Bilingual Reading – Grade 3
Unit of Study: Critical Literacy Enhances Readers’ Understanding (El alfabetismo crítico mejora la comprensión de los lectores)
CURRICULUM OVERVIEW
Unit Rationale
Fourth Grading Period Weeks 1- 3
Big Idea
“Critical literacy helps us to read texts in deeper, more meaningful ways. It encourages
readers of all ages to become actively engaged and use their power to construct
understanding and not be used by the text to fulfill the intentions of the author. It helps
readers to understand that there are many ways of thinking about and understanding a topic
and that the author has explained it in only one way.”
McLaughlin, Maureen and DeVoogd, Glenn L. (2004) Critical Literacy: Enhancing Students’
Comprehension of Text. New York, NY: Scholastic.
“We need critical literacy because it helps us:
1. to establish equal status in the reader-author relationship;
2. to understand the motivation the author had for writing the text (the
function) and how the author uses the text to make us understand in a
particular way (the form);
3. to understand that the author’s perspective is not the only perspective; and
4. to become active users of the information in texts to develop independent
perspectives, as opposed to being passive reproducers of the ideas in
texts.”
McLaughlin, Maureen and DeVoogd, Glenn L. (2004) Critical Literacy: Enhancing
Students’ Comprehension of Text. New York, NY: Scholastic.
TEKS Specificity – Intended Outcome
Concepts
TEKS
TEKS Grade 3 (Reading) The student is expected to:
 1C participate in rhymes, songs, conversations, and discussions
 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
 2B compare language and oral traditions that reflect customs, regions and cultures
 3B(ii) use verbal and nonverbal communication when making announcements,
giving directions, etc.
 4A use vocabulary to describe clearly ideas, feelings and experiences
 4B clarify and support spoken messages using appropriate props such as objects,
pictures or charts
 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
 5C identify multisyllabic words by using common syllable patterns
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
SAISD © 2008-09 – Fourth Grading Period
“I CAN” statements highlighted in yellow should be displayed for
students.
Yo puedo…
 participar en rimas, canciones, conversaciones y discusiones (1C)
 escuchar por diferentes propósitos (1Eii)
 hacer conexiones personales con el texto, entre textos y con el mundo
real (2A, 2B, 9G, 10D, 13A)
 utilizar la comunicación verbal y no verbal eficazmente al dar avisos o
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instrucciones o al hacer presentaciones (3Bii)
apoyar y aclarar mensajes orales utilizando recursos apropiados (4B)
descifrar las palabras (5A, 5Bii)
identificar palabras multisilábicas (5C)
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 obras clásicas y contemporáneas (7A)
leer una variedad de libros de diferentes géneros (7B)
leer para lograr varios propósitos (7C)
desarrollar el vocabulario nuevo y usarlo correctamente (4A, 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)
3rd Grade Bilingual Reading
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 36
 7A read classic and contemporary works
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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)
9J distinguish fact from opinion in various texts
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
11A distinguish different forms of texts, including lists, newsletters, and signs and
the functions they serve
11B distinguish fiction from nonfiction, including fact and fantasy
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)
SAISD © 2008-09 – Fourth Grading Period
 resumir el texto (9H)
 usar organizadores gráficos para mostrar información e interpretar la
información (9I, 12E, 12G)
 distinguir entre los hechos y las opiniones (9J)
 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 (11A, 11C)
 distinguir entre el realismo y la fantasía (11B)
 entender e identificar los términos literarios tales como título, autor(a),
ilustrador(a) (11E)
 distinguir entre las diferentes formas literarias de texto tales como
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cuentos, 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)
3rd Grade Bilingual Reading
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 36
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12B use alphabetical order to locate information
12C recognize and use parts of a book to locate information
12D use multiple sources, including print to locate information
12E interpret and use graphic sources of information, including maps, charts,
graphs, and diagrams
12F locate and use important areas of the library media center
12G organize information in systemic ways including notes, charts and labels
12H demonstrate learning through oral and written reports
12I use compiled information and knowledge to raise additional, unanswered
questions
12J draw conclusions from information gathered
13A connect his/her own experiences with the life experiences, language,
customs, and culture of others
16A(ii) write with more proficient spelling using silent letters in syllables, dieresis
marks, written accents, and spelling patterns
16B spell multisyllabic words using regularly spelled phonogram patterns
16H use resources to find correct spellings, synonyms or replacement words
Evidence of Learning
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Students will score 3-4 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.
85% of the students will score “Desarrollado” on the Tejas LEE assessment.
Students will read at a fluency rate of 70 or more wpm.
SAISD © 2008-09 – Fourth Grading Period
3rd Grade Bilingual Reading
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 36
CURRICULUM GUIDE
Essential Pre-requisite Skills
Essential Questions
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Unit of Study: Critical Literacy Enhances Students’ Understanding
 What is the difference between fact and opinion?
 How do I map out the plot of a story?
 Why is important to sequence steps in a process?
 How do the different elements of setting (place, time and environment) help me
better understand the story?
 Why is it important to visualize what I am reading?
 How do I distinguish between elements of fantasy and reality in a story?
Identify the importance of the setting to a story’s meaning (1-2)
Recognize the story problem(s) or plot (1-2)
Draw and discuss visual images based on text descriptions. (1-2)
Distinguish fiction from nonfiction including fact and fantasy. (K-2)
Recognize the distinguishing features of familiar genres including stories, poems,
and informational texts. (1-2)
 Retell or act out the order of important events in stories. (K-2)
 Monitor his/her own comprehension and act purposefully when comprehension
breaks down using such strategies as rereading, searching for clues, and asking
for help. (1-2)
The Teaching Plan for Lo que más quiero, Vol. 2, pp. 208a-229l
Instructional Model/Teacher Directions
Week 1
Daily Instructional Routines – Whole Group Instruction
(Monday: 90 Minutes; Tuesday-Friday: 40 Minutes)
Phonics/Spelling
Martes
Lunes
p. 229g
Fonética: Acento pronunciado –
Palabras esdrújulas
 Presentación
 Enseñanza
p. 229i
Ortografía: Acento escrito - Palabras
esdrújulas
 Examen preliminar
p. 229g
Fonética: Acento pronunciado –
Palabras esdrújulas
Rutina
 Practicar la pronunciación
 Separen en sílabas
 Digan con más fuerza
SAISD © 2008-09 – Fourth Grading Period
Vocabulary
Comprehension
p. 210
 Estrategias de vocabulario – Claves
de contexto: Homófonos
p. 210
 Introduce the vocabulary through
the Cloze Procedure using the story
Un buen comienzo. 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. 208-209
 The teacher will teach the
comprehension skill (fact and
opinion) via the Reading
Comprehension Process using the
story En bicicleta por las veredas
(Teacher Toolkit: Information for
Third Grade Teachers – Reading
Comprehension Process)
 Comprensión: Hechos y opiniones
 Presentación
 Enseñanza y práctica
 Conclusión/Evaluación
 Libro de recursos para el
maestro, p. 452
 Introduce the comprehension focus
lesson (see below).
 The students will apply the focus
lesson (fact and opinion) to the
selection Lo que más quiero, pp.
211-217 as the Independent
Reading Assignment.
Fluency
 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
3rd Grade Bilingual Reading
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 36
Miércoles
Jueves
Viernes
 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.
p. 229g
Fonética: Acento pronunciado –
Palabras esdrújulas
Actividades para practicar la fonética
 Formar palabras
p. 229i
Ortografía: Acento escrito – Palabras
esdrújulas
 Generalización
 Make an overhead transparency of
p. 465 from the Libro de recursos
para el maestro and complete
together as a class.
p. 229h
Fonética: Acento pronunciado –
Palabras esdrújulas
Actividades para practicar la fonética
 Libro de fonética Un sábado en el
ático
p. 229h
Fonética: Acento pronunciado –
Palabras esdrújulas
 Conclusión/Evaluación
 Repaso: Diptongos ai (ay), ei (ey), oi
(oy)
 Choose an activity from the HandsOn Vocabulary Activities. (Teacher
Toolkit: Vocabulary)
 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 (fact and opinion) to the
selection Lo que más quiero, pp.
218-225 as the Independent
Reading Assignment.
p. 229a
 Comprensión: Hechos y opiniones
 Presentación
 Enseñanza y práctica
 Conclusión/Evaluación
 Examen de la selección: Lo que
más quiero (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)
