Bilingual Reading – Grade 3
Unit of Study: Readers are active and strategic (Los lectores son activos y estratégicos)
CURRICULUM OVERVIEW
Unit Rationale
Third Grading Period Weeks 1- 3
Big Idea
“Probably the most important characteristic of effective readers is that they are active.
When mature readers approach a text, they put their background knowledge and
experiences on high alert. Readied for action, they use all kinds of knowledge to make
sense of what the author has to say. This means that they do much more than absorb
the author’s message; instead, they transact with it. The term transaction implies that
readers bring understandings and ideas to text in order to get meaning from it.”
Owocki, Gretchen. (2003) Comprehension: Strategic Instruction for K-3 Students.
Portsmouth, NH: Heinemann.
“The term strategic reading refers to thinking about reading in ways that enhance
learning and understanding. The dictionary defines strategic as being ‘important or
essential to a plan of action.’ Readers are strategic, and typically we think of strategic
readers as proficient readers who have a plan of action that moves them towards their
goal or purpose for reading…As teachers, we make sure that curiosity, engagement,
and interest motivate kids to become not only better readers, but thoughtful, critical,
and independent ones as well.”
Harvey, S. & Goudvis, A. (2007). Strategies that Work: Teaching Comprehension for
Understanding and Engagement. Portland, ME: Stenhouse.
TEKS Specificity – Intended Outcome
Concepts
TEKS
TEKS Grade 3 (Reading) The student is expected to:
 1B respond appropriately and courteously to directions and questions
 1C participate in rhymes, songs, conversations, and discussions
 1D listen critically to interpret and evaluate
 1E(ii) listen responsively to stories and other texts read aloud, including
selections from classic and contemporary works in Spanish
 2A connect experiences and ideas with those of others through speaking
and listening
 3C ask and answer relevant questions and make contributions in small or large
group discussions
 4C retell a spoken message by summarizing or clarifying
 5A decode by using all letter-sound correspondences within a word
 5B(ii) blend initial letter-sounds with common vowel spelling patterns to read
words
5D use root words and other structural cues such as prefixes, suffixes and
derivational endings to recognize words (TAKS 1)
 5E use knowledge of word order and context to support word identification
and confirm word meaning
 5F(ii) develop automatic recognition of words that use specific spelling
patterns…
 6A read regularly in independent-level materials
 6B read regularly in instructional-level materials that are challenging but
manageable
 6C read orally from familiar texts with fluency
 6D self-select independent-level reading
 6E read silently for increasing periods of time
SAISD © 2008-09 – Third Grading Period
“I CAN” statements highlighted in yellow should be displayed for students.
Yo puedo…
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responder a instrucciones y preguntas (1B, 3C)
participar en rimas, canciones, conversaciones y discusiones (1C)
escuchar por diferentes propósitos (1D, 1Eii)
hacer conexiones personales con el texto, hacer conexiones entre textos y con
el mundo real (2A, 9G, 10D, 13A, 13B)
descifrar las palabras (5A, 5Bii)
usar prefijos y sufijos para reconocer palabras (5D)
usar el orden de las palabras y el contexto para aprender palabras nuevas (5E)
reconocer las palabras con rapidez (5Fii)
leer libros al nivel instruccional o al nivel independiente (6A, 6B, 6D)
leer oralmente con fluidez (6C)
leer en silencio (6E)
leer una variedad de libros de diferentes géneros (7B)
desarrollar el vocabulario nuevo y usarlo correctamente (8B, 8C, 8D)
usar el conocimiento previo para comprender el texto (9A)
establecer propósitos para leer (9B)
volver a contar los eventos del cuento en secuencia (9C)
usar estrategias para comprender el texto (9Dii)
visualizar lo que se lee basado en descripciones del texto (9E)
hacer y apoyar las inferencias (9F)
resumir el texto (4C, 9H)
usar organizadores gráficos para mostrar información e interpretar la
información (9I, 12E, 12G)
Bilingual Reading Grade 3
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.
Page 1 of 37
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7B read from a variety of genres for pleasure and to acquire information from
both print and electronic sources (TAKS 1)
7C read to accomplish various purposes, both assigned and self-selected
8B develop vocabulary through reading
8C(ii) use resources and references…to build word meaning (TAKS 1)
8D demonstrate knowledge of synonyms, antonyms, and multi-meaning
words… (TAKS 1)
9A use prior knowledge to anticipate meaning and make sense of words
9B establish purposes for reading and listening such as to be informed, to
follow directions, and to be entertained
9C retell or act out the order of important events in stories (TAKS 1)
9D(ii) monitor his/her own comprehension and act purposefully when
comprehension breaks down using such strategies as rereading, searching
for clues, translating and asking for help
9E draw and discuss visual images based on text descriptions
9F make and explain inferences from texts such as determining important
ideas, causes and effects, etc. (TAKS 4)
9G identify similarities and differences across texts such as in topics,
characters, and themes
9H produce summaries of text selections (TAKS 1)
9I represent text information in different ways, including story maps, graphs
and charts (TAKS 3)
9K practice different kinds of questions and tasks, including test-like
comprehension questions
10A respond to stories and poems in ways that reflect understanding and
interpretation in discussion
10B demonstrate understanding of informational text in various ways
10C support interpretations or conclusions with examples drawn from text
(TAKS 4)
10D connect ideas and themes across texts
11C recognize the distinguishing features of familiar genres (TAKS 3)
11E understand and identify literary terms such as title, author,
illustrator…across a variety of literary forms (texts)
11F understand literary forms by recognizing and distinguishing among such
types of text as stories, poems, myths, fables, tall tales, limericks, plays,
biographies and autobiographies
11H analyze characters including their traits, feeling, relationships, and
changes
11I identify the importance of the setting to a story’s meaning (TAKS 2)
11J recognize the story problems or plot (TAKS 2)
12B use alphabetical order to locate information
12E interpret and use graphic sources of information, including maps, charts,
graphs, and diagrams
SAISD © 2008-09 – Third Grading Period
 practicar diferentes clases de preguntas y tareas incluyendo las preguntas de
comprensión que aparecen en los exámenes (9K)
 responder a cuentos para mostrar comprensión con evidencia del texto (10A,
10B, 10C)
 distinguir entre los diferentes géneros (11C)
 entender e identificar los términos literarios tales como título, autor(a),
ilustrador(a) (11E)
 distinguir entre las diferentes formas literarias de texto tales como cuentos,
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poemas, mitos, fábulas, cuentos exagerados, quintillas humorísticas, obras,
biografías y autobiografías (11F)
analizar los personajes (11H)
identificar la importancia del escenario en el significado de una historia (11I)
reconocer el argumento del cuento (11J)
utilizar el orden alfabético para localizar información (12B)
sacar conclusiones (12J)
Bilingual Reading Grade 3
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.
Page 2 of 37
 12G organize information in systemic ways including notes, charts and labels
 12J draw conclusions from information gathered
 13A connect own experiences with the life experiences, language, customs,
cultures of others
 13B compare experiences of characters across cultures
Evidence of Learning
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Students will score 2-4 on the Reader Response Rubric.
85% of the students will score 80% or above on the TAKS formatted selection assessments (comprehension and vocabulary).
85% of the students will score 80% or above on the spelling tests.
Students will read at a fluency rate of 70 or more wpm.
SAISD © 2008-09 – Third Grading Period
Bilingual Reading Grade 3
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.
Page 3 of 37
Bilingual Reading – Grade 3
Unit of Study: Readers are active and strategic (Los lectores son activos y estratégicos)
CURRICULUM GUIDE
Essential Pre-requisite Skills
Third Grading Period Weeks 1- 3
Essential Questions
 Use prior knowledge to anticipate meaning and make sense of texts (K-2)
 Identify similarities and differences across texts such as in topics, characters, and
problems (1-2)
 Identify text as written for entertainment (narrative) or for information (expository (12)
 Monitor comprehension and act purposefully when comprehension breaks down
using strategies such as rereading, searching for clues, and asking for help.
(Grades 1-2)
 Analyze characters including their traits, relationships, and changes (1-2)
 Make and explain inferences from texts such as determining important ideas,
causes and effects, making predictions, and drawing conclusions ( 1-2)
 Identify the importance of the setting to a story’s meaning (1-2)
 Recognize the story problem(s) or plot (1-2)
 Represent text information in different ways including story maps, graphs, and
charts. (Grade 2)
Unit of Study: Readers are active and strategic
 Why is it important to determine the theme of a story?
 Why is important to understand the elements of setting in a story’s development?
 Why do I need to understand cause and effect relationships?
 Why is important to identify similarities and differences within and across texts?
 Why do I need to make predictions and judgments while I am reading the text?
 Why is important to know the author’s purpose for writing a story?
 How can graphic organizers help me to represent text in different ways?
Weeks 1 & 2
The Teaching Plan for El banquete de Anansi, Vol. 2, pp. 12a-37l
Instructional Model/Teacher Directions
Daily Instructional Routines – Whole Group Instruction
(Monday: 90 Minutes; Tuesday-Friday: 40 Minutes)
Lunes
Phonics/Spelling
Vocabulary
Comprehension
p. 37g
Fonética: Sílabas con pl, fl, gl
 Presentación
 Enseñanza
p. 14
 Estrategias de vocabulario – Claves
de contexto: Palabras con varios
significados
p. 37i
Ortografía: m antes de p y m antes de b
 Examen preliminar
p. 14
 Introduce the vocabulary through the
Cloze Procedure using the story Una
rana astuta. Note: The students will
not use the basal for this activity.
(Teacher Toolkit: Information for
Third Grade Teachers – Cloze
Procedure)
SAISD © 2008-09 – Third Grading Period
pp. 12-13
 The teacher will teach the
comprehension skill (theme) via the
Reading Comprehension Process
using the story El coyote y la cabra.
(Teacher Toolkit: Information for
Third Grade Teachers – Reading
Comprehension Process)
 Comprensión: Tema
 Presentación
 Enseñanza y práctica
 Conclusión/Evaluación
 Libro de recursos para el
maestro, p. 297
Fluency
 1-minute fluency speed drills
(Teacher Toolkit: Third Grade
Fluency Speed Drills)
 Divide the class into groups of 3 and
assign roles to each student to
practice La zorra y la cigüeña as a
Reader’s Theater. Students will
practice the same role all week.
Bilingual Reading Grade 3
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.
Page 4 of 37
Martes
Miércoles
Jueves
p. 37g
Fonética: Sílabas con pl, fl, gl
Rutina
 Practicar la pronunciación
 Separen en sílabas
 Combinen las sílabas
p. 37g
Fonética: Sílabas con pl, fl, gl
Actividades para practicar la fonética
 Formar palabras
p. 37i
Ortografía: m antes de p y m antes de b
 Generalización
 Make an overhead transparency of p.
310 from the Libro de recursos para
el maestro and complete together as
a class.
p. 37h
Fonética: Sílabas con pl, fl, gl
Actividades para practicar la fonética
 Libro de fonética El flamenco
Viernes
p. 37h
Fonética: Sílabas con pl, fl, gl
 Conclusión/Evaluación
 Repaso: Palabras con bl, cl
 Introduce half of the vocabulary
words using the Sequence for
Teaching the Tier 2 Vocabulary.
(Teacher Toolkit: Information for
Third Grade Teachers - Sequence for
Teaching Tier 2 Vocabulary)
 Introduce the vocabulary flip book to
students. Do a guided practice of a
flip book. (Teacher Toolkit:
Vocabulary Flip Book)
 Introduce the other half of the
vocabulary words using the
Sequence for Teaching the Tier 2
Vocabulary. (Teacher Toolkit:
Information for Third Grade Teachers
- Sequence for Teaching Tier 2
Vocabulary)
 Review with students how to make a
vocabulary flip book. Have students
select one of the words and make
their own flip books. (Teacher Toolkit:
Vocabulary Flip Book)
 Choose an activity from the HandsOn Vocabulary Activities. (Teacher
Toolkit: Vocabulary)
 Introduce the comprehension focus
lesson (see below).
 The students will apply the focus
lesson (theme) to the selection El
banquete de Anansi, pp. 15-23 as
the Independent Reading
Assignment.
 1-minute fluency speed drills
(Teacher Toolkit: Third Grade
Fluency Speed Drills)
 Have the same group of 3 students
practice La zorra y la cigüeña for
fluency.
 Introduce the comprehension focus
lesson (see below).
 The students will apply the focus
lesson (theme) to the selection El
banquete de Anansi, pp. 24-31 as
the Independent Reading
Assignment.
 1-minute fluency speed drills
(Teacher Toolkit: Third Grade
Fluency Speed Drills)
 Have the same group of 3 students
practice La zorra y la cigüeña for
fluency.
p. 37a
 Comprensión: Tema
 Presentación
 Enseñanza y práctica
 Conclusión/Evaluación
 Choose an activity from the HandsOn Vocabulary Activities. (Teacher
Toolkit: Vocabulary)
 Examen de la selección: El banquete
de Anansi (Teacher Toolkit:
Information for Third Grade Teachers
– TAKS Formatted Assessments)
 1-minute fluency speed drills
(Teacher Toolkit: Third Grade
Fluency Speed Drills)
 Have the same group of 3 students
practice La zorra y la cigüeña for
fluency.
 1-minute fluency speed drills
(Teacher Toolkit: Third Grade
Fluency Speed Drills)
 The students will read the roles they
practiced during the week as a choral
reading. All of the narradores will
read chorally, then the zorras, then
the cigüeñas.
 Hacer uno de los juegos/actividades
para practicar las palabras de
ortografía (Teacher Toolkit:
Games/Activities to Practice Weekly
Spelling Words)
p. 37j
Ortografía: m antes de p y m antes de b
 Examen final
SAISD © 2008-09 – Third Grading Period
Bilingual Reading Grade 3
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.
Page 5 of 37
Weekly Spelling Words
 compartir
 embargo
 campos
 tambor
 temprano
 empleado
 empolvada
 importante
 empezará
 cambiaré
 rumbo
 amplio
 empujaba
 sombrero
 tempestad
Weekly Vocabulary Words
 banquete
 colorido
 contenta
 enjuagar
 glotón
 refunfuñar
 egoísta
 rebosaban
 sequía
Academic Vocabulary
 tema
 comparación
 contraste
Comprehension Focus Lessons
Note: Occasionally, a read aloud of a mentor text will used for the comprehension focus lesson. If this is the case, 10 minutes will be added to the focus lesson and
an additional read aloud after small group/work station time will not be done.
Semana 1: Reconocer el argumento e inferir temas
Lesson from Strategies That Work: Teaching Comprehension for Understanding and Engagement by Stephanie Harvey and Anne Goudvis.
Day 2:
 Explain to students that fiction and non-fiction literature is full of themes. Books and articles rarely have just one main idea. They generally have several themes for readers to
ponder and infer.
 Teach students how to distinguish between plot and theme. The plot is what happens in the narrative. The themes represent the bigger ideas of the story. The plot carries those
ideas along. Create an anchor chart with the definition of what theme is.
 To demonstrate plot, choose a narrative that students are familiar with such as Goldilocks and the Three Bears/Ricitos de Oro y los tres osos. Recount the plot of the story by
summarizing the events.
 Explain that themes are those underlying ideas, morals, and lessons that give the story its texture, depth, and meaning. The themes are rarely written out in the story. We infer
themes. Themes often make us feel angry, sad, joyful, guilty or frightened.
 To help students understand more clearly the different between plot and themes, ask, “What are the bigger ideas in Goldilocks and the Three Bears?” and list them on the
board. (Possible answers: taking things that don’t belong to you, selfishness, and thoughtlessness).
 For the independent reading assignment, the students will read El banquete de Anansi pp. 15-23. Tell students that as they read, they will list what they think the theme of the
story is. Remind them that themes evoke feelings.
Day 3:
 Read Teammates/Compañeros de equipo by Peter Golenbock using the think-aloud strategy. It is the story of Jackie Robinson and Pee Wee Reese who were teammates on
the Brooklyn Dodgers baseball team. While reading the book, explain that hard segregated life of players in the Negro Leagues and that life was much better for players in the
major leagues. Major league players were paid well, and many were famous around the world. Make an inference by explaining to students that this type of racial inequality
might breed anger. These two ideas may be themes in the story even though the author didn’t actually write that into the story. On an anchor chart, list examples of themes:
racial inequality, anger.
 Continue reading the story using the think-aloud strategy and have kids infer what other themes are included in the book such as: bravery/courage, self-control, loneliness,
segregation, heart, self-determination, teamwork/working together, sadness, racism, friendship, fairness/unfairness, taking a stand, living up to the best of your ability, selfrespect.
 Reiterate that all of these themes represent bigger ideas in the story and that most of them evoke strong feelings. Kids are more likely to remember important themes when they
derive the ideas themselves and feel them deeply about them.
 Also, as students talk about the bigger ideas, help them label the ideas and articulate the themes. Students may know the concept of the theme they are talking about, but they
may not know the word for it.
 For the independent reading assignment, the students will continue to read El banquete de Anansi, pp. 24-31. As students are reading, they will continue to list any themes that
come to mind.
 Students will review the themes they wrote down and select the one that evokes the most feeling in them. They will then write a brief summary explaining why they selected that
theme and explain why they think it is the theme that best exemplifies what the story is about.
SAISD © 2008-09 – Third Grading Period
Bilingual Reading Grade 3
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.
Page 6 of 37
Small Group Guided Reading Instruction/Work Stations
40 Minutes
 There will be no Small Group Guided Reading Instruction on Mondays. The teacher will do a guided practice of the Reading Comprehension Process using the 2-page
comprehension story.
 Students will complete an Independent Reading Assignment on Tuesdays and Wednesdays. While the students complete the Reading Assignment, the teacher will meet
with small groups. Small Group Guided Reading Instruction is based on students’ needs. The teacher will meet with two groups daily (~20 minutes per group).
 The teacher should spend 5-7 minutes on a skills lesson to address one of the 5 reading components (Phonics, Phonemic Awareness, Vocabulary, Comprehension, or
Fluency). Following the brief skills lesson, students should apply their new learning to connected text.
 Work stations will occur simultaneously with Small Group Guided Reading Instruction. Each station should have differentiated activities that reinforce skills and strategies
taught during whole group instruction. Students will do one rotation so they can visit two work stations on Thursday and two on Friday.
 The following is a list of the four work stations:
a) Independent Reading/Comprehension Station (Taller de lectura independiente/comprensión)
b) Fluency Station (Taller de fluidez)
c) Writing Station (Taller de escritura)
d) Word Work Station (Taller de palabras)
 Go to the Teacher Toolkit for ideas on work station activities.
Resources
Teacher Toolkit:
 Information for Third Grade Teachers
 Spanish TAKS Stems
 Cloze Procedure
 Comprehension Skills
 Sequence for Teaching Tier 2 Vocabulary
 Vocabulary Picture Cards
 TAKS Formatted Assessments
 Work Station Activities
 Work Station Accountability Forms
 Ways to Teach Fluency packet
 Fluency Speed Drills
 Vocabulary Instruction Activities
 Games/Activities to Teach Spelling
 Vocabulary Flip Book
SAISD © 2008-09 – Third Grading Period
Textbook:
 Scott Foresman Lectura Guía del maestro, Vol. 2 –
¡Déjame ver! Páginas 12a-37l
 Story El banquete de Anansi
 Cartel y audiocasete de rimas y canciones de
fonética
 Audiocasete de la selección
 Libro de recursos para el maestro
 Librito de fonética El flamenco
 Superlibro La hija de la Tierra: Alicia de Acoma
Pueblo
 Colección Pirámide
Suggested Read Alouds:
 Ricitos de Oro y los tres osos by Valeri Gorbachev
 Compañeros de equipo by Peter Golenbock
 Un libro ilustrado sobre Martin Luther King, hijo by
David A. Adler
El patito feo by Hans Christian Andersen
Una niña llamada Helen Keller by Margo Lundell
El pollo de los domingos by Patricia Polacco
Querida Sra. LaRue: Cartas desde la Academia
Canina by Mark Teague
 Crisantemo by Kevin Henkes
 El pingüino Taky by Helen Lester
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Bilingual Reading Grade 3
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.
Page 7 of 37
The Teaching Plan for Mamá y papa tienen un almacén, Vol. 2, pp. 38a-57l
Instructional Model/Teacher Directions
Week 3
Phonics/Spelling
Miércoles
Martes
Lunes
p. 57g
Fonética: Diptongos ia, ie, io
 Presentación
 Enseñanza
p. 57i
Ortografía: Palabras con q/c/k
 Examen preliminar
pp. 57g
Fonética: Diptongos ia, ie, io
 Rutina
 Practicar la pronunciación
o Separen en sílabas
o Combinen las sílabas
p. 57g
Fonética: Diptongos ia, ie, io
 Actividades para practicar la
fonética
 Formar palabras
p. 57j
Ortografía: Palabras con q/c/k
 Generalización (Make an overhead
transparency of p. 329 from the
Libro de recursos para el maestro
and complete together as a class.)
SAISD © 2008-09 – Third Grading Period
Daily Instructional Routines – Whole Group Instruction
(Monday: 90 Minutes; Tuesday-Friday: 40 Minutes)
Vocabulary
Comprehension
p. 40
 Estrategias de vocabulario – Claves
de contexto: Palabras desconocidos
 Introduce the vocabulary through the
Cloze Procedure using the story Un
almacén fascinante.. Note: The
students will not use the basal for this
activity. (Teacher Toolkit: Information
for Third Grade Teachers – Cloze
Procedure)
 Introduce half of the vocabulary words
using the Sequence for Teaching the
Tier 2 Vocabulary. (Teacher Toolkit:
Information for Third Grade Teachers
- Sequence for Teaching Tier 2
Vocabulary)
 Review with students how to make a
vocabulary flip book. Have students
select one of the words and make
their own flip books. (Teacher Toolkit:
Vocabulary Flip Book)
 Introduce the other half of the
vocabulary words using the Sequence
for Teaching the Tier 2 Vocabulary.
(Teacher Toolkit: Sequence for
Teaching Tier 2 Vocabulary)
 Review with students how to make a
vocabulary flip book. Have students
select one of the words and make
their own flip books. (Teacher Toolkit:
Vocabulary Flip Book)
Fluency
pp. 38-39
 The teacher will teach the
comprehension skill (setting) via the
Reading Comprehension Process using
the story Una excursión con papá.
(Teacher Toolkit: Information for Third
Grade Teachers – Reading
Comprehension Process)
 Comprensión: Ambiente
 Presentación
 Enseñanza y práctica
 Conclusión/Evaluación
 Libro de recursos para el
maestro, p. 316
 Introduce the comprehension focus
lesson (see below).
 The students will apply the focus lesson
(setting) to the selection Mamá y papa
tienen un almacén, pp. 41-49 as the
Independent Reading Assignment.
 1-minute fluency speed drills
(Teacher Toolkit: Third Grade
Fluency Speed Drills)
 Choral reading of fluency passage
(Select an activity from the Teacher
Toolkit)
 Continue the comprehension focus
lesson (see below).
 The students will apply the focus lesson
(setting) to the selection Mamá y papa
tienen un almacén, pp. 50-56 as the
Independent Reading Assignment.
 1-minute fluency speed drills
(Teacher Toolkit: Third Grade
Fluency Speed Drills)
 Choral reading of fluency passage
(Select an activity from the Teacher
Toolkit)
 1-minute fluency speed drills
(Teacher Toolkit: Third Grade
Fluency Speed Drills)
 Partner reading
Bilingual Reading Grade 3
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.
Page 8 of 37
Jueves
Viernes
p. 57g
Fonética: Diptongos ia, ie, io
 Actividades para practicar la
fonética
 Libro de fonética – Paseo de
Año Nuevo
p. 57h
Fonética: Diptongos ia, ie, io
 Conclusión/Evaluación
 Repaso: Sílabas con pl, fl, gl
 Choose an activity from the Hands-On
Vocabulary Activities. (Teacher
Toolkit: Vocabulary)
p. 57a
 Comprensión: Escenario
 Presentación
 Enseñanza y práctica
 Conclusión/Evaluación
 1-minute fluency speed drills
(Teacher Toolkit: Third Grade
Fluency Speed Drills)
 Partner reading
 Choose an activity from the Hands-On
Vocabulary Activities. (Teacher
Toolkit: Vocabulary)
 Examen de la selección: Mamá y papa
tienen un almacén (Teacher Toolkit:
Information for Third Grade Teachers –
TAKS Formatted Assessments)
 1-minute fluency speed drills
(Teacher Toolkit: Third Grade
Fluency Speed Drills)
 Choral reading of fluency passage
(Select an activity from the Teacher
Toolkit)
 Hacer uno de los juegos/actividades
para practicar las palabras de
ortografía (Teacher Toolkit:
Games/Activities to Practice Weekly
Spelling Words)
p. 57j
Ortografía: Palabras con q/c/k
 Examen final
Weekly Spelling Words





