Daily Planning Template for Calle de la Lectura
DAY 1 Instructional Focus: Get Ready to Read (BEFORE)
GET READY to READ
BEFORE reading instructional strategies
45 minutes
Purpose: Activate Background Knowledge & Develop Oral Vocabulary
Oral Language:
Concept Talk: Question of the week: ¿Que aprendemos a medida que crecemos y cambiamos?
Think: piensen sobre lo que han aprendido a medida que han crecido y cambiado.
Pair: parejas comenten acerca de la pregunta
Share: pida algunos niños que comenten sus ideas con el grupo. ¿Qué pueden hacer ahora que no podían hacer cuando eran más pequeños?
Anchored Talk:
Students go to pages 44-45 in Student Book.
¿Que intenta hacer el bebe con los pantalones azules? (intenta andar). Vamos a anadir Aprendemos cosas nuevas a nuestro mapa.
¿En que orden pondrías estas ilustraciones para mostrar el orden en que los niños apreden cosas? (gatear, andar, dibujar, atarse, los zapatos, leer)
Vamos a anadir estas destrezas a nuestro mapa también.
Oral Vocabulary:
Papa, tres, entre, nada, cuando, dos
Big Question Video
Concept Talk Video
Gallery Walk (Picture Walk)
Daily Planning Template for Calle de la Lectura
DAY 2 Instructional Focus: Get Ready to Read (BEFORE)
GET READY to READ
BEFORE reading instructional strategies
45 minutes
Purpose: Activate Background Knowledge & Develop Oral Vocabulary
Oral Language: Concept Talk
Concept Talk: Question of the week: ¿Que aprendemos a medida que crecemos y cambiamos?
Partner Talk: Students share with a partner the response to the question.
Big Question Video
Anchored Talk:
Students go to pages 44-45 in Student Book.
¿Que intent hacer el bebe con los pantalones azules? (intenta andar). Vamos a anadir Aprendemos cosas nuevas a nuestro mapa.
¿En que orden pondrías estas ilustraciones para mostrar el orden en que los niños apreden cosas? (gatear, andar, dibujar, atarse, los zapatos, leer)
Vamos a anadir estas destrezas a nuestro mapa también.
Oral Vocabulary:
Papá, tres, entre, nada, cuando, dos
Story Words: (pg. 52a)
Quinto, momento, plumas, entero, mayor, voló, asomaron
Vocabulary Activities and Flash Cards (online)
Phonics: (47a-48a, 50d) Student Book 46-47
Teach/Model: Syllables with “y”, conjunction “y”
Build Fluency: Syllables with “y”, conjunction “y”
Blend and Read: Syllables with “y”, conjunction “y”
Daily Planning Template for Calle de la Lectura
DAY 3 Instructional Focus: Read and Comprehend (DURING)
GET READY to READ
BEFORE reading instructional strategies
20 minutes
Purpose: Phonics/Word Analysis
Oral Vocabulary:
Review Story words: Quinto, momento, plumas, entero, mayor, voló, asomaron
READ and COMPREHEND
DURING reading instructional strategies
25 minutes
Purpose: Read and Comprehend Text
Read aloud Selection: Teacher (pg. 52)
Read aloud Ruby en su momento 2-3 pages at a time, ask question, reread demonstrating fluency.
Pg. 54-55
Pg. 56-57
Pg. 58-59
Pg. 60-61
Pg. 62-65
Pg. 66-68
Pg. 69-71
Oral Comprehension:
Story Elements (pg. 73b)- Orally identify Characters, Setting, First, Next, Then, Last
Maybe Graphic Organizer Day 4 with story elements??
Daily Planning Template for Calle de la Lectura
DAY 4 Instructional Focus: Read and Comprehend (DURING)
READ and COMPREHEND
45 minutes
Purpose: Read and Comprehend Text
Phonics:
Review Y and Y sound, H sound
Writing Dictation: (74f)
Choose 6 words and 1 sentences for letter Y out of:
Yoyo, yema, payaso, yate, yeso, hora, hojas, hospital, hogar, hilo, papá, tres
1. ¿Cuándo va a volver tu papá?
2. El hospital esta a tres calles de la casa y la escuela.
3. ¿Cuándo vamos a volver a casa?
Letter tiles online
Read Together:
Teacher or CD reads story, students follow along in book.
??Possibly use Graphic Organizer with Story Elements.
