Revised 3/9/16
Bilingual Reading – Grade 1
Unit of Study: Establishing Routines
CURRICULUM OVERVIEW
First Grading Period Weeks 1- 5
Big Idea
Unit Rationale
“Teaching begins with understanding – not getting the children to understand, but rather,
about my understanding of each of them – what they understand, know, and care about
and how they work in a classroom” (4). Avery, C. (2002) …And with a Light Touch.
Heinemann Publishers, Portsmouth, NH.
TEKS Specificity – Intended Outcome
Concepts
TEKS
TEKS Grade 1 The student is expected to…
 1A determine the purpose(s) for listening such as to get information, to solve
problems, and to enjoy and appreciate
 1B respond appropriately and courteously to directions and questions
 1C participate in rhymes, songs, conversations, and discussions
 1D listen critically to interpret and evaluate
 1E(ii) listen responsively to stories and other texts read aloud, including
selections from classic and contemporary works in Spanish
 1F identify the musical elements of literary language such as its rhymes or
repeated sounds
 2A connect experiences and ideas with those of others through speaking and
listening
 3C ask and answer relevant questions and make contributions in small or large
group discussions
 4B use vocabulary to describe clearly ideas, feeling, and experiences
 5A recognize that print represents spoken language and conveys meaning
 5B know that print moves left-to-right across the page and top-to-bottom
 5C understand that written words are separated by spaces
 5D know the difference between individual letters and printed words
 5F know the difference between capital and lowercase letters
 5H understand that spoken words are represented in written language by
specific sequences of letters
 5I recognize that different parts of a book…offer information
 5J recognize that there are correct spellings for words
 5C understand that written words are separated by spaces
 6A demonstrate the concept of word by dividing spoken sentences into
individual words
 6B identify, segment, and combine syllables within spoken words…
 6C produce rhyming words and distinguish rhyming words from non-rhyming
words
 6D(ii) identify vowel and consonant sounds
 6E blend sounds to make spoken words. . . through ways such as moving
manipulatives to blend phonemes in a spoken word
SAISD © 2008-09 – First Grading Period
“The climate of the classroom is a critical element in children’s learning. The entire tone
of the year can be determined by the care, time, and effort I invest at the beginning”
(27). Avery, C. (2002) …And with a Light Touch. Heinemann Publishers, Portsmouth,
NH.
“I CAN” statements highlighted in yellow and italicized should be displayed
for students.
Yo puedo:
 escuchar por diferentes razones (1A, 1D)
 hacer y contestar preguntas (1B, 3C)
 participar en rimas, canciones, conversaciones y discusiones (1C)
 escuchar y participar durante las lecturas en voz alta (3A, 13B)
 identificar rimas y sonidos repetidos (1F)
 hacer conexiones personales con el texto, hacer conexiones entre textos y con el
mundo real (2A, 16A)
 entender que las palabras habladas están hechas de sonidos (7B)
 entender que las palabras escritas se separan por espacios en blanco ( 5C)
 entender la diferencia entre una letra y una palabra (5D)
 escuchar a cuentos y poemas (1E, 13A)
 entender que lo impreso en una página se lee de la izquierda hacia la derecha
(5B)
 usar el vocabulario nuevo (4B)
 saber los conceptos de la letra impresa (5A, 5B, 5C, 5D, 5F, 5I, 7B)
 dividir las oraciones en palabras (6A)
 dividir las palabras en sílabas y sonidos y unir los sonidos y las sílabas para
formar palabras (6B, 6E, 6F)
 identificar los sonidos de las vocales y consonantes (6Dii)
 nombrar las letras del alfabeto (7A)
 hacer parejas de palabras que riman y distinguir las palabras que riman y no
riman (6C)
 descifrar las palabras (7D, 7Eii, 7H)
 leer texto descifrable (7G) usar patrones ortográficos para leer las palabras (8B)
 reconocer las palabras comunes con rapidez (8Gii)
 leer con fluidez (9C)
 discutir los significados de palabras (11A)
Bilingual Reading Grade1- Initial Release Aug 08, V1
Page 1 of 44
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.
Revised 3/9/16
 6F segment one-syllable spoken words into individual phonemes, including
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three and four phoneme words, clearly producing beginning, medial and final
sounds
7A name and identify each letter of the alphabet
7B understand that written words are composed of letters that represent sounds
7D(ii) learn and apply the most common letter-sound correspondences
7E(ii) decode words using knowledge of all Spanish sounds, letters, and
syllables
7G use letter-sound knowledge to read decodable texts
7H(ii) apply letter-sound knowledge of consonant-vowel patterns to produce
syllables to begin to read
8B use common spelling patterns to read words
8F use word knowledge and context to identify words and confirm their
meanings
8G(ii) develop automatic recognition of words that use specific spelling patterns
9C read orally from familiar texts with fluency
9D self-select independent level reading
11A discuss meanings of words and develop vocabulary through
meaningful/concrete experiences
11B develop vocabulary by listening to and discussing both familiar and
conceptually challenging selections read aloud
12A use prior knowledge to anticipate meaning and make sense of texts
12C retell or act out the order of important events in stories
13A listen to stories being read aloud
13B participate actively when predictable patterned selections are read aloud
14C distinguish fiction from nonfiction, including reality and fantasy
14F understand literary terms by distinguishing between the roles of the author
and illustrator…
15C draw conclusions from information gathered
16A connect his/her own experiences with the life experiences, languages,
customs, and culture of others
17E gain increasing control of penmanship
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leer las palabras nuevas y usarlas en las discusiones y la escritura (11B)
usar el conocimiento previo para entender el texto (12A)
volver a contar un cuento (12C)
saber la idea principal del libro (12F)
poner los eventos de la historia en secuencia (14B)
distinguir entre los hechos y la fantasía (14C)
utilizar el conocimiento de palabras y el contexto para identificar las palabras (8F,
11A)
 explicar lo que hacen los autores e ilustradores (14F)
 escribir en mi mejor letra (17E)
Evidence of Learning
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80% of students will know all letter names and sounds
80% of students will be able to divide words into syllables and phonemes and also combine phonemes and syllables to form words
80% of the students will score 80% or above on the weekly spelling tests
80% of the students will be “Desarrollado” on the Tejas LEE assessment
SAISD © 2008-09 – First Grading Period
Bilingual Reading Grade1- Initial Release Aug 08, V1
Page 2 of 44
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.
Revised 3/9/16
Bilingual Reading – Grade 1
Unit of Study: Establishing Routines
CURRICULUM GUIDE
First Grading Period Weeks 1- 5
Essential Questions
Unit of Study: Establishing Routines
 How do I make connections to a story?
 What do I do in the independent reading, retelling, word
work, writing, and listening work stations?
 What is the main idea of a story?
 What do good readers do to comprehend text?
Week 1
Essential Pre-requisite Skills
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learn the vocabulary of school such as numbers, shapes, colors, directions, and categories (K)
know that print moves left-to-right across the page and top-to-bottom (K)
produce rhyming words and distinguish rhyming words from non-rhyming words (K)
blend sounds to make spoken words such as moving manipulatives to blend phonemes in a spoken word (K)
name and identify each letter of the alphabet (K)
learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K)
The Teaching and Learning Plan
Instructional Model/Teacher Directions
Note: Week 1 will be used to introduce classroom rules and routines, review skills, and to set up and model work stations. Scott Foresman Lectura will be used beginning
week 2. Use the information below to plan your first week during the reading block. The times shown are for week 1 only.
Whole Group Instruction
40 minutes
Establish Classroom Rules, Routines and Procedures: It is extremely important that the teacher spends 2-3 weeks setting up and establishing classroom rules, routines and
procedures.
 The rules must be posted, discussed, modeled and practiced by the students so the students learn and understand them. Use the fish-bowl technique to show students how
and how not to behave in class. Teachers should also send the rules home so parents know what is expected of their children in class. Behavior problems can be reduced to a
minimum if an open line of communication is established between the teachers and parents.
 There must also be consequences for students not following the rules, and the teacher must be consistent in enforcing the consequences when rules are not followed. Be sure
to post the consequences with the rules so all students can see them.
 Try to focus on the positives, not the negatives. Praise students for staying on task and modeling good behavior, etc. instead of constantly pointing out and reprimanding offtask behaviors.
 Rewarding first grade students is an effective way to establish good behavior. Rewards such as praise, positive notes sent home and stickers are a good way to maintain good
classroom behavior. For the first few weeks, teachers need to reward students often, preferably on a daily basis. After good behavior has been established, the rewards can be
spread out over a weekly or monthly basis. Teachers should send home a conduct chart daily for parents to review and sign.
 Explain procedures such as going to the restroom, getting and putting away materials, sharpening pencils, etc.
 The rules must be reviewed and modeled everyday this week and the revisited the following week and throughout the year. This will ensure that the students comprehend and
follow the rules.
 See the Bilingual Teacher Toolkit for the following information:
o Fish-Bowl technique
o sample letter to parents with class rules, consequences and rewards (in Spanish)
o sample conduct chart (in Spanish)
o “Dame 5” posters (in Spanish) and technique - used to get students immediate attention
o sample student conduct letter (in Spanish)
o sample behavior management plan
o how to set up classroom procedures
SAISD © 2008-09 – First Grading Period
Bilingual Reading Grade1- Initial Release Aug 08, V1
Page 3 of 44
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.
Revised 3/9/16
Review previously taught skills: Students may not have retained all information learned during the last school year, so it is important to review kinder skills the first week of school.
This will give the teacher an idea of what the students know and don’t know.
 Review the alphabet (letter names and sounds). Make learning fun – use games such as alphabet bingo to review and teach skills.
 Practice phonemic awareness activities, such as Conocimiento de los sonidos, Identificación del sonido inicial, y Segmentación de las sílabas. See the Bilingual Teacher
Toolkit for ideas. Page 3 of the Bilingual Phonemic Awareness/Phonics Activities has sample games that can be used to review these skills.
 Students will practice the alphabet letter name and sound using speed drills which are available in the Bilingual Teacher Toolkit.
Work Station Routines: If rules and routines for work stations are set up and established during the first few weeks of school, the stations will run smoothly for the rest of the year.
 Only one work station will be introduced each week in first grade. This will give the teacher time to introduce the work station using the fish bowl technique. Students will take
turns practicing working at the stations, while the rest of the class observes and gives feedback on what worked and what didn’t work.
 Make sure explicit directions are given and call on students to restate the directions.
 There is more information on work station routines in the Small Group Guided Reading Instruction/Work Stations section of this scope and sequence.
Set Up the Reading Notebook: All students should have a wide-rule spiral notebook to be used as the Reading Notebook. The Reading Notebook will include Reader Response and
Vocabulary/Phonics words.
 The students will read books or listen to the teacher during the read aloud, and then write a response to the story in their notebooks.
 Students will also write vocabulary or phonics words introduced during the whole group lesson.
 This is one way to hold students accountable for what they have learned, and great to show parents during parent-teacher conferences or on open-house nights.
Assessing Students: During the first two weeks of school, the teacher should assess the students formally or informally to get an idea of what skills and knowledge they are entering
first grade with. This will help the teacher to place the students into reading groups for Small Group Guided Reading Instruction.
 Since the Tejas LEE will not be administered until the 6th/7th week of school, some kind of assessment needs to be done in order to group students.
 The Scott Foresman Benchmark Assessment should be administered to the whole class during the first week of school.
 Another assessment such as Sunshine or Rigby Benchmark running records, etc. should be administered as well, so teachers will have additional information on the students’
reading levels.
 Go to the Bilingual Teacher Toolkit for a sample assessment on alphabet, word reading, word writing and dictation tests.
Handwriting Practice: Since there is no handwriting book provided for the bilingual students, handwriting will be taught on day 2 of each week using the Scott Foresman Lectura
Caligrafía lesson.
 Handwriting must be taught through extensive modeling and it must be monitored, especially during the fist month of school.
 Not only is letter formation important, but also posture and pencil grip.
 First grade paper with the middle dotted line should be considered. The teacher needs to monitor and assure that each letter touches the appropriate lines.
 Day two of Small Group Guided Reading Instruction can be used for additional handwriting practice. This will allow the teacher to work with individual students who need
additional assistance in letter formation.
 See the Bilingual Teacher Toolkit for additional information on handwriting instruction, proper letter formation, finger spacing, posture and pencil grip.
Spelling: Beginning week 2, the students will take spelling tests.
 The words are not listed in Scott Foresman until Unit 2, which will be week 9 of the school year.
