.30 Speaking: Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. (ELA CCRS Speaking A1, B1, B2)

3.31 Teamwork: Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. (ELA CCRS Speaking A2, Listening B3)

ALL COMPONENTS OF FIGURE 19 READING/COMPREHENSION SKILLS WILL BE COVERED

selección (TEKS 3.2C, 3.12A, RC-3D) verificar y aclarar los detalles del cuento para dedudir el

propósito del autor/de la autora y el tema (TEKS 3.2B, 3.2C)o Semana 5:

sacar conclusiones de los detalles del texto (TEKS 3.13B) apoyar las conclusiones con evidencia del texto (TEKS

3.13B) visualizar los detalles del texto para ayudar a sacar

conclusiones (3.10A)o Semana 6:

usar las características de textos y de los elementos gráficos para aumentar la comprensión (TEKS 3.15B)

hacer y responder preguntas sobre el texto para ayudar a identificar el significado (TEKS 3.29A)

o Semana 7: identificar causas y efectos (TEKS 3.8A) usar relaciones de causa y efecto para resumir (TEKS RC-

3E)o Semana 8:

identificar las ideas principales en un texto informativo (TEKS 3.13A)

identificar los detalles que apoyen las ideas principales (TEKS 3.13A)

usar claves del texto para inferir las ideas principales sobre el tema (TEKS RC-3D)

o Semana 9: revisar las destrezas de comprensión anteriores

Evidence of Learning (Summative Assessment) 85% of students will score 80% or above on the weekly spelling tests. 85% of students will score 80% or above on the weekly assessments (vocabulary, phonics/decoding, and comprehension). 85% of the students will be able to read on grade level (based on running records or Flynt-Cooter).



CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

¿Cómo me ayudarán las reglas ortográficas para descifrar las palabras en español?

¿Qué estrategias me ayudarán a comprender el texto? ¿Qué hago para mejorar la fluidez en la lectura? ¿Cómo utilizo el vocabulario nuevo en la lectura y la escritura? ¿Cómo apoyo la comprensión con evidencia del texto? ¿Por qué es importante producir evidencia de aprendizaje

después de leer independientemente? ¿Cómo aprendo a deletrear mejor? ¿Por qué es importante hablar claramente y al grano? ¿Cuál es la ventaja de trabajar en grupos cooperativos?

Monitor accuracy of decoding. (2) Decode words with common spelling patterns. (1) Ask relevant questions, seek clarification and locate fats and details about stories and other

texts and support answers with evidence from text (K, 1, 2) Establish purpose for reading selected texts and monitor comprehension, making corrections

and adjustments when that understanding breaks down. (1, 2) Read aloud grade-level text with fluency and comprehension. (1,2) Use context o determine the relevant meaning of unfamiliar words or multiple-meaning words.

(1, 2) Describe main characters including their traits, motivations, and feelings. (1, 2) Spell words with common orthographic patterns. (1, 2) Listen attentively to speakers and ask relevant questions to clarify information. (K, 1, 2) Monitor and adjust comprehension. (1, 2)

Overview of the Whole Group Teaching Plan – WEEKS 1-8 (~40-45 Minutes)The following is the new framework for the reading block. Scroll down to see what each lesson entails. The activities and page numbers listed below are from Texas Senderos. The textbook is designed for a 90 minute reading block. Since the bilingual reading block is only 60 minutes, pacing of the lessons is imperative in order to cover all of the content and TEKS. More than likely, teachers will not be able to cover everything listed during the 40- 45 minute whole group time. Therefore, the most important activities must be selected from the list below based on the needs of the students. Careful planning is essential to make certain students’ needs are addressed and that all of the TEKS are taught by the end of the year as well. Some activities may have to be saved until the next day or combined with another lesson due to reteaching and corrective feedback lessons. Material that is skipped can also be covered during the review/reteach week (week 9).Week nine is designated for literature circles, but 10-20 minutes can be spent on reviewing and reteaching lessons before the students read their novels.



Destreza de lectura Monday Tuesday Wednesday Thursday FridayRutinas iniciales

Lectura en voz alta Presentar el vocabulario

Fonética y Repaso de fonética Desarrollar el contexto

Presentar el tema de comprensión Presentar la selección y Desarrollar la comprensión

Fluidez Profundizar la comprensión

Conectar con…/Hacer conexiones Estrategias de vocabulario

Ortografía Pruebas semanales

The Teaching Plan for MONDAY: WEEKS 1-8WHOLE GROUP INSTRUCTION (~40-45 minutes)

***Note: Week 9 is a review/reteach week so that running records can be taken. This week can also be used for review and reteach as well as small group instruction.***

Rut

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Activities Page Numbers The teacher will... So students can... Rutinas iniciales:

Fonética diariaRefuerzo diario del vocabulario

(Unidad 3)oWeek 1: Review skillsoWeek 2: pp. T276-277oWeek 3: pp. T364-T365

(Unidad 4)oWeek 4: pp. T12-T13oWeek 5: pp. T98-T99oWeek 6: pp. T186-T187oWeek 7: pp. T276-T277oWeek 8: pp. T364-T365oWeek 9: Review skills

Daily Phonics/Fonética diaria o Model the following:

hard and soft r sounds h and ch sounds segmenting words with diphthongs how to pronounce specific diphthongs how to divide syllables with broken

diphthongs how to write syllables que, gue, qui,

guio Provide corrective feedback as needed. Daily Vocabulary Boost/Refuerzo diario

del vocabularioo Call out the vocabulary words from the

Tarjetas de vocabulario en contexto distribute the cards.

o Ask for volunteers to interact with the words.

o Guide responses as necessary.