colores
queremos
kilómetro
quejan
conejos





kilo
culebra
cuchillos
karateca
quedarse
Weekly Vocabulary Words





barquito
kiosco
cambio
copia
quiere






ábaco
almacén
comedor
fresco
mostrador
techo






cohetes
faroles
pagoda
picando
tejer
terraza
Academic Vocabulary




ambiente
tema
causa y efecto
diptongos
Comprehension Focus Lessons
Note: Occasionally, a read aloud of a mentor text will be done during the comprehension focus lesson. If this is the case, 10 minutes will be added to the focus lesson
and an additional read aloud after small group/work station time will not be done.
Semana 2: Ambiente (Días 2 y 3)
Day 2:
 Explain to students that the setting is the time and place in which a story occurs. The environment can also help in the development of a story.
 Label an anchor chart Place (Lugar), Time (Tiempo), Environment (Entorno).
 Have students brainstorm the different elements that contribute to setting development. See the sample below:
SAISD © 2008-09 – Third Grading Period
Bilingual Reading Grade 3
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.
Page 9 of 37







Lugar
la ciudad
en California
el campo
un castillo
el patio de
recreo
un barco
la playa





Spanish
Tiempo
por la tarde
en el futuro
durante la
época colonial
a las ocho de la
mañana
durante el
verano
Entorno
 la oscuridad
 hacía calor
 había mucho
ruido







Place
the city
in California
the country
a castle
the playground
a ship
the beach