 1-minute fluency speed drills
(Teacher Toolkit: Third Grade
Fluency Speed Drills)
 Partner reading
 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. 229j
Ortografía: Ortografía: Acento escrito –
Palabras esdrújulas
 Examen final
Weekly Spelling Words
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estómago
sacándolo
cómico
cuénteme
teléfono
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zoológico
océano
lindísima
médico
eléctrico
SAISD © 2008-09 – Fourth Grading Period
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décimo
música
matemáticas
ácido
bolígrafo
Weekly Vocabulary Words
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alfabeto
aprender
cabaña
esperanza
magia
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periódico
barriles
lámpara
salinas
Academic Vocabulary
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hechos
opiniones
acento
esdrújula
diptongo
3rd Grade Bilingual Reading
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 36
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: Hechos y opiniones
The following lesson is from Just-Right Comprehension Mini-Lessons Grades 2-3 by Cheryl M. Sigmon, Scholastic Books, 2007.
Day 2:
 Prior to the Lesson: Create a set of sentence strips with fact and opinion statements relating to you and your students. Some sample sentences relating to the class are:
o Mario usa lentes./Mario wears glasses. (Hecho/Fact)
o El vestido de la señora Gutierrez es muy hermoso./Mrs. Gutierrez’s dress is very beautiful. (Opinión/Opinion)
o Karla tiene un perro que se llama Chico./Karla has a dog named Chico. (Hecho/Fact)
o La mejor mascota es un pez./The best pet is a fish. (Opinión/Opinion)
 On a pocket chart, put the heading “Hechos” (“Facts”) and “Opiniones” (“Opinions”).
 Explain to students that today they will be reviewing “hechos y opiniones/facts & opiniones”. Put the sentence strips face down on a table or desk. Tell students that this pile
contains an assortment of both fact and opinion statements. You will ask volunteers to select a strip and read it aloud to the class. Then they will decide whether the sentence
states a fact or an opinion. Tell students, “Para ayudarles a decidir si la oración declara un hecho o una opinión, quiero que se pregunten: ¿Éste es algo que todos—
incluyendo personas que no están en nuestra clase—podrían acordar que es verdadero?” (“To help you decide whether the statement is a fact or opinion, I want you to ask
yourselves: Is this something that everyone—even people who aren’t in our class—could agree is true?”)
 Call on different volunteers to read the statements and place them in the appropriate column of the chart.
 Have students help you to create an anchor chart with clues that can help a reader decide whether a statement is fact or opinion. See the statements below for examples:
o Un hecho … (A fact …)
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es información real o verdadera (is information that is real or true)
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es algo que puede ser probado (is something that can be proved)
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es información apoyada con evidencia (is information backed up by evidence)
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tiene evidencia que se puede percibir por los sentidos (has evidence that can be experienced through the senses)
o Una opinión… (An opinion…)
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es el punto de vista de alguien (is someone’s point of view)
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es una idea particular que alguien tiene (is a particular idea that someone has)
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es una oración o declaración que expresa un punto de vista (is a sentence or statement that expresses a point of view)
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es algo que la gente cree, piensa o siente (is something that people believe, think or feel)
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a menudo incluye palabras como “Yo creo…” o “Pensamos que…” para expresar una vista personal (often includes words like “I think…” or “We believe
that…” to show that someone’s personal views are being expressed)
 For today’s reading assignment, students will read Lo que más quiero, pp. 211-217. As they read, they will look for sentences that state either a fact or an opinion. Draw a TChart on the board for students to copy. Write Hechos (Facts) on the left and Opiniones (Opinions) on the right. See the example that follows:
Hechos
(Facts)
Opiniones
(Opinions)
 Students should try to find at least 3 facts and 3 opinions in the story and list them on a T-Chart.
SAISD © 2008-09 – Fourth Grading Period
3rd Grade Bilingual Reading
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 36
Day 3:
 Prior to the Lesson: Create a set of sentence strips with fact and opinion statements from the book to be read aloud today. Use the same pocket chart as yesterday, labled
“Hechos” (“Facts”) and “Opiniones” (“Opinions”).
 Read aloud a book to the students with examples of fact and opinion statements. After reading the book, show students the sentence strips with the statements from the book
and have students use their “every student response cards” (available on the Teacher Toolkit) to show you whether the statement is a fact or an opinion.
 Make sure students explain why each statement is a fact or an opinion.
 For today’s reading assignment, students will continue to read Lo que más quiero, pp. 218-225. As they read, they will look for sentences that state either a fact or an opinion.
The students will continue to fill out the T-Chart from yesterday’s assignment.
 Have the students find at least 3 facts and 3 opinions in the story and list them on a T-Chart.
 Have students share one fact and opinion with a partner. Call on 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.
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 – Fourth Grading Period
Textbook:
 Scott Foresman Lectura Guía del maestro, Vol. 2 –
¡Déjame ver! Páginas 208a-229l
 Story Lo que más quiero
 Cartel y audiocasete de rimas y canciones de
fonética
 Audiocasete de la selección
 Libro de recursos para el maestro
 Librito de fonética Un sábado en el ático
 Superlibro La lagartija y el sol
 Colección Pirámide
Suggested Read Alouds:
 La señorita Nelson ha desaparecido by Harry Allard
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Asombrosos reptiles by Mary Ling
El libro de palomitas de maíz by Tomie de Paola
Ballenas asesinas by Seymour Simon
Tiburones fabulosos by Seymour Simon
El chiquero by Mark Teague
Irene, la valiente by William Steig
3rd Grade Bilingual Reading
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 36
The Teaching Plan for El poni de Leah, Vol. 2, pp. 230a-249l
Instructional Model/Teacher Directions
Week 2
Phonics/Spelling
Miércoles
Martes
Lunes
p. 249g
Fonética: Palabras compuestas
 Presentación
 Enseñanza
p. 249i
Ortografía: Contracciones y palabras
compuestas
 Examen preliminar
Daily Instructional Routines – Whole Group Instruction
(Monday: 90 Minutes; Tuesday-Friday: 40 Minutes)
Vocabulary
Comprehension
p. 232
 Estrategias de vocabulario – Claves
de contexto: Sinónimos
 Introduce the vocabulary through the
Cloze Procedure using the story
Trabjao y diversión.. Note: The
students will not use the basal for
this activity. (Teacher Toolkit:
Information for Third Grade
Teachers – Cloze Procedure)
pp. 249g
Fonética: Palabras compuestas
 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)
 Have students complete a Frayer
Model, Concept Definition Map, or
Vocabulary Flip Book for one of the
vocabulary words.
p. 249g
Fonética: Palabras compuestas
 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:
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.
p. 249j
Ortografía: Contracciones y palabras
compuestas
 Generalización (Make an overhead
transparency of p. 484 from the
Libro de recursos para el maestro
and complete together as a class.)
SAISD © 2008-09 – Fourth Grading Period
Fluency
pp. 230-231
 The teacher will teach the
comprehension skill (plot) via the
Reading Comprehension Process
using the story Chiefy se queda
conmigo. (Teacher Toolkit:
Information for Third Grade Teachers
– Reading Comprehension Process)
 Comprensión: Argumento
 Presentación
 Enseñanza y práctica
 Conclusión/Evaluación
 Libro de recursos para el maestro,
p. 471
 Introduce the comprehension focus
lesson (see below).
 The students will apply the focus lesson
(plot) to the selection El poni de Leah,
pp. 233-242 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
(plot) to the selection El poni de Leah,
pp. 243-248 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
3rd Grade Bilingual Reading
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 36
Jueves
Viernes
p. 249g
Fonética: Palabras compuestas
 Actividades para practicar la
fonética
 Libro de fonética – El veintritrés
es un día especial
p. 249h
Fonética: Palabras compuestas
 Conclusión/Evaluación
 Repaso: Acento pronunciado –
palabras esdrújulas
 Choose an activity from the HandsOn Vocabulary Activities. (Teacher
Toolkit: Vocabulary)
 Choose an activity from the HandsOn Vocabulary Activities. (Teacher
Toolkit: Vocabulary)
 1-minute fluency speed drills
(Teacher Toolkit: Third Grade
Fluency Speed Drills)
 Partner reading
p. 249a
 Comprensión: Argumento
 Presentación
 Enseñanza y práctica
 Conclusión/Evaluación
 Examen de la selección: El poni de
Leah (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. 249j
Ortografía: Contracciones y palabras
compuestas
 Examen final
Weekly Spelling Words