Daily Phonics/Fonética diaria o Practice phonemic

awareness/phonics activities by: distinguishing between hard and

soft r sounds sorting words with initial h and ch

sounds building words with ex segmenting words into syllables writing words with que, gue, qui,

gui Daily Vocabulary Boost/Refuerzo

diario del vocabularioo Based on the context from the

vocabulary cards, give the meaning, an example, or a sentence using the words.

Lect

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Lectura en voz alta:Demostrar la fluidezComprensión auditiva

(Unidad 3)oWeek 1: Review skillsoWeek 2: pp. T278-279oWeek 3: pp. T366-T367

(Unidad 4)oWeek 4: pp. T14-T15oWeek 5: pp. T100-T101oWeek 6: pp. T188-T189oWeek 7: pp.T278-T279oWeek 8 pp. T366-T367oWeek 9: Review skills

Model fluent reading including:o accuracy words in connected texto expressiono intonationo stresso rate: adjust reading rate to purposeo phrasing: natural pauses

Explain the comprehension skill. Review the target vocabulary.

Listen to fluent reading. Learn the target vocabulary. Listen to:

o determine the author’s purpose for writing the selectiono understand a story’s characterso draw conclusionso analyze and evaluate a texto cause and effecto determine the main ideao story structure

Answer comprehension questions.



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Presentar el vocabulario:EnseñarAplicar

(Unidad 3)oWeek 1: Review SkillsoWeek 2: pp. T280-T281oWeek 3: pp. T368-T369

(Unidad 4)oWeek 4: pp. T16-T17oWeek 5: pp. T102-T103oWeek 6: pp. T190-T191oWeek 7: pp. T280-T281oWeek 8: pp. T368-T369oWeek 9: Review Skills

Display and discuss the Tarjetas de vocabulario en contexto.

Read and pronounce the words. Explain the words. Discuss the vocabulary in context. Engage with the words

Understand and use target vocabulary.

Do the Piénsalo and Coméntalo activities and discuss the word with a partner or group.

Foné

tica

Fonética:Enseñar demostrarPráctica guiadaAplicarAcción correctiva



Guide students to blend, read, and spell words.

Display the Tarjeta de sonidos y ortografía and teach the phonics pattern.

Write the words. Model how to blend syllables to form

words Model how to decode words. Model how to connect sounds to spelling

and writing. Dictate sentences for students to write. Provide corrective feedback as needed.

Listen to teacher say the syllables in a word and then blend them together to form the word.

Repeat syllables and words after the teacher.

Blend words to read sentences. Write sentences dictatated by the

teacher. Practice reading the words repeatedly

to develop automaticity and accuracy.

Ort

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Ortografía:Enseñar el principio Instead of the pretest, teachers will introduce the weekly spelling words using spelling cheerleading or spelling chants (available on the Teacher Toolkit). The weekly spelling words can be found on the pages listed to the right.

(Unidad 3)oReview SkillsoWeek 2: p. T284oWeek 3: p. T372

(Unidad 4)oWeek 4: p. T20oWeek 5: p. T106oWeek 6: p. T194oWeek 7: p. T284oWeek 8: p. T372oWeek 9: Review Skills

Introduce the weekly spelling words using the Tarjetas de sonidos y ortografía by displaying the card and pointing to the picture.

Explain the spelling pattern. Model the spelling cheerleading activity or

spelling chant for students to practice spelling the words using movement. (See the Teacher Toolkit.)

Practice spelling the words using the spelling cheerleading activity or spelling chants.

Orally spell each word and use body movements as well to practice.

MONDAY: WEEKS 1-8SMALL GROUP INSTRUCTION (~15-20 minutes)

Small Group Instruction Work Stations



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Pull one to two groups daily for small group instruction.

Refer to the following pages in the Senderos T.E. for the Suggested Small Group Plan.


(Unidad 4)oWeek 4: pp. T68-T69oWeek 5 : pp. T156-T157oWeek 6: pp. T246-T247oWeek 7: pp. T334-T335oWeek 8: pp. T426-T427oWeek 9: Review skills

Follow the day 1 small group focus lesson from the pages listed below:



All of the activities in Senderos are differentiated and are based on the gradual release of responsibility model.

Create teacher-made work stations based on the skills learned during the week or the previous week(s).

The HMH Ready-Made Work Stations may be used to supplement the teacher-made stations. They include the following:o Comprehension and Fluencyo Word Studyo Think and Write

See the following pages for a preview of the weekly work stations:


The work stations should reinforce what was taught during whole group time.

Include differentiated activities to meet the needs of all learners.

See the online Teacher Toolkit for ideas on what to include at the different literacy stations.

If supplementing with the HMH Ready-Made Work Stations, each

station contains three activities. Children who complete the ¡A comenzar! activity may move on to the ¡Logra más! and/or ¡Reto! activity.

Small group instruction must be tailored to the needs of the students. Look at the Suggested Small Group Plan in the Senderos T.E. to determine what materials each group will use.

For students that need additional assistance on specific skills, refer to the differentiation tab in the Teacher Toolkit and click on Instructional Interventions.