English
Time
in the afternoon
in the future
during colonial
times
at eight o’clock
in the morning
during summer
Environment
 darkness
 it was hot
 there was a lot
of noise
 Select a read aloud that has a well-defined setting. Point out the setting (time and place) of the story. Explain how you used pictures to figure out the setting.
 Have students help to add more ideas to the anchor chart based on the story just read.
 For the reading assignment, have students make a flap book foldable. They will take a piece of paper and fold it hot-dog wise until the edge of one side of the paper is about ½”
from the other edge. They will then fold the paper in thirds and then open it up so they can cut along the creases on the short half of the paper to the center fold. Students will then
label the book as shown below.
Place
(Lugar)
Time
(Tiempo)
Environment
(Entorno)
Setting (Ambiente)
 Students will then read the selection Mamá y papa tienen un almacén, pp. 41-49. As they are reading, they will write under the correct flap words/phrases that relate to the story’s
setting.
Day 3:
 Review with students what the setting of a story is and the elements that help in the development of setting.
 Read aloud another book with a well-defined setting and use think-aloud strategies to point out words/phrases that are related to the setting. Add these words/phrases to the
anchor chart that was started yesterday.
 Explain to students that for today’s reading assignment, they will continue with the story Mamá y papa tienen un almacén, pp. 50-56. They too will continue to look for
words/phrases in the selection related to the setting, as they did the day before, and add them to their flap book.
 Have students share their flap books with a partner, and call on individuals to share with the whole group.
 Students will glue or staple the flap books in to their notebooks.
Small Group Guided Reading Instruction/Work Stations
40 Minutes
 There will be no Small Group Guided Reading Instruction on Mondays. The teacher will do a guided practice of the Reading Comprehension Process using the 2-page
comprehension story.
 Students will complete an Independent Reading Assignment on Tuesdays and Wednesdays. While the students complete the Reading Assignment, the teacher will meet
with small groups. Small Group Guided Reading Instruction is based on students’ needs. The teacher will meet with two groups daily (~20 minutes per group).
 The teacher should spend 5-7 minutes on a skills lesson to address one of the 5 reading components (Phonics, Phonemic Awareness, Vocabulary, Comprehension, or
Fluency). Following the brief skills lesson, students should apply their new learning to connected text.
SAISD © 2008-09 – Third Grading Period
Bilingual Reading Grade 3
Page 10 of 37
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.
 Work stations will occur simultaneously with Small Group Guided Reading Instruction. Each station should have differentiated activities that reinforce skills and strategies
taught during whole group instruction. Students will do one rotation so they can visit two work stations on Thursday and two on Friday.
 The following is a list of the four work stations:
a) Independent Reading/Comprehension Station (Taller de lectura independiente/comprensión)
b) Fluency Station (Taller de fluidez)
c) Writing Station (Taller de escritura)
d) Word Work Station (Taller de palabras)
 Go to the Teacher Toolkit for ideas on work station activities.
Read Aloud
10 Minutes
Routine:
 Preread the book to be familiar with the content and how to guide student discussion.
 Establish a purpose, tell why you selected the book, and familiarize them with the author, illustrator, and genre.
 Ask students to make predictions.
 Model comments and reflections as you read.
 Find a few places to pause and invite students to comment.
 Keep the pace of the reading so that it is not disjointed, but enjoyable.
 Keep a list of books you have read aloud and post it so that students can use the list to make connections.
 Place books you have read aloud in a special container, or display them in the classroom library for easy access.
Fountas, I., Pinnell, G.S. (2001). Guiding readers and writers: Grades 3-6, pp. 29-30. Heinemann Publishers, Portsmouth, NH.
Remember that you can sometimes use your read aloud time in conjunction with your focus lesson, if the title will exemplify what is being taught.
Resources
Teacher Toolkit:
 Information for Third Grade Teachers
 Spanish TAKS Stems
 Cloze Procedure
 Comprehension Skills
 Sequence for Teaching Tier 2 Vocabulary
 Vocabulary Picture Cards
 TAKS Formatted Assessments
 Work Station Activities
 Work Station Accountability Forms
 Ways to Teach Fluency packet
 Fluency Speed Drills
 Vocabulary Instruction Activities
 Games/Activities to Teach Spelling
SAISD © 2008-09 – Third Grading Period
Textbook:
 Scott Foresman Lectura Guía del maestro, Vol. 2 –
¡Déjame ver! Páginas 28a-57l
 Story Mamá y papá tienen un almacén
 Cartel y audiocasete de rimas y canciones de fonética
 Audiocasete de la selección
 Libro de recursos para el maestro
 Librito de fonética, Paseo de Año Nuevo
 Superlibro La hija de la Tierra: Alicia de Acoma Pueblo
 Colección Pirámide
Bilingual Reading Grade 3







Suggested Read Alouds:
La señorita Runfio by Barbara Cooney
La clase de arte by Tomie de Paola
El barrio de José by George Ancona
El bosque by Claire A. Nivola
El gran capoquero by Lynne Cherry
En las orillas del Amazonas by Nancy Kelly Allen
El Lórax by Dr. Seuss
Page 11 of 37
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.
The Teaching Plan for Los pájaros de la cosecha, Vol. 2, pp. 58a-79l
Instructional Model/Teacher Directions
Week 4
Phonics/Spelling
Lunes
p. 79g
Fonética: Sufijos –ado, -ada, -ido, -ida,
-ero, -era
 Rutina
 Practicar la pronunciación
o Separen en sílabas
o Combinen las sílabas
Miércoles
p. 79i
Ortografía: Palabras con ñ, g/j, j/x
 Examen preliminar
Martes
p. 79g
Fonética: Sufijos –ado, -ada, -ido, -ida,
-ero, -era
 Presentación
 Enseñanza
p. 79g
Fonética: Sufijos –ado, -ada, -ido, -ida,
-ero, -era
 Actividades para practicar la fonética
 Formar palabras
p. 79i
Ortografía: Palabras con ñ, g/j, j/x
 Generalización (Make an overhead
transparency of p. 348 from the Libro
de recursos para el maestro and
complete together as a class.)
SAISD © 2008-09 – Third Grading Period
Daily Instructional Routines – Whole Group Instruction
(Monday: 90 Minutes; Tuesday-Friday: 40 Minutes)
Vocabulary
Comprehension
p. 60
 Estrategias de vocabulario – Palabras
desconocidas
 Introduce the vocabulary through the
Cloze Procedure using the story En
una finca. Note: The students will not
use the basal for this activity.
(Teacher Toolkit: Information for Third
Grade Teachers – Cloze Procedure)
 Introduce half of the vocabulary words
using the Sequence for Teaching the
Tier 2 Vocabulary. (Teacher Toolkit:
Information for Third Grade Teachers
- Sequence for Teaching Tier 2
Vocabulary)
 Have students complete a Frayer
Model, Concept Definition Map, or
Vocabulary Flip Book for one of the
vocabulary words.
 Introduce the other half of the
vocabulary using the Sequence for
Teaching the Tier 2 Vocabulary.
(Teacher Toolkit: Information for Third
Grade Teachers - Sequence for
Teaching Tier 2 Vocabulary)
 Have students complete a Frayer
Model, Concept Definition Map, or
Vocabulary Flip Book for one of the
vocabulary words.
Fluency
pp. 58-59
 The teacher will teach the
comprehension skill (cause and
effect) via the Reading
Comprehension Process using the
story ¡Fuego! (Teacher Toolkit:
Information for Third Grade Teachers
– Reading Comprehension Process)
 Comprensión: Idea principal y detalles
de apoyo
 Presentación
 Enseñanza y práctica
 Conclusión/Evaluación
 Libro de recursos para el
maestro, p. 335
 Introduce the comprehension focus
lesson (see below).
 The students will apply the focus
lesson (cause and effect) to the
selection Los pájaros de la cosecha,
pp. 61-69 as the Independent
Reading Assignment.
 1-minute fluency speed drills (Teacher
Toolkit: Third Grade Fluency Speed
Drills)
 Choral reading of fluency passage
(Select an activity from the Teacher
Toolkit)
 Continue the comprehension focus
lesson (see below).
 The students will apply the focus
lesson (cause and effect) to the
selection Los pájaros de la cosecha,
pp. 70-77 as the Independent
Reading Assignment.
 1-minute fluency speed drills (Teacher
Toolkit: Third Grade Fluency Speed
Drills)
 Choral reading of fluency passage
(Select an activity from the Teacher
Toolkit)
Bilingual Reading Grade 3
 1-minute fluency speed drills (Teacher
Toolkit: Third Grade Fluency Speed
Drills)
 Partner reading
Page 12 of 37
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.
Jueves
Viernes
p. 79h
Fonética: Sufijos –ado, -ada, -ido, -ida,
-ero, -era
 Actividades para practicar la fonética
 Libro de fonética Paula Carrera, la
picotera
 Choose an activity from the HandsOn Vocabulary Activities. (Teacher
Toolkit: Vocabulary)
p. 79a
 Comprensión: Causa y efecto
 Presentación
 Enseñanza y práctica
 Conclusión/Evaluación
 1-minute fluency speed drills
(Teacher Toolkit: Third Grade
Fluency Speed Drills)
 Partner reading
p. 79h
Fonética: Sufijos –ado, -ada, -ido, -ida,
-ero, -era
 Conclusión/Evaluación
 Repaso: Diptongos ia, ie, io
 Choose an activity from the HandsOn Vocabulary Activities. (Teacher
Toolkit: Vocabulary)
 Examen de la selección: Los pájaros
de la cosecha (Teacher Toolkit:
Information for Third Grade Teachers
– TAKS Formatted Assessments)
 1-minute fluency speed drills
(Teacher Toolkit: Third Grade
Fluency Speed Drills)
 Choral reading of fluency passage
(Select an activity from the Teacher
Toolkit)
 Hacer uno de los juegos/actividades
para practicar las palabras de
ortografía (Teacher Toolkit:
Games/Activities to Practice Weekly
Spelling Words)
p. 79j
Ortografía: Palabras con ñ, g/j, j/x
 Examen final
Weekly Spelling Words
 gente
 acompañado
 déjeme
 jirafa
 ají
 ligero
 página
 puño
 garaje
 ñame
 jefe
 mexicano
 piñatero
 agujereado
 escogido
Weekly Vocabulary Words
 campesino
 enseñar
 fríjol
 parcela
 precio
 tierra
 brotes
 fracasar
 noticia
 parvada
 zanate
Academic Vocabulary
 causa
 efecto
 argumento
 personaje
 predecir
Comprehension Focus Lessons
Note: Occasionally, a read aloud of a mentor text will be done during the comprehension focus lesson. If this is the case, 10 minutes will be added to the focus lesson
and an additional read aloud after small group/work station time will not be done.
Semana 3: Causa y efecto (Días 2 y 3)
The idea for the following lesson is from Comprehension Mini-Lessons: Inference & Cause and Effect by Le Ann Nickelsen. Scholastic Books, 2004.
Day 2:
 Explain to students that they have learned about cause and effect before. The cause is why something happens and the effect is what happens because of the cause. Begin
the lesson by playing a game of Cause and Effect Charades. Cut out the charade cards on the dotted line leaving the cause card attached to the effect card (available on the
Teacher Toolkit) and place them in a container. Each card contains a cause and a related effect. Direct pairs of students to draw one card.
 To play the game, act out the action described on the card: one student pantomimes the cause and the other student acts out the effect. After pairs have finished their
performance, the rest of the students try to guess the cause and the effect. Allow about one to two minutes for students to guess the answer. Also, be flexible in accepting
students guesses—take answers that are close to the original intent.
SAISD © 2008-09 – Third Grading Period
Bilingual Reading Grade 3
Page 13 of 37
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.

Point out that by playing charades, students saw examples of how one cause can produce one effect—this is an example of a traditional cause and effect relationship. Some
of the causes could generate many different effects. Share this example: If you don’t study for a test, the following effects might occur: you might toss and turn the night
before the test; you might flunk the test; you might take the test and realize you knew more than you thought you did. (Si no estudias para el examen, puede ocurrir lo
siguiente: podrías dar vueltas en la cama la noche antes del examen; podrías reprobar el examen; podrías hacer el examen y darte cuenta de que sabías más que
pensabas.) Display the following example on the board or anchor chart:
Efecto: Podrías dar vueltas en la cama la
noche antes del examen.
Causa: No estudias para el examen.
Efecto: Podrías reprobar el examen.
Efecto: Podrías hacer el examen y darte
cuenta de que sabías más que pensabas.