 Spelling must be introduced earlier, so a word list will appear on page one of each week’s scope and sequence.
 The spelling words for weeks 2-8 DO NOT need to be sent home and practiced.
 The words will include the syllables taught during that particular week and during previous weeks. The syllable patterns will be taught during the phonics lesson and practiced
using letter cards, tiles, magnetic letters, etc. They will also be included in the fluency speed drills.
SAISD © 2008-09 – First Grading Period
Bilingual Reading Grade1- Initial Release Aug 08, V1
Page 4 of 44
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.
Revised 3/9/16
 It would be a good idea for the teacher to create a list of words (real or nonsense) using weekly syllables for students to practice writing on individual chalkboards or
whiteboards. This will allow the teacher to see which students need additional practice in the phonics skill of the week. The teacher should also take anecdotal notes so he/she
will know what needs to be retaught Small Group Guided Reading Instruction.
 Throughout the week, students will practice the spelling pattern with the use of chants and spelling activities/games that are available in the Teacher Toolkit.
Read Alouds: It is very important that teachers read aloud to students on a daily basis. It motivates children with the desire to read; it builds oral language and vocabulary; and it
allows kids to make connections to what they already know. Teachers need to make sure they model how students are to make connections while they read by using think aloud
strategies. Three examples of connections are:
 Text-to-Self Connections: The teacher connects the text to something in his/her own life experience.
 Text-to-Text Connections: The teacher makes a connection between the text and another text/story that has been previously read.
 Text-to-World Connections: The teacher makes a connection between the text and something that is occurring or has occurred in the world.
Small Group Guided Reading Instruction/Work Stations
30 Minutes
Please Note: During the first three weeks, Work Stations will not occur simultaneously with Small Group Guided Reading Instruction. This will allow time for the teacher
to establish Work Station routines/management.
Only one (1) hands-on work station should be introduced during week 1. Each work station should have differentiated activities that reinforce skills and strategies taught during
whole group instruction. This week’s work station is: The Independent Reading Station (El taller de lectura independiente).
The teacher will follow the procedures listed below for introducing and maintaining work stations:
 Introduce the Independent Reading Station to the whole class as a “Fish-Bowl” demonstration on Monday and Tuesday. Then have the class observe a group using the work
station. The students will determine what went well and determine the needed rules for work station use.
 Make sure explicit directions are given for work station use.
 Show students how to document work done at the work station and how to use and put away materials (suggestion – a work station folder for each student).
 Use the first three weeks to visit each work station to observe, converse with each student and take anecdotal notes.
 Provide book baskets at each work station in case the students finish all of their work early.
 On Wednesday and Thursday, divide the class into groups. Groups will practice working at the Independent Reading Station.
 On Friday, have the students create a list of rules for the Independent Reading Station.
 Go to the Bilingual Teacher Toolkit for ideas on work station activities.
Whole Group Instruction - Read Aloud
20 minutes
Please Note: The teacher will read a book aloud to the students for enjoyment everyday while modeling Think Aloud Strategies (which include Text-to-Self, Text-to-Text,
and Text-to-World Connections). The students will respond to the read aloud by writing a few sentences about the story in the Reader Response section of their
Reading Notebook. Invented spelling is okay for the first several weeks of school because it will give the teacher information on how well the students can write.
Suggested Read Alouds for Week One:
 Boomer va a la escuela by Constance W. McGeorge
 Froggy va a la escuela by Jonathan London
 Clifford va a la escuela by Norman Bridwell
 Franklin va a la escuela by Paulette Bourgeois
 ¡La señorita Nelson ha desaparecido! by Harry Allard
 ¡Qué nervios! El primer día de escuela by Julie Danneberg
 ¡No te comas a la maestra! by Nick Ward
SAISD © 2008-09 – First Grading Period
Bilingual Reading Grade1- Initial Release Aug 08, V1
Page 5 of 44
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.
Revised 3/9/16
Week 2
The Teaching and Learning Plan for Superlibro Mariza en la escuela
Instructional Model/Teacher Directions
Daily Instructional Routines
30 Minutes
Vocabulary
Fluency
pp. 30-31
Fonética: Las vocales a, e, o
 Desarrollar la conciencia fonémica
o Vistazo previo al cartel
o Cantar la rima
 Relacionar el sonido y la letra
 Rutina
o Separar Sonidos
 Hacer una actividad para desarrollar
la conciencia fonémica y la fonética
(Teacher Toolkit: Bilingual Phonemic
Awareness/Phonics Activities)
o Secuencia de sonidos (a):
Identificación del sonido inicial
usando palabras que empiezan
con a, e, o
 Presentar las palabras de ortografía
 Escoger unas de las actividades para
practicar deletreando las palabras
(Teacher Toolkit: Spelling Chants)
p. 28
 Desarrollar el vocabulario oral
p. 31
 Mural de palabras: Palabras de uso
frecuente
o Presentación de las palabras
Lunes
Spelling
 Práctica de fluidez de alta velocidad
(Teacher Toolkit: Fluency Speed
Drills)
 Escuchar al maestro leer el librito de
fonética El día de papá en voz alta
 Practicar la lectura en eco usando el
librito de fonética El día de papá
(Teacher Toolkit: Fluency – Echo
Reading)
p. 36
Fonética: Las vocales i, u
 Desarrollar la conciencia fonémica
o Cantar la rima
 Relacionar el sonido y la letra
o Práctica del sonido y la sílaba
 Hacer una actividad para desarrollar
la conciencia fonémica y la fonética
(Teacher Toolkit: Bilingual Phonemic
Awareness/Phonics Activities)
o Secuencia de sonidos (a):
Identificación del sonido inicial
usando palabras que empiezan
con i, u
 Escoger unas de las actividades para
practicar las palabras de ortografía
(Teacher Toolkit: Games/Activities to
Practice Spelling Words)
p. 37
 Caligrafía: Trazos
o Postura y posición del papel
o Sujetar el lápiz
 Práctica de hacer rayas
p. 37
 Mural de palabras: Palabras de uso
frecuente
o Juego de letras
Martes
Phonemic Awareness/Phonics
 Práctica de fluidez de alta velocidad
(Teacher Toolkit: Fluency Speed
Drills)
 Practicar la lectura en eco usando el
librito de fonética El día de papá
(Teacher Toolkit: Fluency – Echo
Reading)
SAISD © 2008-09 – First Grading Period
Bilingual Reading Grade1- Initial Release Aug 08, V1
Page 6 of 44
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
Miércoles
Revised 3/9/16
pp. 42-43
Fonética: Las vocales a, e, i, o, u
 Desarrollar la conciencia fonémica
o Cante la rima
 Relacionar el sonido y la letra
 Actividades para practicar la fonética
o Busca la vocal
 Librito de fonética
 Hacer una actividad para desarrollar
la conciencia fonémica y la fonética
(Teacher Toolkit: Bilingual Phonemic
Awareness/Phonics Activities)
o Partes de una palabra (c): Unión
de sílabas
 Librito de fonética 1, El día de papá
 Escoger unas de las actividades para
practicar deletreando las palabras
(Teacher Toolkit: Spelling Chants)
p. 43
 Mural de palabras: Palabras de uso
frecuente
 Escoger una actividad de vocabulario
práctico para repasar las palabras de
la semana. (Teacher Toolkit: HandsOn Vocabulary Instruction)
 Práctica de fluidez de alta velocidad
(Teacher Toolkit: Fluency Speed
Drills)
 Leer el librito de fonética El día de
papá en coro (Teacher Toolkit:
Fluency – Choral Reading)
pp. 48-49
Fonética: Sílabas abiertas con m
 Desarrollar la conciencia fonémica
 Relacionar el sonido y la letra
o Libro de fonética
o Atención a necesidades diversas
 Hacer una actividad para desarrollar
la conciencia fonémica y la fonética
(Teacher Toolkit: Bilingual Phonemic
Awareness/Phonics Activities)
o Secuencia de sonidos (c):
Identificación de la sílaba
inicial usando palabras que
empiezan con ma, me, mi,
mo, mu
o Partes de una palabra (c):
Unión de sílabas
 Escoger unas de las actividades para
practicar las palabras de ortografía
(Teacher Toolkit: Games/Activities to
Practice Spelling Words)
p. 49
 Mural de palabras: Palabras de uso
frecuente
o Asociar palabras
 Escoger una actividad de vocabulario
práctico para repasar las palabras de
la semana. (Teacher Toolkit: HandsOn Vocabulary Instruction)
 Práctica de fluidez de alta velocidad
(Teacher Toolkit: Fluency Speed
Drills)
 Leer el librito de fonética El día de
papá en coro (Teacher Toolkit:
Fluency – Choral Reading)
SAISD © 2008-09 – First Grading Period
Bilingual Reading Grade1- Initial Release Aug 08, V1
Page 7 of 44
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at
each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Viernes
Revised 3/9/16
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pp. 54-55
Fonética: Sílabas abiertas con p
 Desarrollar la conciencia fonémica
 Relacionar el sonido y la letra
 Actividades para practicar la fonética
o Relación con el cuento
 Hacer una actividad para desarrollar
la conciencia fonémica y la fonética
(Teacher Toolkit: Bilingual Phonemic
Awareness/Phonics Activities)
o Secuencia de sonidos (c):
Identificación de la sílaba inicial
usando palabras que empiezan
con pa, pe, pi, po, pu
o Partes de una palabra activity
(c): Unión de sílabas
mi
me
amo
mamá
papá
Weekly Spelling Words
 mapa
 papa
 ama
 puma
 Pepe
 Escoger unas de las actividades para
practicar las palabras de ortografía
(Teacher Toolkit: Games/Activities to
Practice Spelling Words)
 Examen de ortografía
 el
 la
 soy
High Frequency Words
 yo
 osito
 quiero
p. 55
 Mural de palabras: Palabras de uso
frecuente
o Formar oraciones
 Escoger una actividad de vocabulario
práctico para repasar las palabras de
la semana. (Teacher Toolkit: HandsOn Vocabulary Instruction)
Vocabulary Words
 mascota
 irse
 nombre
 primer
 mochila
 Práctica de fluidez de alta velocidad
(Teacher Toolkit: Fluency Speed
Drills)
 Leer el librito de fonética El día de
papá en coro (Teacher Toolkit:
Fluency – Choral Reading)
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Academic Vocabulary
nombre
 alfabeto
apellido
 letra
libro
 predecir
título
Comprehension Focus Lessons
15 Minutes
Note: On Mondays, a read aloud of a mentor text will be done during the comprehension focus lesson. Therefore, 10 minutes will be added to the focus lesson and an
additional read aloud after small group/work station time will not take place.
Semana 2: Predecir
Focus: Predicting involves thinking about what is known in the text and anticipate what will happen next. There are no wrong answers in predicting. The accuracy of
the prediction will become evident when the next section of the text is read. (Trisha Callella, Reading Comprehension: Tools for Tackling Text. CTP, 2000.)
Day 1: Introduce the comprehension skill with a read aloud. (Teacher Toolkit: Teaching Comprehension; Thinking Aloud; Making Predictions)
 Before teaching the skill of making predictions, preview the text to look for good places to model. Mark stopping points where you will think aloud and make predictions.
 Make predictions about the title or sections of the text.
 Ask students if they ever try to guess what is going to happen next when watching a movie. Explain that good readers do that when reading by using what they already know
along with clues from the story to make predictions.
 Show students your thinking by talking through a prediction using the title and cover illustrations of the read aloud. Make a connection to personal experiences whenever
possible.
 Stop two to three times to adjust or make new predictions based on textual evidence/personal experience.
 Ask students to turn and talk to their partner to predict what will happen next and explain why.
 After the read aloud, remind students that good readers make predictions when they are reading.
SAISD © 2008-09 – First Grading Period
Bilingual Reading Grade1- Initial Release Aug 08, V1
Page 8 of 44
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.
Revised 3/9/16
Días 2 - 5: Repasar la destreza de comprensión a través de la semana.
Día 2: p. 30
 Desarrollar la comprensión auditiva
 Enseñar: Hacer predicciones
o Demostrar
o Practicar
Día 3: p. 40
 Desarrollar la comprensión auditiva
 Practicar: Hacer predicciones
Día 4: p. 46
 Practicar: Hacer predicciones
 Repaso: Repasar Idea Principal
o Idea principal de una ilustración
Día 5:
 Modelar la destreza de hacer
predicciones al leer un libro en voz
alta. Usar las estrategias de pensar en
voz alta para modelar la destreza.
Small Group Guided Reading Instruction/Work Stations
35 Minutes
Please Note: During the first three weeks, Work Stations will not occur simultaneously with Small Group Guided Reading Instruction. This will allow time for the
teacher to establish Work Station routines/management.
The students will work at two stations this week. Each work station should have differentiated activities that reinforce skills and strategies taught during whole group instruction.
This week’s work station is: The Drama/Retelling Station (El taller de dramatización/volver a contar)
The teacher will follow the procedures listed below for introducing and maintaining work stations:
 Introduce the Drama/Retelling Station to the whole class as a “Fish-Bowl” demonstration on Monday and Tuesday. Then have the class observe a group using the work
station. The students will determine what went well and determine the needed rules for work station use. Review how to use last week’s Independent Reading Station also.
 Practice movement to and from work stations, giving explicit directions and observing, noting, and sharing progress with students.
 Show students how to document work done at the work station and how to use and put away materials (suggestion – a work station folder for each student).
 Use the first three weeks to visit each work station to observe, converse with each student and take anecdotal notes.
 Provide book baskets at each work station in case the students finish all of their work early.
 On Wednesday and Thursday, divide the class into groups. Groups will practice working at the Drama/Retelling Station and the Independent Reading Station. Teacher will
circulate from station to station.
 On Friday, have the students create a list of rules for the Drama/Retelling Station.
 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.
SAISD © 2008-09 – First Grading Period
Bilingual Reading Grade1- Initial Release Aug 08, V1
Page 9 of 44
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.
Revised 3/9/16
Resources