In lieu of work stations, two days per week, students can complete an independent reading assignment or reader response activity while the teacher meets with small groups.

DifferentiationHow do I differentiate during reading? Since you only have 60 minutes for the reading block,

it is very important that you maximize instruction to the fullest. The Curriculum Framework has suggested times for the breakdown of the reading block. Specific times for each component are not give because the amount of time spent on each component depends on the needs of the class.

If a 50+% of the class scores below 70% on the weekly assessment (comprehension, vocabulary, phonics), do a whole class reteach of the skills students had the most difficulty with. If only a small percentage of students scored below 70% on the

weekly assessment, reteach the lesson(s) during small group instruction.

See the Teacher Toolkit for additional ideas on how to differentiate the components of literacy. (Differentiation Strategies)

What do you do for students who need additional support? Students will meet with the teacher for small group guided

reading instruction. The teacher will do a skills lesson to address the needs of students and the students will apply that skill to their reading.

If students are struggling with on-grade level activities, use the SLAR TEKS Vertical Alignment piece to select student expectations from the previous grade level to fill in the gaps.

Select the appropriate Senderos Libro graduable for the reading groups based on the students’ reading level. Books should be at the instructional or

independent level in order for the students to be successful.

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

What do you do for students who master the learning quickly? Activities/materials offered during small group

guided reading instruction and work stations are differentiated to meet the needs of the learner. Advanced learners should be provided with challenging activities and books.

If students are having an easy time with on-grade level activities, use the SLAR TEKS Vertical Alignment piece (pink pages) to select student expectations from the next grade level to challenge students more.

Resources



Textbook & Supplemental Materials: Texas Senderos – Unidad 2 y 3 Mural de enfoque (Display new poster each week) Running Records (Available in the Grab and Go folder) Libros graduables Libros decodificables Librito de vocabulario Tarjetas de vocabulario en contexto Tarjetas de sonidos y ortografía Tarjetas para el recuento oral Organizadores gráficos Centros de trabajo organizados (Comprensión y

fluidez, Estudio de palabras, Piensa y escribe)

Teacher Toolkit: Back to School Information Assessments

o Dictado Bilingual Phonemic Awareness/Phonics Activities

o Spanish letter cards and activitieso Alphabet strips and activities

Spellingo Spelling Chantso Games/Activities to Practice Weekly Spelling Words

Spanish High-frequency Words Differentiation

o Interventions for Struggling Readers and Writerso Dr. Virginia Rojas Strategieso Kagan’s Cooperative Learning Strategieso Websites with Differentiation Strategies

Work Stationso Activitieso Posters & Iconso Accountability forms

Literature Response Activities Word Wall Games Vocabulary Lessons and Activities Visualization Activities Literature Response Activities Every Student Response Cards Comprehension Websites to teaching comprehension



http://www.duluth.lib.mn.us/Images/BookStack.gif

Web Resources Essential reading strategies for the struggling reader: http://www.meadowscenter.org/vgc/downloads/primary/booklets/Essential_Strategies.pdf Reading strategies and activities resource book: http://www.meadowscenter.org/vgc/materials/primary_dyslexia.asp List of websites for teaching different comprehension strategies: https://www.saisd.net/admin/curric/curricms/documents/tchrtlktdocs/span/comprehension/

links_to_lessons_for_teaching_comprehension_skills.pdf Ideas for small group focus lessons: https://www.saisd.net/admin/curric/curricms/documents/tchrtlktdocs/span/differentiation/instructional_interventions.pdf Strategies to differentiate instruction: http://www.literacyleader.com/sites/litlead.essdack.org/files/StrategiesThatDifferentiateInstructionK_4-080808.pdf Dr. Virginia Rojas strategies: http://www.earcos.org/etc2009/download/ELL_precon.pdf Kagan´s Cooperative Learning Structures: http://www.sowashco.k12.mn.us/Departments/OEI/Rojas%20Kagan%2056%20coop%20structures.pdf Bilingual site for educators and families: http://www.colorincolorado.org/ TumbleBooks (Read/hear stories in Spanish): http://www.hpl.lib.tx.us/kids (From the menu bar, click on TumbleBook Library Story Books Language Learning)



http://www.hpl.lib.tx.us/kids

http://www.colorincolorado.org/

http://www.sowashco.k12.mn.us/Departments/OEI/Rojas%20Kagan%2056%20coop%20structures.pdf

http://www.earcos.org/etc2009/download/ELL_precon.pdf

http://www.literacyleader.com/sites/litlead.essdack.org/files/StrategiesThatDifferentiateInstructionK_4-080808.pdf

https://www.saisd.net/admin/curric/curricms/documents/tchrtlktdocs/span/differentiation/instructional_interventions.pdf

https://www.saisd.net/admin/curric/curricms/documents/tchrtlktdocs/span/comprehension/links_to_lessons_for_teaching_comprehension_skills.pdf


http://www.meadowscenter.org/vgc/materials/primary_dyslexia.asp

http://www.meadowscenter.org/vgc/downloads/primary/booklets/Essential_Strategies.pdf

The Teaching Plan for TUESDAY: WEEKS 1-8WHOLE GROUP INSTRUCTION (~40-45 minutes)


Rut

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Inic

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Activities Page Numbers The teacher will... So students can...Rutinas iniciales:

Fonética diariaRefuerzo diario del

vocabulario


(Unidad 4)oWeek 4: pp. T22-T23oWeek 5 pp. T108-T109oWeek 6 pp. T196-T197oWeek 7 pp. T286-T287oWeek 8: pp. T374-T375oWeek 9: Review skills

Daily Phonics/Fonética di aria o Model the phonemic awareness/phonics

activities such as:Teaching the phonics pattern r suave, h/ch, x,

words with diphthongs and dieresisGiving clues to words for students to guess

o Provide corrective feedback as needed.