Read aloud a book that has examples of causes and effects. Refer to the Teacher Toolkit for more examples of Cause and Effect relationships and select the graphic
organizer that best suits the story. Display the Cause/Effect posters for students to see. It is a good idea to make a transparency of the blank graphic organizers to display on
the overhead and so you can use it again and again.
For the reading assignment, tell students that they will read the selection Los pájaros de la cosecha, pp. 61-69. As they are reading, they are to look for cause and effect
relationships. Students can select the graphic organizer that works best with the story Los pájaros de la cosecha. Since cause and effect is not a new skill, you can display all
of the posters to let students decide which organizers will work best for the causes/effects they are listing, or you may decide to limit the posters to the ones that work best
with the story so as not to overwhelm the students. The students will draw the organizers in their reading notebook and fill in the cause and effect relationships found in the
story.
Day 3:
 Select another read aloud with clear cause and effect relationships. You should select a book that has a different kind of cause and effect relationship than the one discussed
the day before. For example, if you selected a book yesterday with one cause and multiple effects, you may want to select a book with one effect and several causes, or a
book that has chain reaction causes and effects.
 While reading the book aloud, point out the cause and effect relationships and write them on the graphic organizer template transparencies.
 For today’s reading assignment, the students will continue to read Los pájaros de la cosecha, pp. 70-77, and look for cause and effect relationships. They will continue to fill in
the graphic organizers from the day before or draw new organizers to best fit the specific kind of cause/effect relationship.
 Have students share one or two cause and effect relationships with a partner and then allow several students to share with the whole class.
Small Group Guided Reading Instruction/Work Stations
40 Minutes
Please Note: This is the first week students will meet with the teacher for Small Group Guided Reading Instruction. The students will visit work stations on Thursday
and Friday only.
 There will be no Small Group Guided Reading Instruction on Mondays. The teacher will do a guided practice of the Reading Comprehension Process using the 2-page
comprehension story.
SAISD © 2008-09 – Third Grading Period
Bilingual Reading Grade 3
Page 14 of 37
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.
 Students will complete an Independent Reading Assignment on Tuesdays and Wednesdays. While the students complete the Reading Assignment, the teacher will meet
with small groups. Small Group Guided Reading Instruction is based on students’ needs. The teacher will meet with two groups daily (~20 minutes per group).
 The teacher should spend 5-7 minutes on a skills lesson to address one of the 5 reading components (Phonics, Phonemic Awareness, Vocabulary, Comprehension, or
Fluency). Following the brief skills lesson, students should apply their new learning to connected text.
 Work stations will occur simultaneously with Small Group Guided Reading Instruction. Each station should have differentiated activities that reinforce skills and strategies
taught during whole group instruction. Students will do one rotation so they can visit two work stations on Thursday and two on Friday.
 The following is a list of the four work stations:
a) Independent Reading/Comprehension Station (Taller de lectura independiente/comprensión)
b) Fluency Station (Taller de fluidez)
c) Writing Station (Taller de escritura)
d) Word Work Station (Taller de palabras)
 Go to the Teacher Toolkit for ideas on work station activities.
Read Aloud
10 Minutes
Routine:
 Preread the book to be familiar with the content and how to guide student discussion.
 Establish a purpose, tell why you selected the book, and familiarize them with the author, illustrator, and genre.
 Ask students to make predictions.
 Model comments and reflections as you read.
 Find a few places to pause and invite students to comment.
 Keep the pace of the reading so that it is not disjointed, but enjoyable.
 Keep a list of books you have read aloud and post it so that students can use the list to make connections.
 Place books you have read aloud in a special container, or display them in the classroom library for easy access.
Fountas, I., Pinnell, G.S. (2001). Guiding readers and writers: Grades 3-6, pp. 29-30. Heinemann Publishers, Portsmouth, NH.
Remember that you can sometimes use your read aloud time in conjunction with your focus lesson, if the title will exemplify what is being taught.
Resources
Teacher Toolkit:
 Information for Third Grade Teachers
 Spanish TAKS Stems
 Cloze Procedure
 Comprehension Skills
 Sequence for Teaching Tier 2 Vocabulary
 Vocabulary Picture Cards
 TAKS Formatted Assessments
 Work Station Activities
 Work Station Accountability Forms
 Ways to Teach Fluency packet
 Fluency Speed Drills
 Vocabulary Instruction Activities
 Games/Activities to Teach Spelling
 Cause and Effect Charade Cards
 Cause and Effect Graphic Organizers
SAISD © 2008-09 – Third Grading Period
Textbook:
Semana 3
 Scott Foresman Lectura Guía del maestro, Vol. 2 –
¡Déjame ver! Páginas 58a-79l
 Story Los pájaros de la cosecha
 Cartel y audiocasete de rimas y canciones de
fonética
 Audiocasete de la selección
 Libro de recursos para el maestro
 Librito de fonética Paula Carrera, la picotera
 Superlibro La hija de la Tierra: Alicia de Acoma
Pueblo
 Colección Pirámide
Bilingual Reading Grade 3
Suggested Read Alouds:
 Por qué zumban los mosquitos en los oídos de la
gente by Verna Aardema
 El conejo andarín by Margaret Wise Brown
 Un día de nieve by Ezra Jack Keats
 Los cochinos by Robert Munsch
 A casa adormecida by Audrey Wood
 Jumanji by Chris Van Allsburg
 Jonathan limpió…luego un ruido escuchó by Robert
Munsch
 Un buen día by Nonny Hogrogian
 Pollita pequeñita by Steven Kellogg
Page 15 of 37
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.
The Teaching Plan for Un grano de arroz, Vol. 2, pp. 80a-107l
Instructional Model/Teacher Directions
Week 5
Daily Instructional Routines – Whole Group Instruction
(Monday: 90 Minutes; Tuesday-Friday: 40 Minutes)
Jueves
Miércoles
Martes
Lunes
Phonics/Spelling
Vocabulary
 1-minute fluency speed drills
(Teacher Toolkit: Third Grade
Fluency Speed Drills)
 Choral reading of fluency passage
(Select an activity from the
Teacher Toolkit)
 Introduce the other half of the
vocabulary words using the
Sequence for Teaching the Tier 2
Vocabulary. (Teacher Toolkit:
Information for Third Grade
Teachers - Sequence for Teaching
Tier 2 Vocabulary)
 Have students complete a Frayer
Model, Concept Definition Map, or
Vocabulary Flip Book for one of the
vocabulary words.
 Continue the comprehension focus lesson
(see below).
 The students will apply the focus lesson
(compare and contrast) to the selection Un
grano de arroz, pp. 92-102 as the
Independent Reading Assignment.
 1-minute fluency speed drills
(Teacher Toolkit: Third Grade
Fluency Speed Drills)
 Choral reading of fluency passage
(Select an activity from the
Teacher Toolkit)
 Choose an activity from the HandsOn Vocabulary Activities. (Teacher
Toolkit: Vocabulary)
p. 107a
 Comprensión: Comparación y contraste
 Presentación
 Enseñanza y práctica
 Conclusión/Evaluación
 1-minute fluency speed drills
(Teacher Toolkit: Third Grade
Fluency Speed Drills)
 Partner reading
p. 82
 Estrategias de vocabulario –
Claves de contexto: Palabras
desconocidas
p. 107i
Ortografía: Separación de sílabas con
diptongos
 Examen preliminar
 Introduce the vocabulary through
the Cloze Procedure using the
story El raja sabio. Note: The
students will not use the basal for
this activity. (Teacher Toolkit:
Information for Third Grade
Teachers – Cloze Procedure)
p. 107g
Fonética: Diptongos ua, ue, uo
 Rutina
 Practicar la pronunciación
o Separen en sílabas
o Combinen las sílabas
 Introduce half of the vocabulary
words using the Sequence for
Teaching the Tier 2 Vocabulary.
(Teacher Toolkit: Information for
Third Grade Teachers - Sequence
for Teaching Tier 2 Vocabulary)
p. 107g
Fonética: Diptongos ua, ue, uo
 Actividades para practicar la fonética
 Formar palabras
SAISD © 2008-09 – Third Grading Period
Fluency
pp. 80-81
 The teacher will teach the comprehension
skill (compare and contrast) via the Reading
Comprehension Process using the story
Miedo a la oscuridad (Teacher Toolkit:
Information for Third Grade Teachers –
Reading Comprehension Process)
 Comprensión: Pasos de un proceso
 Presentación
 Enseñanza y práctica
 Conclusión/Evaluación
 Libro de recursos para el
maestro, p. 354
 Introduce the comprehension focus lesson
(see below).
 The students will apply the focus lesson
(compare and contrast) to the selection Un
grano de arroz, pp. 83-91 as the Independent
Reading Assignment.
p. 107g
Fonética: Diptongos ua, ue, uo
 Presentación
 Enseñanza
p. 107j
Ortografía: Separación de sílabas con
diptongos
 Generalización (Make an overhead
transparency of p. 367 from the Libro
de recursos para el maestro and
complete together as a class.)
p. 107h
Fonética: Diptongos ua, ue, uo
 Actividades para practicar la fonética
 Libro de fonética – La fuente de
agua buena
Comprehension
Bilingual Reading Grade 3
 1-minute fluency speed drills
(Teacher Toolkit: Third Grade
Fluency Speed Drills)
 Partner reading
Page 16 of 37
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.
 Choose an activity from the HandsOn Vocabulary Activities. (Teacher
Toolkit: Vocabulary)
Viernes
p. 107h
Fonética: Diptongos ua, ue, uo
 Conclusión/Evaluación
 Repaso: Sufijos –ado, -ada, -ido,
-ida, -ero, -era
 Examen de la selección: Un grano de arroz
(Teacher Toolkit: Information for Third Grade
Teachers – TAKS Formatted Assessments)
 1-minute fluency speed drills
(Teacher Toolkit: Third Grade
Fluency Speed Drills)
 Choral reading of fluency passage
(Select an activity from the
Teacher Toolkit)
 Hacer uno de los juegos/actividades
para practicar las palabras de
ortografía (Teacher Toolkit:
Games/Activities to Practice Weekly
Spelling Words)
p. 107j
Ortografía: Diptongos ua, ue, uo
 Examen final
Weekly Spelling Words
 abierto
 recogiendo
 guardia
 puede
 dieron
 cuarto
 diariamente
 fueron
 cuánto
 siempre
 suficiente
 precioso
 guardar
 pueblo
 antiguo
Weekly Vocabulary Words
 doble
 habitante
 implorar
 ladrón
 palacio
 recompensa
 decretó
 puñado
 rajá
 sabio
Academic Vocabulary
 comparación
 contraste
 predecir
 personaje
 diptongos
Comprehension Focus Lessons
Note: Occasionally, a read aloud of a mentor text will be done during the comprehension focus lesson. If this is the case, 10 minutes will be added to the focus lesson
and an additional read aloud after small group/work station time will not be done.
Semana 5: Comparación y contraste (Días 2 y 3)
Day 2:
 When you compare and contrast, you see how things are alike and how they are different. This is a reteach lesson so students are familiar with comparing and contrasting.
During the first nine weeks, students compared & contrasted plants on a Venn Diagram using the story Atrapamoscas: ¡Plantas que muerden!
 Read aloud The Three Little Pigs: An Old Story/Los tres cerditos: Un cuento viejo by Margot Zemach to the class and remind students of how they have used a Venn Diagram
before to compare and contrast. Introduce the Comparison Matrix/Matriz de comparaciones (available in the Teacher Toolkit). Explain to students that a Comparison Matrix is
another graphic organizer that can be used to compare and contrast. The matrix can be made into a transparency for the overhead or drawn on an anchor chart. It will be used
tomorrow as well.
 Explain to students that good readers think about how things are alike and how they are different. Good readers compare and contrast. Compare means to think about how things
are alike and contrast means to think about how things are different.
 Read aloud one of the other suggested books and stop several times to model think aloud strategies and point out similarities and differences in the two stories.
 After the read aloud, label the Comparison Matrix with the names of the two stories. As a class, complete the Comparison Matrix, comparing the story elements (setting,
characters, problem, attempts to solve the problem, and solution) of both stories.
 For today’s reading assignment, students will read Un grano de arroz, pp. 83-91. Give them a copy of the Comparison Matrix. As they are reading, have them compare and
contrast parts of the story. Since they are using only one story instead of two, remind kids that they only have to write the title one time. The first required stopping point will be
on p. 86. Have students compare and contrast the attitudes of the raja and the ministers. The students can fill out any more information they can find on story elements while
reading.
 Have students share their Comparison Matrix with a partner and select several to share with the class.
SAISD © 2008-09 – Third Grading Period
Bilingual Reading Grade 3
Page 17 of 37
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.
Day 3:
 Review with students what it means to compare and contrast.
 Select another suggested book on the three pigs to read aloud to the class and compare with the stories read yesterday. While reading the new selection, use think-aloud
strategies to point out similarities and differences between the three stories.
 Have students help to fill out the Comparison Matrix started yesterday.
 For today’s reading assignment, students will continue to read Un grano de arroz, pp. 92-102. They will continue to work on their Comparison Matrix. The required stop and jot
will be pp. 94-95. Have students compare and contrast the events taking place on the two pages. As they continue reading the rest of the story, students can fill out any more
information to compare and contrast story elements.
 Have students share their Comparison Matrix with a partner and call on several students to share with the class.
Small Group Guided Reading Instruction/Work Stations
40 Minutes
 There will be no Small Group Guided Reading Instruction on Mondays. The teacher will do a guided practice of the Reading Comprehension Process using the 2-page
comprehension story.
 Students will complete an Independent Reading Assignment on Tuesdays and Wednesdays. While the students complete the Reading Assignment, the teacher will meet with
small groups. Small Group Guided Reading Instruction is based on students’ needs. The teacher will meet with two groups daily (~20 minutes per group).
 The teacher should spend 5-7 minutes on a skills lesson to address one of the 5 reading components (Phonics, Phonemic Awareness, Vocabulary, Comprehension, or Fluency).
Following the brief skills lesson, students should apply their new learning to connected text.
 Work stations will occur simultaneously with Small Group Guided Reading Instruction. Each station should have differentiated activities that reinforce skills and strategies taught
during whole group instruction. Students will do one rotation so they can visit two work stations on Thursday and two on Friday.
 The following is a list of the four work stations:
a) Independent Reading/Comprehension Station (Taller de lectura independiente/comprensión)
b) Fluency Station (Taller de fluidez)
c) Writing Station (Taller de escritura)
d) Word Work Station (Taller de palabras)
 Go to the Teacher Toolkit for ideas on work station activities.
Read Aloud
10 Minutes
Routine:
 Preread the book to be familiar with the content and how to guide student discussion.
 Establish a purpose, tell why you selected the book, and familiarize them with the author, illustrator, and genre.
 Ask students to make predictions.
 Model comments and reflections as you read.
 Find a few places to pause and invite students to comment.
 Keep the pace of the reading so that it is not disjointed, but enjoyable.
 Keep a list of books you have read aloud and post it so that students can use the list to make connections.
 Place books you have read aloud in a special container, or display them in the classroom library for easy access.
Fountas, I., Pinnell, G.S. (2001). Guiding readers and writers: Grades 3-6, pp. 29-30. Heinemann Publishers, Portsmouth, NH.
Remember that you can sometimes use your read aloud time in conjunction with your focus lesson, if the title will exemplify what is being taught.
SAISD © 2008-09 – Third Grading Period
Bilingual Reading Grade 3
Page 18 of 37
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.
Resources
Teacher Toolkit:
 Information for Third Grade Teachers
 Spanish TAKS Stems
 Cloze Procedure
 Comprehension Skills
 Sequence for Teaching Tier 2 Vocabulary
 Vocabulary Picture Cards
 TAKS Formatted Assessments
 Work Station Activities
 Work Station Accountability Forms
 Ways to Teach Fluency packet
 Fluency Speed Drills
 Vocabulary Instruction Activities
 Games/Activities to Teach Spelling
 Comparison Matrix/Matriz de comparaciones
SAISD © 2008-09 – Third Grading Period
Textbook:
 Scott Foresman Lectura Guía del maestro, Vol. 2 –
¡Déjame ver!, Páginas 80a-107l
 Story Un grano de arroz
 Cartel y audiocasete de rimas y canciones de
fonética
 Audiocasete de la selección
 Libro de recursos para el maestro
 Librito de fonética La fuente de agua buena
 Superlibro La hija de la Tierra: Alicia de Acoma
Pueblo
 Colección Pirámide
Bilingual Reading Grade 3
Suggested Read Alouds:
 Compare Los tres cerditos: Un cuento viejo by Margot
Zemach with any of the following:
o La verdadera historia de los tres cerditos by Jon
Scieszka
o Los tres cerditos by David Wiesner
o Las tres cerditas by Frédéric Stehr
o Los tres cerditos: Nacho, Tito y Miguel by Bobbi
Salinas
 Compare Domitila: Cuento de la Cenicienta basado en
la tradicion mexicana by Jewell Reinhart Coburn with
La cenicienta by Charles Perrault
 Como en mi tierra by Elizabeth I. Miller (compare the
two homes/countries)
Page 19 of 37
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.
Week 6
The Teaching Plan for La mujer que brillaba aún más que el sol, Vol. 2, pp. 108a-127l
Instructional Model/Teacher Directions
Daily Instructional Routines – Whole Group Instruction
(Monday: 90 Minutes; Tuesday-Friday: 40 Minutes)
Phonics/Spelling
Vocabulary
Comprehension
p. 110
 Estrategias de vocabulario – Claves
de contexto: Antónimos
p. 127g
Fonética: Prefijos des-, re-, requete Rutina
 Practicar la pronunciación
o Separen en sílabas
o Combinen las sílabas
 Introduce half of the vocabulary
words using the Sequence for
Teaching the Tier 2 Vocabulary.
(Teacher Toolkit: Information for
Third Grade Teachers - Sequence
for Teaching Tier 2 Vocabulary)
p. 127g
Fonética: Prefijos des-, re-, requete Actividades para practicar la fonética
 Formar palabras
 Introduce the other half of the
vocabulary words using the
Sequence for Teaching the Tier 2
Vocabulary. (Teacher Toolkit:
Information for Third Grade
Teachers - Sequence for Teaching
Tier 2 Vocabulary)
 Have students complete a Frayer
Model, Concept Definition Map, or
Vocabulary Flip Book for one of the
vocabulary words.
Miércoles
Lunes
 Introduce the vocabulary through
the Cloze Procedure using the story
La sequía. Note: The students will
not use the basal for this activity.
(Teacher Toolkit: Information for
Third Grade Teachers – Cloze
Procedure)
p. 127i
Ortografía: Palabras polisilábicas
 Examen preliminar
Martes
p. 127g
Fonética: Prefijos des-, re-, requete Presentación
 Enseñanza
p. 127i
 Ortografía: Palabras polisilábicas
Generalización (Make an overhead
transparency of p. 386 from the Libro
de recursos para el maestro and
complete together as a class.)
SAISD © 2008-09 – Third Grading Period
Fluency
pp. 108-109
 The teacher will teach the comprehension
skill (predicting) via the Reading
Comprehension Process using the story Qué
hacer con un sombrero. (Teacher Toolkit:
Information for Third Grade Teachers –
Reading Comprehension Process)
 Comprensión: Predecir
 Presentación
 Enseñanza y práctica
 Conclusión/Evaluación
 Libro de recursos para el
maestro, p. 373
 Introduce the comprehension focus lesson
(see below).
 The students will apply the focus lesson
(predicting) to the selection La mujer que
brillaba aún más que el sol, pp. 111-119 as
the Independent Reading Assignment.
 1-minute fluency speed drills
(Teacher Toolkit: Third Grade
Fluency Speed Drills)
 Choral reading of fluency
passage (Select an activity from
the Teacher Toolkit)
 Continue the comprehension focus lesson
(see below).
 The students will apply the focus lesson
(predicting) to the selection La mujer que
brillaba aún más más que el sol, pp. 120-125
as the Independent Reading Assignment.
 1-minute fluency speed drills
(Teacher Toolkit: Third Grade
Fluency Speed Drills)
 Choral reading of fluency
passage (Select an activity from
the Teacher Toolkit)
Bilingual Reading Grade 3
 1-minute fluency speed drills
(Teacher Toolkit: Third Grade
Fluency Speed Drills)
 Partner reading
Page 20 of 37
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.
Jueves
Viernes
p. 127h
Fonética: Prefijos des-, re-, requete Actividades para practicar la fonética
 Libro de fonética – Las manos de
Manuel
 Choose an activity from the Hands-On
Vocabulary Activities. (Teacher
Toolkit: Vocabulary)
p. 127a
 Comprensión: Predecir
 Presentación
 Enseñanza y práctica
 Conclusión/Evaluación
 1-minute fluency speed drills (Teacher
Toolkit: Third Grade Fluency Speed
Drills)
 Partner reading
p. 127h
Fonética: Prefijos des-, re-, requete Conclusión/Evaluación
 Repaso: Diptongos ua, ue, uo
 Choose an activity from the Hands-On
Vocabulary Activities. (Teacher
Toolkit: Vocabulary)
 Examen de la selección: La mujer que
brillaba aún más que el sol (Teacher
Toolkit: Information for Third Grade
Teachers – TAKS Formatted
Assessments)
 1-minute fluency speed drills (Teacher
Toolkit: Third Grade Fluency Speed
Drills)
 Choral reading of fluency passage
(Select an activity from the Teacher
Toolkit)
 Hacer uno de los juegos/actividades
para practicar las palabras de
ortografía (Teacher Toolkit:
Games/Activities to Practice Weekly
Spelling Words)
p. 127j
 Ortografía: Palabras polisilábicas
Examen final
Weekly Spelling Words
 suavemente
 desconocido
 recalentado
 requetelindo
 calculadora
 incansable
 desaparecida
 rebajado
 destrenzada
 reconocer
 releía
 desaplicado
 requetebueno
 incómodo
 fabuloso
Weekly Vocabulary Words
 algarabía
 asombrado
 espiar
 llegar
 respeto
 brillar
 sed
 compasión
 dignidad
 fluir
 refugiado
Academic Vocabulary
 predecir
 claves de contexto
 personaje
 prefijo
Comprehension Focus Lessons
Note: Occasionally, a read aloud of a mentor text will be done during the comprehension focus lesson. If this is the case, 10 minutes will be added to the focus lesson
and an additional read aloud after small group/work station time will not be done.
Semana 6: Predecir (Días 2 y 3)
Day 2:
 Students will use the story La mujer que brillaba aún más que el sol for this activity.
 Ask students to think about the comprehension lesson from yesterday on making predictions using the story Scott Foresman story Qué hacer con un sombrero viejo. Then ask
them how good readers make predictions and chart their responses. (Possible answers: telling what might happen next in the story based on what has already happened and using
your own personal experiences to help you predict what will happen next.)
 Model for the students how to use clues from the text and illustrations to make predictions using pp. 111-113. Have students copy the prediction down on a Post-It note and place it
in their reading notebook.
 Assign pages of the text to cooperative groups of 3-4 students and have the groups meet to write predictions for their pages. Each group member will to write down the
prediction(s) that their group made on a Post-It note along with the page numbers to share during the stroll-line activity.
 Have the class form two lines that face one another. Instruct students who are across from one another to work as pairs and share their predictions with clues with each other.
 Then signal all the students in one of the lines to move one person to the right and the student at the end to move to the front of the line. Have the new partners share their
SAISD © 2008-09 – Third Grading Period
Bilingual Reading Grade 3
Page 21 of 37
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.
predictions.
 Continue switching partners until each student has shared with at least three others. Students will return to their seats and then place their Post-It note in their reading notebook.
 Debrief the prediction-sharing experience as a whole class. List each group’s predictions on a chart or whiteboard along with the page numbers. Have students copy the predictions
down, one per Post-It, along with the page numbers. Have students put all of the Post-Its in their reading notebook (vertically down the left side of the page).
 Have students begin reading the selection La mujer que brillaba aún más que el sol, pp. 111-119. As they read, they will use the predictions they wrote on the Post-Its to check
their predictions. To the right of the prediction, students need to write whether the prediction was confirmed and why or why not.
 Have the class share whether the predictions were confirmed or not and the evidence they based their answers on.
Day 3:
 Review with the class what it means to make predictions and the importance of using prior knowledge to help make predictions. As students are reading, they should be able to
either confirm or revise their predictions.
 Ask students if they ever try to guess what is going to happen next when watching a movie. Explain that good readers do that when reading by using what they already know, along
with clues from the story to make predictions.
 Select a book to read aloud to the students. Before reading, pre-select two or three stopping points to make predictions. Place sticky notes on the pages you will be thinking aloud.
 Read aloud to the first stopping point and make a prediction. Model your thinking by referring back to the text and explaining why you made the prediction, providing textual
evidence.
 At the next stopping point, ask students to make predictions, referring back to the text to explain why they made that prediction. Have students turn and talk to a neighbor about
their predictions. Ask two students to share with the whole group.
 Encourage students to make predictions when they read and to use information from the text to support their thinking.
 For today’s reading assignment, students will continue to read La mujer que brillaba aún más que el sol, pp. 120-125. They will refer to the predictions made yesterday on the PostIts and provide textual evidence to support their predictions or to revise them.
 Have students share with a partner when done and allow several students to share with the class.
Small Group Guided Reading Instruction/Work Stations