Teacher Toolkit:
Bilingual Phonemic Awareness/Phonics Activities
Fluency Speed Drills
Ways to Teach Fluency packet
Spelling Chants
Games/Activities to Practice Weekly Spelling Words
Hands-On Vocabulary Instruction
SAISD © 2008-09 – First Grading Period
Textbook:
 Scott Foresman Lectura Guía del maestro, Vol. 1 –
¡Qué bien la pasamos!, Páginas 16-57
 Superlibro Mariza en la escuela
 Librito de fonética 1, El día de papá
Additional Resources:
 Cartel de rimas y canciones
 Audiocasete de la selección
 Audiocasete para desarrollar el contexto
 Cuaderno de práctica
Bilingual Reading Grade1- Initial Release Aug 08, V1






Suggested Read Alouds:
Las huellas de los animales by Arthur Dorros
Froggy juega al fútbol by Jonathan London
El perro vagabundo by Marc Simont
Harry, el perrito sucio by Gene Zion
Podría haber sido peor… by A.H. Benjamín
Moncho y la mancha by Kilo DaSilva
Page 10 of 44
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.
Revised 3/9/16
Week 3
The Teaching and Learning Plan for Superlibro Mariza en la escuela
Instructional Model/Teacher Directions
Daily Instructional Routines
30 Minutes
pp. 68-69
Fonética: Sílabas abiertas con s
 Desarrollar la conciencia fonémica
o Activar conocimientos previos
 Relacionar el sonido y la letra
o Formar una palabra
 Rutina
o Separar sonidos de letras
 Hacer una actividad para desarrollar
la conciencia fonémica y la fonética
(Teacher Toolkit: Bilingual Phonemic
Awareness/Phonics Activities)
o Secuencia de sonidos (c):
Identificación de la sílaba inicial
usando palabras que empiezan
con sa, se, si, so, su
o Partes de una palabra (a):
Segmentación de sílabas

Lunes
Spelling
p. 74
Fonética: Sílabas abiertas con n
 Desarrollar la conciencia fonémica
o Cartel de rimas y canciones de
fonética
 Relacionar el sonido y la sílaba
o Sílabas con n
 Hacer una actividad para desarrollar
la conciencia fonémica y la fonética
(Teacher Toolkit: Bilingual Phonemic
Awareness/Phonics Activities)
o Secuencia de sonidos (c):
Identificación de la sílaba inicial
usando palabras que empiezan
con na, ne, ni, no, nu

Martes
Phonemic Awareness/Phonics
SAISD © 2008-09 – First Grading Period
Vocabulary
Fluency
Presentar las palabras de
ortografía
Escoger unas de las actividades
para practicar deletreando las
palabras (Teacher Toolkit:
Spelling Chants)
p. 69
 Mural de palabras: Palabras de
uso frecuente
o Presentación de las palabras
 Repasar las palabras de
vocabulario

Escoger unas de las actividades
para practicar las palabras de
ortografía (Teacher Toolkit:
Games/Activities to Practice
Spelling Words)
p. 75
 Caligrafía: Trazos
o Escribir n
p. 75
 Mural de palabras: Palabras de
uso frecuente
o Juego de enlazar palabras y
oraciones
 Repasar las palabras de
vocabulario


Bilingual Reading Grade1- Initial Release Aug 08, V1



Práctica de fluidez de alta velocidad
(Teacher Toolkit: Fluency Speed
Drills)
Escuchar al maestro leer el librito de
fonética Pasa la bola en voz alta
Practicar la lectura en eco usando el
librito de fonética Pasa la bola
(Teacher Toolkit: Fluency – Echo
Reading)
Práctica de fluidez de alta velocidad
(Teacher Toolkit: Fluency Speed
Drills)
Practicar la lectura en eco usando el
librito de fonética Pasa la bola
(Teacher Toolkit: Fluency – Echo
Reading)
Page 11 of 44
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.