DURING reading instructional strategies
Daily Planning Template for Calle de la Lectura
DAY 5 Instructional Focus: Read and Comprehend (DURING)
READ and COMPREHEND
DURING reading instructional strategies
45 minutes
Purpose: Read and Comprehend Text
Decodeable Text: Online
Review sounds and syllables “y”
Review high frequency words: papá, tres, entre, nada, cuándo, dos
Choral read Decodeable text 14A (projected on screen)
Vocabulary:
Pairs find story words in main selection text. Story Words are on page 52a. Quinto, momento, plumas, entero, mayor, voló, asomaron
Choral Read Main Selection with Teacher or CD.
Vocabulary Strategy: (pg. 52a) Synonyms
Sinónimos: madre/mamá, padre/papá, Hermosa/bella,
Could make a web with different synonyms.
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DAY 6 Instructional Focus: Read and Comprehend (DURING)
READ and COMPREHEND
45 minutes
Purpose: Read and Comprehend Text
Phonics (pg. 50d)
letter/h/
Student Book 46-47
Teach/Model: Syllables with “h”
Build Fluency: Syllables with “h”
Blend and Read: Syllables with “h”
DURING reading instructional strategies
Daily Planning Template for Calle de la Lectura
Fluency
Read decodeables printed off the internet.
If decodables are not available, have students read a portion of the reading selectionin pairs—maybe have table groups read a different selection
Oral Vocabulary: Conventions
-NormasEl fin de los verbos cambian
Pg. 76a
Retell
Picture cards, story strips, story sorts online
Story Strips Pg. 74-75 in Teacher Edition and Student Book, Retell
DAY 7 Instructional Focus: Language Arts (AFTER)
LANGUAGE ARTS
Whole group instruction
Purpose: Writing and Conventions
Phonics
Review: Page 50d-51a Syllables con “H”.
Review High Frequency Words: papá, tres, entre, nada, cuándo, dos
Choral read with projected text: 14B Decodable Text (Projected on screen)
Writing Dictation:
Choose 6 words and 1 sentences for letter H out of:
hora, hojas, hospital, hogar, hilo, papá, tres
1. ¿Cuándo va a volver tu papá?
2. El hospital está a tres calles de la casa y la escuela.
3. ¿Cuándo vamos a volver a casa?
Letter Tiles
AFTER reading instructional strategies
Daily Planning Template for Calle de la Lectura
DAY 8 Instructional Focus: Language Arts (AFTER)
LANGUAGE ARTS
AFTER reading instructional strategies
45 minutes
Purpose: Writing and Conventions
Writing
Observen las illustraciones de Ruby, en su momento. Piensen en log que hace Ruby. Escriban oraciones para decir dos cosas que hace Rubi que les
gusten.
Make a list of the main actions:
Que hace Rubi
 Sale tarde del cascarón.
 Al principio no come.
 Tarda más en nadir que sus hermanos y sus hermanas
 Se vuelve mayor
 Vuela más lejos que todos
 Regresa con su nueva familia
Shared Writing with thinking organizar.
DAY 9 Instructional Focus: Small Group (DIFFERENTIATION)
SMALL Group Instruction
AFTER reading instructional strategies
45 minutes
Purpose: Differentiated Instruction; formative assessment & connection to Social Studies, Science and Culture
Spelling Word- Go Fish
Palabra en Silabas: Write words from text, include selected story words and high frequency words, on cards. Students work with a partner and
have cards in a pile. Partner 1 takes a card and reads the word (ex. Nada) and then breaks the word up into syllables (na-da). Partner two takes a card
and reads the word (ex. Boca) and then breaks the word up into syllables (bo-ca).
Daily Planning Template for Calle de la Lectura
The reverse of the previous game can be played as well, in a separate center. The syllables are separated for them (ex. Na-da) and they have to say
the syllables and then blend the words.
Crea una Palabra: Take a list of words from the story, including story words and high frequency words, and write each syllable of each word on a
different card. Students would receive an index of the words, and would work with a partner to piece together syllables to make the words on the
index. Once a partner combines syllables to make a word on the index, he/she has to state the word, and both students have to write it down, showing
the different syllables.
Cloze Activity: Use story words and high frequency words to compose sentences, and then remove the words from sentences and replace them with
lines or blanks. (or use pg.329 en cuaderno, pg. 49 in student reading book) Give the students a word bank and have them determine which word
makes sense in the blank. Work with a partner and reread the sentence with a partner.
