Professional Development for Language Acquisition and ...



Project GLAD, New Mexico

Seres Vivos en America del Norte (Kindergarten)

IDEA PAGES

I. Unit Themes

• There are differences and similarities in the appearance and behavior of living organisms.

• All living things live, grow and die and live in different habitats.

• Living things are made up of different parts with specialized functions.

• Plants and animals need each other to survive.

• Different people or cultural groups often have different versions of the same story.

II. Focus /Motivation

• Superbiologist Awards

• Observation Charts

• Inquiry chart

• Picture File Cards

• Realia

• Observation walks and field trips

• Important Big Book

• Videos, movies, & filmstrips

III. Closure

• Student generated class big book

• Field trip

• Presentation of chants and student writing to parents

• Portfolio/Learning log

• Oral assessment

IV. New Mexico Performance Standards Addressed

Language Arts:

Reading and Listening for Comprehension

LA I-A.1. Retell, reenact, or dramatize stories or parts of stories, including personal events.

LA I-A.2. Demonstrate sense of story (e.g., beginning, middle, end, characters, details).

LA I-A.3. Demonstrate familiarity with a variety of types of books and selections (e.g., picture books, caption books, short informational texts, nursery rhymes, word/finger/puppet plays, reenactments of familiar stories).

LA I-A.4. Role-play and act out stories (e.g., fairy tales, songs, rhymes).

LA I-A.5. Follow simple oral instructions.

LA I-B.1. Demonstrate familiarity with a variety of types of resources (e.g., picture books, caption books, short informational texts, nursery rhymes, word/finger/puppet plays, reenactment of familiar stories, electronic resources).

LA I-B.2. Generate questions of interest about a topic.

LA I-C.1. Understand oral and graphic instructions.

LA I-C.2. Create mental pictures to predict possible events in text before and during reading.

LA I-C.3. Compare different versions of the same story.

LA I-C.4. Relate experiences and observations.

LA I-C.5. Formulate questions before beginning to read or listen (e.g., What will happen in this story? Where do you think this happens? Who might this be?).

LA I-C.6. Sequence a story to describe the beginning, middle, and end.

LA I-C.7. Differentiate between non-fiction and fiction stories.

LA I-D.1. Demonstrate phonemic awareness and knowledge of alphabetic principles by:

• Demonstrating understanding that spoken language is a sequence of identifiable speech sounds

• Demonstrating understanding that the sequence of letters in the written word represents the sequence of sounds in the spoken word

• Demonstrating understanding the sounds of letters and the understanding that words contain similar sounds

LA I-D.2. Demonstrate decoding and word recognition strategies and skills by:

• Recognizing and naming upper and lower case letters of the alphabet

• Recognizing common words and signs by sight

• Recognizing beginning consonant letter-sound associations in one-syllable words

LA I-D.3. Read or attempt to read own dictated story.

LA I-D.4. Attempt to read simple patterned text, and predict texts using letter-sound knowledge and pictures to construct meaning.

LA I-D.5. Use appropriate nouns to name objects.

Writing and Speaking for Expression

LA II-A.1. Retell, reenact, or dramatize stories or parts of stories, including personal events.

LA II-A.2. Use correct words to name objects or tell actions.

LA II-A.3. Use speaking skills to connect experiences by:

• listening to and retelling stories

• discussing and dramatizing stories

• discovering relationships

• taking turns, expressing ideas, and asking questions

LA II-A.4. Use a variety of sentence patterns.

LA II-A.5. Ask questions to resolve confusion about a topic.

LA II-A.6. Clarify and sort words by general categories.

LA II-B.1. Locate the title, table of contents, name of author, and illustrator of a text.

LA II-B.2. Use pictures and context to make predictions about story content.

LA II-B.3. Connect information and events in a text to make predictions.

LA II-B.4. Ask and answer questions about essential elements in a text.

LA II-B.5. Recognize and make complete, coherent sentences when speaking.

LA II-B.6. Share information and ideas using complete sentences.

LA II-B.7. Develop spelling strategies and skills by:

· representing spoken language with emergent and/or conventional spelling

· writing most letters of the alphabet

· analyzing sounds in a word and writing dominant consonant letters

LA II-B.8. Identify and use capital letters to write the word “I” and the first letter in own name.

LA II-C.1. Develop writing strategies and skills by:

• representing spoken language with temporary or conventional spelling

• writing most letters of the alphabet when they are dictated

• analyzing sounds in a word and writing dominant consonant letters

• using phonemic awareness and letter recognition to spell independently (standard or emergent spelling)

LA II-C.2. Dictate a story based on one’s own experience with a beginning, middle, and an end.

LA II-C.3. Write to express own meaning.

LA II-C.4. Write own name and names of others.

Literature and Media

LA III-A.1. Listen and respond to stories based on familiar themes and plots.

LA III-A.2. Relate characters and events to their own life experiences.

LA III-A.3. Demonstrate familiarity with stories and activities related to various ethnic groups and countries.

LA III-B.1. Demonstrate familiarity with the types of books and selections (e.g., picture books, caption books, short informational texts, nursery rhymes, re-enactment of familiar stories).

LA III-B.2. Demonstrate understanding of plots of different types of stories (e.g., songs, rhymes, fairy tales).

LA III-B.3. Identify characters, setting, and important events.

Science

SC I.I.I.1. Use observation and questioning skills in science inquiry (e.g., What happens when something is pushed or

pulled?).

SC I.I.I.2. Ask and answer questions about surroundings and share findings with classmates.

SC I.I.I.3. Record observations and data with pictures, numbers, and/or symbols.

SC I.I.II.1. Communicate observations and answer questions about surroundings.

SC I.I.III.1. Observe and describe the relative sizes and characteristics of objects (e.g., bigger, brighter, louder, smellier).

SC II.I.II.1. Observe how energy does things (e.g., batteries, the sun, wind, electricity).

SC II.II.I.1. Identify major structures of common living organisms (e.g., stems, leaves, and roots of plants; arms, wings, and legs of animals).

SC II.II.I.2. Observe that differences exist among individual living organisms (e.g., plants, animals) of the same kind.