40 Minutes
There will be no Small Group Guided Reading Instruction on Mondays. The teacher will do a guided practice of the Reading Comprehension Process using the 2-page
comprehension story.
Students will complete an Independent Reading Assignment on Tuesdays and Wednesdays. While the students complete the Reading Assignment, the teacher will meet with small
groups. Small Group Guided Reading Instruction is based on students’ needs. The teacher will meet with two groups daily (~20 minutes per group).
The teacher should spend 5-7 minutes on a skills lesson to address one of the 5 reading components (Phonics, Phonemic Awareness, Vocabulary, Comprehension, or Fluency).
Following the brief skills lesson, students should apply their new learning to connected text.
Work stations will occur simultaneously with Small Group Guided Reading Instruction. Each station should have differentiated activities that reinforce skills and strategies taught
during whole group instruction. Students will do one rotation so they can visit two work stations on Thursday and two on Friday.
The following is a list of the four work stations:
a) Independent Reading/Comprehension Station (Taller de lectura independiente/comprensión)
b) Fluency Station (Taller de fluidez)
c) Writing Station (Taller de escritura)
d) Word Work Station (Taller de palabras)
Go to the Teacher Toolkit for ideas on work station activities.
SAISD © 2008-09 – Third Grading Period
Bilingual Reading Grade 3
Page 22 of 37
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.
Read Aloud
10 Minutes
Routine:
 Preread the book to be familiar with the content and how to guide student discussion.
 Establish a purpose, tell why you selected the book, and familiarize them with the author, illustrator, and genre.
 Ask students to make predictions.
 Model comments and reflections as you read.
 Find a few places to pause and invite students to comment.
 Keep the pace of the reading so that it is not disjointed, but enjoyable.
 Keep a list of books you have read aloud and post it so that students can use the list to make connections.
 Place books you have read aloud in a special container, or display them in the classroom library for easy access.
Fountas, I., Pinnell, G.S. (2001). Guiding readers and writers: Grades 3-6, pp. 29-30. Heinemann Publishers, Portsmouth, NH.
Remember that you can sometimes use your read aloud time in conjunction with your focus lesson, if the title will exemplify what is being taught.
Resources
Teacher Toolkit:
 Information for Third Grade Teachers
 Spanish TAKS Stems
 Cloze Procedure
 Comprehension Skills
 Sequence for Teaching Tier 2 Vocabulary
 Vocabulary Picture Cards
 TAKS Formatted Assessments
 Work Station Activities
 Work Station Accountability Forms
 Ways to Teach Fluency packet
 Fluency Speed Drills
 Vocabulary Instruction Activities
 Games/Activities to Teach Spelling
SAISD © 2008-09 – Third Grading Period
Textbook:
 Scott Foresman Lectura Guía del maestro, Vol. 2 –
¡Déjame ver!, Páginas 108a-127l
 Story La mujer que brillaba aún más que el sol
 Cartel y audiocasete de rimas y canciones de fonética
 Audiocasete de la selección
 Libro de recursos para el maestro
 Librito de fonética Las manos de Manuel
 Superlibro La hija de la Tierra: Alicia de Acoma Pueblo
 Colección Pirámide
Bilingual Reading Grade 3