Daily Vocabulary Boost/Refuerzo diario del vocabularioo Review the target vocabulary words and

their definitions using the Tarjetas de vocabulario en contexto.

o Guide children to interact with oral vocabulary words by asking specific questions.

Daily Phonics/Fonética diaria o Practice phonemic awareness/phonics activities

by:Segmenting words into syllablesReading words with the weekly phonics

patternSorting words alphabetically Raising hand when a diphthong is heard

Daily Vocabulary Boost/Refuerzo diario del vocabulario o Interact with vocabulary words. o Turn and talk to a partner to discuss the

Coméntalo activity on the back of the card.

Des

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text

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Desarrollar el contexto:Enseñar/DemostrarPráctica guiadaAplicar



Present background for the story. Use the Tarjetas de vocabulario en contexto to

review the weekly vocabulary words. Ask questions using the vocabulary words.

Skim the pages of the story. Participate in discussions to build context for the

story. Answer questions using target vocabulary

words. Silently read from the Libro del estudiante and

then read the passage aloud. Take turns reading sentences with a partner. Pause and explain each highlighted target

vocabulary word as they read.

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Presentar el tema de comprensión:Enseñar/DemostrarPráctica guiadaAplicar



Explain the weekly comprehension skill. Read and discuss the Libro del estudiante. Display the Página para proyectar and have

students read the story. Use a graphic organizer to demonstrate how to

map out the comprehension skill presented in the story.

Model think aloud strategies on how to fill out the graphic organizer.

Explain your reasoning and use the information from the story for support.

Discuss the Libro del estudiante. Use academic language to participate in

discussions. Listen to teacher model think aloud strategies to

learn the comprehension strategy of the week. Help the teacher fill out the graphic organizer

using information from the story.o Review skills (Week 1)Use an inference map to infer the author’s purpose and summarize the main selection in another text recently read (Week 2) o Apply the skill to another text using the

inference map (Week 3)



Pres

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Record student responses on the graphic

organizer.

Ask questions about the author’s purpose for writing another text they have read recently and use an inference map (Week 4)o Draw conclusiones using text that was

recently read and record the conclusions on an inference map (Week 5)

o Use nonfiction text and record about the text and graphic features in a chart (Week 6)

o Use a T-map to summarize another story (Week 7)

o Locate the main ideas and complete an idea support map (Week 8)

o Review skills (Week 9)

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Presentar la selección y Desarrollar la comprensión:Destreza claveEstrategia claveGéneroPregunta esencialEstablecer un propósitoDesarrollar la

comprensiónEs tu turno



Summarize the comprehension strategy. Model how to apply the comprehension skill to

the story or graphic organizer on the Página para proyectar.

Identify the genre of the story. Model think-aloud strategies. Set the purpose for the story. Pause at stopping points to ask students

comprehension questions. Score students retellings with the Retelling

Rubric.

Look at photos/illustrations in the story and discuss.

Page through the story and tell purpose for reading it.

Write the purpose in their reading notebook. Infer story details and predict future events. Read the story and check to see if their

predictions are correct. Apply the comprehension strategy to the text. Help the teacher to complete the Página para

proyectar using information from the story. Apply the phonics/decoding strategy to the

reading. Build oral language skills by retelling the story

using the Tarjetas para el recuento oral.

Ort

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Ortografía:Enseñar/Clasificación de

palabras

(Unidad 3)oWeek 1: Review SkillsoWeek 1: p. T304oWeek 2: p. T392

(Unidad 4)oWeek 3: p. T38oWeek 4: p. T126oWeek 5: p. T216oWeek 7: p. T304oWeek 8: p. T392oWeek 9: Review skills

Review the Tarjeta de sonidos y ortografía. Draw a graphic organizer on the board for a word

sort activity.

Sort words according to phonics pattern. Write words into the appropriate column/circle

by spelling pattern.



TUESDAY: WEEKS 1-8SMALL GROUP INSTRUCTION (~15-20 minutes)


Gru

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(Unidad 3)oWeek 1: oWeek 2: pp. T340-T341oWeek 3: pp. T432-T433







(Unidad 3)oWeek 1: Reivew SkilsoWeek 2: pp. T274-T275oWeek 3: pp. T362-T363





If supplementing with the HMH Ready-Made Work Stations, each station contains three activities. Children who complete the ¡A comenzar! activity may move on to the ¡Logra más! and/or ¡Reto! activity.


DifferentiationHow do I differentiate during reading? Since you only have 60 minutes for the reading

block, it is very important that you maximize instruction to the fullest. The Curriculum Framework has suggested times for the breakdown of the reading block. Specific times for each component are not give because the amount of time spent on each component depends on the needs of the class.

If a 50+% of the class scores below 70% on the weekly assessment (comprehension, vocabulary, phonics), do a whole class reteach of the skills students had the most difficulty with. If only a small percentage of students scored below 70% on the weekly assessment, reteach the

What do you do for students who need additional support? Students will meet with the teacher for small

group guided reading instruction. The teacher will do a skills lesson to address the needs of students and the students will apply that skill to their reading.