SC II.II.II.1. Observe and describe similarities and differences in the appearance and behavior of living organisms (e.g., plants, animals).

SC II.II.II.2. Observe that living organisms (e.g., plants, animals) closely resemble their parents.

SC II.II.III.1.Use the senses (e.g., sight, hearing, smell, taste, touch) to observe surroundings, and describe the observations.

SC II.II.III.2. Identify the parts of the human body (e.g., legs, arms, head, hands) and the functions of these parts.

Social Studies

SS I.C.1. Identify the local, state, and national symbols (e.g., flag, bird, song).

SS II.A.1. Define relative location of items in the physical environment in terms of over, under, near, far, up, and down.

SS II.A.2. Define personal direction of front, back, left, and right.

SS II.B.1. Identify natural characteristics of places (e.g., climate, topography).

SS II.C.2. Describe the natural characteristics of places (e.g., landforms, bodies of water, natural resources, and weather).

SS II.D.1. Describe the Earth’s physical characteristics.

SS III. B.1. Recognize and name symbols and activities of the United States, New Mexico, and tribes, to include:

• United States symbols to include the flag, bald eagle, monuments

• New Mexico symbols to include the flag, Smokey Bear, State Bird, chili

SS III.C.1. Describe and provide examples of fairness.

SS III.D.1. Describe what is meant by citizenship.

SS III.D.2. Explain what is meant by “good citizenship,” to include:

• taking turns and sharing

• taking responsibility for own actions, assignments, and personal belongings within the classroom and respecting the property of others.

Health

H Utilize correct terminology for the human body.

H Recognize the importance of hygiene (i.e. washing hands to avoid colds, etc.)

H List responsible health behaviors (washing hands, brushing teeth, exercise…)

English Language Development Instructional Strategies (ESL):



(Attached chart on the Characteristics of English Proficiency Levels may be more helpful for differentiating instruction)

K-5 Benchmark I-A: Listen to, read, react to, and retell information.

Beginning

Listen to stories read aloud.

Repeat familiar rhymes, songs, and simple stories.

Use pictures to comprehend text, and to associate text to prior knowledge.

Respond nonverbally or verbally in L1 and/or L2 to what is heard.

Repeat words and phrases when asked or as verbal practice.

Use non-verbal gestures or body language to participate in experiences.

Demonstrate alternative ways to indicate comprehension such as artistic expression, responding in L1,

code switching, role-playing, using gestures, etc.

Identify the basic sequence of events in stories read to the student, using key words or pictures.

Follow one-step or two-step context-embedded directions for classroom- or work-related activities.

Begin to use comprehension aids, such as picture dictionaries, manuals, maps and other media as

reference tools.

Early Intermediate

Recite familiar rhymes, songs, and simple stories.

Begin to read simple words and simple academic vocabulary independently and use them in various

contexts.

Identify the basic sequence of events in a story using key words or pictures.

Actively participate in social conversations with peers and adults on familiar topics by asking and

answering questions and soliciting information.

Use comprehension aids (i.e., pictures, bold words, captions, picture walk, etc.) to facilitate the reading

process.

Follow teacher’s directions when acquiring and using new information.

Ask and/or answer content-related questions.

Intermediate

Read simple vocabulary, phrases and sentences independently.

Listen attentively to stories/ information and identify key details and concepts using both verbal

and non-verbal responses.

Follow teacher’s directions for acquiring and using new information specific to a content area.

Read and understand the meaning of words, phrases and short sentences representing learned

vocabulary.

Actively participate in and initiate more extended social conversations with peers and adults on familiar

topics by asking and answering questions, restating and soliciting information.

Early Advanced

Listen attentively to stories/information and orally identify key details and concepts.

Actively participate in and initiate more extended social and academic conversations with peers and

adults on unfamiliar and content-area topics by asking and answering questions, soliciting and restating

information.

Advanced

Apply knowledge of academic and social vocabulary used in independent reading.

Identify and respond to open-ended questions about images, sounds, activities/events, oral expressions,

words, sentences and paragraphs.

Negotiate and initiate social and academic conversations by questioning, soliciting, restating information

and paraphrasing.

Demonstrate understanding of idiomatic expressions by responding to and using such expressions

appropriately.

Read, evaluate and apply new content-area information at grade level.

K-5 Benchmark I-B: Locate and use a variety of resources to acquire information across the curriculum.

Beginning

Independently select books or materials of various genres or themes.

Use non-text based materials to gather information.

Demonstrate familiarity with a variety of types of resources (e.g., picture books, caption books, short

informational text, electronic resources).

Use symbols, classroom and library resources as points of reference.

Early intermediate

Read and identify basic text features such as title, table of contents, index, and chapter headings.

Read and orally identify relationships between resource materials and the student’s own experiences,

using simple sentences.

Identify the content of simple informational materials, using key words or phrases.

Intermediate

Describe student’s experiences in using resources.

Use elements of the text (e.g., ideas, illustrations, indices, titles) to draw conclusions and make inferences.

Use pictures, lists, charts, and tables to gather information found in materials such as newspapers

and magazines.

Use comprehension and resource aids (e.g., basic dictionaries, catalogs, indexes, atlases,

encyclopedias, glossaries).

Generate questions of interest about a topic.

Early Advanced

Use elements of the text (e.g., ideas, illustrations, indices, titles) to draw conclusions and make

generalizations.

Interpret and synthesize information from a variety of sources.

Advanced

Interpret and synthesize information from a variety of sources.

Locate information by using reference materials.

K-5 Benchmark I-C: Demonstrate critical thinking skills to comprehend written, spoken, and visual information.

Beginning

Draw pictures from one’s own experiences in relation to a story or content topic.

Use illustrations, key words or phrases, or draw images in order to sequence a story or express ideas

found in content–area information.

Respond to stories and information read to students, using physical actions and other means

of non-verbal communication (e.g., matching objects, pointing to an answer).

Early intermediate

Identify the basic sequence of text read to students using key words or phrases

(i.e., beginning, middle and end).