al
del
saltamontes
guardabosque
veinticinco





abrelatas
supermercado
tocadiscos
guardarropa
altoparlante
Weekly Vocabulary Words





deprisa
paracaídas
lavaplatos
medianoche
anteojos







cabalgar
pasto
polvo
poni
quehacer
robusto
veloz






Academic Vocabulary




abonar
cincha
maizales
marchitas
subasta
tractor
argumento
sinónimos
contracciones
palabras compuestas
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: Argumento (Días 2 y 3)
The following lesson is from Just-Right Comprehension Mini-Lessons by Cheryl M. Sigmon, Scholastic Books, 2007.
Day 2:
 Prior to the lesson, you will need to jot down several short scenarios with a simple plotline and clear story elements for students to act out. See the tables below for a sample
plotline.
Spanish
SAISD © 2008-09 – Fourth Grading Period
English
3rd Grade Bilingual Reading
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 36
Argumento del cuento
Story Plot
principio:
se establecen el personaje principal (biciclista) y el ambiente
(camino rural)
beginning:
main character (bicyclist) introduced and setting (country
road)
medio: acción creciente
el biciclista monta su bicicleta para dar un paseo en el
campo
medio: clímax/punto culminante
el biciclista tiene una llanta ponchada
middle: rising action
bicyclist hops on his bike and rides down the road
medio: resolución
viene un amigo con una bomba de aire e infla la llanta
middle: resolution
a friend comes along with an air pump and fills tire
final/conclusión: el desenlace
los amigos se dieron la mano; la persona monta su bicicleta
de nuevo y sigue su paseo
end/conclusion: outcome
friends shake hands, person hops back on the bike and rides
away
middle: climax
the cyclist has a flat tire
 Discuss with the class the typical narrative plot structure with a distinct beginning, middle and end. Explain that within this plot structure are the story elements—character,
setting, plot, problem, and solution. Explain to the students that they will summarize a narrative through dramatization.
 Divide students into groups. Give each group a different scenario. They will need to decide as a group, how they will perform it, create a brief script for each part, and decide on
the director, actors and set designer. (Instead of actually designing a set, the set designer simply has to describe the setting.)
 Ask half of the groups to perform their scenario for the class. After each performance, have students discuss the story elements and explain why they decided to perform it the
way they did.
 On a transparency, display the plot-structure diagram (available on the Teacher Toolkit). Relate the components of the diagram to the scenarios the students have just acted out.
 The following is an example of a plot-structure diagram:
Spanish
English
Medio: Clímax/Punto culminante
Middle: Clímax
Medio: Acción
creciente
Principio:
Personajes/Ambiente
Middle: Rising
action
Medio: Resolución
Final/Conclusión:
Desenlace
Beginning:
Characters/Setting
Middle: Resolución
End/Conclusion:
Outcome
 Distribute a copy of the plot-structure diagram to teach student or have them draw the diagram in their reading notebooks. For today’s reading assignment, have students read El
poni de Leah, pp. 233-242. Tell students that whenever they encounter a targeted plot segment/story element, they will write the information on the diagram in the appropriate
spot. Remind students that since they are only reading half of the story today, that they will only complete part of the of the diagram—the beginning: characters/setting and the
the middle: rising action.
 Have students share their plot-structure diagrams with a partner.
SAISD © 2008-09 – Fourth Grading Period
3rd Grade Bilingual Reading
Page 10 of 36
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 the plot-structure diagrams with the class. Review the two diagrams completed yesterday using the scenarios assigned to the groups.
 Ask the other half of the groups to perform their scenario for the class. After each performance, have students discuss the story elements and explain why they decided to
perform it the way they did.
 On a transparency, display the Plot-Structure diagram. Relate the components of the diagram to the scenarios the students have just acted out.
 For today’s reading assignment, have students read El poni de Leah, pp. 243-248. Tell students that whenever they encounter a targeted plot segment/story element, they will
write the information on the diagram in the appropriate spot. The students will write down information from the story relating to the middle: climax, middle: resolution, and
end/conclusion: outcome.
 Have students share their plot-structure diagrams with a partner and allow individuals to share their plot-structure diagrams 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:
e) Independent Reading/Comprehension Station (Taller de lectura independiente/comprensión)
f) Fluency Station (Taller de fluidez)
g) Writing Station (Taller de escritura)
h) 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 – Fourth Grading Period
3rd Grade Bilingual Reading
Page 11 of 36
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
 Plot-Structure Diagram
SAISD © 2008-09 – Fourth Grading Period
Textbook:
 Scott Foresman Lectura Guía del maestro, Vol. 2 –
¡Déjame ver! Páginas 230a-249l
 Story El poni de Leah
 Cartel y audiocasete de rimas y canciones de fonética
 Audiocasete de la selección
 Libro de recursos para el maestro
 Librito de fonética, El veintitrés es un día especial
 Superlibro La lagartija y el sol
 Colección Pirámide
3rd Grade Bilingual Reading