Miércoles
pp. 86-87
Fonética: Sílabas abiertas con d
 Desarrollar la conciencia fonémica
 Relacionar el sonido y la letra
o Librito de fonética
o Atención a necesidades diversas
 Hacer una actividad para desarrollar
la conciencia fonémica y la fonética
(Teacher Toolkit: Bilingual Phonemic
Awareness/Phonics Activities)
o Secuencia de sonidos (c):
Identificación de la sílaba inicial
usando palabras que empiezan
con da, de, di, do, du
o Partes de una palabra (a/c):
Segmentación/Unión de sílabas
 Escoger unas de las actividades
Jueves
Revised 3/9/16
pp. 80-81
Fonética: Sílabas abiertas con l
 Desarrollar la conciencia fonémica
o Cartel de rimas y canciones de
fonética
 Relacionar el sonido y la letra
 Actividades para practicar la fonética
o Cántalo a tu manera
 Librito de fonética
o Encuentra palabras con l
 Hacer una actividad para desarrollar
la conciencia fonémica y la fonética
(Teacher Toolkit: Bilingual Phonemic
Awareness/Phonics Activities)
o Partes de una palabra (a):
Segmentación de sílabas
 Librito de fonética 2, Pasa la bola
SAISD © 2008-09 – First Grading Period
Escoger unas de las actividades
para practicar deletreando las
palabras (Teacher Toolkit:
Spelling Chants)
para practicar las palabras de
ortografía (Teacher Toolkit:
Games/Activities to Practice
Spelling Words)
p. 81
 Mural de palabras: Palabras de uso
frecuente
 Escoger una actividad de
vocabulario práctico para repasar
las palabras de la semana.
(Teacher Toolkit: Hands-On
Vocabulary Instruction)
 Práctica de fluidez de alta velocidad
p. 87
 Mural de palabras: Palabras de uso
frecuente
 Escoger una actividad de
vocabulario práctico para repasar
las palabras de la semana.
(Teacher Toolkit: Hands-On
Vocabulary Instruction)
 Práctica de fluidez de alta velocidad
Bilingual Reading Grade1- Initial Release Aug 08, V1
(Teacher Toolkit: Fluency Speed
Drills)
 Leer el librito de fonética Pasa la bola
en coro (Teacher Toolkit: Fluency –
Choral Reading)
(Teacher Toolkit: Fluency Speed
Drills)
 Leer el librito de fonética Pasa la bola
en coro (Teacher Toolkit: Fluency –
Choral Reading)
Page 12 of 44
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at
each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Viernes
pp. 92-93
 Fonética: Palabras que riman
 Desarrollar la conciencia fonémica
 Relacionar los sonidos y las sílabas
 Actividades para practicar la fonética
o Palabras que riman en rimas
tradicionales
 Hacer una actividad para desarrollar
la conciencia fonémica y la fonética
(Teacher Toolkit: Bilingual Phonemic
Awareness/Phonics Activities)
o Rimas y aliteración (a): Rimas
o Partes de una palabra (a/c):
Segmentación/Unión de sílabas
 Escoger unas de las actividades
para practicar las palabras de
ortografía (Teacher Toolkit:
Games/Activities to Practice
Spelling Words)
 Examen de ortografía
p. 93
 Mural de palabras: Palabras de
uso frecuente
 Escoger una actividad de
vocabulario práctico para repasar
las palabras de la semana.
(Teacher Toolkit: Hands-On
Vocabulary Instruction)
Revised 3/9/16
 Práctica de fluidez de alta velocidad
(Teacher Toolkit: Fluency Speed
Drills)
 Leer el librito de fonética Pasa la bola
en coro (Teacher Toolkit: Fluency –
Choral Reading)
o
Weekly Spelling Words





uno
sol
lado
nido
dado





dudo
son
liso
dame
pan
High Frequency Words
 también
 así
 tu

 tengo
 no
 pero
Vocabulary Words
 mascota
 nombre
 mochila

 irse
 primer
Academic Vocabulary
 título
 página titular
 autor/autora

 vocal
 rima
 clasificar
Comprehension Focus Lessons
15 Minutes
Semana 3: Clasificar
Focus: Creating categories involves placing things or groups based on how they are similar. Organizing the details of a story into categories helps the reader keep
track of what is important and determine how the pieces of the story fit together. (Trisha Callella, Reading Comprehension: Tools for Tackling Text. CTP, 2000.)
Personajes
Escenario
Problema
Resolución
Day 1:
 Provide sets of picture cards or objects for students to sort. Have a variety such as groups of animals (include mammals, birds, reptiles, etc.), foods, clothes, etc. If possible,
create the same set of pictures or objects for several groups of students.
 Tell students that they are going to help you decide how to group the pictures/objects into different sets. Explain that they are to look over the pictures/objects and decide how
they are similar and then they will group those particular things together.
 This is going to be an open sort so you will not give much direction to the students. Therefore, students will have to think how they would like to group the pictures/objects. There
are many possible answers. For example, if one of the groups is animals, the children could even break the groups down further into mammals, birds, and reptiles, or animals
with fur and animals without fur, animals with two legs and animals with four legs, etc.
 After students have categorized their pictures/objects, call on students or groups to come to the front and display their pictures/objects on a pocket chart and explain how they
categorized them together.
SAISD © 2008-09 – First Grading Period
Bilingual Reading Grade1- Initial Release Aug 08, V1
Page 13 of 44
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.
Revised 3/9/16
 Explain that there are many ways to categorize the pictures/objects and that this skill helps readers to organize story details so they can decide what information is important and
how the pieces of the story fit together.
NOTE: During the read alouds this week, model how to categorize story information. You can begin by using a story chart to help students sort out the characters, setting, problem,
solution.
Días 2-5: Repasar la destreza de comprensión a través de la semana.
Día 2: p. 72
 Desarrollar la comprensión auditiva
 Enseñar: Clasificar
o Demostrar
o Practicar
Día 3: p. 78
 Desarrollar la comprensión auditiva
 Practicar: Clasificar
Día 4: p. 84
 Practicar: Clasificar
 Repasar: Causa y efecto
o Usar causa y efecto
Día 5:
 Los alumnos van a clasificar más
fotos/objetos.
 Distribuya un conjunto de fotos/objetos
a cada grupo y dígales que van a
clasificarlos de acuerdo con lo que
tienen en común.
 Deje que cada grupo explique cómo
clasificaron las fotos/los objetos.
Small Group Guided Reading Instruction/Work Stations
35 Minutes
Please Note: During the first three weeks, Work Stations will not occur simultaneously with Small Group Guided Reading Instruction. This will allow time for the
teacher to establish Work Station routines/management.
The students will work at three stations this week. Each work station should have differentiated activities that reinforce skills and strategies taught during whole group instruction.
This week’s work station is: The Word Work Station (El taller de palabras). Assign a captain for each group. Explain the “Ask three before me” rule. Explain that the captain is the
only person allowed out of his/her seat. If a student needs help, he/she may ask the captain, who in turn may solicit an answer from three others before asking the teacher. Only
the captain of each group is permitted to ask the teacher a question. This will eliminate students getting out of their seats and interrupting the teacher during Small Group Guided
Reading Instruction (which begins next week).
The teacher will follow the procedures listed below for introducing and maintaining work stations:
 Introduce the Word Work Station to the whole class as a “Fish-Bowl” demonstration on Monday and Tuesday. Review how to use the previous two week’s Independent
Reading and Drama/Retelling Stations also.
 Then have the class observe a group using the work station. The students will determine what went well and determine the needed rules for work station use.
 Practice movement to and from work stations, giving explicit directions and observing, noting, and sharing progress with students.
 Show students how to document work done at the work station and how to use and put away materials (suggestion – a work station folder for each student).
 Use the first three weeks to visit each work station to observe, converse with each student and take anecdotal notes.
 Provide book baskets at each work station in case the students finish all of their work early.
 On Wednesday and Thursday, divide the class into groups. Groups will practice working at the Word Work Station, Drama/Retelling Station and the
 Independent Reading Station. Teacher will circulate from station to station.
 On Friday, have the students create a list of rules for the Word Work Station.
 Go to the Teacher Toolkit for ideas on work station activities.
SAISD © 2008-09 – First Grading Period
Bilingual Reading Grade1- Initial Release Aug 08, V1
Page 14 of 44
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.
Revised 3/9/16
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.
Resources