Identify a sequence of events and make predictions as to what would happen next.

Respond to yes/no questions that require the drawing of conclusions based on a story/situation.

Retell a story using one’s own words.

Intermediate

Describe in complete sentences a situation presented in a picture.

State in a phrase or sentence what the story/situation is about.

Read and use sentences to orally respond to stories by answering open-ended questions.

Pose possible “how”, “why” and “what if” questions to understand and interpret text.

Early Advanced

Respond to questions that require the drawing of conclusions based on a story/situation.

Demonstrate knowledge and use of a growing vocabulary from various content areas.

Demonstrate the ability to apply and analyze new information acquired through reading,

listening, and viewing.

Advanced

Demonstrate understanding of new information.

Ask questions to clarify or gain additional information in relation on a topic.

Prepare a presentation from literature, content-area texts, or mixed media.

Answer open-ended questions that require drawing of conclusions or making assumptions.

K-5 Benchmark I-D: Acquire reading strategies.

Beginning

Describe self as a reader.

Demonstrate phonemic awareness and knowledge of alphabetic principles (e.g., sequence of sounds

[initial, medial and final], sound/symbol relationships, word patterns, letter sounds).

Distinguish letters from words.

Identify letters, words, and sentences.

Identify the front cover, back cover, and title page of a book.

Follow the words from left to right and from top to bottom on the printed page.

Early intermediate

Retell main idea of text.

Recognize and identify simple words and basic sight words.

Read own dictated story and informative writings.

Demonstrate decoding and word recognition skills.

Intermediate

Repeat correctly-spoken words and phrases.

Read one-syllable, high frequency words (i.e., sight words).

Use sound/symbol relationship, basic word-formation rules and decoding strategies in phrases, simple

sentences, or simple texts.

Use a variety of reading and comprehension strategies to comprehend text (e.g., re-read, read ahead,

ask for help, question, paraphrase, retell).

Early Advanced

Make and use compound words.

Read independently grade-level or appropriately -leveled books.

Advanced

Use complex sentence patterns with increasing accuracy.

Generate the sounds from all letters and letter patterns, including consonant blends, long-and short vowel patterns (e.g., phonograms etc.), and blend those sounds into recognizable words.

Anticipate words in a story.

K-5 Benchmark II-A: Demonstrate competence in speaking to convey information.

Beginning

Orally label objects and pictures.

Produce simple vocabulary (single words or short phrases) to communicate basic needs in social and

academic settings (e.g., locations, greetings, classroom objects).

Engage in introductory conversations and simple, structured greetings.

Participate in-group oral activities (e.g., scripted plays, short memorized dialogues, songs, chants,

story retelling).

Early intermediate

Use communication skills to express needs, ideas and thoughts.

Independently use common social greetings and simple repetitive phrases.

Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting

some errors when speaking or reading aloud.

Engage in discussions and conversations on a variety of topics.

Intermediate

Speak comprehensibly, correctly using English grammatical forms and sounds, intonation, pitch and

modulation.

Ask and answer instructional questions, using simple sentences.

Recognize appropriate ways of speaking that vary based on purpose, audience and subject matter.

Ask and answer instructional questions and open-ended questions with more extensive supporting details.

Early Advanced

Recognize appropriate ways of speaking that vary based on purpose, audience and subject matter.

Ask and answer instructional questions with more extensive supporting details.

Express feelings, observations, experiences and opinions.

Advanced

Answer open-ended questions and give supporting details.

Develop and use advanced vocabulary, including idiomatic expressions, figurative speech and precise content-area terms.

K-5 Benchmark II-B: Apply grammatical and language conventions to communicate.

Beginning

Write English alphabet and numerals accurately.

Write phrases and simple sentences, using common words and short patterns.

Copy words, simple sentences and simple stories from books, blackboards or other written text.

Early Intermediate

Use basic vocabulary in writing.

Write simple sentences about events or characters from familiar stories read by the teacher.

Write a phrase or simple sentence about an experience generated by a group story.

Use capital letters to begin sentences and proper nouns.

Use a period or question mark at the end of a sentence.

Intermediate

Apply phonics rules to write independently.

Refine fluency and legibility of handwriting.

Use basic spelling rules of English including content-area vocabulary.

Use complete sentences to write simple text.

Early Advanced

Use basic sentence patterns and subject/verb agreement.

Communicate in writing through stories, letters, and expository compositions based on classroom

activities.

Advanced

Use standard word order when writing and speaking.

Apply knowledge of correct grammatical structures and writing conventions

(e.g., subject/ verb agreement, nouns and pronouns).

Use informational writing to demonstrate understanding in the content areas.

Create readable documents with legible handwriting.

K-5 Benchmark II-C: Demonstrate competence in the skills and strategies of the writing process.

Beginning

Develop writing strategies and skills by:

• Copying words posted and commonly used in the classroom.

• Using pictures and/or invented spelling to tell a story.

Dictate simple stories based on personal experiences.

Write one’s own name and the names of others.

Write and draw to express one’s thoughts and ideas.

Early intermediate

Write phrases and simple sentences, using common words and short patterns.

Recognize and begin to apply basic conventions in writing (capital letters and periods).

Write for a purpose.

Share personal writing.

Intermediate

Produce independent writing with standard word order, and subject-verb agreement.

Use content-area vocabulary in the writing process.

Develop a variety of products (e.g., short stories, letters, simple poems, descriptions, narratives,

expository writing and journal entries).

Early Advanced

Produce independent writing using conventional grammatical forms.

Advanced

Produce writing that demonstrates a command of the standard conventions of English.

Develop personal expression or voice to organize ideas in order to write a comprehensible story or essay.

K-5 Benchmark III-A: Use language, literature and media to gain and demonstrate awareness of cultures around the world.

Beginning

Listen to, respond to and read literature from various cultures and regions.

Relate myth/story characters, events and themes to one’s own life experiences.

Early intermediate

Identify and compare characters and simple story lines.

Identify characteristics common to members of various world cultures (e.g., language, dress, food,

traditions, homes, etc..).