Suggested Read Alouds:
Amos y Boris by William Steig
Irene, la valiente by William Steig
Niño cuervo by Taro Yashima
Quique duerme fuera de casa by Bernard Waber
El patito feo by Hans Cristian Andersen
Jumanji by Chris Van Allsburg
Page 12 of 36
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 piñatero, Vol. 2, pp. 256a-275l
Instructional Model/Teacher Directions
Week 3
Phonics/Spelling
Miércoles
Martes
Lunes
p. 275g
Fonética: Diptongos iu, iu (uy)
 Presentación
 Enseñanza
p. 275i
Ortografía: Palabras con güe/güi
 Examen preliminar
p. 275g
Fonética Diptongos iu, iu (uy)
 Rutina
 Practicar la pronunciación
o Separen en sílabas
o Combinen las sílabas
p. 275g
Fonética: Diptongos iu, iu (uy)
 Actividades para practicar la fonética
 Formar palabras
p. 275i
Ortografía: Palabras con güe/güi
 Generalización (Make an overhead
transparency of p. 506 from the
Libro de recursos para el maestro
and complete together as a class.)
SAISD © 2008-09 – Fourth Grading Period
Daily Instructional Routines – Whole Group Instruction
(Monday: 90 Minutes; Tuesday-Friday: 40 Minutes)
Vocabulary
Comprehension
p. 258
 Estrategias de vocabulario –
Palabras con varios signifcados
 Introduce the vocabulary through the
Cloze Procedure using the story Una
piñata con alas. 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. 256-257
 The teacher will teach the
comprehension skill (steps in a
process) via the Reading
Comprehension Process using the
story Cómo revelar un patrón
(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 e
maestro, p. 493
 Introduce the comprehension focus
lesson (see below).
 The students will apply the focus
lesson (steps in a process) to the
selection El piñatero, pp. 259-270 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 (steps in a process) to the
259-270 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)
3rd Grade Bilingual Reading
 1-minute fluency speed drills
(Teacher Toolkit: Third Grade
Fluency Speed Drills)
 Partner reading
Page 13 of 36
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. 275h
Fonética: Diptongos iu, iu (uy)
 Actividades para practicar la fonética
 Libro de fonética Paula Carrera, la
picotera
 Choose an activity from the HandsOn Vocabulary Activities. (Teacher
Toolkit: Vocabulary)
p. 275a
 Comprensión: Pasos de un proceso
 Presentación
 Enseñanza y práctica
 Conclusión/Evaluación
p. 275h
Fonética: Diptongos iu, iu (uy)
 Conclusión/Evaluación
 Repaso: Palabras compuestas
 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: El piñatero
(Teacher Toolkit: Information for
Third Grade Teachers – TAKS
Formatted Assessments)
 1-minute fluency speed drills
(Teacher Toolkit: Third Grade
Fluency Speed Drills)
 Partner reading
 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. 275j
 Ortografía: Palabras con güe/güi
Examen final
Weekly Spelling Words





piragüero
desagüe
pingüino
agüita
bilingüe





buitre
ungüento
paragüitas
pedigüeño
vergüenza





Weekly Vocabulary Words
cigüeña
güero
averigüé
muy
triunfal






cisne
cono
diseñar
engrudo
famoso
pescuezo





almidón
ascuas
embarrado
flecos
mezcla
Academic Vocabulary




pasos de un proceso
palabras con varios significados
diptongos
diaresis
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: Pasos de un proceso (Días 2 y 3)
Day 2:
 Review the concept of sequence with the students. Tell them that informational text is often presented in first-next-last order, such as the story we read yesterday on revealing a
pattern.
 Tell the students that steps in a process is another way of saying “sequence”.
 Select one of the suggested read-alouds to share with the class. Ask students to pay attention to the steps in a process in the book.
 After reading the book aloud, write the story title on a sentence strip and place it at the top of a pocket chart.
 Invite students to help you recall the events of the story. Write the events on sentence strips—one event per strip. When finished, mix the strips up, display them on the pocket
chart and call on students to help place the sentence strips in the correct order.
 Show students index cards labeled: First (Primero), Next (Después), Then (Luego), Finally (Por fin).
 Show students how to place the cards correctly on the pocket chart. Since there are more sentence strips than index cards, explain to students that not every sentence needs a
transitional word.
 For today’s reading assignment, give the students the steps in a process strips that correspond to the story El piñatero. Students will read the entire story, pp. 259-270. They will
cut the story strips out and arrange them in sequential order. After the strips are in order, children will glue the strips on page one into their reading notebooks.
SAISD © 2008-09 – Fourth Grading Period
3rd Grade Bilingual Reading
Page 14 of 36
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:
 Select a read aloud that has has the steps in a process clearly listed and write down the main events on index cards (one event per card). Do not show the cards to the students
yet. (If using a book with specific times/dates, do not write these on the index cards but on the timeline.)
 Tell the students they are going to listen carefully to the story because afterwards they are going to put the story events in order.
 Read the book aloud to the class.
 Draw a timeline on the board. Explain to the students that a timeline is another way to display how the steps in a story occur. Display the index cards on a pocket chart so the
class can see all of the events in the story. Call on individual students to help put the events in order on the timeline. (If the story does not have specific times/dates, explain to
students that most of the timelines they will see will have specific times/dates such as the one they will see in the basal story La colonización del Suroeste.)
 For today’s reading assignment, students will read La colonización del Suroeste, pp. 273-275. Ask them to pay special attention to the titles, subtitles, and the timeline in
particular. Students will complete the activity “Práctica para exámenes estandarizados” on p. 275 as the reading assignment. Either list the questions from p. 275 on the board for
students to copy into their reading notebooks or create a handout with the questions for students to staple/glue into their reading notebooks.
 Afterwards, have students share their answers with a partner and call on individuals to share with the 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.
 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:
i) Independent Reading/Comprehension Station (Taller de lectura independiente/comprensión)
j) Fluency Station (Taller de fluidez)
k) Writing Station (Taller de escritura)
l) 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 – Fourth Grading Period
3rd Grade Bilingual Reading
Page 15 of 36
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
 El piñatero Steps-in-a-Process Strips
SAISD © 2008-09 – Fourth Grading Period
Textbook:
 Scott Foresman Lectura Guía del maestro, Vol. 2 –
¡Déjame ver! Páginas 256a-275l
 Story El piñatero
 Cartel y audiocasete de rimas y canciones de
fonética
 Audiocasete de la selección
 Libro de recursos para el maestro
 Librito de fonética El deseo de cumpleaños de Luisa
 Superlibro Cómo los artistas ven los animales
 Colección Pirámide
3rd Grade Bilingual Reading





Suggested Read Alouds:
Cómo se hace un libro by Aliki
La leche de la vaca al envase by Aliki
Las vacas lecheras by Gail Gibbons
Cómo crece una semilla by Gail Gibbons
¿Cómo se hace un crayón? by Charles Oz
Page 16 of 36
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 viaje de May, Vol. 2, pp. 276a-295l
Instructional Model/Teacher Directions
Week 4
Daily Instructional Routines – Whole Group Instruction
(Monday: 90 Minutes; Tuesday-Friday: 40 Minutes)
Phonics/Spelling
Jueves
Miércoles
Martes
Lunes
p. 295g
Fonética: Sufijos –ando, -iendo, -azo
 Presentación
 Enseñanza
Vocabulary
Comprehension
p. 278
 Estrategias de vocabulario – Claves
de contexto: Palabras con varios
significados
p. 295i
Ortografía: Homófonos
 Examen preliminar
 Introduce the vocabulary through the
Cloze Procedure using the story
Regalos para todos. Note: The
students will not use the basal for
this activity. (Teacher Toolkit:
Information for Third Grade
Teachers – Cloze Procedure)
p. 295g
Fonética: Sufijos –ando, -iendo, -azo
 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. 295g
Fonética: Sufijos –ando, -iendo, -azo
 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.
 Choose an activity from the HandsOn Vocabulary Activities. (Teacher
Toolkit: Vocabulary)
p. 295j
Ortografía: Homófonos
 Generalización (Make an overhead
transparency of p. 525 from the
Libro de recursos para el maestro
and complete together as a class.)
p. 295h
Fonética: Sufijos –ando, -iendo, -azo
 Actividades para practicar la fonética
 Libro de fonética – Una máquina
maravillosa
SAISD © 2008-09 – Fourth Grading Period
pp. 80-81
 The teacher will teach the
comprehension skill (setting) via the
Reading Comprehension Process
using the story Un viaje en tren.
(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. 512
 Introduce the comprehension focus
lesson (see below).
 The students will apply the focus
lesson (setting) to the selection El
viaje de May, pp. 279-285 as the
Independent Reading Assignment.
 Continue the comprehension focus
lesson (see below).
 The students will apply the focus
lesson (compare and contrast) to the
selection El viaje de May, pp. 286293 as the Independent Reading
Assignment.
p. 295
 Comprensión: Ambiente
 Presentación
 Enseñanza y práctica
 Conclusión/Evaluación
3rd Grade Bilingual Reading
Fluency
 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
 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
Page 17 of 36
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. 295h
Fonética: Sufijos –ando, -iendo, -azo
 Conclusión/Evaluación
 Repaso: Diptongos iu, ui (uy)
 Examen de la selección: El viaje de
May (Teacher Toolkit: Information
for Third Grade Teachers – TAKS
Formatted Assessments)
 Hacer uno de los juegos/actividades
para practicar las palabras de
ortografía (Teacher Toolkit:
Games/Activities to Practice Weekly
Spelling Words)
 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. 295j
Ortografía: Homófonos
 Examen final
Weekly Spelling Words