Teacher Toolkit:
Bilingual Phonemic Awareness/Phonics Activities
Fluency Speed Drills
Ways to Teach Fluency packet
Spelling Chants
Games/Activities to Practice Weekly Spelling Words
Hands-On Vocabulary Instruction
SAISD © 2008-09 – First Grading Period
Textbook:
 Scott Foresman Lectura Guía del maestro, Vol. 1 –
¡Qué bien la pasamos!, Páginas 58-95
 Superlibro Mariza en la escuela
 Librito de fonética 2, Pasa la bola
Additional Resources:
 Cartel de rimas y canciones
 Audiocasete de la selección
 Audiocasete para desarrollar el contexto
 Cuaderno de práctica
Bilingual Reading Grade1- Initial Release Aug 08, V1
Suggested Read Alouds:
 The Bilingual Book of Rimes, Songs, Stories and
Fingerplays by Pam Schiller, Rafael Lara-Alecio,
and Beverly J. Irby
 ¿Tu mamá es una llama? by Deborah Guarino
 Tito, Tito: Rimas, adivinanzas y juegos infantiles
by Isabel Schon
 Relajo en la cocina by Adela Artola Allen
Page 15 of 44
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.
Revised 3/9/16
Week 4
The Teaching and Learning Plan for Superlibro Muchos papás
Instructional Model/Teacher Directions
Daily Instructional Routines
30 Minutes
Martes
Lunes
Phonemic Awareness/Phonics
Spelling
Vocabulary
pp. 112-113
Fonética: Sílabas abiertas con t
 Desarrollar la conciencia fonémica
o Empareja
 Relacionar el sonido y la letra
o Encuentra la sílaba
 Rutina
o Hacer nuevas palabras
 Hacer una actividad para desarrollar
la conciencia fonémica y la fonética
(Teacher Toolkit: Bilingual Phonemic
Awareness/Phonics Activities)
o Secuencia de sonidos (c):
Identificación de la sílaba inicial
usando palabras que empiezan
con ta, te, ti, to, tu
o Partes de una palabra (d): Unión
de sonidos
 Presentar las palabras de ortografía
 Escoger unas de las actividades
para practicar deletreando las
palabras (Teacher Toolkit: Spelling
Chants)
p. 110
 Desarrollar el vocabulario oral
o Represéntalo
p. 118
 Escoger unas de las actividades
para practicar las palabras de
ortografía (Teacher Toolkit:
Games/Activities to Practice Spelling
Words)
p. 119
Fonética: Sílabas abiertas con b
 Desarrollar la conciencia fonémica
o Cartel de rimas y canciones de
fonética
 Relacionar el sonido y la sílaba
 Hacer una actividad para desarrollar
la conciencia fonémica y la fonética
(Teacher Toolkit: Bilingual Phonemic
Awareness/Phonics Activities)
o Secuencia de sonidos (c):
Identificación de la sílaba inicial
usando palabras que empiezan
con ba, be, bi, bo, bu
SAISD © 2008-09 – First Grading Period
p. 113
 Mural de palabras: Palabras de uso
frecuente
o Presentación de las palabras
 Mural de palabras: Palabras de uso
frecuente
o Juegan a “¡Créalo!”
 Repasar las palabras de vocabulario
p. 119
 Caligrafía: Trazos
o Postura en la escritura
o Practicar trazos
Bilingual Reading Grade1- Initial Release Aug 08, V1
Fluency
 Práctica de fluidez de alta
velocidad (Teacher Toolkit:
Fluency Speed Drills)
 Escuchar al maestro leer el
librito de fonética De la A a la Z
en voz alta
 Practicar la lectura en eco
usando el librito de fonética De
la A a la Z (Teacher Toolkit:
Fluency – Echo Reading)
 Práctica de fluidez de alta
velocidad (Teacher Toolkit:
Fluency Speed Drills)
 Practicar la lectura en eco
usando el librito de fonética De
la A a la Z (Teacher Toolkit:
Fluency – Echo Reading)
Page 16 of 44
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.
 Escoger unas de las actividades
para practicar deletreando las
palabras (Teacher Toolkit: Spelling
Chants)
Miércoles
p. 125
 Mural de palabras: Palabras de uso
frecuente
o Jugar a “Encuéntralo”
 Escoger una actividad de
vocabulario práctico para repasar las
palabras de la semana. (Teacher
Toolkit: Hands-On Vocabulary
Instruction)
 Práctica de fluidez de alta
velocidad (Teacher Toolkit:
Fluency Speed Drills)
 Leer el librito de fonética De la A
a la Z en coro (Teacher Toolkit:
Fluency – Choral Reading)
pp. 130-131
Fonética: Sílabas abiertas con ch
 Desarrollar la conciencia fonémica
o ¡Escúchalo!
 Relacionar el sonido y la letra
o Librito de fonética
o Atención a necesidades diversas
 Hacer una actividad para desarrollar
la conciencia fonémica y la fonética
(Teacher Toolkit: Bilingual Phonemic
Awareness/Phonics Activities)
o Secuencia de sonidos (c):
Identificación de la sílaba inicial
usando palabras que empiezan
con cha, che, chi, cho, chu
o Partes de una palabra (cd): Unión
de sonidos
o Separación de sonidos activity (b):
Segmentación de sonidos
 Escoger unas de las actividades
para practicar las palabras de
ortografía (Teacher Toolkit:
Games/Activities to Practice Spelling
Words)
p. 131
 Mural de palabras: Palabras de uso
frecuente
o Buscar la palabra
 Escoger una actividad de
vocabulario práctico para repasar las
palabras de la semana. (Teacher
Toolkit: Hands-On Vocabulary
Instruction)
 Práctica de fluidez de alta
velocidad (Teacher Toolkit:
Fluency Speed Drills)
 Leer el librito de fonética De la A
a la Z en coro (Teacher Toolkit:
Fluency – Choral Reading)
Jueves
Revised 3/9/16
pp. 124-125
Fonética: Sílabas abiertas con f
 Desarrollar la conciencia fonémica
 Relacionar el sonido y la letra
 Actividades para practicar la fonética
o La familia en la playa
 Librito de fonética
 Hacer una actividad para desarrollar
la conciencia fonémica y la fonética
(Teacher Toolkit: Bilingual Phonemic
Awareness/Phonics Activities)
o Separación de sonidos (b):
Segmentación de sonidos
SAISD © 2008-09 – First Grading Period
Bilingual Reading Grade1- Initial Release Aug 08, V1
Page 17 of 44
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at
each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Viernes
Revised 3/9/16
p. 136
 Escoger unas de las actividades para
Fonética: Orden alfabético
 Desarrollar la conciencia fonémica
 Relacionar el sonido y la letra
 Actividades para practicar la fonética
o Círculo alfabético
 Hacer una actividad para desarrollar
la conciencia fonémica y la fonética
(Teacher Toolkit: Bilingual Phonemic
Awareness/Phonics Activities)
o Secuencia de sonidos (a):
Identificación del sonido inicial
o Partes de una palabra (d): Unión
de sonidos
o Separación de sonidos (b):
Segmentación de sonidos
practicar las palabras de ortografía
(Teacher Toolkit: Games/Activities to
Practice Spelling Words)
 Examen de ortografía
Weekly Spelling Words





bote
bata
fecha
tapa
leche





fin
muchacho
debe
pito
maleta
p. 137
 Mural de palabras: Palabras de uso
frecuente
o Búsqueda de palabras
 Escoger una actividad de vocabulario
práctico para repasar las palabras de
la semana. (Teacher Toolkit: HandsOn Vocabulary Instruction)
High Frequency Words
 está
 en
 gracia
 eres
 con
 para
 Práctica de fluidez de alta
velocidad (Teacher Toolkit:
Fluency Speed Drills)
 Leer el librito de fonética De la A
a la Z en coro (Teacher Toolkit:
Fluency – Choral Reading)
Vocabulary Words
 jugar
 trabajar
 de paseo
 orgullosos
Academic Vocabulary





título
página titular
autor/autora
vocal
rima
Comprehension Focus Lessons
15 Minutes
Note: On Mondays, a read aloud of a mentor text will be done during the comprehension focus lesson. Therefore, 10 minutes will be added to the focus lesson and an
additional read aloud after small group/work station time will not take place.
Semana 4: Idea Principal
Focus: The main idea is the most important idea of a topic. Identifying the main idea involves determining the focus or theme of a story. This requires being able to see
how the details of the story work together to support one idea. (Trisha Callella, Reading Comprehension: Tools for Tackling Text. CTP, 2000.)
Day 1: Introduce the comprehension skill (main idea) with a read aloud. (Teacher Toolkit: Teaching Comprehension; Thinking Aloud; Main Idea)
 Before reading, pre-select two or three stopping points to teach main idea. Place sticky notes on the pages you will be thinking aloud.
 The main idea is what a story is all about. Authors use small pieces of information called supporting details to tell more about the main idea. Good readers think about the main
idea to help them understand the story.
 Read a short nonfiction article/selection. Find a good stopping point to state the main idea. Do a think aloud. “The sentences are mostly about _________. I think the main idea
is ________.” (“Las oraciones tratan principalmente de __________________________. Creo que la idea principal es _____________.”)
 Continue to read the article. Continue to think aloud.
 Remind students that the main idea is the most important idea. Supporting details tell more about the main idea.
 Have students write the main idea in their reader’s notebooks.
SAISD © 2008-09 – First Grading Period
Bilingual Reading Grade1- Initial Release Aug 08, V1
Page 18 of 44
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.
Revised 3/9/16
Días 2-5: Repasar la destreza de comprensión a través de la semana.
Día 2: p. 116
 Desarrollar la comprensión auditiva
 Enseñar: Identificar la idea principal
o Demostrar
o Practicar
Día 3: p. 122
 Desarrollar la comprensión auditiva
 Practicar: Idea principal
Día 4: p. 128
 Practicar: Identificar la idea principal
 Repasar: Clasificar
o Buscar categorías
Día 5:
 Preparen varios párrafos de 3 ó 4
oraciones que no expresan la idea
principal y escríbalas en hojas de
papel.
 Lean los párrafos a los alumnos y
pídales que discutan lo que las
oraciones de cada párrafo tienen en
común.
 Pida que los alumnos decidan en una
oración que expresa la idea principal y
escríbala en una tira de papel.
 Invite a los alumnos a justificar la razón
por cada idea principal.
Small Group Guided Reading Instruction/Work Stations
35 Minutes
Please Note: This week Small Group Guided Reading Instruction will occur simultaneously with the Work Stations. Small groups should be formed based on teacher
observation during the whole group instruction.
The students will work at four stations this week. Each work station should have differentiated activities that reinforce skills and strategies taught during whole group instruction.
This week’s work station is: The Writing Station (El taller de escritura). Review the “Ask three before me” rule. Review that the captain is the only person allowed out of his/her
seat. If a student needs help, he/she may ask the captain, who in turn may solicit an answer from three others before asking the teacher. Only the captain of each group is
permitted to ask the teacher a question. This will eliminate students getting out of their seats and interrupting the teacher during Small Group Guided Reading Instruction.
The teacher will follow the procedures listed below for introducing and maintaining work stations:
 Introduce the Writing Station to the whole class as a “Fish-Bowl” demonstration on Monday and Tuesday. Then have the class observe a group using the work station. The
students will determine what went well and determine the needed rules for work station use. Practice how the “Ask three before me” rule will work. Have students practice
going to the work stations. The teacher will pull a group of students for Small Group Guided Reading Instruction and the captains will model how the “Ask three before me”
rule.
 Practice movement to and from work stations, giving explicit directions and observing, noting, and sharing progress with students.
 Show students how to document work done at the work station and how to use and put away materials (suggestion – a work station folder for each student).
 Use a few minutes before meeting with small groups to visit each work station to observe and and take anecdotal notes.
 Provide book baskets at each work station in case the students finish all of their work early.
 On Wednesday, Thursday and Friday, divide the class into groups. Groups will practice working at the Writing Station, Word Work Station, Independent Reading Station
and Drama/Retelling Station.
 On Friday, finish work stations/Small Group Guided Reading Instruction a few minutes early and have the students create a list of rules for the Writing Station.
 Go to the Teacher Toolkit for ideas on work stations.
SAISD © 2008-09 – First Grading Period
Bilingual Reading Grade1- Initial Release Aug 08, V1
Page 19 of 44
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.
Revised 3/9/16
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.
Resources






Teacher Toolkit:
Bilingual Phonemic Awareness/Phonics Activities
Fluency Speed Drills
Ways to Teach Fluency packet
Spelling Chants
Games/Activities to Practice Weekly Spelling Words
Hands-On Vocabulary Instruction
SAISD © 2008-09 – First Grading Period
Textbook:
 Scott Foresman Lectura Guía del maestro, Vol. 1 –
¡Qué bien la pasamos!, Páginas 96-139
 Superlibro Muchos papás
 Librito de fonética 3, De la A a la Z
Additional Resources:
 Cartel de rimas y canciones
 Audiocasete de la selección
 Audiocasete para desarrollar el contexto
 Cuaderno de práctica
Bilingual Reading Grade1- Initial Release Aug 08, V1





