TELL Instructional Planning Guide
Date: __3/30/2015_______ Lesson Title: _______ Mapaches_________________ Grade Level: __1__
This lesson is for a Spanish dual language immersion 1 st grade classroom. There are varying degrees of
proficiency. The majority of students are at the Novice Mid reading level, with a few students at the Novice
Low and a couple at Novice High. The writing proficiency is pretty evenly split between Novice Low and
Novice Mid; with a handful at the Novice High level including both native and non-native Spanish L1
speakers. The majority of students are at the Novice Mid listening ability. With the exception of three native
Spanish L1s and three L2s at the Novice High Speaking Ability, the majority of the students are in an area
between Novice Low and Novice Mid. Some funds of knowledge that the students have is that they have
learned about environmental communities and animals earlier on in the year. This will serve as scaffolding
for this unit.
Cognitive
Social/Affective
Linguistic
Reading: Common Core state
standards-L 1.3; 1.3b. Know and
apply grade-level phonics and
word analysis.
Decode regularly spelled onesyllable words.
Writing: CCSS1.1 Write
informative/explanatory texts in
which they name a topic, supply
some facts about the topic, and
provide some sense of closure.
CCSS1.1 plus, they will share
what they read with a student.
Same as Social/Affective and
Cognitive plus
CCSS K1c Form regular plural
nouns orally by adding /s/ or /es/.
Informal assessments. Have
students read syllables and words
and say them out loud both
individually and as a class.
Raccoon worksheet.
Informal assessments of walking
around the class. Pay attention to
what they say out loud.
The questions asked during the
reading section at the end are an
informal assessment to see if they
understand what you are asking
them. You may want to rephrase
and use voice inflections and
hand signals.
Assessment
Goals
Student
Student Position:
1. With the students on the carpet and you the teacher at the small white board, write the unit’s
objective on the board. Have the students repeat after you.
“Yo puedo leer y escribir sílabas para hacer palabras y oraciones.”
2. Choose five syllable cards to go over with the class. Say “sonido” to have them just repeat the
syllables you write on the board.
Ex: with the word “casita”, say “sonido”, then write “ca” and draw a semi-circle underneath
it which will indicate that you want the students to say the syllable out loud. Once you have
gone over all three syllables with the students, say “sonido” again and have them say each
syllable. Then say “palabra” and underline the whole word and they will read the word as a
whole.
With the five words that are on the board, count the syllables of each word with the class.
Have the students clap out the syllables. “Ca”/clap, “si”/clap, “ta”/clap. “Cuántas sílabas
hay?”
3. Show them 3-4 more cards and have them read the cards out loud. Tell them to first read the word
in their head; second, whisper it to a partner; then, with your fingers count to three and on
the count of three the students will say it out loud.
4. Instruct the students that they are to quietly return to their desks and they have 2-3 minutes to
remain completely quiet.
As they are at their desks remaining quiet, hand out the sheet with the picture of a raccoon in the
middle.
5. Show the class that they should fold their paper to have four squares. Instruct them to fold so that
the blank side is showing and not the side with the picture and written text. Give them 1-2
minutes to make their folds.
6. Clap your hands according to the amount of syllables the word has and ask the class how many
syllables there are.
Ex: the first word you will have them write is “negra”, so clap your hands twice and ask
“Cuántas sílabas hay?” Make sure to let them know to raise their hand and to not speak the
answer. Choose somebody to give you the answer. After this, draw two lines on the board
and represent both syllables. Instruct them to hold up their paper when they have the word
written. Depending on the difficulty and length of the word, give them 1-3 minutes to write
the words. When students start raising their paper, walk around and check for accuracy and
aid the students who might be struggling. Repeat this step with each word. The other words
will be mapache and mediano.
Sequence of Tasks
7. After you have gone over all three words with the students, show them that you want them to now
open up the paper completely so that the side with the image and text is showing. With the
projector, bring up the image(s) of a raccoon and ask them “Qué animal es?” and again have
them raise their hand. Tell them that the title in the middle of the page will be this answer as
well as question 1. After they have answered it, write the answer in the blank and show on
the document camera. Ask each question to the class and have them answer the questions
and fill in the blanks on their own. Either explicitly or subtly, for number 4, tell them that
the answers are already on the page now for them.
8. Instruct the students to go back to the carpet. While they’re walking over, open the “Calle de la
lectura” book to “La vida en el bosque”.
9. As scaffolding for the reading, go over the words on the bulletin board “Palabras de la lectura”.
With the words on the left hand side, tell the students that you want to make a sign with
their hands. The sign is to make a fist and then open the fist and wiggle the fingers.
Materials
10. Sit down by the small whiteboard and read along with the students. On some pages, feel free to
ask questions to get the students thinking such as “Is (name of animal) big? Or small? Or
mi- size?”, “What is this animal?” “What does this animal eat?” and any others to get the
students speaking and thinking.
Small white board with marker. Cards with words split up into syllables. Large white board. Projector. Images
of raccoons. Document camera. Bulletin board with Palabras de la lectura. Calle de la Lectura book.
©2003 Brigham Young University
Teemant, A., Harris, M., & Pinnegar, S. (2003). Foundations of bilingual education: Instructional guide (2nd ed.). Provo, UT: Brigham Young University