vota
bota
sumo
zumo
cocer
Weekly Vocabulary Words





coser
sierra
cierra
cazar
casar
hola
ola
hablando
ablando
ralla





báscula
conductor
enviar
estación
etiqueta





Academic Vocabulary




paquete
boleto
boquiabierta
permitido
postal
ambiente
homófonos
sufijos
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 4: Ambiente (Días 2 y 3)
Day 2:
 Review with 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:





Lugar
la escuela
el bosque
el camino
en la casa
en un tren





Spanish
Tiempo
por la mañana
en el pasado
durante la
Guerra Civil
a las diez de la
noche
durante el
otoño
Entorno
 hacía frío
 no había
ningún ruido
 escalofriante





Place
the school
the forest
the road
in the house
on a train





English
Time
in the morning
in the past
during the Civil
War
at 10:00 p.m.
during autumn
Environment
 it was cold
 there was no
noise
 chilling/frighteni
ng
 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 setting table, such as the one below, in their reading notebooks.
SAISD © 2008-09 – Fourth Grading Period
3rd Grade Bilingual Reading
Page 18 of 36
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.
Lugar
(Place)
Escenario
(Setting)
Tiempo
(Time)
Entorno
(Environment)
 Students will then read the selection El viaje de May, pp. 279-287. As they are reading, they will write the words/phrases that relate to the story’s setting on the chart.
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 El viaje de May, pp. 288-293. They 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 chart.
 Have students share their setting charts with a partner, and call on individuals to share with the whole group.
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:
m) Independent Reading/Comprehension Station (Taller de lectura independiente/comprensión)
n) Fluency Station (Taller de fluidez)
o) Writing Station (Taller de escritura)
p) 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.
SAISD © 2008-09 – Fourth Grading Period
3rd Grade Bilingual Reading
Page 19 of 36
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
SAISD © 2008-09 – Fourth Grading Period
Textbook:
 Scott Foresman Lectura Guía del maestro, Vol. 2 –
¡Déjame ver!, Páginas 276a-295l
 Story El viaje de May
 Cartel y audiocasete de rimas y canciones de
fonética
 Audiocasete de la selección
 Libro de recursos para el maestro
 Librito de fonética Una máquina maravillosa
 Superlibro Cómo los artistas ven los animales
 Colección Pirámide
3rd Grade Bilingual Reading






Suggested Read Alouds:
La señorita Runfio by Barbara Cooney
El barrio de José by George Ancona
El bosque by Claire A. Nivola
Las hijas bellas de Mufaro by John Steptoe
En las orillas del Amazonas by Nancy Kelly Allen
El Lórax by Dr. Seuss
Page 20 of 36
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 domingo extraordinario, Vol. 2, pp. 296a-315l
Instructional Model/Teacher Directions
Week 5
Daily Instructional Routines – Whole Group Instruction
(Monday: 90 Minutes; Tuesday-Friday: 40 Minutes)
Miércoles
Martes
Lunes
Phonics/Spelling
p. 315g
Fonética: Acento pronunciado –
Palabras sobresdrújulas
 Presentación
 Enseñanza
p. 315i
Ortografía: Acento escrito – Palabras
sobreesdrújulas
 Examen preliminar
Vocabulary
Comprehension
p. 298
 Estrategias de vocabulario –
Claves de contexto: Sinónimos
 Introduce the vocabulary through
the Cloze Procedure using the
story Gabi, la cocinera. Note: The
students will not use the basal for
this activity. (Teacher Toolkit:
Information for Third Grade
Teachers – Cloze Procedure)
p. 315g
Fonética: Acento pronunciado –
Palabras sobresdrújulas
 Rutina
 Practicar la pronunciación
o Separen en sílabas
o Digan con más fuerza
 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. 315g
Fonética: Acento pronunciado –
Palabras sobresdrújulas
 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.
p. 315i
Ortografía: Acento escrito – Palabras
sobresdrújulas
 Generalización (Make an overhead
transparency of p. 544 from the Libro
de recursos para el maestro and
complete together as a class.)
SAISD © 2008-09 – Fourth Grading Period
Fluency
pp. 296-297
 The teacher will teach the comprehension
skill (visualization) via the Reading
Comprehension Process using the story El
primer día en Londres. (Teacher Toolkit:
Information for Third Grade Teachers –
Reading Comprehension Process)
 Comprensión: Visualizar
 Presentación
 Enseñanza y práctica
 Conclusión/Evaluación
 Libro de recursos para el
maestro, p. 531
 Introduce the comprehension focus lesson
(see below).
 The students will apply the focus lesson
(visualizing) to the selection Un domingo
extraordinario, pp. 299-307 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
(visualizing) to the selection Un domingo
extraordinario, pp. 308-313 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)
3rd Grade Bilingual Reading
 1-minute fluency speed drills
(Teacher Toolkit: Third Grade
Fluency Speed Drills)
 Partner reading
Page 21 of 36
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. 315h
Fonética: Acento pronunciado –
Palabras sobresdrújulas
 Actividades para practicar la fonética
 Libro de fonética – Teresa la
presidenta, lógicamente
p. 315h
Fonética: Acento pronunciado –
Palabras sobresdrújulas
 Conclusión/Evaluación
 Repaso: Sufijos –ando, -iendo, -azo
 Choose an activity from the Hands-On
Vocabulary Activities. (Teacher
Toolkit: Vocabulary)
 Choose an activity from the Hands-On
Vocabulary Activities. (Teacher
Toolkit: Vocabulary)
p. 315a
 Comprensión: Visualizar
 Presentación
 Enseñanza y práctica
 Conclusión/Evaluación
 Examen de la selección: Un
domingo extraordinario (Teacher
Toolkit: Information for Third Grade
Teachers – TAKS Formatted
Assessments)
 1-minute fluency speed drills
(Teacher Toolkit: Third Grade
Fluency Speed Drills)
 Partner reading
 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. 315j
Ortografía: Acento pronunciado –
Palabras sobresdrújulas
 Examen final
Weekly Spelling Words





llévatelo
súbeselos
entrégaselo
tráemelo
ágilmente





díganselo
enérgicamente
rápidamente
préstamelos
comunícaselo
Weekly Vocabulary Words
 cómicamente
 fantásticament
e
 últimamente
 póngamelos
 tímidamente