Suggested Read Alouds:
El hallazgo de Jamaica by Juanita Havill
Por amor a nuestra Tierra by P.K. Hallinan
Rita, ¡NO GRITES! by Flávia Muniz
Inés del revés by Anita Jeram
Crisantemo by Kevin Henkes
Page 20 of 44
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.
Revised 3/9/16
Week 5
Week 5: The Teaching and Learning Plan for Superlibro Muchos papás
Instructional Model/Teacher Directions
Daily Instructional Routines
30 Minutes
Martes
Lunes
Phonemic Awareness/Phonics
pp. 150-151
Fonética: Sílabas abiertas con ga, go,
gu
 D54Desarrollar la conciencia
fonémica
o ¡A maullar!
 Relacionar el sonido y la letra
o Levanten la cabeza
o Haz una palabra
 Rutina
o Discriminación de sonidos
 Hacer una actividad para desarrollar
la conciencia fonémica y la fonética
(Teacher Toolkit: Bilingual Phonemic
Awareness/Phonics Activities)
o Secuencia de sonidos (c):
Identificación de la sílaba inicial
usando palabras que empiezan
con ga, go, gu
o Manipulación de sonidos (a/b):
Omisión del sonido inicial y final
p. 157
Fonética: Sílabas abiertas gue, gui
 Desarrollar la conciencia fonémica
 Relacionar el sonido y la sílaba
 Hacer una actividad para desarrollar
la conciencia fonémica y la fonética
(Teacher Toolkit: Bilingual Phonemic
Awareness/Phonics Activities)
o Secuencia de sonidos (c):
Identificación de la sílaba inicial
usando palabras que empiezan
con gue, gui
o Manipulación de sonidos (a/b):
Omisión del sonido inicial y final
SAISD © 2008-09 – First Grading Period
Spelling
Vocabulary
Fluency
 Presentar las palabras de
ortografía
 Escoger unas de las actividades
para practicar deletreando las
palabras (Teacher Toolkit:
Spelling Chants)
p. 151
 Mural de palabras: Palabras de uso
frecuente
 Repasar las palabras de vocabulario
 Práctica de fluidez de alta velocidad
(Teacher Toolkit: Fluency Speed
Drills)
 Escuchar al maestro leer el librito
de fonética El gato Gabi en voz alta
 Practicar la lectura en eco usando
el librito de fonética (Teacher
Toolkit: Fluency – Echo Reading)
 Escoger unas de las actividades
para practicar las palabras de
ortografía (Teacher Toolkit:
Games/Activities to Practice
Spelling Words)
p. 157
 Mural de palabras: Palabras de uso
frecuente
o Jueguen a formar una oración
 Escoger una actividad de vocabulario
práctico para repasar las palabras
de la semana. (Teacher Toolkit:
Hands-On Vocabulary Instruction)
 Práctica de fluidez de alta velocidad
(Teacher Toolkit: Fluency Speed
Drills)
 Practicar la lectura en eco usando
el librito de fonética El gato Gabi
(Teacher Toolkit: Fluency – Echo
Reading)
p. 157
 Caligrafía: Trazos
Bilingual Reading Grade1- Initial Release Aug 08, V1
Page 21 of 44
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at
each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Viernes
Jueves
Miércoles
Revised 3/9/16
pp. 162-163
Fonética: Sílabas abiertas con ñ
 Desarrollar la conciencia fonémica
 Relacionar el sonido y la letra
 Actividades para practicar la fonética
o Buscar palabras con ñ
 Librito de fonética
 Evaluación continua
 Hacer una actividad para desarrollar
la conciencia fonémica y la fonética
(Teacher Toolkit: Bilingual Phonemic
Awareness/Phonics Activities)
o Manipulación de sonidos (c/d):
Omisión de la sílaba inicial y final
pp. 168-169
Fonética: Sílabas abiertas con v
 Desarrollar la conciencia fonémica
 Relacionar el sonido y la letra
o Librito de fonética
o Atención a necesidades diversas
 Hacer una actividad para desarrollar
la conciencia fonémica y la fonética
(Teacher Toolkit: Bilingual Phonemic
Awareness/Phonics Activities)
o Manipulación de sonidos (c/d):
Omisión de la sílaba inicial y final
pp. 174-175
Fonética: Sílabas abiertas con ll
 Desarrollar la conciencia fonémica
 Relacionar el sonido y la letra
 Actividades para practicar la fonética
o Cartel de rimas y canciones de
fonética
 Hacer una actividad para desarrollar
la conciencia fonémica y la fonética
(Teacher Toolkit: Bilingual Phonemic
Awareness/Phonics Activities)
o Secuencia de sonidos (a):
Identificación del sonido inicial
o Partes de una palabra (d): Unión
de sonidos
o Separación de sonidos (b):
Segmentación de sonidos
SAISD © 2008-09 – First Grading Period

Escoger unas de las actividades
para practicar deletreando las
palabras (Teacher Toolkit:
Spelling Chants)
p. 163
 Mural de palabras: Palabras de uso
frecuente
o Bolsas de palabras
 Escoger una actividad de
vocabulario práctico para repasar
las palabras de la semana.
(Teacher Toolkit: Hands-On
Vocabulary Instruction)
 Práctica de fluidez de alta
velocidad (Teacher Toolkit:
Fluency Speed Drills)
 Leer el librito de fonética El gato
Gabi en coro (Teacher Toolkit:
Fluency – Choral Reading)

Escoger unas de las actividades
para practicar las palabras de
ortografía (Teacher Toolkit:
Games/Activities to Practice
Spelling Words)
p. 169
 Mural de palabras: Palabras de uso
frecuente
o Repásala
 Escoger una actividad de
vocabulario práctico para repasar
las palabras de la semana.
(Teacher Toolkit: Hands-On
Vocabulary Instruction)
 Práctica de fluidez de alta
velocidad (Teacher Toolkit:
Fluency Speed Drills)
 Leer el librito de fonética El gato
Gabi en coro (Teacher Toolkit:
Fluency – Choral Reading)
p. 175
 Mural de palabras: Palabras de uso
frecuente
o ¿Quién lo hace?
 Escoger una actividad de
vocabulario práctico para repasar
las palabras de la semana.
(Teacher Toolkit: Hands-On
Vocabulary Instruction)
 Práctica de fluidez de alta
velocidad (Teacher Toolkit:
Fluency Speed Drills)
 Leer el librito de fonética El gato
Gabi en coro (Teacher Toolkit:
Fluency – Choral Reading)
 Escoger unas de las actividades
para practicar las palabras de
ortografía (Teacher Toolkit:
Games/Activities to Practice
Spelling Words)
 Examen de ortografía
Bilingual Reading Grade1- Initial Release Aug 08, V1
Page 22 of 44
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.
Revised 3/9/16
Weekly Spelling Words





llega
uña
gota
llave
van





año
llama
gato
gusano
uva
High Frequency Words
 a
 como
 mamá
 papá
 qué
 más
Vocabulary Words
 jugar
 trabajar
 de paseo
 orgullosos
Academic Vocabulary





palabra de uso frecuente
dibujo
ilustración
realidad
fantasía
Comprehension Focus Lessons
15 Minutes
Note: On Mondays, a read aloud of a mentor text will be done during the comprehension focus lesson. Therefore, 10 minutes will be added to the focus lesson and
an additional read aloud after small group/work station time will not take place.
Semana 5: Realidad y Fantasía
Día 1: Introduce the comprehension skill (reality and fantasy) with a read aloud.
 Begin the lesson by asking students if anyone knows the meaning of the terms “fantasy” and “reality.”
 Explain that “reality” is something that can occur in real life and that “fantasy” is something that cannot happen. Tell students that they are going to listen to a story read aloud
that contains elements of both “fantasy” and “reality”.
 Give a few examples of fantasy and reality.
 Read a book that has elements of both fantasy and reality such as Where the Wild Things Are/Donde viven los monstruos by Maurice Sendak.
 After reading the store, make a T-chart on the board. Write Reality (What Could Happen)/Realidad (Lo que podría suceder) on the left and Fantasy (What Could Not
Happen)/Fantasía (Lo que no podría suceder) on the right.
 Ask students to name events from the story that could and could not happen in real life and write them in the correct column.
 Ask them to explain why each event is fantasy or reality.
Días 2 - 5: Repasar la destreza de comprensión a través de la semana.
Día 2: p. 154
 Desarrollar la comprensión auditiva
 Enseñar: Realidad y fantasía
o Demostrar
o Practicar
SAISD © 2008-09 – First Grading Period
Día 3: p. 160
 Desarrollar la comprensión auditiva
 Practicar: Realidad y fantasía
Día 4: p. 166
 Practicar: Realidad y fantasía
 Repasar: Repasar el propósito de la
autora
o Usar el propósito del autor
Bilingual Reading Grade1- Initial Release Aug 08, V1
Día 5:
 Hacer un repaso de la realidad y la
fantasía.
 Escriba FANTASÍA en una tarjeta y
REALIDAD en otra.
 Ponga las tarjetas en un cartelón de
bolsillos formando dos columnas.
 Escriba ejemplos de fantasía y
realidad en tarjetas.
 Haga que los alumnos clasifiquen las
tarjetas como fantasía o realidad y
que pongan la tarjeta en la
columna correcta en el cartelón de
bolsillos.
Page 23 of 44
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.
Revised 3/9/16
Small Group Guided Reading Instruction/Work Stations
35 Minutes
Please Note: This week Small Group Guided Reading Instruction will occur simultaneously with the Work Stations. Small groups should be formed based on teacher
observation during the whole group instruction.
The students will work at all five stations this week. Each work station should have differentiated activities that reinforce skills and strategies taught during whole group instruction.
This week’s new work station is: The Listening Station (El taller de escuchar). Review the “Ask three before me” rule. Review that the captain is the only person allowed out of
his/her seat. If a student needs help, he/she may ask the captain, who in turn may solicit an answer from three others before asking the teacher. Only the captain of each group is
permitted to ask the teacher a question. This will eliminate students getting out of their seats and interrupting the teacher during Small Group Guided Reading Instruction.
The teacher will follow the procedures listed below for introducing and maintaining work stations:
 Introduce the Listening Station to the whole class as a “Fish-Bowl” demonstration on Monday. Then have the class observe a group using the work station. The students
will determine what went well and determine the needed rules for work station use. Practice how the “Ask three before me” rule will work. Have students practice going to
the work stations. The teacher will pull a group of students for Small Group Guided Reading Instruction and the captains will model how the “Ask three before me” rule.
 Practice movement to and from work stations, giving explicit directions and observing, noting, and sharing progress with students.
 Show students how to document work done at the work station and how to use and put away materials (suggestion – a work station folder for each student).
 Use a few minutes before meeting with small groups to visit each work station to observe and take anecdotal notes.
 Provide book baskets at each work station in case the students finish all of their work early.
 On Tuesday, Wednesday, Thursday and Friday, divide the class into groups. Groups will practice working at the Listening Station, Writing Station, Word Work Station,
Independent Reading Station and Drama/Retelling Station.
 On Friday, finish work stations/Small Group Guided Reading Instruction a few minutes early and have the students create a list of rules for the Listening Station.
 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.
SAISD © 2008-09 – First Grading Period
Bilingual Reading Grade1- Initial Release Aug 08, V1
Page 24 of 44
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.
Revised 3/9/16
Resources