Select the appropriate Senderos Libro graduable for the reading groups based on the students’ reading level. Books should be at the instructional or independent level in order for the students to be successful.






lesson(s) during small group instruction. See the Teacher Toolkit for additional ideas on how

to differentiate the components of literacy. (Differentiation Strategies)


Resources

Textbook & Supplemental Materials: Texas Senderos – Unidad 2 y 3 Mural de enfoque (Display new poster each

week) Running Records (Available in the Grab and

Go folder) Libros graduables Libros decodificables Librito de vocabulario Tarjetas de vocabulario en contexto Tarjetas de sonidos y ortografía Tarjetas para el recuento oral Organizadores gráficos Centros de trabajo organizados (Comprensión

y fluidez, Estudio de palabras, Piensa y escribe)


o Dictado Bilingual Phonemic Awareness/Phonics

Activitieso Spanish letter cards and activitieso Alphabet strips and activities

Spellingo Spelling Chantso Games/Activities to Practice Weekly Spelling

Words Spanish High-frequency Words Differentiation



Literature Response Activities Word Wall Games Vocabulary Lessons and Activities Visualization Activities Literature Response Activities Every Student Response Cards Comprehension

o Websites to teaching comprehensiono Five finger retelling postero Comprehension posters in Spanisho Graphic organizers

Administering the Flynt-Cooter IRI Literature Circles
















The Teaching Plan for WEDNESDAY: Weeks 1-8WHOLE GROUP INSTRUCTION (~40-45 minutes)


Rut

inas

Inic

iale

s



vocabulario



Daily Phonics/Fonética diaria o Model the phonemic awareness/phonics

activities such as:Separating words into syllablesPointing out the weekly phonics pattern indicating how to divide words with diphthongs

into syllableso Provide corrective feedback as needed.

Daily Vocabulary Boost/Refuerzo diario del vocabularioo Guide children to interact with oral

vocabulary words by asking specific questions.

o Lead students in a discussion using the oral

vocabulary for the week. Remind students to speak clearly when

participating in discussions.

Daily Phonics/Fonética diaria o Practice phonemic awareness/phonics

activities by: clapping the syllables in words indicating whether words contain a silent h building words with letter cards reading words with a partner sorting words by phonics pattern writing sentences with word pairs

Daily Vocabulary Boost/Refuerzo diario del vocabulario o Interact with vocabulary wordso Speak clearly when participating in

discussionso Work in groups to define the weekly

vocabulary in their own words. o Follow appropriate rules for discussion

such as listening to speakers, taking turns, and staying on topic.

Rep

aso

de fo

nétic

a

Repaso de fonética:Enseñar/DemostrarPráctica guiadaAplicarAcción correctiva

(Unidad 3)oWeek 1: Review SkillsoWeek 2: p. T308oWeek 3 p. T396

(Unidad 4)oWeek 4 p. T42oWeek 5 p. T130oWeek 6 p. T220oWeek 7: p. T308oWeek 8: p. T396oWeek 9: Review skills

Review the weekly phonics pattern using the Tarjetas de sonidos y ortografía.

Draw a multi-column table for a sorting activity. Write words to practice on the board. Provide corrective feedback as needed.

Work with a partner to discuss how words are pronounced.

Sort words based on the phonics pattern. Talk to a partner about how to pronounce each

syllable. Divide diphthongs into syllables.

Fluidez:Enseñar/DemostrarPráctica guiadaAplicar

(Unidad 3)oWeek 1: Review SkillsoWeek 2: p. 309oWeek 3 p. T397

(Unidad 4)oWeek 4 p. T43oWeek 5 p. T131oWeek 6 p. T221

Explain that good readers:o read quickly and accuratelyo change the tone of their voice to match

the feelings or expressions conveyed in descriptions and by what characters say, think and do

o know when to make their voices rise and fall

o put stress on important words to make

Do repeated readings with a partner to practice:o Review skills (Week 1)o Reading words accurately in connected

text (Week 2)o Appropriate expression (Week 3)o Correct intonation (Week 4)o Appropriate stress (Week 5)o Practice reading with different punctuation



Flui

dez

oWeek 7: p. T309oWeek 8: p. T397oWeek 9: Review skills

o listeners understand the importance of words

o read with expression, matching their voices to the content of the text

o read words in groups

Model the following:o what to do when you come across an

unfamiliar wordo expressiono intonationo stresso how to use punctuation when readingo adjust rate to purposeo pausing after chunks of text

marks (Week 6)o Adjust rate to purpose (Week 7)o Read with natural pauses (Week 8)o Review/reteach skills (Week 9)

Prof

undi

zar l

a co

mpr

ensi

ón

Profundizar la comprensión:Enseñar/DemostrarPráctica guiadaAplicar



Review the weekly comprehension skill. Model how to apply the comprehension strategy

by thinking aloud. Guide students in a discussion of the story.

Use academic language in discussions. Reread parts of the story in the Libro del

estudiante. Apply the comprehension skill to the text. Help complete the graphic organizer. Turn and talk to a partner about the story while

apply the comprehension skill. Write responses to the Deepen Comprehension

question.