Suggested Read Alouds:
Silvestre y la piedrecita mágica by William Steig
Las bellas hijas de Mufaro by John Steptoe
Prudencia se preocupa by Kevin Henkes
La escoba de la viuda by Chris Van Allsburg
Carlos by Ivar Da Coll
Pindulí by Janell Cannon
Willy el campeón by Anthony Browne
Page 23 of 37
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.
**DUE TO THE TAKS TEST, LITERATURE CIRCLES WILL TAKE THE PLACE OF SCOTT FORESMAN THIS WEEK.**
Instructional Model/Teacher Directions
Week 7
Instructional Guidelines – Reading (90 Minutes)
Focus Lesson (20 minutes)
 The teacher will conduct a daily interactive focus lesson to demonstrate strategies for self selecting independent reading.
 Conduct a think aloud to model the Reading Comprehension Process (RCP) so that the student can maintain a Response Log section in the reading notebook.
 Establish the routine of silent individual reading and criteria to judge whether a book is appropriate for an individual reader.
Reading Assignment (50 minutes)
 The teacher assigns the text to be read with explicit directions for application of the Reading Comprehension Process and strategy featured in the focus lesson.
 Students should keep responses in the Response Log section of their reading notebooks.
Group Share and Evaluation (20 minutes)




Class gathers to discuss their reading.
Reinforce focus lessons by asking for examples.
Students evaluate individual work, how the group worked together, solve problems, and set goals.
Students can summarize what they have learned.
So that the student will:
Before reading
 Select a text to read silently.
 Set a goal for reading each day.
During Reading




Note something interesting about the text for their book recommendations.
Think about what they understand from the silent reading of the text and formulate questions in the Response Log section of their reading notebooks.
Confer with the teacher about some aspect of writing.
Read aloud occasionally for the teacher’s observation .
After Reading
 Share thinking, reflect on focus lesson, and evaluate personal reading and group work habits during group share.
 Evaluate books they have read and write a brief book recommendation for fellow students (on an index card to clip in a book) for a classroom collection to be kept in a
book.
Whole Group Instruction (Times are approximate)
Notes about Literature Circles:
 Teacher collects multiple copies of 4-5 titles.
 Teacher introduces the titles, inviting students to make a choice from a limited selection.
 Students work in small heterogeneous, organized groups based on books chosen.
 Teacher decides on a section of the book to be read each day by the group.
SAISD © 2008-09 – Third Grading Period
Bilingual Reading Grade 3
Page 24 of 37
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.
Whole Group Instruction (Times are approximate)
Day 1
Day 2
(20 Minutes)
(20 Minutes)
Focus Lesson
Focus Lesson
 Participating in literature
 How to give a book talk
circles
Day 3
(20 Minutes)
Focus Lesson
 Getting to know different
kinds of genre
Day 4
(20 Minutes)
Focus Lesson
 Creating a list of your
reading interests
Day 5
(20 Minutes)
Focus Lesson
 Thinking about how
characters remind us of
people in our lives
Independent Reading (Times are approximate)
Day 1
Day 2
(50 Minutes)
(50 Minutes)
 Students read
 Students read
continuously.
continuously.
 Think about and write
 Think about and write
responses to the reading.
responses to the reading.
 Confer with the teacher
 Confer with the teacher
about the reading.
about the reading.
Day 3
(50 Minutes)
 Students read
continuously.
 Think about and write
responses to the reading.
 Confer with the teacher
about the reading.
Day 4
(50 Minutes)
 Students read
continuously.
 Think about and write
responses to the reading.
 Confer with the teacher
about the reading.
Day 5
(50 Minutes)
 Students read
continuously.
 Think about and write
responses to the reading.
 Confer with the teacher
about the reading.
Day 3
(20 Minutes)
 Group share and
evaluation
 Read aloud
Day 4
(20 Minutes)
 Group share and
evaluation
 Read aloud
Day 5
(20 Minutes)
 Group share and
evaluation
 Read aloud
Whole Group Instruction (Times are approximate)
Day 1
(20 Minutes)
 Group share and
evaluation
 Read aloud
Day 2
(20 Minutes)
 Group share and
evaluation
 Read aloud
Resources
Literature Circles – Voice and Choice in the Student-Centered Classroom by Harvey Daniels
Guiding Readers and Writers by Irene C. Fountas and Gay Su Pinnell
Read-Write-Think Website http://www.readwritethink.org/lessons/lesson_view.asp?id=19
SAISD © 2008-09 – Third Grading Period
Bilingual Reading Grade 3
Page 25 of 37
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.
The Teaching Plan for El canto de las palomas, Vol. 2, pp. 134a-157l
Instructional Model/Teacher Directions
Week 8
Daily Instructional Routines – Whole Group Instruction
(Monday: 90 Minutes; Tuesday-Friday: 40 Minutes)
Phonics/Spelling
Miércoles
Martes
Lunes
p. 157g
Fonética: Diptongos au, eu
 Presentación
 Enseñanza
Vocabulary
Comprehension
p. 134
 Estrategias de vocabulario – Claves
de contexto: Homónimos
Fluency
pp. 134-135
 The teacher will teach the
comprehension skill (Making
judgments) via the Reading
Comprehension Process using the
story Los recuerdos de abuelo.
(Teacher Toolkit: Information for Third
Grade Teachers – Reading
Comprehension Process)
 Comprensión: Expresar opiniones
 Presentación
 Enseñanza y práctica
 Conclusión/Evaluación
 Libro de recursos para el
maestro, p. 395
 1-minute fluency speed drills (Teacher
Toolkit: Third Grade Fluency Speed
Drills)
 Choral reading of fluency passage
(Select an activity from the Teacher
Toolkit)
p. 157i
Ortografía: n antes de v y n antes de f
 Examen preliminar
 Introduce the vocabulary through the
Cloze Procedure using the story Un
viaje con mi papá. Note: The students
will not use the basal for this activity.
(Teacher Toolkit: Information for Third
Grade Teachers – Cloze Procedure)
p. 157g
Fonética: Diptongos au, eu
 Rutina
 Practicar la pronunciación
o Separen en sílabas
o Combinen las sílabas
 Introduce half of the vocabulary words
using the Sequence for Teaching the
Tier 2 Vocabulary. (Teacher Toolkit:
Information for Third Grade Teachers
- Sequence for Teaching Tier 2
Vocabulary)
 Introduce the comprehension focus
lesson (see below).
 The students will apply the focus
lesson (Making judgments) to the
selection El canto de las palomas, pp.
137-145 as the Independent Reading
Assignment.
 1-minute fluency speed drills (Teacher
Toolkit: Third Grade Fluency Speed
Drills)
 Partner reading
p. 157g
Fonética: Diptongos au, eu
 Actividades para practicar la fonética
 Formar palabras
 Introduce the other half of the
vocabulary words using the Sequence
for Teaching the Tier 2 Vocabulary.
(Teacher Toolkit: Information for Third
Grade Teachers - Sequence for
Teaching Tier 2 Vocabulary)
 Have students complete a Frayer
Model, Concept Definition Map, or
Vocabulary Flip Book for one of the
vocabulary words.
 Continue the comprehension focus
lesson (see below).
 The students will apply the focus
lesson (Making judgments) to the
selection El canto de las palomas,
pp. 146-152 as the Independent
Reading Assignment.
 1-minute fluency speed drills (Teacher
Toolkit: Third Grade Fluency Speed
Drills)
 Choral reading of fluency passage
(Select an activity from the Teacher
Toolkit)
p. 157i
Ortografía: n antes de v y n antes de f
 Generalización (Make an overhead
transparency of p. 408 from the Libro
de recursos para el maestro and
complete together as a class.)
SAISD © 2008-09 – Third Grading Period
Bilingual Reading Grade 3
Page 26 of 37
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.
Jueves
Viernes
p. 157h
Fonética: Diptongos au, eu
 Actividades para practicar la fonética
 Libro de fonética – Eugenio y sus
bromas
 Choose an activity from the HandsOn Vocabulary Activities. (Teacher
Toolkit: Vocabulary)
p. 157a
 Comprensión: Expresar opiniones
 Presentación
 Enseñanza y práctica
 Conclusión/Evaluación
 1-minute fluency speed drills (Teacher
Toolkit: Third Grade Fluency Speed
Drills)
 Partner reading
p. 157h
Fonética: Diptongos au, eu
 Conclusión/Evaluación
 Repaso: Prefijos des-, re-, requete-
 Choose an activity from the HandsOn Vocabulary Activities. (Teacher
Toolkit: Vocabulary)
 Examen de la selección: El canto de
las palomas (Teacher Toolkit:
Information for Third Grade Teachers
– TAKS Formatted Assessments)
 1-minute fluency speed drills (Teacher
Toolkit: Third Grade Fluency Speed
Drills)
 Choral reading of fluency passage
(Select an activity from the Teacher
Toolkit)
 Hacer uno de los juegos/actividades
para practicar las palabras de
ortografía (Teacher Toolkit:
Games/Activities to Practice Weekly
Spelling Words)
p. 157j
Ortografía: Ortografía: n antes de v y n
antes de f
 Examen final
Weekly Spelling Words
 enfermos
 envuelves
 invierno
 convidaban
 conforme
 invitará
 enfriar
 invisible
 envió
 informó
 conversación
 inflaremos
 investigar
 enfadada
 infantil
Weekly Vocabulary Words
 anuncio
 carpa
 cobija
 montaña
 paisaje
 salpicar
 vides
 comal
 corridos
 guisado
 hojalata
 lona
Academic Vocabulary
 expresar opiniones
 estructura del texto
 diptongos
 homónimos
Comprehension Focus Lessons
Note: Occasionally, a read aloud of a mentor text will be done during the comprehension focus lesson. If this is the case, 10 minutes will be added to the focus lesson
and an additional read aloud after small group/work station time will not be done.
Semana 8: Expresar opiniones (Días 2 y 3)
Day 2:
 Click on the following link for the lesson plan on Making Judgments. http://www.readwritethink.org/lessons/lesson_view.asp?id=244
 Students are familiar with the books The Three Little Pigs: An Old Story (Los tres cerditos: Un cuento viejo) by Margot Zemach and The True Story of the Three
Little Pigs (La verdadera historia de los tres cochinitos) by Jon Sciezska since these two stories were used during week 5 for the compare/contrast unit. These
books will also be used for the lesson on making judgments.
SAISD © 2008-09 – Third Grading Period
Bilingual Reading Grade 3
Page 27 of 37
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.
 The entire lesson plan will not be used. On day 2, follow the Read Write Think Day 1/Stage 1 lesson, #’s 1, 2, 3 using the book The Three Little Pigs: An Old
Story (Los tres cerditos: Un cuento viejo) The Meeting of the Minds Chart is available in the Teacher Toolkit.
 For today’s reading assignment, students will read El canto de las palomas, pp. 137-145 and do the reading comprhension process. Assign two stopping points
for the students so they can make judgments about what they are reading.
Day 3:
 Continue with Day 2’s lesson on Making Judgments. Click on the following link for the lesson plan http://www.readwritethink.org/lessons/lesson_view.asp?id=244
 Follow the Read Write Think Day 1/Stage 1 lesson, # 4 using the book The True Story of the Three Little Pigs (La verdadera historia de los tres cochinitos) by Jon
Sciezska.
 For today’s reading assignment, students will read El canto de las palomas, pp. 146-152 and do the reading comprhension process. Assign two stopping points
for the students so they can make judgments about what they are reading.
 Call on several students to share one of their judgments about the story with the class.
Small Group Guided Reading Instruction/Work Stations
40 Minutes
 There will be no Small Group Guided Reading Instruction on Mondays. The teacher will do a guided practice of the Reading Comprehension Process using the 2-page
comprehension story.
 Students will complete an Independent Reading Assignment on Tuesdays and Wednesdays. While the students complete the Reading Assignment, the teacher will meet with small
groups. Small Group Guided Reading Instruction is based on students’ needs. The teacher will meet with two groups daily (~20 minutes per group).
 The teacher should spend 5-7 minutes on a skills lesson to address one of the 5 reading components (Phonics, Phonemic Awareness, Vocabulary, Comprehension, or Fluency).
Following the brief skills lesson, students should apply their new learning to connected text.
 Work stations will occur simultaneously with Small Group Guided Reading Instruction. Each station should have differentiated activities that reinforce skills and strategies taught
during whole group instruction. Students will do one rotation so they can visit two work stations on Thursday and two on Friday.
 The following is a list of the four work stations:
a) Independent Reading/Comprehension Station (Taller de lectura independiente/comprensión)
b) Fluency Station (Taller de fluidez)
c) Writing Station (Taller de escritura)
d) Word Work Station (Taller de palabras)
 Go to the Teacher Toolkit for ideas on work station activities.
Read Aloud
10 Minutes
Routine:
 Preread the book to be familiar with the content and how to guide student discussion.