arrojar
nevera
declarar
salsa





enrojecido
aborrecer
desastre
comestible
Academic Vocabulary
 visualizar
 acento
 sufijo
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: Visualizar (Días 2 y 3)
Day 2:
This activity comes from Just-Right Comprehension Mini-Lessons Grades 2-3 by Cheryl M. Sigmon, Scholastic Books, 2007 and Reading Power: Teaching Students to Think While
They Read by Adrienne Gear, Pembroke Publishers Ltd., 2006.
 Explain to students that when they read, they should be forming a “movie” in their heads. Remind students that a good book or a story it is like going to the movies, except the
movie is in your mind. For example, when good readers meet characters in a book, they imagine how the characters look, feel and act.
 Continue by stressing that readers need to revise and modify their images when they find new clues. If not, they will see something different from what the author intended and
their comprehension will be affected.
 During the read aloud, model to students how to visualize what is being read. Explain that when we read, not only do we see pictures in our heads, but we can also use our other
senses to hear hear, taste and feel.
 Introduce the anchor chart titled Using Our Senses (Usando nuestros sentidos). As you read, pause occasionally to think aloud about what you are picturing in your mind. Be sure
to include images that need to be revised once additional text is read. Explain to students what you see, hear, and the feeling that you get while you are reading the book and list
the words on the anchor chart. See the sample chart below:
SAISD © 2008-09 – Fourth Grading Period
3rd Grade Bilingual Reading
Page 22 of 36
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.
lo que oí
cómo me sentí
lo que vi
lo que oí
cómo me sentí
what I saw
what I heard
how I felt
what I saw
what I heard
how I felt
Page _______
lo que vi
English
When I read the story ____________________ by _______________,
this is…
Page _______
Página _______
Página _______
Spanish
Cuando leí el cuento ____________________ por _______________,
esto es…
 After modeling, tell students they are going to visualize. Ask them to be good listeners as you continue with the read aloud. Pause at likely spots and ask volunteers to describe
the what they see and hear and what they felt while they were listening. Jot the students’ ideas on the chart.
 Tell students as they read the story Un domingo extraordinario, they will stop at the designated stopping points and list what they see, hear and feel.
 For today’s independent reading assignment, the students will read pp. 299-307. They will select one particular part of the story that they were able to strongly visualize (through
sight, sound and feelings). Then they will fill in their Using Our Senses (Usando nuestros sentidos) chart (available on the Teacher Toolkit). Remind students to list the page
number where they stopped to visualize.
Day 3:
 Model to students, as on day two, how to visualize during a read aloud and fill out the Using Our Senses (Usando nuestros sentidos) chart.
 For the independent reading assignment, students will continue reading Un domingo extraordinario, pp. 308-313. Have them select another particular part of the story that they
were able to strongly visualize (through sight, sound and feelings). Then they will continue to fill in their Using Our Senses (Usando nuestros sentidos) chart.
 Have students turn to a partner and share one of the pages they visualized.
 Then call on individual 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 – Fourth Grading Period
3rd Grade Bilingual Reading
Page 23 of 36
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
 Using Our Senses Chart
SAISD © 2008-09 – Fourth Grading Period
Textbook:
 Scott Foresman Lectura Guía del maestro, Vol. 2 –
¡Déjame ver!, Páginas 296a-315l
 Story Un domingo extraordinario
 Cartel y audiocasete de rimas y canciones de fonética
 Audiocasete de la selección
 Libro de recursos para el maestro
 Librito de fonética Teresa la presidenta, lógicamente
 Superlibro Cómo los artistas ven los animales
 Colección Pirámide
3rd Grade Bilingual Reading





Suggested Read Alouds:
Hola mar by Pam Muñoz Ryan
Gilberto y el viento by Marie Hall Ets
El día de nieve by Ezra Jack Kyats
La señorita Runfio by Barbara Cooney
Abuela by Arthur Dorros
Page 24 of 36
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 TEJAS LEE TESTING, THIS SCOPE AND SEQUENCE WILL BE USED FOR EITHER WEEK 6 OR 7. DURING THE
WEEK OF TESTING, THE TEACHER WILL REVIEW SKILLS FROM THE PREVIOUS WEEKS. ***
The Teaching Plan for El aullido de los monos, Vol. 2, pp. 316a-339l
Instructional Model/Teacher Directions
Weeks 6 and 7
Daily Instructional Routines – Whole Group Instruction
(Monday: 90 Minutes; Tuesday-Friday: 40 Minutes)
Phonics/Spelling
Comprehension
p. 339i
Ortografía: Palabras en plural: -s, -es,
-ces
 Examen preliminar
 Introduce the vocabulary through the
Cloze Procedure using the story El
aullido de los monos. Note: The
students will not use the basal for
this activity. (Teacher Toolkit:
Information for Third Grade
Teachers – Cloze Procedure)
p. 339g
Fonética: Plurales: -s, -es, -ces
 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. 339g
Fonética: Plurales: -s, -es, -ces
 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
p. 318
 Estrategias de vocabulario –
Antónimos
Martes
p. 339g
Fonética: Plurales: -s, -es, -ces
 Presentación
 Enseñanza
Vocabulary
p. 339i
Ortografía: Palabras en plural: -s, -es,
-ces
 Generalización (Make an overhead
transparency of p. 563 from the
Libro de recursos para el maestro
and complete together as a class.)
SAISD © 2008-09 – Fourth Grading Period
pp. 316-317
 The teacher will teach the
comprehension skill (plot) via the
Reading Comprehension Process
using the story Salven mi selva.
(Teacher Toolkit: Information for
Third Grade Teachers – Reading
Comprehension Process)
 Comprensión: Argumento
 Presentación
 Enseñanza y práctica
 Conclusión/Evaluación
 Libro de recursos para el
maestro, p. 550
 Introduce the comprehension focus
lesson (see below).
 The students will apply the focus
lesson (plot) to the selection El
aullido de los monos, pp. 319-329 as
the Independent Reading
Assignment.
 Continue the comprehension focus
lesson (see below).
 The students will apply the focus
lesson (plot) to the selection El
aullido de los monos, pp. 330-337
as the Independent Reading
Assignment.
3rd Grade Bilingual Reading
Fluency
 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
 1-minute fluency speed drills
(Teacher Toolkit: Third Grade
Fluency Speed Drills)
 Choral reading of fluency passage
(Select an activity from the Teacher
Toolkit)
Page 25 of 36
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. 339h
Fonética: Plurales: -s, -es, -ces
 Actividades para practicar la fonética
 Libro de fonética – Los inventos
de Nicolás
 Choose an activity from the HandsOn Vocabulary Activities. (Teacher
Toolkit: Vocabulary)
p. 339h
Fonética: Plurales: -s, -es, -ces
 Conclusión/Evaluación
 Repaso: Acento pronunciado:
palabras esdrújulas
 Choose an activity from the HandsOn Vocabulary Activities. (Teacher
Toolkit: Vocabulary)
 1-minute fluency speed drills
(Teacher Toolkit: Third Grade
Fluency Speed Drills)
 Partner reading
p. 339a
 Comprensión: Argumento
 Presentación
 Enseñanza y práctica
 Conclusión/Evaluación
 Examen de la selección: El aullido
de los monos. (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. 339j
Ortografía: Palabras en plural: -s, -es,
-ces
 Examen final
Weekly Spelling Words





tapices
astros
panes
vacas
tardes





narices
gallos
mujeres
paredes
mayores





Weekly Vocabulary Words
volcanes
cantores
raíces
amigos
cristales





labor
monos
silencioso
sonido
valle





alaridos
arboleda
aullido
ladera
taladores
Academic Vocabulary
 argumento
 plurales
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.
Semanas 6 y 7: Argumento (Días 2 y 3)
Day 2:
 Remind students that they just studied about story plots a few weeks ago. Show them the anchor chart with the plot-structure diagram (refer to week two of the curriculum guide).
 Review the elements of plot:
o principio (beginning)

personajes (characters)

ambiente (setting)
o medio (middle)

acción creciente (rising action)

clímax/punto culminante (climax)
SAISD © 2008-09 – Fourth Grading Period
3rd Grade Bilingual Reading
Page 26 of 36
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.