Ort

ogra

fía

Ortografía:Segmentar sonidosFormar palabras abiertas



Model strategies to help write words, such as:o saying sounds in words slowlyo stressing specific syllables on words to

write accents Review the Tarjetas de sonidos y ortografía. Model how to form words with the letter cards.

Take turns with a partner reading and writing spelling words.

Use the Tarjetas de letras to spell words. Spell words with accent marks.

WEDNESDAY: WEEKS 1-8SMALL GROUP INSTRUCTION (~15-20 minutes)




Gru

pos

pequ

eños

y

Cen

tros

de

tra-

ba

jo






The HMH Ready-Made Work Stations may be used to supplement the











teacher-made stations. They include the following:o Comprehension and Fluencyo Word Studyo Think and Write









If a 50+% of the class scores below 70% on the weekly assessment (comprehension, vocabulary, phonics), do a whole class reteach of the skills students had the most difficulty with. If only a small percentage of students scored below 70% on the weekly assessment, reteach the lesson(s) during small group instruction.












Resources






























The Teaching Plan for THURSDAY: WEEKS 1-8WHOLE GROUP INSTRUCTION (~40-45 minutes)


Rut

inas

Inic

iale

s



vocabulario



Daily Phonics/Fonética diaria o Model phonemic awareness/phonics activities.o Make word cards for activities.o Provide corrective feedback as needed.

Daily Vocabulary Boost/Refuerzo diario del vocabulario Guide children to interact with oral vocabulary

words by asking specific questions. Lead students in a discussion using the oral

vocabulary for the week. Remind students to speak clearly when

participating in discussions. Provide corrective feedback as needed.

Daily Phonics/Fonética diaria o Practice phonemic awareness/phonics

activities by: dividing words into syllables reading text and listing words with the

phonics pattern decoding words with silent h sound listening to words read by the teacher and

writing words that contain the designated phonics pattern

determining which words contain diphthongs

Daily Vocabulary Boost/Refuerzo diario del vocabulario Interact with vocabulary words. Speak clearly when participating in discussions. Work in small groups to discuss the Coméntalo

activity on the back of the Tarjetas de vocabulario en contexto.

Explain the word meanings in their own words. Follow appropriate rules for discussion .

Con

ecta

r con

…

Conectar con…:Siga las instrucciones en

la página a la izquierda. No haga la actividad Hacer conexiones con el grupo entero.

Se puede usar una de las actividades de Hacer conexiones en los centros de trabajo.



Introduce story selections. Explain features of particular text to be read. Reinforce target vocabulary. Guide children to set a purpose for reading.

Use graphic features. Read the story passage or poem. Review vocabulary words to prepare for the

story. Respond to the story. Make text to self, text to text, and text to world

connections. Connect to:

o Review Skills (Week 1)o Advertisements/Social Studies (Week 2)o Reader’s Theater/Social Studies (Week 3)o Informational Text/Science (Weeks 4 and

5)o Poetry (Week 6)o Informational Text/Social Studies (Week 7)o Traditional Tales/Myths (Week 8)o Review/Reteach Skills (Week 9)



Estr

ateg

ias

de v

ocab

ular

ioEstrategias de vocabulario

Enseñar/DemostrarPráctica guiadaAplicar



Lead a discussion on the vocabulary strategy. Model how to use the weekly vocabulary strategy

by thinking aloud in order to determine the meaning of an unknown word.

Model how to complete graphic organizers.

Participate in a discussion on the vocabulary strategy.

Use vocabulary words in sentences. Apply the Estrategia de vocabulario to each

word. Look up unknown words in the dictionary.

Ort

ogra

fía

Ortografía: In place of the spelling

lessons in Senderos, select a spelling game or spelling chant from the online Teacher Toolkit. The weekly spelling words can be found on the pages listed to the right.



Teach spellling game to review the weekly spelling words.

Practice the weekly spelling words using a spelling game such as ¡Chispa! or La rueda de la fortuna, or do spelling chants with body movements.

THURSDAY: WEEKS 1-8SMALL GROUP INSTRUCTION (~15-20 minutes)


Gru

pos

pequ

eños

y C

entr

os d

e tr

abaj

o



(Unidad 3)oWeek 1: Review Skills oWeek 2: pp. T334-T335oWeek 3: pp. T426-T427



(Unidad 3)oWeek 1: Review SkillsoWeek 2: pp. T348-349oWeek 3: pp. T440-T441







(Unidad 4)oWeek 4: pp. T10-T11









oWeek 5: pp. T96-T97oWeek 6: pp. T184-T185oWeek 7: pp. T274-T275oWeek 8: pp. T362-T363oWeek 9: Review skills














Resources










o Interventions for Struggling Readers and Writerso Dr. Virginia Rojas Strategieso Kagan’s Cooperative Learning Strategies








o Websites with Differentiation StrategiesWeb Resources

Essential reading strategies for the struggling reader: http://www.meadowscenter.org/vgc/downloads/primary/booklets/Essential_Strategies.pdf Reading strategies and activities resource book: http://www.meadowscenter.org/vgc/materials/primary_dyslexia.asp List of websites for teaching different comprehension strategies: https://www.saisd.net/admin/curric/curricms/documents/tchrtlktdocs/span/comprehension/














The Teaching Plan for FRIDAY: WEEKS 1-8WHOLE GROUP INSTRUCTION (~40-45 minutes)


Rut

inas

Inic

iale

s



vocabulario



Daily Phonemic Awareness/Fonética diaria o Model phonemic awareness/phonics activities.o Make word cards for activities.o Give clues to students for them to guess the

words.o Provide corrective feedback as needed.