Demonstrate how similar themes are represented by different versions of stories from many cultures

(e.g., Cinderella, etc.).

Intermediate

Examine and discuss the reasons for a character’s actions.

Consider a situation or problem from various points of view.

Early Advanced

Read literature that reinforces specific themes or genres.

Use language and media to make connections between one’s own experiences and the experiences of others.

Create and participate in responses to a variety of literature and media (e.g., local stories, stories about

local culture and history).

Advanced

Use language and media to make connections between one’s own experiences and the experiences

of others (e.g., local stories, stories about local culture, history).

Read grade-level materials and make contributions to discussions and related activities.

K-5 Benchmark III-B: Identify and use the types of literature according to their purpose and function.

Beginning

Preview and read various types of literary selections.

Demonstrate familiarity with particular types of books and materials (e.g., picture story books, caption

books, comics, chapter books, short informational texts, nursery rhymes, plays, fairy tales, folk tales etc.).

Participate in all content-area studies with appropriate scaffolding, vocabulary development, use of

concrete materials and other media.

Early intermediate

Demonstrate understanding of sequence and characterization in a story (e.g., act out, draw, write, talk).

Identify the use of rhythm, rhyme and alliteration in writing.

Intermediate

Read and create a variety of texts, including fiction (short stories, novels, fantasies, fairy tales, fables),

non- fiction (biographies, letters, articles and essays), poetry and drama (role play, skits, plays).

Respond to creative works through various media presentations.

Early Advanced

Participate in discussions about literature.

Advanced

Develop an understanding of literature as a means of communication, recreation and information.

Use the information gathered from literature to present, write or demonstrate concepts or ideas learned.

V. Vocabulary

General: el hábitat, el organismo, el ser vivo, la característica, la locomoción, la cría, la dieta, el oxígeno, temporaria, permanente

Plantas: el tronco, la hoja, el cono, la aguja, la raíz, la flor, el tallo, la espina

Humanos: el pelo, la oreja, el ojo, la nariz, la caja, las pestañas, los labios, los dientes, el hombro, el brazo, el codo, la cintura, la mano, el dedo, la pierna, la rodilla, el pie, el cerebro, los pulmones, el estómago, el corazón

Animales: el pico, el ala, el pelaje, la pata, la zarpa, la aleta, la cola, la branquia, la pluma, el gatito, el cachorrito, el potrillo, el patito, el pescadito, el renacuajo, la tortuguita, la culebrita

Accidentes geográficas/ Características de la Tierra: la isla, la montaña, el río, el océano, el lago, la costa, el riachuelo, el desierto, el bosque, la granja

Direcciones: el norte, el sur, el oeste, el este

Verbos: correr, volar, vivir, nadar, trepar, cuidar, cultivar, nacer, soplar, aullar, saltar, anidar

Frases preposicionales: en, arriba de, debajo de, alrededor de, a lado de, cerca de

VI. RESOURCES AND MATERIALS

Non-Fiction

National Geographic – Libro de conceptos series, Ventanas a la lectoescritura series

(Una rana tiene la lengua pegajosa – especially pertinent)

Newbridge – Descubrimientos series

Rigby

Seuss, Dr. Dr. Suess’s ABCs: An Amazing Alphabet Book!

Fiction

Mora, P. Oye al desierto/ Listen to the Desert

Different versions of The Three Little Pigs:

Bas, M. and P. Joan- Los tres cerditos/ The Three Little Pigs

Geist, K. and J. Gorton – Los tres pececitos y el tiburón feroz/ The Three Little Fish and the Big Bad

Shark

Artell, M. – Three Little Cajun Pigs

Lowell, S. – Los tres pequeños jabalíes/ The Thee Little Javelinas

Marshall, J. – The Three Little Pigs

Trivizas, E. and H. Oxenbury – Los tres lobitos y el cochino feroz/ The Three Little Wolves and the Big

Bad Pig

Scieszka, J. – La verdadera historia de los tres cerditos/ True Story of the Three Little Pigs

Yazzie, S. – The Three Little Sheep (bilingual: Diné/ English)

Poetry/Songs

Montalvo, M. – Zoológico de poemas (bilingual: originally written in Spanish)

Orozco, Jose Luis – De colores (a number of CDs that have songs that fit with this theme)

(animales)



(GLAD chants written by third graders in English and Spanish)

Web Sites

•

• (English resources)

• (NM State Parks Activity Book – English)

• (Albuquerque Biological Park information)

Field Trips

• Botanical Gardens, Aquarium, Zoo

• Nature Center - Bosque

• Walk in the desert (e.g. volcanoes)

• Schoolyard and neighborhood

Project GLAD, New Mexico

Seres vivos/ Living Things (Kindergarten)

PLANNING PAGES

I. Focus /Motivation

• Superbiologist awards

• Signal Words

• Cognitive Content Dictionary (CCD)

• Big Book (teacher generated)

• Observation Charts

• Inquiry chart: Lo que sabemos de los seres vivos y lo que queremos aprender

• Picture File Cards

• Realia

• Nature walks (field trips): observe, sketch, & label plants and animals in schoolyard.

• Guest speaker(s)

• Videos, movies, & filmstrips

II. Input

• Big picture – el mapa de América del Norte

• Pictorial – el tiburón de puntas negras

• Comparative Pictorial – Las partes y sus funciones de una niña (un humano) y una planta

• Narrative Input –Las tres ovejitas/ The Three Little Sheep

• Expert Groups –Research from books and internet

• Chants

III. Guided Oral Practice

• Poetry, raps, songs, chants

❖ ¿Qué están haciendo?