resolución (resolution)
final/conclusión (end/conclusion)

desenlace (outcome)
Read aloud one of the suggested books. Lead students in a discussion of how one event leads to another.
Have students help you to complete a plot-structure diagram. Save this diagram to use with tomorrow’s lesson.
For today’s reading assignment, the students will read El aullido de los monos, pp. 319-337. Have them read through the entire story to thoroughly understand the plot structure
of the story. They will then complete a plot-structure diagram for El aullido de los monos in their reading notebooks.
Have students share the ideas they wrote on their plot-structure diagrams. Jot their ideas down on an anchor chart. Save this chart for the next day as it will be used in
comparison with a story chart.
o




Day 3:
 Show the plot-structure diagram that the students helped to complete the day before. Explain to students that they are going to use a new graphic organizer today to map out the
events in the story. Show students the new story map (available on the Teacher Toolkit) and explain how the information from the plot-structure diagram can used with the new
map. The only difference between the plot-structure diagram and the story map is that students have to elaborate more on the plot using the story map. See the sample story
maps below:
Spanish
English
Characters
Ambiente
Setting
Problema
Problem
Suceso/Evento
Event
Suceso/Evento
Event
Suceso/Evento
Suceso/Evento
PLOT
ARGUMENTO
Personajes
Suceso/Evento
Event
Event
Event
Resolución
Solution
Final/Conclusión
Ending
 Display the plot-structure diagram from yesterday and the new story map side by side. Ask questions about the story regarding the characters and setting and write that
information on the story map. Discuss how the story ended and list that information on the story map. Explain that the story map will have more information than the plot-structure
diagram because students need to be very specific about the problem the main character faces and the events in the story that lead up to the resolution and ending.
 Have students look at the plot-structure diagram they helped to complete yesterday and figure out what problem the main character faced and list that information on the story
map.
 Then have the children help to list the most important events in the story that ocurred because of the problem. Write the students’ suggestions on the story map.
 When the story map is complete, compare it to the plot-structure diagram and discuss the events in both.
 For today’s reading assignment, students will reread the story El aullido de los monos, pp. 319-337. This time they need to pay special attention and look for the story problem
and the events that occur as a result of the story problem.
 Give students a copy of the story map and have them complete it after reading the story.
 Have students compare their story maps with another student.
 Display a copy of the story map on the overhead. Ask students help you to fill it out using the information they wrote in their reading notebooks.
SAISD © 2008-09 – Fourth Grading Period
3rd Grade Bilingual Reading
Page 27 of 36
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.
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.
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
SAISD © 2008-09 – Fourth Grading Period
Textbook:
 Scott Foresman Lectura Guía del maestro, Vol. 2 –
¡Déjame ver!, Páginas 316a-339l
 Story El aullido de los monos
 Cartel y audiocasete de rimas y canciones de
fonética
 Audiocasete de la selección
 Libro de recursos para el maestro
 Librito de fonética Los inventos de Nicolás
 Superlibro Cómo los artistas ven los animales
 Colección Pirámide
3rd Grade Bilingual Reading






Suggested Read Alouds:
Amos y Boris by William Steig
Irene, la valiente by William Steig
Niño cuervo by Taro Yashima
Quique duerme fuera de casa by Bernard Waber
El patito feo by Hans Cristian Andersen
Jumanji by Chris Van Allsburg
Page 28 of 36
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.




Fluency Speed Drills
Vocabulary Instruction Activities
Games/Activities to Teach Spelling
Story Map
SAISD © 2008-09 – Fourth Grading Period
3rd Grade Bilingual Reading
Page 29 of 36
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 Dos hormigas traviesas, Vol. 2, pp. 340a-363l
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. 363g
Fonética: Acento pronunciado
 Presentación
 Enseñanza
p. 363i
Ortografía: Separación de sílabas con
acento escrito
 Examen preliminar
p. 363g
Fonética: Acento pronunciado
 Rutina
o Separen en sílabas
o Digan con más fuerza
p. 363g
Fonética: Acento pronunciado
 Actividades para practicar la
fonética
o Formar palabras
p. 363i
Ortografía: Separación de sílabas con
acento escrito
 Generalización (Make an overhead
transparency of p. 582 from the
Libro de recursos para el maestro
and complete together as a
class.)
SAISD © 2008-09 – Fourth Grading Period
Vocabulary
Comprehension
p. 342
 Estrategias de vocabulario –
Claves de contexto: Palabras
desconocidas
 Introduce the vocabulary through
the Cloze Procedure using the
story La aventura de Hormi.
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. 340-341
 The teacher will teach the
comprehension skill (realism and
fantasy) via the Reading
Comprehension Process using the
story Ali y la serpiente Verdi se
pregunta.... (Teacher Toolkit:
Information for Third Grade
Teachers – Reading
Comprehension Process)
 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.
Fluency
 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 (realism and fantasy) to the
selection Dos hormigas traviesas,
pp. 343-350 as the Independent
Reading Assignment.
 1-minute fluency speed drills (Teacher
Toolkit: Third Grade Fluency Speed
Drills)
 Partner reading
 Continue the comprehension focus
lesson (see below).
 The students will apply the focus
lesson (realism and fantasy) to the
selection Dos hormigas traviesas,
pp. 351-357 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)
3rd Grade Bilingual Reading
Page 30 of 36
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. 363h
Fonética: Acento pronunciado
 Actividades para practicar la
fonética
o Libro de fonética – Viajes con
Manuel
 Choose an activity from the HandsOn Vocabulary Activities.
(Teacher Toolkit: Vocabulary)
p. 363h
Fonética: Acento pronunciado
 Conclusión/Evaluación
 Repaso: Plurales –s, -es, -ces
 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. 363a
 Comprensión: Realismo y fantasía
 Presentación
 Enseñanza y práctica
 Conclusión/Evaluación
 Examen de la selección: Dos
hormigas traviesas (Teacher
Toolkit: Information for Third Grade
Teachers – TAKS Formatted
Assessments)
 1-minute fluency speed drills (Teacher
Toolkit: Third Grade Fluency Speed
Drills)
 Partner reading
 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. 363j
Ortografía: Acento escrito
 Examen final
Weekly Spelling Words