Daily Vocabulary Boost/Refuerzo diario del vocabularioo Reread the read aloud selection from

Monday to the students.o Guide children to interact with oral

vocabulary words by asking specific questions.

o Lead students in a discussion using the oral vocabulary for the week.

o Challenge students to use the words in their everyday speech.

o Remind students to speak clearly when participating in discussions.

Daily Phonemic Awareness/Fonética diaria o Practice phonemic awareness/phonics

activities by: identifying number of syllables in wordsblending syllables to form wordswork in groups to come up with as many words

as possible containing the designated phonics pattern

decoding words with silent h soundplaying games such tic-tac-toe and hangman to

practice the phonics patterndecoding words with diphthongssorting words according to the phonics patternusing clues to guess the wordswriting sentences with words

Daily Vocabulary Boost/Refuerzo diario del vocabulario o Interact with vocabulary words. o Speak clearly when participating in

discussions.o Explain or describe the meanings of the

target vocabulary words.o Follow appropriate rules for discussion

such as listening to speakers, taking turns, and staying on topic.

o Illustrate vocabulary words, if time allows.

Ort

ogra

fía

Ortografía: Evaular (Add two

dictation sentences to the weekly spelling test.)

Acción correctiva



Administer the posttest:o Say each spelling word, and then say it in

a sentence and repeat the word. o Dictate two sentences for students to

write. o Review any words that the students

misspell.

Write the spelling words the teacher dictates. Write the dictation sentences.



Prue

bas

sem

anal

es Pruebas semanales:

o Vocabularioo Fonéticao Comprensión



Administer the weekly assessments. Score the assessments and reteach lessons

based on the results.

Take the weekly assessments on:o Vocabularyo Phonics/Decodingo Comprehension

FRIDAY: WEEKS 1-8SMALL GROUP INSTRUCTION (~15-20 minutes)


Gru

pos

pequ

eños

y C

entr

os d

e tr

abaj

o





Small group instruction must be tailored to the needs of the students. Look at the Suggested Small Group Plan in the Senderos T.E. to determine what materials each group will use. |



























What do you do for students who master the learning quickly? Activities/materials offered during small

group guided reading instruction and work stations are differentiated to meet the needs of the learner. Advanced learners should be provided with challenging activities and books.


Resources


week) Running Records (Available in the Grab and Go

folder) Libros graduables Libros decodificables Librito de vocabulario Tarjetas de vocabulario en contexto Tarjetas de sonidos y ortografía Tarjetas para el recuento oral Organizadores gráficos Centros de trabajo organizados (Comprensión y

fluidez, Estudio de palabras, Piensa y escribe)


o Dictado Bilingual Phonemic Awareness/Phonics Activities

o Spanish letter cards and activitieso Alphabet strips and activities











The Teaching Plan for Literature CirclesWEEK 9

Before daily literature circles, the first 10-15 minutes of week 9 are to be used for reviewing and reteaching skills covered during weeks 1-8.If any lessons were skipped during previous weeks due to time constraints, these can be covered as well. After the daily lesson/review, the rest

of the reading block will be devoted to literature circles. See the Teacher Toolkit and the websites listed below for information on literature circles. A sample lesson with roles is included in the Teacher Toolkit. Gather multiple copies of chapter books (Teacher Toolkit: Spanish Titles for Literature Circles) or use the HMH Senderos leveled readers. Do a “Book Pass” (Teacher Toolkit: Book Pass) so that students may sample each book before making choices. Review the roles from the first nine weeks. (See below.) Once the groups are divided, students will be assigned roles on a daily basis. Give students their role sheets to fill out during/after reading (optional). Groups will discuss their books. The teacher visits each group to listen in on the discussion and offer ideas to spark additional conversation. The whole class meets daily to debrief and share their books. If the book cannot be completed in a week, literature circles may be continued the following week during small group time.

Basic Roles in Literature Circles Explique a los alumnos los roles de los círculos literarios. Role cards are available on the Teacher Toolkit.

o Conector: El rol es conectar y extender la comprensión de la novela al mundo fuera de los mismos. Relaciona lo leído con las propias experiencias en el mundo real, con su propia vida, con lo que sucede en la escuela, la comunidad, con otros eventos similares en otros lugares o en otro tiempo, con situaciones que hayan vivido/sufrido otras personas. Cualquier relación que se haga es válida y digna de ser compartida. El conector tiene que asegurarse que esas experiencias sean claras y tengan significado para los miembros del grupo.

o Iluminador: El rol es hallar pasajes interesantes, divertidos, controvertidos, emocionantes y con un gran significado dentro de la historia. Hay que escoger pasajes memorables.

o Buscador de palabras: El rol es buscar palabras y/o términos importantes al estar leyendo. Van a copiar esas palabras/términos y definirlas. Hay que copiar la oración en la que la palabra se emplea en el texto y escribir el número de la página. El buscador de palabras tiene que usar el contexto para determinar el significado de la palabra primero y luego puede usar el diccionario para confirmarlo. Las palabras escogidas deben ser interesantes, nuevas, con gran significado o que pocas veces las lee. En los apuntes, hay que explicar por qué escogió la palabra.

o Sintetizador: El rol es elaborar un resumen de la historia o capítulo, y obtener las ideas principales para discutirlas.o Artista o Ilustrador : El rol es dibujar las escenas importantes, las ideas, los personajes, o los problemas que se presentan en la historia. Se puede utilizar diferentes

métodos para “ilustrar” lo que lees: collages, símbolos, mapas de organización, secuencias de dibujos animados, etc. En la hoja de notas, hay que explicar la ilustración y cómo se relaciona con el texto.