❖ Seres vivos alrededor de mí

❖ Los animales se mueven

❖ Deletreamos juntos

❖ Sí, señora

❖ Los nombres de los animales bebés

• Exploration Report

• Farmer-in-the-Dell/Sentence Patterning Chart (SPC) Nombre: animales

• T-graph for social skills (cooperación, respeto, …)

• Team Tasks

• Retelling Narrative

• Primary Language Groups

• Word card review with input charts

• Home School Connections

• Personal Interactions

PLANNING PAGES 2

IV. Reading / Writing Activities

A. Whole Class

• Living things ABC book

• Process grid

• Poetry frames

• Flip chants

• Big book

• Read alouds

• Narrative story map

• Group frame/ Cooperative strip paragraph with responding, revising, and editing

B. Team/Group/Cooperative

• Flip Chant

• Team tasks

• Expert Groups

• Ear-to-ear reading

• Mind mapping

• Process Grid

• Flexible Group reading with student generated text

C. Individual

• Flip Chant

• Interactive Journals

• Writer’s Workshop with Author’s Chair

• Learning logs

• Personal Exploration

V. Extended Activities

• Observation Nature Walk

• Field Trips

• Pen pals (real or imaginary)

• Classification of: human/natural, plant/animal, living/non-living

• Creative Drama/Plays

VI. Closure/Evaluation

• Learning logs/Portfolios

• Art/Projects

• Expert Group Presentations

• Team Task Presentations

• Living Walls

• Important Big Book (student generated)

• Vocabulary Strips – where’s my answer?

• Oral assessment

• Sharing Individual Poetry

Project GLAD, New Mexico

Seres vivos (Kinder)

SAMPLE DAILY LESSON PLAN (5 DAY)

Day 1

FOCUS/MOTIVATION

• 3 Standards of Behavior and Super-Biologist awards

• Cognitive Content Dictionary with Interactive Writing

• Observation Charts

• Chant

• Realia

• Inquiry Chart

• Important Big Book

• Portfolios

INPUT

• Graphic Organizer Input Chart - Map of North America

- ELD review

- Learning Log

- Chant

• Narrative Input – Las tres ovejas

- Learning Log

GUIDED ORAL PRACTICE

• T-graph on cooperation/ team points

• Picture file activities - categorize

• Teacher dictation- exploration report

READING/ WRITING

• Read aloud: Los tres cerditos

• ABC book – full class model

• Interactive Journal – teacher models with R/W choice time

CLOSURE

• Process Inquiry Chart

• Home/School Connection #1: Living things in your neighborhood

SAMPLE DAILY LESSON PLAN (5-Day)

Day 2

FOCUS/MOTIVATION

• Super-biologist awards

• Cognitive Content Dictionary w/ Interactive Writing

• Process Home/School Connection

• Read aloud – process inquiry chart

• Review with word cards – el mapa de América del Norte

• Chant: Highlight, sketch, add picture file cards

INPUT

• Pictorial Input Chart : el tiburón de puntas negras

Learning log

ELD Review/Retell

READING/WRITING

• Mind Map

• Team Tasks: North America, blacktip shark/ roadrunner, ABC book,

Expert Groups 1 and 2

GUIDED ORAL PRACTICE

• Review with word cards – Narrative Input: Las tres ovejitas

CLOSURE

• Review chants

• Interactive Journals

• Home/School Connection

SAMPLE DAILY LESSON PLAN (5-Day)

Day 3

FOCUS/MOTIVATION

• Super-biologist awards

• Signal Word processing w/Cognitive Content Dictionary

• Share Home/School connection

GUIDED ORAL PRACTICE

• Poetry/Chants

• Sentence Patterning Chart

• Reading and Trading Game

• Flip Chant

READING/WRITING

• Mind Map

• Process Grid

• Group frame – expository

• Respond, revise, edit

CLOSURE

• Interactive Journals

• Chants

SAMPLE DAILY LESSON PLAN (5-Day)

Day 4

FOCUS/MOTIVATION

• Super-biologist awards

• Signal Word processing w/Cognitive Content Dictionary

• Home/ School Connection

READING/WRITING

• Story Map of Narrative

• Ear-to-ear reading w/poetry booklets

• Flexible Group Reading

• Story retelling for SLD group/ Highlight and sketch in poetry books

• T-graph/ oral team evaluation

• Group frame/ student generated text paragraph (rebuilding coop strip paragraph)/ team tasks

READING/WRITING

• Writer’s Workshop

• Mini-lesson – Graphic Organizers and sketching (Planning Page)

• Writing

• Author’s Chair

CLOSURE

• Review chants

• Process Inquiry Chart

• Interactive Journals

SAMPLE DAILY LESSON PLAN (5-Day)

Day 5

FOCUS/MOTIVATION

• Read aloud – Los tres jabalíes

• Signal Word w/CCD

• Home/School Connection

• Chants

GUIDED ORAL PRACTICE/ READING/WRITING

• Listen and Sketch

• Venn diagram: comparing Las tres ovejitas y los tres jabalíes

• Flexible Group Reading

- Guiding Reading – At/ above readers

- Seres vivos – emergent readers

• Team tasks

• Team presentations

CLOSURE

• Jeopardy Game with Process Grid

• Process all charts

• Review chants

• Process Inquiry Chart

• Walk the walls

• Metacognition of learning

Text for Super Scientist Awards

Premio de los biólogos

El lugar donde vive un animal o una planta se llama un hábitat.

Premio de los biólogos

іQué variedad más increíble de animales y plantas viven aquí en nuestro mundo!

Premio de los biólogos

El océano es un hábitat donde viven muchos animales y plantas.

Premio de las biólogas

En el océano, viven cangrejos ermitaños con pinzas y un caparazón duro.

Los océanos cubren muchas partes de la Tierra con agua salada.

Premio de las biólogas

Premio de las biólogas

Un pájaro de nuestro desierto es el correcaminos. Tiene pico y alas pero no vuela mucho, prefiere correr muy rápido.

іMe encanta escribir! іMe encanta escribir!

іMe encanta escribir! іMe encanta escribir!

Seres vivos

Por Lisa Meyer-Jacks

іQué variedad más increíble de animales y plantas viven aquí en nuestro mundo!

El lugar donde vive un animal o una planta se llama un hábitat. El océano, los desiertos, los bosques, las granjas, y nuestras casas son unos hábitats. Hay muchos tipos diferentes de animales y plantas o seres vivos que viven en estos hábitats.

іQué variedad más increíble de animales y plantas viven aquí en nuestro mundo!

El océano es un hábitat donde viven muchos animales y plantas.