Thinking Map Compare and Contrast: (Pre-introduce Double Bubble map and discuss the similarities and differences between ducks and
chickens. Make a map as a class earlier in the week). Students receive a paper with a Double Bubble map on each side. On one side they review
with their partner and compare a duck and a chicken again. On the other side, they think of two different animals and fill in the double bubble to
compare and contrast the two animals.
Sequence and Summarize: Make black and white copies of Picture Retelling Cards, enough for each partnership in a group to use. (Or copy Pg. 74
in student text). In partners, students sequence the picture cards to retell the story. Each partner takes turn telling what is happening in the picture
card, and retelling them in order. Students then write (using a Flow Chart) the events of the story in order.
Science Integration: Find a picture of the ocean (oceano), a lake (lago), a river (rio), and a stream (arroyo). Find pictures of shark (Tiburon), duck
(pato), trout (trucha), tadpole (renacuajo). And make four sentences: El tiburon vive en el oceano. El pato vive en el lago. La trucha vive en el rio.
El renacuajo vive en el arroyo. Students must make a three way match with the place, the animal, and the statement. They can then record their
statement and draw a picture of the animal in its environment on a record sheet created by teacher.
Teacher Group: Teacher is working on characters and setting and also sequencing (Comprehension) with the students. Can be interactive,
identifying character and setting with partner, and/or using a graphic organizer to identify characters, setting, what happens first, next, then and last.
Teacher is using Can Do teacher checklist to assess.
FORMATIVE ASSESSMENT
Can-Do Statements
Daily Planning Template for Calle de la Lectura
DAY 10 Instructional Focus: Small Group (DIFFERENTIATION)
SMALL Group Instruction
AFTER reading instructional strategies
45 minutes
Purpose: Differentiated Instruction; formative assessment & connection to Social Studies, Science and Culture
Spelling Word- Go Fish
Palabra en Silabas: Write words from text, include selected story words and high frequency words, on cards. Students work with a partner and
have cards in a pile. Partner 1 takes a card and reads the word (ex. Nada) and then breaks the word up into syllables (na-da). Partner two takes a card
and reads the word (ex. Boca) and then breaks the word up into syllables (bo-ca).
The reverse of the previous game can be played as well, in a separate center. The syllables are separated for them (ex. Na-da) and they have to say
the syllables and then blend the words.
Crea una Palabra: Take a list of words from the story, including story words and high frequency words, and write each syllable of each word on a
different card. Students would receive an index of the words, and would work with a partner to piece together syllables to make the words on the
index. Once a partner combines syllables to make a word on the index, he/she has to state the word, and both students have to write it down, showing
the different syllables.
Cloze Activity: Use story words and high frequency words to compose sentences, and then remove the words from sentences and replace them with
lines or blanks. (or use pg.329 en cuaderno, pg. 49 in student reading book) Give the students a word bank and have them determine which word
makes sense in the blank. Work with a partner and reread the sentence with a partner.
Thinking Map Compare and Contrast: (Pre-introduce Double Bubble map and discuss the similarities and differences between ducks and
chickens. Make a map as a class earlier in the week). Students receive a paper with a Double Bubble map on each side. On one side they review
with their partner and compare a duck and a chicken again. On the other side, they think of two different animals and fill in the double bubble to
compare and contrast the two animals.
Sequence and Summarize: Make black and white copies of Picture Retelling Cards, enough for each partnership in a group to use. (Or copy Pg. 74
in student text). In partners, students sequence the picture cards to retell the story. Each partner takes turn telling what is happening in the picture
card, and retelling them in order. Students then write (using a Flow Chart) the events of the story in order.
Science Integration: Find a picture of the ocean (oceano), a lake (lago), a river (rio), and a stream (arroyo). Find pictures of shark (Tiburon), duck
(pato), trout (trucha), tadpole (renacuajo). And make four sentences: El tiburon vive en el oceano. El pato vive en el lago. La trucha vive en el rio.
El renacuajo vive en el arroyo. Students must make a three way match with the place, the animal, and the statement. They can then record their
statement and draw a picture of the animal in its environment on a record sheet created by teacher.
Daily Planning Template for Calle de la Lectura
Teacher Group: Teacher is working on characters and setting and also sequencing (Comprehension) with the students. Can be interactive,
identifying character and setting with partner, and/or using a graphic organizer to identify characters, setting, what happens first, next, then and last.
Teacher is using Can Do teacher checklist to assess.
FORMATIVE ASSESSMENT
Can-Do Statements