Teacher Toolkit:
Bilingual Phonemic Awareness/Phonics Activities
Fluency Speed Drills
Ways to Teach Fluency packet
Spelling Chants
Games/Activities to Practice Weekly Spelling Words
Hands-On Vocabulary Instruction
Textbook:
 Scott Foresman Lectura Guía del maestro, Vol. 1,
Unidad 1 – ¡Qué bien la pasamos!, Páginas 140-177
 Superlibro Muchos papás
 Librito de fonética 4, El gato Gabi
Additional Resources:
 Cartel de rimas y canciones
 Audiocasete de la selección
 Audiocasete para desarrollar el contexto
 Cuaderno de práctica
Suggested Read Alouds:
 Donde viven los monstruos by Maurice Sendak
 Frederick by Leo Lionni
 El trapito feliz by Tony Ross
 La torre de Zoe by Paul and Emma Rogers
 Marta habla by Susan Meddaugh
 Mi dinosaurio by Mark Alan Weatherby
Evidence of Learning
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 Questions
Third Grade: TAKS Released Test
Source: TEA Website – February 2006
Spanish Reading
4. El párrafo 2 trata principalmente de —
O los problemas de salud de Willy
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.
O qué raza es Willy
SAISD © 2008-09 – First Grading Period
O lo que pasó después de que Willy salió del hospital
O un problema que tenía Willy en el lomo
Bilingual Reading Grade1- Initial Release Aug 08, V1
College-Readiness
(Anticipated Skills for SAT/ACT/College
Board/Careers/Life)
Sample Questions
Fifth Grade: TAKS Released Test
Source: TEA Website – February 2006
Spanish Reading
34. Los párrafos del 21 al 32 tratan principalmente
de —
F Rosa Parks, una mujer que luchó por los
derechos civiles de los afroamericanos
G la vez que el abuelito de Alissa estuvo con
Martín Luther King, Jr.
H lo que Alissa ha leído acerca del movimiento de los
derechos civiles
J los recuerdos que tiene el abuelito de Alissa del
movimiento de los derechos civiles
Page 25 of 44
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.
Revised 3/9/16
Evidence of Learning
Formative Mini Assessment
SAISD © 2008-09 – First Grading Period
TAKS Benchmarks
Bilingual Reading Grade1- Initial Release Aug 08, V1
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Page 26 of 44
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.
Revised 3/9/16
Bilingual Reading – Grade 1
Unit of Study: Take a Closer Look at the World
CURRICULUM OVERVIEW
First Grading Period Weeks 6 – 9
Big Idea
Unit Rationale
“Inferring is the heart of meaning construction for learners of all ages. When readers
infer, they use their prior knowledge and textual clues to draw conclusions and form
unique interpretations of text” (107). Miller, D. (2002). Reading with Meaning.
Stenhouse Publishers, Markham, Ontario.
“Readers determine meanings of unknown words by using their schema, paying attention
to textual and picture clues, rereading, and engaging in conversations with others.
Readers make predictions about text and confirm or contradict their predictions as they
read on” (121). Miller, D. (2002). Reading with Meaning. Stenhouse Publishers, Markham,
Ontario.
TEKS Specificity – Intended Outcome
Concepts
TEKS
TEKS Grade 1 (Reading) The students will…
 1C participate in rhymes, songs, conversations, and discussions
 2A connect experiences and ideas with those of others through speaking and listening
 3C ask and answer relevant questions and make contributions in small or large group
discussions
 4B use vocabulary to describe clearly ideas, feeling, and experiences
 5A recognize that print represents spoken language and conveys meaning such as his/her
own name and signs
 5C understand that written words are separated by spaces
 5F know the difference between capital and lowercase letters
 5G recognize how readers use capitalization and punctuation to comprehend
 5I recognize that different parts of a book such as cover, title page, and table of contents
offer information
 5J recognize that there are correct spellings for words
 6B identify, segment, and combine syllables within spoken words such as by clapping
syllables, etc.
 6D(ii) identify vowel and consonant sounds
 6F segment one-syllable spoken words into individual phonemes, including three and four
phoneme words, clearly producing beginning, medial and final sounds
 7A name and identify each letter of the alphabet
 7B understand that written words are composed of letters that represent sounds
 7C(ii) learn and apply letter-sound correspondences of consonant-vowel patterns to produce
syllables to begin to read
 7D(ii) learn and apply the most common letter-sound correspondences
 7E(ii) decode words using knowledge of all Spanish sounds, letters, and syllables
 7F decode by using all letter-sound correspondences within regularly spelled words
 7G use letter-sound knowledge to read decodable texts
 7H apply letter-sound knowledge of consonant-vowel patterns to produce syllables to begin
to read
 8A decode by using all letter-sound correspondences within a word
 8B use common spelling patterns to read words
SAISD © 2008-09 – First Grading Period
“I CAN” statements highlighted in yellow and italicized should be
displayed for students.
Yo puedo:
 participar en rimas, canciones, conversaciones y discusiones (1C)
 conectar mis experiencias e ideas con las de otros (2A)
 hacer y contestar preguntas (3C)
 usar el vocabulario (4B)
 reconocer que lo impreso tiene significado (5A)
 distinguir las letras mayúsculas de las minúsculas (5F)
 saber que los lectores usan las mayúsculas y la puntuación para
comprender el texto (5G)
 conocer los conceptos de la letra impreso (5A, 5C, 5I, 7B)
 reconocer que las palabras siguen una ortografía propia (5J)
 dividir las palabras en sílabas y sonidos y unir los sonidos y las sílabas
para formar palabras (6B, 6F)
 identificar los sonidos de las vocales y consonantes (6Dii)
 nombrar las letras del alfabeto (7A)
 entender que las palabras escritas están hechas de letras (7B)
 descifrar las palabras (7Cii, 7D, 7Eii, 7F, 7H)
 leer texto descifrable (7G)
 usar patrones ortográficos para leer las palabras (8B)
 reconocer las palabras comunes de volada (8Gii)
 leer con fluidez (9C)
 leer libros al nivel independiente (9D)
 desarrollar el vocabulario (10B)
 hablar de los significados de palabras (11A)
 usar el conocimiento previo para comprender el texto (12A)
 establecer el propósito para leer (12B)
 volver a contar el cuento en secuencia (12C)
Bilingual Reading Grade1- Initial Release Aug 08, V1
Page 27 of 44
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.
Revised 3/9/16
 8F use knowledge of word order and context to support word identification and confirm word
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meaning
8G(ii) develop automatic recognition of words that use specific spelling patterns…
9C read orally from familiar texts with fluency
9D self-select independent level reading such as by drawing on personal interest, etc.
10B develop vocabulary by listening to and discussing both familiar and conceptually
challenging selections read aloud
11A discuss meanings of words and develop vocabulary through meaningful/concrete
experiences
12A use prior knowledge to anticipate meaning and make sense of texts
12B establish purposes for reading and listening
12C retell or act out the order of important events in stories
12D(ii) monitor his/her own comprehension and act purposefully when comprehension
breaks down…
12F make and explain inferences from texts such as determining important ideas and
causes and effects, making prediction, and drawing conclusions
12G identify similarities and differences across texts such as in topics, characters, and
problems
13A listen to stories being read aloud
13D connect ideas and themes across texts
13E describe how illustrations contribute to the text
14B understand simple story structure
14C distinguish fiction from nonfiction, including fact and fantasy
14E understand literary forms by recognizing and distinguishing among such types of text as
stories, poems, and information books
14G analyze characters, including their traits, feelings, and relationships
17A gain increasing control of penmanship
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usar estrategias para comprender el texto (12Dii)
hacer y explicar inferencias (12F)
hacer conexiones con el texto (12G, 13D)
escuchar cuentos leídos en voz alta (12A)
describir como las ilustraciones te ayudan a entender el texto (13E)
entender la estructura del cuento (14B)
distinguir los hechos de la fantasía (14C)
entender los diferentes géneros de libros (14E)
analizar los personajes (14G)
escribir en mi mejor letra (17A)
Evidence of Learning
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80% of students will be able to divide words into syllables and phonemes and also combine phonemes and syllables to form words
80% of the students will score 80% or above on the weekly spelling tests
80% of the students will score 80% or above on the weekly assessments
80% of the students will be “Desarrollado” on the Tejas LEE benchmark.
80% of the students will read at a fluency rate of 40+ wpm.
SAISD © 2008-09 – First Grading Period
Bilingual Reading Grade1- Initial Release Aug 08, V1
Page 28 of 44
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.
Revised 3/9/16
CURRICULUM GUIDE
Essential Questions
Essential Pre-requisite Skills
Unit of Study: Take a Closer Look at the World

What do good readers do to comprehend text?