Los océanos cubren muchas partes de la Tierra con agua salada.

En el océano, hay peces grandes y pequeños con aletas y branquias. También viven cangrejos ermitaños con pinzas y un caparazón duro. Además hay algas y otras plantas que viven debajo del agua en el océano.

іQué variedad más increíble de animales y plantas viven aquí en nuestro mundo!

El desierto es un hábitat donde viven muchos animales y plantas.

Hace mucho calor en algunos desiertos pero hay otros desiertos donde no hace calor. En los desiertos llueve poco. Nuevo México tiene mucho desierto.

Un pájaro de nuestro desierto es el correcaminos. Tiene pico y alas pero no vuela mucho, prefiere correr muy rápido.

Hay muchos tipos de cactus que viven aquí. No necesitan mucha agua y muchos tienen espinas que nos duelen si las tocamos.

іQué variedad más increíble de animales y plantas viven aquí en nuestro mundo!

El bosque es otro hábitat donde viven animales y plantas.

Unas ardillas viven aquí. Tienen pelaje, y con sus cuatro patas, pueden subir los árboles con facilidad.

Hay muchos tipos de árboles en los bosques. Unos tienen troncos grandes con muchas hojas que se caen en el otoño. Otros tienen conos y agujas que no se caen durante el otoño.

іQué variedad más increíble de animales y plantas viven aquí en nuestro mundo!

La granja es otro hábitat donde viven animales y plantas.

En la granja los humanos cuidan a los animales y a las plantas. Se usan los animales para hacer trabajo, como un caballo que jala una carreta. También se dedican a los animales y cultivan las plantas para obtener comida, bebida y otras cosas como medicina y lana para ropa.

Por ejemplo, la oveja tiene cuatro patas y pelaje muy largo que se usa para hacer tela, y de las semillas del maíz hacemos tortillas, cereal, pan, tamales, y otras comidas.

іQué variedad más increíble de animales y plantas viven aquí en nuestro mundo!

Nuestros hogares son otros hábitats donde viven animales y plantas.

Cuidamos a las mascotas y las plantas que viven en nuestros hogares.

Los gatos tienen zarpas en los pies para proteger a sí mismo. También tienen bigotes en la cara.

Hay muchos vegetales que se siembran en los jardines. La parte de la zanahoria que comemos es la raíz de la planta. De la lechuga comemos las hojas.

іQué variedad más increíble de animales y plantas viven aquí en nuestro mundo!

América del Norte – Big Picture Input Chart Notes

Part I – Sketch the map of North America (Do this in multiple sittings.)

Part II – Add the animals using pictures (Note the animals here were chosen based on the state symbols as well as a range of animals that would be seen at the zoo and the aquarium. Consider choosing other animals based on field trips, read alouds, other units you have taught… Also think of the students in your class and remove pieces that don’t match their needs – example only put on the Atlantic and Pacific Ocean, don’t talk about Hawaii and Alaska…)

Suggested color key for teacher:

Negro = país

Azul= agua (lagos, ríos, océanos)

Verde = montañas e isla

Anaranjado = Nuevo México, Albuquerque

Color café= direcciones

= picture of animal

Tip: To find pictures of animals and plants use images or another website.

El tiburón de puntas negras/ El correcaminos

Ovíparo – (adjective) hatch from eggs

Vivíparo – (adjective) live births

Comparative Input Chart – Child (human) and Plant

When doing this input chart, make sure to highlight the function of the different parts.

Based on the needs of your class, add or subtract body parts. This sketch also includes some key organs that are important for students to know (heart, brain, lungs, bones, muscles, and stomach). Remember that you can break this into multiple days. You could even go back a week later and add additional body parts or keep the chart up and when new words are introduced through a story, other content lesson they could be added.

Background information on plants:



(Spanish)

Narrative input: Las tres pequeñas ovejas

(Adaptado por The Three Little Sheep por Seraphine G. Yazzie)

Dibujo #1 (las tres ovejas saliendo de casa)

Había una vez tres ovejas pequeñas quienes vivían con su mama en una casa pequeña. Un día su mamá les dijo a los tres hermanos que tenían que salir de casa y aprender a vivir independientes. Las tres ovejas hicieron sus maletas, dieron un beso a su mamá y salieron de la casita.

–Cuida uno al otro– les dijo su mamá. –Si alguna vez están en apuros, vayan a sus hermanos por ayuda.

Dibujo #2 (las tres casas diferentes)

Cada oveja viajó en una dirección diferente. El hermano menor viajó al este e hizo una choza de paja. Una choza de paja es una estructura temporaria que se puede reconstruir fácilmente.

El hermano medio viajó al norte e hizo un tipi de las ramas de unos árboles y las pieles de animales. Un tipi es una estructura temporaria que se puede desmontar y mover de un lugar a otro.

El hermano mayor viajó al sur e hizo un hogán. Un hogán es una casa tradicional de la gente Diné. Se hace en la forma de un octágono. Las paredes son de adobe con paja y barro, y hay un conducto de estufa para que el humo pueda salir de la casa. Un hogán es una estructura permanente que no se mueve.

Dibujo # 3 (el hermano menor adentro de su casa con la sombra del coyote)

En eso apareció un Coyote que acaba de ver que los tres hermanos ya habían salido de casa. Decidió seguir al hermano menor al este. Cuando Coyote llegó a la choza de paja, dijo– ¡ovejita, ovejita, déjame entrar, o voy a soplar y resoplar y tu casa derrumbar!

-іVete! (Déjame en paz)– respondió la ovejita–іNo voy a dejarte entrar nunca!

Entonces Coyote sopló y resopló y la casa derrumbó.

La ovejita corrió tan rápido como pudo hasta que llegó a la casa del hermano del medio quien vivía en el norte.

Dibujo #4 (el Coyote soplando al tipi)

Coyote siguió al hermanito al tipi. Cuando llegó, oyó un tambor redoblando adentro. Coyote frotó sus patas, y aulló tan fuerte que a los dos hermanos se asustaron tanto que se les cayó el tambor.