Websites on Literature CirclesRefer to the following websites for information on literature circles. Select the activities that work best for your class.

http://www.readwritethink.org/classroom-resources/lesson-plans/literature-circles-getting-started-19.html?tab=4#tabs – This website gives a ten day lesson for introducing literature circles using roles.

http://www.lauracandler.com/strategies/litcircles.php - This website contains instructions for: The Basic Literature Circle Model Talking Sticks Literature Circles Mini Literature Circles Modified Literature Circles Literature Circles with Roles Student Centered Classroom Nonfiction Literature Circles



http://www.lauracandler.com/strategies/litcircles.php

http://www.readwritethink.org/classroom-resources/lesson-plans/literature-circles-getting-started-19.html?tab=4#tabs

Structured Literature Circles http://www.litcircles.org/- This website offers advice on literature circle planning, structure, book choice, written responses, book extension projects, etc. The approach

offered here is not role-centered. Instead students will formulate questions, respond to prompts, and use post-it notes to prepare for discussion. http://www.heinemann.com/shared/onlineresources/E00702/minilessons.pdf. This site contains specific chapters from the book, Mini-lessons for Literature Circles by Harvey Daniels, electronically. Look at page 113 for information on the ”Book Pass” activity. Visit the following websites for information on literature circles, including background and preparation information, role sheets, etc. Spanish role sheets are also available on the Teacher Toolkit.

Additional information regarding literature circles can be found on the websites listed below. http://www.mrscowan.com/literaturecircle.htm http://www.dsusd.k12.ca.us/users/manuelh/CirculosLiterarios.htm http://www.edselect.com/Docs/Litcir.pdf http://www.busyteacherscafe.com/teacher_resources/literacy_pages/literature_circles.htm http://eduscapes.com/ladders/themes/circles.htm http://www.readinglady.com/mosaic/tools/Lit%20Circle%20Roles%20student%20booklet.pdf http://www.saskschools.ca/curr_content/bestpractice/litcircles/index.html http://www.mswinston.com/Literature%20Circles%20Cont.pdf http://olc.spsd.sk.ca/de/pd/instr/strats/literaturecircles/index.html http://www.literaturecircles.com/article1.htm http://www2.scholastic.com/browse/lessonplan.jsp?id=380

FMA/Question Stems TAKSCollege-Readiness

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

The FMA questions are from released TAKS tests. See the column to the right for sample questions.

Propósito del autor: ¿Cuál es el propósito del autor al escribir este artículo? (Obj. 3, 3.11A)

Personaje: ¿Probablemente cómo se siente _____ cuando ________? (Obj. 2, 3.11H)

Sacar conclusiones: El lector puede concluir que _____. (Obj. 4, 3.9F)

Características del texto y gráficas: Observael siguiente diagrama con información del artículo. ¿Qué información va en el espacio vacío? (Obj. 3, 3.9I)

Causa y efecto: Cuando (algo) pasó, ¿por qué _____? (Obj. 4, 3.9F)

Idea principal y detalles: El párrafo ___ trata principalmente de ____. (Obj. 1, 3.9C)

See the Teacher Toolkit for additional TAKS stems (SAISD and Margaret Kilgo).

Sample Stories and QuestionsThird Grade: TAKS Released TestSource: TEA Website – March 2009 Spanish Reading http://ritter.tea.state.tx.us/student.assessment/resources/release/tests2009/takssp_g03_read.pdf

Texas College and Career Readiness Standards for English/Language Arts (CCRS):

Listening: Apply listening skils as an individual and as a

member of a group in a variety of settings (e.g., lectures, discussion, conversations, team projects, presentations, interviews).

Listen effectively in informal and formal situations.

Note: Each 9 weeks, a new college and career readiness standard will be presented.



http://ritter.tea.state.tx.us/student.assessment/resources/release/tests2009/takssp_g03_read.pdf

http://ritter.tea.state.tx.us/student.assessment/resources/release/tests2009/takssp_g03_read.pdf

http://www2.scholastic.com/browse/lessonplan.jsp?id=380

http://www.literaturecircles.com/article1.htm

http://olc.spsd.sk.ca/de/pd/instr/strats/literaturecircles/index.html

http://www.mswinston.com/Literature%20Circles%20Cont.pdf

http://www.saskschools.ca/curr_content/bestpractice/litcircles/index.html

http://www.readinglady.com/mosaic/tools/Lit%20Circle%20Roles%20student%20booklet.pdf

http://eduscapes.com/ladders/themes/circles.htm

http://www.busyteacherscafe.com/teacher_resources/literacy_pages/literature_circles.htm

http://www.edselect.com/Docs/Litcir.pdf

http://www.dsusd.k12.ca.us/users/manuelh/CirculosLiterarios.htm

http://www.mrscowan.com/literaturecircle.htm

http://www.heinemann.com/shared/onlineresources/E00702/minilessons.pdf

http://www.litcircles.org/-

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