Establish a purpose, tell why you selected the book, and familiarize them with the author, illustrator, and genre.
Ask students to make predictions.
Model comments and reflections as you read.
Find a few places to pause and invite students to comment.
Keep the pace of the reading so that it is not disjointed, but enjoyable.
 Keep a list of books you have read aloud and post it so that students can use the list to make connections.
SAISD © 2008-09 – Third Grading Period
Bilingual Reading Grade 3
Page 28 of 37
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.
 Place books you have read aloud in a special container, or display them in the classroom library for easy access.
Fountas, I., Pinnell, G.S. (2001). Guiding readers and writers: Grades 3-6, pp. 29-30. Heinemann Publishers, Portsmouth, NH.
Remember that you can sometimes use your read aloud time in conjunction with your focus lesson, if the title will exemplify what is being taught.
Resources
Teacher Toolkit:
 Information for Third Grade Teachers
 Spanish TAKS Stems
 Cloze Procedure
 Comprehension Skills
 Sequence for Teaching Tier 2 Vocabulary
 Vocabulary Picture Cards
 TAKS Formatted Assessments
 Work Station Activities
 Work Station Accountability Forms
 Ways to Teach Fluency packet
 Fluency Speed Drills
 Vocabulary Instruction Activities
 Games/Activities to Teach Spelling
 Reader’s Theater Scripts on The True Story of the
Three Little Pigs/La verdadera historia de los tres
cerditos
SAISD © 2008-09 – Third Grading Period
Textbook:
 Scott Foresman Lectura Guía del maestro, Vol. 2 –
¡Déjame ver!, Páginas 134a-157l
 Story El canto de las palomas
 Cartel y audiocasete de rimas y canciones de
fonética
 Audiocasete de la selección
 Libro de recursos para el maestro
 Librito de fonética Eugenio y sus bromas
 Superlibro La lagartija y el sol
 Colección Pirámide
Bilingual Reading Grade 3
Suggested Read Alouds:
 Un libro ilustrado sobre Martin Luther King, hijo by David
A. Adler
 Feliz cumpleaños Martin Luther King, Jr. by Jean
Marzollo
 Cosechando esperanza: La historia de César Chávez by
Kathleen Krull
 La historia de Ruby Bridges by Robert Cole
 Gracias, Sr. Falker by Patricia Polacco
 El gallo de bodas by Lucía M. González
Page 29 of 37
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.
The Teaching Plan for Tom, Vol. 2, pp. 158a-187l
Instructional Model/Teacher Directions
Week 9
Daily Instructional Routines – Whole Group Instruction
(Monday: 90 Minutes; Tuesday-Friday: 40 Minutes)
Jueves
Miércoles
Martes
Lunes
Phonics/Spelling
p. 187g
Fonética: Prefijos pre-, dis Presentación
 Enseñanza
p. 187i
Ortografía: Separación de sílabas con
acento escrito
 Examen preliminar
p. 187g
Fonética: Prefijos pre-, dis Rutina
o Practicar la pronunciación
o Separen en sílabas
o Combinen las sílabas
p. 187g
Fonética: Prefijos pre-, dis Actividades para practicar la
fonética
o Formar palabras
p. 187i
Ortografía: Separación de sílabas con
acento escrito
 Generalización (Make an overhead
transparency of p. 329 from the
Libro de recursos para el maestro
and complete together as a class.)
p. 187h
Fonética: Prefijos pre-, dis Actividades para practicar la
fonética
o Libro de fonética – La canción
del narval
SAISD © 2008-09 – Third Grading Period
Vocabulary
Comprehension
Fluency
p. 160
 Estrategias de vocabulario – Claves
de contexto: Homónimos
 Introduce the vocabulary through
the Cloze Procedure using the story
El desfile. Note: The students will
not use the basal for this activity.
(Teacher Toolkit: Information for
Third Grade Teachers – Cloze
Procedure)
 Introduce half of the vocabulary
words using the Sequence for
Teaching the Tier 2 Vocabulary.
(Teacher Toolkit: Information for
Third Grade Teachers - Sequence
for Teaching Tier 2 Vocabulary)
pp. 158-159
 The teacher will teach the
comprehension skill (author’s purpose)
via the Reading Comprehension
Process using the story Un grillo en
Times Square. (Teacher Toolkit:
Information for Third Grade Teachers
– Reading Comprehension Process)
 1-minute fluency speed drills (Teacher
Toolkit: Third Grade Fluency Speed Drills)
 Choral reading of fluency passage (Select
an activity from the Teacher Toolkit)
 Introduce the comprehension focus
lesson (see below).
 The students will apply the focus
lesson (author’s purpose) to the
selection Tom, pp. 161-171 as the
Independent Reading Assignment.
 1-minute fluency speed drills (Teacher
Toolkit: Third Grade Fluency Speed Drills)
 Partner reading
 Introduce the other half of the
vocabulary words using the
Sequence for Teaching the Tier 2
Vocabulary. (Teacher Toolkit:
Information for Third Grade
Teachers - Sequence for Teaching
Tier 2 Vocabulary)
 Have students complete a Frayer
Model, Concept Definition Map, or
Vocabulary Flip Book for one of the
vocabulary words.
 Continue the comprehension focus
lesson (see below).
 The students will apply the focus
lesson (author’s purpose) to the
selection Tom, pp. 172-182 as the
Independent Reading Assignment.
 1-minute fluency speed drills (Teacher
Toolkit: Third Grade Fluency Speed Drills)
 Choral reading of fluency passage (Select
an activity from the Teacher Toolkit)
 Choose an activity from the HandsOn Vocabulary Activities. (Teacher
Toolkit: Vocabulary)
p. 187a
 Comprensión: Propósito del autor
 Presentación
 Enseñanza y práctica
 Conclusión/Evaluación
 1-minute fluency speed drills (Teacher
Toolkit: Third Grade Fluency Speed Drills)
 Partner reading
Bilingual Reading Grade 3
Page 30 of 37
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.
Viernes
p. 187h
Fonética: Prefijos pre-, dis Conclusión/Evaluación
 Repaso: Diptongos au, eu
 Hacer uno de los juegos/actividades
para practicar las palabras de
ortografía (Teacher Toolkit:
Games/Activities to Practice Weekly
Spelling Words)
 Choose an activity from the HandsOn Vocabulary Activities. (Teacher
Toolkit: Vocabulary)
 Examen de la selección: Tom
(Teacher Toolkit: Information for Third
Grade Teachers – TAKS Formatted
Assessments)
 1-minute fluency speed drills (Teacher
Toolkit: Third Grade Fluency Speed Drills)
 Choral reading of fluency passage (Select
an activity from the Teacher Toolkit)
p. 187j
Ortografía: Separación de sílabas con
acento escrito
 Examen final
Weekly Spelling Words





desaparecía
subió
aburríamos
televisión
policía





derretía
único
días
reúnen
comían
Weekly Vocabulary Words





vacía
todavía
predecía
presentía
querían







bienvenida
desfile
destacar
niebla
nostalgia
viajar
acero







ajetreo
crítico
disparatada
efusivamente
emprendió
siluetas
vítores
Academic Vocabulary





propósito del autor
fuentes gráficas
comparación
contraste
prefijos
Comprehension Focus Lessons
Note: Occasionally, a read aloud of a mentor text will be done during the comprehension focus lesson. If this is the case, 10 minutes will be added to the focus lesson and
an additional read aloud after small group/work station time will not be done.
Semana 9: Propósito del autor
Day 2:
 When modeling author’s purpose, use a read aloud of your choice. Preview the text and mark stopping points where you will think aloud to discuss the author’s purpose.
 Make an author’s purpose anchor chart using a sheet of chart paper. At the top, write the heading, Author’s Purpose (Propósito del autor). Below the heading, make a three column
chart. Write one word in each column: entertain, inform, persuade (entretener, informar, persuadir).
 Remind students that an author is a person who writes a book.
 Explain that authors have different reasons or purposes for writing. Sometimes an author will write a book just for you to enjoy or to entertain you. Ask them to remember when they
read ________. The author wrote that book to entertain you. Authors can write to inform or to give you information about something. (Hold up a nonfiction book). This book is full of
 facts about ________. The author wrote this book to give you information about ________. Sometimes authors write to make you think a certain way or persuade. Show
 students an example of a book written to persuade. EX: eating healthy, saving the environment, and protecting endangered animals. The author wrote this to make you want
to__________.
 Display the author’s purpose anchor chart and use it to review author’s purpose. Explain to students as you are reading today, you want you to think about the author’s purpose for
writing the book.
 Show students your thinking by discussing the author’s purpose using the title and cover illustrations of the read aloud. Stop two times during your reading to discuss author’s
purpose.
SAISD © 2008-09 – Third Grading Period
Bilingual Reading Grade 3
Page 31 of 37
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.




After the read aloud, ask students to turn and talk to their partner to discuss the author’s purpose for writing the book. Decide on the author’s purpose as a class. Write the title of
the book under the correct column on the anchor chart.
After the read aloud, remind students that good readers think about the author’s purpose when they are reading.
For today’s reading assignment, students will try to determine what the author’s purpose was in writing the story Tom. They will read pp. 161-171. After reading, have students write
in their reading notebook what they think the author’s purpose is.
Have students turn and talk to a partner about the author’s purpose for this story.
Day 3:
 Review with students that writers usually write to teach their readers about a topic, to entertain their readers, or to persuade their readers to think in a particular way. (Make sure
students understand what it means to persuade someone.) Provide examples of each purpose. Explain that sometimes the cover of a book gives a hint on what the book is about. If
the reader cannot deduce what the purpose will be by looking at the cover, they will have to read the book to find out. Tell that many of the sentences the author uses give clues
about their purpose for writing the book or story.
 Show the covers of several previously read books and discuss why the author may have written them and decide if they were written to inform, entertain, or persuade.
 Make the foldable below including an explanation for each of the terms under the corresponding flap along with one book title for each of the three categories.
 Assist students as they glue or tape their foldable into the Reader’s Notebook on a page titled “Author’s Purpose/Propósito del autor”.
Entretener
Informar
Persaudir
Propósito del autor





Students will continue to read the selection Tom, pp. 172-182. After reading, students will decide if the author’s purpose they wrote about yesterday is what they believe to be the
overall purpose of the story or if they would like to change their mind and select a new purpose.
Students will write in their reading notebook what the author’s purpose for writing Tom is and explain why they believe that to be the author’s purpose.
Have students turn and talk to a partner about the author’s purpose.
Allow several students to share with the class what they believe to be the author’s purpose and why.
Students will glue their foldable in their reading notebooks.
Small Group Guided Reading Instruction/Work Stations
40 Minutes
 There will be no Small Group Guided Reading Instruction on Mondays. The teacher will do a guided practice of the Reading Comprehension Process using the 2-page
comprehension story.
 Students will complete an Independent Reading Assignment on Tuesdays and Wednesdays. While the students complete the Reading Assignment, the teacher will meet with small
groups. Small Group Guided Reading Instruction is based on students’ needs. The teacher will meet with two groups daily (~20 minutes per group).
 The teacher should spend 5-7 minutes on a skills lesson to address one of the 5 reading components (Phonics, Phonemic Awareness, Vocabulary, Comprehension, or Fluency).
Following the brief skills lesson, students should apply their new learning to connected text.
 Work stations will occur simultaneously with Small Group Guided Reading Instruction. Each station should have differentiated activities that reinforce skills and strategies taught
during whole group instruction. Students will do one rotation so they can visit two work stations on Thursday and two on Friday.
 The following is a list of the four work stations:
a)
b)
c)
Independent Reading/Comprehension Station (Taller de lectura independiente/comprensión)
Fluency Station (Taller de fluidez)
Writing Station (Taller de escritura)
SAISD © 2008-09 – Third Grading Period
Bilingual Reading Grade 3
Page 32 of 37
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.
d) Word Work Station (Taller de palabras)
 Go to the Teacher Toolkit for ideas on work station activities.
Read Aloud
10 Minutes
Routine:
 Preread the book to be familiar with the content and how to guide student discussion.
 Establish a purpose, tell why you selected the book, and familiarize them with the author, illustrator, and genre.
 Ask students to make predictions.
 Model comments and reflections as you read.
 Find a few places to pause and invite students to comment.
 Keep the pace of the reading so that it is not disjointed, but enjoyable.
 Keep a list of books you have read aloud and post it so that students can use the list to make connections.
 Place books you have read aloud in a special container, or display them in the classroom library for easy access.
Fountas, I., Pinnell, G.S. (2001). Guiding readers and writers: Grades 3-6, pp. 29-30. Heinemann Publishers, Portsmouth, NH.
Remember that you can sometimes use your read aloud time in conjunction with your focus lesson, if the title will exemplify what is being taught.
Resources
Teacher Toolkit:
 Information for Third Grade Teachers
 Spanish TAKS Stems
 Cloze Procedure
 Comprehension Skills
 Sequence for Teaching Tier 2 Vocabulary
 Vocabulary Picture Cards
 TAKS Formatted Assessments
 Work Station Activities
 Work Station Accountability Forms
 Ways to Teach Fluency packet
 Fluency Speed Drills
 Vocabulary Instruction Activities
 Games/Activities to Teach Spelling
SAISD © 2008-09 – Third Grading Period
Textbook:
 Scott Foresman Lectura Guía del maestro, Vol. 2 –
¡Déjame ver!, Páginas 158a-187l
 Story Tom
 Cartel y audiocasete de rimas y canciones de
fonética
 Audiocasete de la selección
 Libro de recursos para el maestro
 Librito de fonética La canción del narval
 Superlibro La lagartija y el sol
 Colección Pirámide