Coyote dijo– іOvejitas, ovejitas, déjenme entrar, o voy a soplar y resoplar y su casa derrumbar!

–іVete!– respondieron las dos ovejas– і іNo vamos a dejarte entrar nunca!!

Entonces Coyote sopló y resopló y la casa derrumbó.

Las ovejitas corrieron tan rápido como pudieron hasta que llegaron a la casa del hermano mayor quien vivía en el sur.

Dibujo #5 (las tres ovejas sentadas en la mesa)

El hermano mayor acabada de terminar su hogán cuando vio a sus dos hermanos corriendo hacia su casa. El hermano mayor se dio cuenta que estaban asustados.

Abrió la puerta y les dijo a sus hermanos–Pasen. No se preocupen. Estamos seguros aquí. Coyote nunca podría derrumbar a este hogán tan fuerte y bien construido.

Los hermanos hicieron café y jugaron Navajo Diez un juego de tarjetas.

Coyote miró por la ventana y apenas no podía creer lo que veía. Los tres hermanos estaban sentados alrededor de la mesa, jugando Navajo Diez y tomando café. іNo estaban asustados de él!

Dibujo #6 (Coyote con el tambor)

Coyote estaba tan enojado que corrió en círculos alrededor del hogán mientras que estaba aullando tan fuerte como podía, pero no asustaba a las ovejas.

De hecho, el hermano menor puso su cabeza en la ventana abierta y dijo– іPor favor deja de aullar! Estas interrumpiendo nuestro partido de Navajo Diez.

Coyote paró de aullar, y les dijo –Ovejitas, ovejitas, déjenme entrar o voy a soplar y resoplar y su casa derrumbar.

–іNo puedes derrumbar este hogán! –respondieron los tres hermanos.

Dibujo #7 (Coyote soplando y resoplando)

Coyote sopló y resopló, y sopló y resopló. Y sopló y resopló otra vez, pero la casa no se derrumbó. Ni se movieron las paredes.

Los tres hermanos comenzaban a reírse del Coyote. Coyote estaba decidido a que iba a comerse a las tres ovejas.

Dibujo #8 (Coyote disparando del conducto de estufa)

Decidió subirse al techo y bajar por el conducto de la estufa. El coyote frotó las patas y sin hacer ruido subió al techo.

Sin embargo, el hermano mayor oyó el Coyote en el techo, y rápidamente puso más leña en el fuego. Cuando el coyote se bajó de un salto del conducto de la estufa, estaba tan caliente que disparó para afuera y voló al norte.

Dibujo # 9 (los tres hogánes y Coyote)

Hasta este día, se dice que el coyote intenta dar mala suerte si te cruzas en su camino del norte. Todavía está enojado por no haberse comido a las tres ovejitas.

¿Qué están haciendo?

(animales de América del Norte)

Grillos, grillos

¿Qué están haciendo?

Saltando, saltando

Saltando en el césped alto

Pelícanos, pelícanos

¿Qué están haciendo?

Volando, volando

Volando arriba del océano

Truchas, truchas

¿Qué están haciendo?

Nadando, nadando

Nadando en el Río Grande

Los animales se mueven

Ahora vamos a saltar, a saltar, a saltar

Ahora, vamos a saltar

Como un grillo verde

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Ahora vamos a nadar, a nadar, a nadar

Ahora vamos a nadar

como un tiburón de puntas negras

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Ahora vamos a trepar, a trepar, a trepar

Ahora vamos a trepar

Como un osito asustado

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Ahora vamos a correr, a correr, a correr

Ahora vamos a correr

Como un jaguar grande

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Deletreamos juntos

Por Lisa Meyer-Jacks

¿Cuántas silabas tiene plantas? Plan-tas, dos

¿Cómo se deletrea? P-l-a-n-t-a-s

¡Plantas! іPlantas!

¿Cuántas silabas tiene animales? A-ni-ma-les, cuatro

¿Cómo se deletrea? A-n-i-m-a-l-e-s

¡Animales! іAnimales!

¿Cuántas silabas tiene hábitat? Há-bi-tat, tres

¿Cómo se deletrea? H-á (con acento)-b-i-t-a-t

іHábitat! іHábitat!

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Sí, señora Por Lisa Meyer-Jacks

¿Es una isla? Sí, señora

¿Cómo lo sabes? Tierra rodeada de agua

¿Cómo lo sabes? Menor que un continente

Dime un ejemplo. Groenlandia

¿Es una montaña? Sí, señora

¿Cómo lo sabes? Tierra muy elevada

¿Cómo lo sabes? Más grande que una colina

Dime un ejemplo. Las Sandias

¿Es un lago? Sí, señora

¿Cómo lo sabes? Agua rodeada de tierra

¿Cómo lo sabes? Más grande que una laguna

Dime un ejemplo. Los Lagos Grandes

¿Es un río? Sí, señora

¿Cómo lo sabes? Desemboca en el mar

¿Cómo lo sabes? Más grande que un riachuelo

Dime un ejemplo. El Río Grande

Los nombres de los animales bebés

Por Lisa Meyer- Jacks

Aprendemos los nombres de los animales bebés. 2x

Los siguientes animales cuidan a sus bebés. 2x

El bebé de un gato es un gatito.

El bebé de un perro es un cachorrito.

El bebé de un caballo es un potrillo.

Y el bebé de un pato es un patito.

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Aprendemos los nombres de los animales bebés. 2x

Los siguientes animales NO cuidan a sus bebés. 2x

El bebé de un pez es un pesesito.

El bebé de una rana es un renacuajo.

El bebé de una tortuga es una tortuguita.

Y el bebé de una culebra es una culebrita.

Aprendemos los nombres de los animales bebés. 2x

іBebés! іBebés! іBebés!

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Project GLAD

Home/ School Connection – Seres vivos #1

Plants and animals are living things. What living things can you find in your home or your neighborhood? Write and sketch.

Student Signature: ________________________ Adult Signature: ____________________

Proyecto GLAD

Conexión entre escuela y hogar – Seres vivos #1

Todos los animales y las plantas son seres vivos. Busca seres vivos en tu casa o tu vecindario. Escribe y dibuja sobre ellos.