carbón
frágil
ágil
príncipe
señaló





tímido
acá
plástico
jamás
pantalón
Weekly Vocabulary Words





fósil
hábilmente
fértil
económico
cantó






cascada
cegador
cristal
explorador
golosina
maravilloso






tesoro
aberturas
antenas
chamuscadas
hirviente
luciérnaga
Academic Vocabulary
 realismo
 fantasía
 acento
Comprehension Focus Lessons
SAISD © 2008-09 – Fourth Grading Period
3rd Grade Bilingual Reading
Page 31 of 36
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.
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: Realismo y fantasía (Días 2 y 3)
Day 2:
 Begin the lesson with a review of the terms “realismo” (“realism”) and “fantasía” (“fantasy”).
 Explain that “realismo” is something that can occur in real life. “Fantasía” is something that cannot happen in real life.
 Tell students they are going to learn more about “realismo” and “fantasía” and that by the end of the lesson, they will be able to distinguish between the two.
 Give some examples of “realismo” and “fantasía”. Un perro persiguiendo una pelota que su amo le tiró es algo que podría suceder en la vida real; entonces éste es un ejemplo del
realismo. Un perro platicando con su amo acerca de la diversión que tuvieron en el parque jugando a la pelota es algo que no podría suceder porque los perros no hablen.
Entonces, éste es un ejemplo de la fantasia. (A dog chasing a ball that his owner threw is something that could happen in real life; so this is an example of realism. Un dog talking
to his owner about the fun they had in the park playing ball is something that could not happen because dogs don’t talk. Therefore, this is an example of fantasy.)
Read one of the suggested read alouds that has elements of realism and fantasy.
 After reading the story, draw a T-Chart on the board. On the left write Realismo/Reality (Lo que podría suceder/What could happen) and on the right, write Fantasía/Fantasy
(Lo que no podría suceder/What couldn’t happen).
Realismo/Reality
Fantasía/Fantasy
(Lo que podría suceder/What could happen)
(Lo que no podría suceder/What couldn’t happen)
 Ask students to name events from the story that could and couldn’t happen in real life. Write the event in the correct column. Have students explain why each event is “fantasía” or
“realismo”.
 For today’s reading assignment, have students make a foldable such as the one below. They will fold a piece of paper in half, hamburger-wise. Then they will bring the outside
edges to the crease in the middle. At the top of the left flap, have students write “Realismo” and at the top of the right flap, ”Fantasía”. Students can draw a picture of something
that depicts reality and something that depicts fantasy on the outside of the corresponding flap. Have students open the foldable and trace the crease down the middle with their
pencils. At the top of the left-hand side, have the students write Realismo (Lo que no podría suceder) and on the other side, they will write Fantasía (Lo que no podría suceder).
See the example below:
Fold the paper in half and then bring the
outside edges to the middle
→
Fold to middle
crease
←
Fold to middle
crease
Inside
Outside
►
Realismo
Fantasía
(Students
will draw a
picture of
something
that depicts
reality.)
(Students
will draw a
picture of
somehting
that depicts
fantasy.)
Realismo
(Lo que podría
suceder)
Fantasía
(Lo que no podría
suceder)
►
 Have them read Dos hormigas extraordinarias, pp. 343-349. As they are reading, students will list elements of fantasy and reality from the story in their foldable.
 Have students share one example of fantasy or reality from the story with a partner.
Day 3:
 Prior to the lesson, prepare a list of approximately fifteen fantasy/reality statements.
 Draw a T-Chart on the board. have students give examples of fantasy and reality and list them on the T-Chart.
 For the next activity, have students will use their Fantasy/Reality Every Student Response Cards (available on the Teacher Toolkit) or fold a piece of white paper in half, hamburgerSAISD © 2008-09 – Fourth Grading Period
3rd Grade Bilingual Reading
Page 32 of 36
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.
wise, and label one side “Fantasía” and the other side “Realidad.”
 Call out the fantasy/reality statements to the students and have the students show you whether the statement is fantasy or reality using their every student response cards.
 For the reading assignment, have students continue reading Dos hormigas traviesas, pp. 350-357. They will continue to look for examples of realism and fantasy in the story and
list them inside their foldables.
 Have students share one example of fantasy or reality from the story with a partner.
 Call on individuals 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:
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.
a)
b)
c)
d)
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 – Fourth Grading Period
3rd Grade Bilingual Reading
Page 33 of 36
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
Textbook:
 Scott Foresman Lectura Guía del maestro, Vol. 2 –
¡Déjame ver!, Páginas 340a-363l
 Story Dos hormigas traviesas
 Cartel y audiocasete de rimas y canciones de fonética
 Audiocasete de la selección
 Libro de recursos para el maestro
 Librito de fonética Viajes con Manuel
 Superlibro Cómo los artistas ven los animales
 Colección Pirámide







Suggested Read Alouds:
El pequeño dragón by Joan Aiken
Sam, Bangs y Hechizo de Luna by Evaline Ness
Stelaluna by Jannell Cannon
La caperucita roja by Los hermanos Grimm
Pulgada por pulgada by Leo Lionni
Dogzilla by Dav Pilkey
Martha Habla by Susan Meddaugh

Differentiation
Interims/TAKS/Benchmarks
What do you do for students who need
additional support?
 Students will meet with the teacher for Small Group
Guided Reading Instruction. The teacher will do a
skills lesson to address the needs of students and
the students will apply that skill to their reading.
 Work stations are differentiated to meet the needs
of the learner. Students will have additional
practice to help them master the skills learned
during whole group instruction.
Sample Question
Third Grade: TAKS Released Test
Source: TEA Website
Spanish Reading: April 2006
35 En esta historia, el problema principal de Lalo es que —
O está enojado porque tiene que hacer tarea extra
O se le hace difícil poner atención en la clase de ciencias
O se molesta cuando sus compañeros de clase se ríen de
él
O tiene problemas para escribir la carta perfecta para la
directora
College-Readiness
(Anticipated Skills for SAT/ACT/College Board/Careers/Life)
Sample Question
Ninth Grade: TAKS Released Test
Source: TEA Website
Reading: April 2006
21 What caused the author’s primary conflict?
A She couldn’t ride Sassy.
B She didn’t have enough money.
C She missed her friend Billy.
D She regretted selling her pets.
What do you do for students who master the
learning quickly?
 Activities/materials offered during Small Group
Guided Reading Instruction and work stations are
differentiated to meet the needs of the learner.
SAISD © 2008-09 – Fourth Grading Period
3rd Grade Bilingual Reading
Page 34 of 36
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 9
***LITERATURE CIRCLES WILL TAKE PLACE THIS WEEK SINCE THERE ARE
NO MORE SELECTIONS TO READ IN SCOTT FORESMAN LECTURA.***
Instructional Model/Teacher Directions
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 – Fourth Grading Period
3rd Grade Bilingual Reading
Page 35 of 36
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
(20 Minutes)
Focus Lesson
 Participating in literature
circles
Day 2
(20 Minutes)
Focus Lesson
 How to give a book talk
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
(50 Minutes)
Day 2
(50 Minutes)
Day 3
(50 Minutes)
Day 4
(50 Minutes)
Day 5
(50 Minutes)
 Students read continuously.
 Think about and write
responses to the reading.
 Confer with the teacher
about the reading.
 Students read continuously.
 Think about and write
responses to the reading.
 Confer with the teacher
about the reading.
 Students read continuously.
 Think about and write
responses to the reading.
 Confer with the teacher
about the reading.
 Students read continuously.
 Think about and write
responses to the reading.
 Confer with the teacher
about the reading.
 Students read continuously.
 Think about and write
responses to the reading.
 Confer with the teacher
about the reading.
Whole Group Instruction (Times are approximate)
Day 1
(20 Minutes)
Day 2
(20 Minutes)
Day 3
(20 Minutes)
Day 4
(20 Minutes)
Day 5
(20 Minutes)
 Group share and evaluation
 Read aloud
 Group share and evaluation
 Read aloud
 Group share and evaluation
 Read aloud
 Group share and evaluation
 Read aloud
 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 – Fourth Grading Period
3rd Grade Bilingual Reading
Page 36 of 36
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.