Bilingual Reading Grade 3
Suggested Read Alouds:
 ¿Les echaremos de menos? Especies en peligro de
extinción by Alexandra Wright (Information)
 Dos ranas by Chris Wormell (Entertainment)
 ¡Seamos valientes, querida serpiente by Rolf
Siegenthaler (Persuasion)
 ¡No dejes que la paloma conduzca el autobús! by Mo
Willems (Persuasion)
 CLIC, CLAC, MUU Vacas escritoras by Doreen Cronin
(Persuasion)
 Querida Señora LaRue: Cartas desde la Academia
Canina by Mark Teague (Persuasion)
 Tiburones by Seymour Simon (Information)
 Delfines by Rosa Costa-Pau (Information)
 Hallytosis El horrible problema de un perro by Dav Pilkey
(Entertainment)
 Martha habla by Susan Meddaugh (Entertainment))
Page 33 of 37
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.
The Teaching Plan for La pelota, Vol. 2, pp. 188a-207l
Instructional Model/Teacher Directions
Week 10
Daily Instructional Routines – Whole Group Instruction
(Monday: 90 Minutes; Tuesday-Friday: 40 Minutes)
Miércoles
Martes
Lunes
Phonics/Spelling
p. 207g
Fonética: Diptongos ai (ay), ei (ey), oi
(oy)
 Presentación
 Enseñanza
p. 207i
Ortografía: Palabras con i/y
 Examen preliminar
p. 207g
Fonética: Diptongos ai (ay), ei (ey), oi
(oy)
 Rutina
o Separen en sílabas
o Combinen las sílabas
p. 207g
Fonética: Diptongos ai (ay), ei (ey), oi
(oy)
 Actividades para practicar la
fonética
o Formar palabras
p. 207i
Ortografía: Palabras con i/y
 Generalización (Make an overhead
transparency of p. 446 from the
Libro de recursos para el maestro
and complete together as a class.)
SAISD © 2008-09 – Third Grading Period
Vocabulary
Comprehension
Fluency
p. 190
 Estrategias de vocabulario – Claves
de contexto: Palabras con varios
significados
 Introduce the vocabulary through
the Cloze Procedure using the story
Un partido emocionante. Note: The
students will not use the basal for
this activity. (Teacher Toolkit:
Information for Third Grade
Teachers – Cloze Procedure)
 Introduce half of the vocabulary
words using the Sequence for
Teaching the Tier 2 Vocabulary.
(Teacher Toolkit: Information for
Third Grade Teachers - Sequence
for Teaching Tier 2 Vocabulary)
pp. 158-159
 The teacher will teach the
comprehension skill (predicting) via
the Reading Comprehension Process
using the story Allie y su sueño de
básquetbol. (Teacher Toolkit:
Information for Third Grade Teachers
– Reading Comprehension Process)
 1-minute fluency speed drills (Teacher
Toolkit: Third Grade Fluency Speed Drills)
 Choral reading of fluency passage (Select
an activity from the Teacher Toolkit)
 Introduce the comprehension focus
lesson (see below).
 The students will apply the focus
lesson (predicting) to the selection La
pelota, pp. 191-197 as the
Independent Reading Assignment.
 1-minute fluency speed drills (Teacher
Toolkit: Third Grade Fluency Speed Drills)
 Partner reading
 Introduce the other half of the
vocabulary words using the
Sequence for Teaching the Tier 2
Vocabulary. (Teacher Toolkit:
Information for Third Grade
Teachers - Sequence for Teaching
Tier 2 Vocabulary)
 Have students complete a Frayer
Model, Concept Definition Map, or
Vocabulary Flip Book for one of the
vocabulary words.
 Continue the comprehension focus
lesson (see below).
 The students will apply the focus
lesson (predicting) to the selection La
pelota, pp. 198-205 as the
Independent Reading Assignment.
 1-minute fluency speed drills (Teacher
Toolkit: Third Grade Fluency Speed Drills)
 Choral reading of fluency passage (Select
an activity from the Teacher Toolkit)
Bilingual Reading Grade 3
Page 34 of 37
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.
Jueves
Viernes
p. 207h
Fonética: Diptongos ai (ay), ei (ey), oi
(oy)
 Actividades para practicar la
fonética
o Libro de fonética – Reunión bajo
la ceiba
p. 207h
Fonética: Diptongos ai (ay), ei (ey), oi
(oy)
 Conclusión/Evaluación
 Repaso: Prefijos pre-, dis Hacer uno de los juegos/actividades
para practicar las palabras de
ortografía (Teacher Toolkit:
Games/Activities to Practice Weekly
Spelling Words)
 Choose an activity from the HandsOn Vocabulary Activities. (Teacher
Toolkit: Vocabulary)
p. 207a
 Comprensión: Predecir
 Presentación
 Enseñanza y práctica
 Conclusión/Evaluación
 1-minute fluency speed drills (Teacher
Toolkit: Third Grade Fluency Speed Drills)
 Partner reading
 Choose an activity from the HandsOn Vocabulary Activities. (Teacher
Toolkit: Vocabulary)
 Examen de la selección: La pelota
(Teacher Toolkit: Information for Third
Grade Teachers – TAKS Formatted
Assessments)
 1-minute fluency speed drills (Teacher
Toolkit: Third Grade Fluency Speed Drills)
 Choral reading of fluency passage (Select
an activity from the Teacher Toolkit)
p. 207j
Ortografía: Palabras con i/y
 Examen final
Weekly Spelling Words





estoy
oíamos
cayó
oye
payaso





voy
reina
rey
joyero
veintitrés
Weekly Vocabulary Words





mayo
desayunas
aire
hay
bailaré






emocionante
fútbol
inútilmente
oscuridad
patada
pelota





esquivar
excursión
huir
miramientos
porquería
Academic Vocabulary
 predecir
 diptongos
 prefijos
Comprehension Focus Lessons
Note: Occasionally, a read aloud of a mentor text will be done during the comprehension focus lesson. If this is the case, 10 minutes will be added to the focus lesson
and an additional read aloud after small group/work station time will not be done.
Semana 10: Predecir (Días 2 y 3)
 The following idea is from Guided Comprehension in the Primary Grades by Maureen McLaughlin. International Reading Association, Inc. 2003.
Day 2:
 Prior to doing the lesson, you will need to pre-select vocabulary words from the story and list them on the Predict-o-gram/Predict-o-grama chart. A copy of the Predict-o-Gram
template is available in the Teacher Toolkit. It is a good idea to make a transparency of the template.
 Make sure to select vocabulary from the story to stimulate predictions. The vocabulary should represent the story elements, characters, problem, action, and solution.
 Review with students what it means to make a prediction. Explain to them that today they are going to learn a new strategy for making predictions by using a graphic organizer
called a Predict-o-Gram. Show students a copy of a Predict-o-Gram template on the overhead.
 Expain that Predict-o-grams will help students to predict what they will be reading as well as alerting them to vocabulary they will encounter as they read. It also serves as a post
reading strategy because students return to their predictions after they have read and confirm or correct their predictions.
SAISD © 2008-09 – Third Grading Period
Bilingual Reading Grade 3
Page 35 of 37
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.




Allow students to work in groups and decide which story element the word tells about and write each word on the Predict-o-Gram in the appropriate place.
Read aloud the story to the students and have them revisit their original predictions and make changes as necessary.
Have the students use their templates to orally retell the story back to you.
Give students another copy of a Predict-o-Gram template with vocabulary words pulled from the main selection La pelota. This time students will work individually to place the
words in the appropriate spaces on the Predict-o-Gram chart. If time permits, they can begin reading La pelota today, pp. 191-197. As students read, they will confirm or correct
their predictions.
Day 3:
 Select another book to read aloud to the class. Before reading, pre-select two or three stopping points to make predictions. Place sticky notes on the pages you will be thinking
aloud.
 Read aloud to the first stopping point and make a prediction. Model your thinking by referring back to the text and explaining why you made the prediction, providing textual
evidence.
 At the next stopping point, ask students to make predictions, referring back to the text to explain why they made that prediction. Have students turn and talk to a neighbor about
their predictions. Ask two students to share with the whole group.
 Have students take out their Predict-o-Gram templates from yesterday. For today’s reading assignment, students will read La pelota, pp. 198-205.
 As students read, have them confirm or correct their predictions.
 Have students use the resulting information to summarize their story in their reading notebooks. Allow students to share their summaries with a partner.
 Call on several students to share their summaries with the class.
Small Group Guided Reading Instruction/Work Stations
40 Minutes
 There will be no Small Group Guided Reading Instruction on Mondays. The teacher will do a guided practice of the Reading Comprehension Process using the 2-page
comprehension story.
 Students will complete an Independent Reading Assignment on Tuesdays and Wednesdays. While the students complete the Reading Assignment, the teacher will meet with small
groups. Small Group Guided Reading Instruction is based on students’ needs. The teacher will meet with two groups daily (~20 minutes per group).
 The teacher should spend 5-7 minutes on a skills lesson to address one of the 5 reading components (Phonics, Phonemic Awareness, Vocabulary, Comprehension, or Fluency).
Following the brief skills lesson, students should apply their new learning to connected text.
 Work stations will occur simultaneously with Small Group Guided Reading Instruction. Each station should have differentiated activities that reinforce skills and strategies taught
during whole group instruction. Students will do one rotation so they can visit two work stations on Thursday and two on Friday.
 The following is a list of the four work stations:
Independent Reading/Comprehension Station (Taller de lectura independiente/comprensión)
Fluency Station (Taller de fluidez)
Writing Station (Taller de escritura)
Word Work Station (Taller de palabras)
 Go to the Teacher Toolkit for ideas on work station activities.
e)
f)
g)
h)
Read Aloud
10 Minutes
Routine:
 Preread the book to be familiar with the content and how to guide student discussion.
 Establish a purpose, tell why you selected the book, and familiarize them with the author, illustrator, and genre.
 Ask students to make predictions.
 Model comments and reflections as you read.
 Find a few places to pause and invite students to comment.
 Keep the pace of the reading so that it is not disjointed, but enjoyable.
SAISD © 2008-09 – Third Grading Period
Bilingual Reading Grade 3
Page 36 of 37
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.
 Keep a list of books you have read aloud and post it so that students can use the list to make connections.
 Place books you have read aloud in a special container, or display them in the classroom library for easy access.
Fountas, I., Pinnell, G.S. (2001). Guiding readers and writers: Grades 3-6, pp. 29-30. Heinemann Publishers, Portsmouth, NH.
Remember that you can sometimes use your read aloud time in conjunction with your focus lesson, if the title will exemplify what is being taught.
Resources
Teacher Toolkit:
 Information for Third Grade Teachers
 Spanish TAKS Stems
 Cloze Procedure
 Comprehension Skills
 Sequence for Teaching Tier 2 Vocabulary
 Vocabulary Picture Cards
 TAKS Formatted Assessments
 Work Station Activities
 Work Station Accountability Forms
 Ways to Teach Fluency packet
 Fluency Speed Drills
 Vocabulary Instruction Activities
 Games/Activities to Teach Spelling
 Predict-o-gram/Predict-o-grama template
SAISD © 2008-09 – Third Grading Period
Textbook:
 Scott Foresman Lectura Guía del maestro, Vol. 2 –
¡Déjame ver!, Páginas 188a-207l
 Story La pelota
 Cartel y audiocasete de rimas y canciones de
fonética
 Audiocasete de la selección
 Libro de recursos para el maestro
 Librito de fonética Reunión bajo la ceiba
 Superlibro La lagartija y el sol
 Colección Pirámide






Suggested Read Alouds:
La gallina hambrienta by Richard Waring
Papá escapó con el circo by Etgar Keret
El hombre de los cangrejos by Patricia E. Van West
La escoba de la viuda by Chris Van Allsburg
Carlos by Ivar Da Coll
Pindulí by Janell Cannon

Bilingual Reading Grade 3
Page 37 of 37
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.