Firma del estudiante: ________________________ Firma del adulto: ____________________

Project GLAD

Home/ School Connection – Seres vivos #2

Explain the story The Three Little Sheep (Las tres ovejitas) to someone in your family. Sketch a picture that shows what happened to the coyote in the end.

Student Signature: ________________________ Adult Signature: ____________________

Proyecto GLAD

Conexión entre escuela y hogar – Seres vivos #2

Explica el cuento de Las tres ovejitas a alguien en tu familia. Realiza un dibujo que muestra que pasó al coyote en el fin del cuento.

Firma del estudiante: ________________________ Firma del adulto: ____________________

Project GLAD

Home/ School Connection – Organisms #3

Teach this chant and the actions to someone in your family. On the other side, write another verse and illustrate it.

¿Qué están haciendo?

Grillos, grillos

¿Qué están haciendo?

Saltando, saltando

Saltando en el césped alto

Pelícanos, pelícanos

¿Qué están haciendo?

Volando, volando

Volando arriba del océano

Truchas, truchas

¿Qué están haciendo?

Nadando, nadando

Nadando en el Río Grande

Student Signature: ________________________ Adult Signature: ____________________

___________________________

Por _________________________

Proyecto GLAD

Conexión entre escuela y hogar – Seres vivos #3

Enseña el poema y las acciones de este canto a alguien en tu familia. En la hoja atrás, escribe otro verso e ilústralo.

¿Qué están haciendo?

Grillos, grillos

¿Qué están haciendo?

Saltando, saltando

Saltando en el césped alto

Pelícanos, pelícanos

¿Qué están haciendo?

Volando, volando

Volando arriba del océano

Truchas, truchas

¿Qué están haciendo?

Nadando, nadando

Nadando en el Río Grande

Firma del estudiante: ________________________ Firma del adulto: ____________________

___________________________

Por _________________________

Nombre __________________

El oso polar

Los osos polares viven en lugares cerca del polo norte donde hace mucho frío. Tienen pelaje blanco y cuatro patas. Los osos polares caminan y nadan.

Los osos polares comen las focas, los peces y los animales muertos.

Los bebés nacen vivos. La mamá cuida a las crías.

Nombre __________________

La trucha Cutthroat del Río Grande

Estas truchas viven en riachuelos fríos de las montañas. Tienen aletas y branquias. Las truchas nadan.

Las truchas comen los insectos.

Nacen de huevos. Los padres no cuidan de las crías.

Nombre __________________

El águila calva

Las águilas calvas anidan en árboles grandes cerca del agua. Vuelan en el aire. Tienen alas, garras y plumas.

Las águilas calvas comen los pescados y animales pequeños.

Nacen de huevos y viven en nidos. Ambos padres cuidan al bebé.

Nombre __________________

Los grillos

Los grillos viven en la hierba y debajo de las rocas y los troncos. Los grillos saltan y caminan. Tienen seis patas y son verdes o cafés.

Los grillos comen plantas.

Nacen de huevos. Los padres no cuidan a las crías.

Process Grid para los animales de América del Norte

Note: It may be easier to start with how the animals move and their diet because they are short, simple answers.

|el animal |las características |el hábitat |la locomoción |la dieta |las crías |

|el tiburón de puntas |las branquias |el océano cerca de la costa |nadar |los peces |nace vivo |

|negras |las aletas con las puntas negras | | | |los padres no cuidan de las crías |

|el correcaminos |las alas cortas |la maleza seca, el zacate o el |camina |las culebras |los nidos |

| |la cola larga y angosta |pasto |corre |las lagartijas |los huevos |

| | | | |los ratoncitos |ambos padres cuidan a los polluelos |

|el oso polar |el pelaje blanco |lugares fríos cerca del polo |caminar |las focas |nace vivo |

| |cuatro patas |norte |nadar |los peces |la mama cuida el bebé |

| |la cola corta | | |los animales muertos |una guarida |

| |las orejas pequeñas | | | | |

| |el cuerpo grande | | | | |

|la trucha Cutthroat del |las aletas |los raichuelos fríos de las |nadar |los insectos |los huevos |

|Río Grande |las branquias |montañas | | |los padres no cuidan al bebé |

| |las manchas negras | | | | |

|el águila calva |las plumas negras y blancas |anida en árboles grandes cerca |volar |los peces |los huevos |

| |las alas |del agua | |los animales pequeños |ambos padres cuidan al bebé |

| |las garras | | |las culebras |los nidos |

|el grillo |seis patas |en hierba y debajo de las rocas |saltar |las plantas |los huevos |

| |verde/ café |y los troncos |caminar | |los padres no cuidan al bebé |

| |pequeño | | | | |

Clave de trabajo de equipo

____________________

Color de equipo

Color Nombre

_____________________ _____________________

_____________________ _____________________

_____________________ _____________________

_____________________ _____________________

Alphabet Big Book

1) Model whole class

2) Team-tasks

3) Can be assigned as individual task

Follow the rhythm from Dr. Seuss's ABC: An Amazing Alphabet Book!

Example page you could do with kindergarteners:

Big A, Little a

What begins with A?

Antelope, antelope

A A A

En español:

A mayúscula, a minúscula

¿Qué comienza con A?

Áraña, araña

A, A, A

Aa araña

Bb búfalo

Cc cocodrilo

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_________, _________

¿Qué están haciendo?

_________, __________

_______ _____________

Note: You can choose either the blacktip shark of the roadrunner for the process grid. You don’t need to do both.

Cooperative paragraph topic sentence ideas:

Los animales tienen características diferentes y parecidas.

Los animales viven en hábitats diferentes.

Hay una variedad de animales que viven en nuestro mundo.

Narrative background

Librito de poesía

Nombre __________

_________, _________

¿Qué están haciendo?

_________, __________

_______ _____________

Title of poem

Child’s name

Ideas:

Pájaros (birds), perros (dogs), gatos (cats)

Corriendo (running), comiendo (eating)

En el bosque (en the forest), en la casa

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