How can I use the textual evidence to support my
prediction?
Week 6 or 7
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learn the vocabulary of school such as numbers, shapes, colors, directions, and categories (K)
know that print moves left-to-right across the page and top-to-bottom (K)
produce rhyming words and distinguish rhyming words from non-rhyming words (K)
blend sounds to make spoken words such as moving manipulatives to blend phonemes in a spoken word (K)
name and identify each letter of the alphabet (K)
learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K)
The Teaching and Learning Plan for Superlibro Bernardo y Canelo
Instructional Model/Teacher Directions
Daily Instructional Routines - ~30 Minutes
Lunes
Phonemic Awareness/Phonics
pp. 194-195
Fonética: Sílabas ca, co, cu
 Desarrollar la conciencia fonémica
o Vistazo previo al cartel
o Canten la rima
 Relacionar el sonido y la letra
o Adivina el animal
 Rutina
o Combinar sílabas
 Hacer una actividad para desarrollar la
conciencia fonémica y la fonética
(Teacher Toolkit: Bilingual Phonemic
Awareness/Phonics Activities)
o Secuencia de sonidos (c):
Identificación de la sílaba inicial
usando palabras que empiezan
con ca, co, cu
o Manipulación de sonidos (a/c/d):
Segmentación/Unión de las
sílabas; Unión de sonidos
SAISD © 2008-09 – First Grading Period
Spelling
 Presentar las palabras de ortografía
 Escoger unas de las actividades para
practicar deletreando las palabras
(Teacher Toolkit: Spelling Chants)
Vocabulary
p. 192
 Desarrollar el vocabulario oral
o Sustantivos
p. 195
 Mural de palabras: Palabras de uso
frecuente
o Presentar las palabras
Bilingual Reading Grade1- Initial Release Aug 08, V1
Fluency
 Práctica de fluidez de alta velocidad
(Teacher Toolkit: Fluency Speed Drills)
 Escuchar al maestro leer el librito de
fonética El yoyó del cucú en voz alta
 Practicar la lectura en eco usando el
librito de fonética El yoyó del cucú
(Teacher Toolkit: Fluency – Echo
Reading)
Page 29 of 44
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.
 Escoger unas de las actividades para
Martes
p. 200
Fonética: Sílabas que, qui
 Desarrollar la conciencia fonémica
 Cartel de rimas y canciones de fonética
 Relacionar el sonido y la sílaba
o El juego de las preguntas
 Hacer una actividad para desarrollar la
conciencia fonémica y la fonética
(Teacher Toolkit: Bilingual Phonemic
Awareness/Phonics Activities)
o Partes de una palabra (a/c):
Segmentación y unión de sílabas
 Escoger unas de las actividades para
Miércoles
pp. 206-207
Fonética: Sílabas ya, ye, yi, yo, yu
 Desarrollar la conciencia fonémica
 Relacionar el sonido y la letra
o Busca las parejas
 Actividades para practicar la fonética
o Trabalenguas
 Librito de fonética
 Evaluación continua
 Hacer una actividad para desarrollar la
conciencia fonémica y la fonética
(Teacher Toolkit: Bilingual Phonemic
Awareness/Phonics Activities)
o Partes de una palabras (a/c):
Segmentación y unión de sílabas
 Escoger unas de las actividades para
Jueves
pp. 212-213
Fonética: Sílabas abiertas ja, je, ji, jo,
ju
 Desarrollar la conciencia fonémica
 Relacionar el sonido y la letra
o Librito de fonética
o Atención a necesidades diversas
 Hacer una actividad para desarrollar la
conciencia fonémica y la fonética
(Teacher Toolkit: Bilingual Phonemic
Awareness/Phonics Activities)
o Separación de sonidos (a/b):
Contar los sonidos en un
palabra/Segmentación de
sonidos
SAISD © 2008-09 – First Grading Period
practicar las palabras de ortografía
(Teacher Toolkit: Games/Activities to
Practice Spelling Words)
p. 201
 Mural de palabras: Palabras de uso
frecuente
o Enlaza palabras y oraciones
 Repasar las palabras de vocabulario
p. 201
 Caligrafía: Trazos
practicar deletreando las palabras
(Teacher Toolkit: Spelling Chants)
practicar las palabras de ortografía
(Teacher Toolkit: Games/Activities to
Practice Spelling Words)
Revised 3/9/16
 Práctica de fluidez de alta velocidad
(Teacher Toolkit: Fluency Speed Drills)
 Practicar la lectura en eco usando el
librito de fonética El yoyó del cucú
(Teacher Toolkit: Fluency – Echo
Reading)
p. 207
 Escoger una actividad de vocabulario
práctico para repasar las palabras de
la semana. (Teacher Toolkit: Hands-On
Vocabulary Instruction)
 Práctica de fluidez de alta velocidad
p. 213
 Mural de palabras: Palabras de uso
frecuente
o Di la palabra que falta
 Práctica de fluidez de alta velocidad
(Teacher Toolkit: Fluency Speed Drills)
 Leer el librito de fonética El yoyó del
cucú en coro (Teacher Toolkit: Fluency
– Choral Reading)
(Teacher Toolkit: Fluency Speed Drills)
 Leer el librito de fonética El yoyó del
cucú en coro (Teacher Toolkit: Fluency
– Choral Reading)
 Escoger una actividad de vocabulario
práctico para repasar las palabras de
la semana. (Teacher Toolkit: Hands-On
Vocabulary Instruction)
Bilingual Reading Grade1- Initial Release Aug 08, V1
Page 30 of 44
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at
each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Viernes
pp. 218-219
Fonética: Sílabas ge, gi
 Desarrollar la conciencia fonémica
 Relacionar el sonido y la letra
 Actividades para practicar la fonética
o Usar los libros
 Hacer una actividad para desarrollar la
conciencia fonémica y la fonética
(Teacher Toolkit: Bilingual Phonemic
Awareness/Phonics Activities)
o Manipulación de sonidos (a/b/c/d):
Omisión del sonido inicial y final;
Omisión de la sílaba inicial y final
 Escoger unas de las actividades para
practicar las palabras de ortografía
(Teacher Toolkit: Games/Activities to
Practice Spelling Words)
 Examen de ortografía
Weekly Spelling Words
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ojo
queso
jefe
vaca
come
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cuna
quita
jala
poquito
bajo
SAISD © 2008-09 – First Grading Period
p. 219
 Mural de palabras: Palabras de uso
frecuente
o Oraciones
 Escoger una actividad de vocabulario
práctico para repasar las palabras de
la semana. (Teacher Toolkit: HandsOn Vocabulary Instruction)
High Frequency Words
 de
 usted
 me
 gustan
 ese
 un
Revised 3/9/16
 Práctica de fluidez de alta velocidad
(Teacher Toolkit: Fluency Speed
Drills)
 Leer el librito de fonética El yoyó del
cucú en coro (Teacher Toolkit:
Fluency – Choral Reading)
Vocabulary Words
 ejercicio
 payaso
 trucos
Bilingual Reading Grade1- Initial Release Aug 08, V1
Academic Vocabulary
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cubierta/portada (delantera/de atrás)
consonante
palabra de uso frecuente
dibujo
ilustración
secuencia
Page 31 of 44
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.
Revised 3/9/16
Comprehension Focus Lessons
15 Minutes
Note: On Mondays, a read aloud of a mentor text will be done during the comprehension focus lesson. Therefore, 10 minutes will be added to the focus lesson and an
additional read aloud after small group/work station time will not take place.
Semana 6 ó 7: Secuencia
Focus: Sequencing is the ability to put objects, activities, and events in a logical order. It involves being able tot see the big picture of the story as opposed to focusing
on individual details. (Trisha Callella, Reading Comprehension: Tools for Tackling Text. CTP, 2000.)
Day 1: Introduce the comprehension skill (sequencing) with a read aloud.
(Teacher Toolkit: Teaching Comprehension; Thinking Aloud; Sequencing)
 Explain that good readers think about the sequence of events in a story.
 Write these words in a graphic organizer on the overhead or dry erase board: Primero, Después, Luego, Por último
Primero
Después
Luego
Por último
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Tell students that they are going to listen to a story and then they will help sequence the story. Tell them to think about the parts of the story as you read aloud.
Read aloud a story with a simple story line (clearly identifiable beginning, middle, end). As you read, think aloud using clue words to sequence the story.
After the read aloud, ask students to help you sequence the events in the story. Write the events in the graphic organizer.
Tell students that sometimes authors give clue words such as first, next, then, and last to help you understand and sequence the events.
Encourage students to think about the sequence of events as they read.
Días 2 - 5: Repasar la destreza de comprensión a través de la semana.
Día 2: p. 198
 Desarrollar la comprensión auditiva
 Enseñar: Identificar la secuencia
o Demostrar
o Practicar
SAISD © 2008-09 – First Grading Period
Día 3: p. 204
 Desarrollar la comprensión auditiva
 Practicar: Identificar la secuencia
Día 4: p. 210
 Practicar: Identificar la secuencia
 Repasar: Predecir
Bilingual Reading Grade1- Initial Release Aug 08, V1
Día 5:
 Prepara tiras de papel con oraciones de
un libro de su preferencia.
 Lea el libro a los alumnos en voz alta.
 Pida a los niños que pongan las
oraciones en secuencia en un cartelón
de bolsillos.
 Pídales que lean las oraciones con Ud.
para asegurar que sí están en el orden
correcto.
Page 32 of 44
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.
Revised 3/9/16
Small Group Guided Reading Instruction/Work Stations
35 Minutes
Note: The phonics story in the Scott Foresman basal and the leveled books will be used during small group guided reading instruction.
 Small Group Guided Reading Instruction is based on students’ needs. The teacher will meet with two groups daily (17 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.
 On Tuesday, 10 minutes of Small Group Guided Reading Instruction may be devoted to children needing additional assistance with handwriting. It is very important that
the teacher model good handwriting skills during whole group instruction. The whole group focus lessons are listed in the Scott Foresman T.E. on day 2 under the
heading Caligrafía. During Small Group Guided Reading Instruction, the teacher needs to make sure that the children are practicing correct letter formation. During both
whole group and Small Group Guided Reading Instruction it is suggested that the children use lined handwriting paper (not loose leaf paper nor spiral notebooks).
 Go to http://www.tea.state.tx.us/curriculum/biling/Struglingspanishreader.pdf for ideas on skills lessons.
 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 not meeting with the teacher will spend the entire 40 minutes at one work station. Teacher will provide additional activities (such as book
baskets) for students who finish work early.
 Students will visit the following five work stations:
a) Listening Station (El taller de escuchar)
b) Drama/Retelling Station (El taller de dramatización/volver a contar)
c) Writing Station (El taller de escritura)
d) Independent Reading Station (El taller de lectura independiente)
e) Word Work Station (El taller de palabras)
 Go to 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.
SAISD © 2008-09 – First Grading Period
Bilingual Reading Grade1- Initial Release Aug 08, V1
Page 33 of 44
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.
Revised 3/9/16
Resources
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Teacher Toolkit:
Bilingual Phonemic Awareness/Phonics Activities
Fluency Speed Drills
Ways to Teach Fluency packet
Spelling Chants
Games/Activities to Practice Weekly Spelling Words
Hands-On Vocabulary Instruction
SAISD © 2008-09 – First Grading Period
Textbook:
 Scott Foresman Lectura Guía del maestro, Vol. 1 –
¡Qué bien la pasamos!, Páginas 178-221
 Superlibro Bernardo y Canelo
 Librito de fonética 5, El yoyo del cucú
Additional Resources:
 Cartel de rimas y canciones
 Audiocasete de la selección
 Audiocasete para desarrollar el contexto
 Cuaderno de práctica
Bilingual Reading Grade1- Initial Release Aug 08, V1
Suggested Read Alouds:
La oruga muy hambrienta by Eric Carle
Si llevas un ratón a la escuela by Laura Numeroff
La semilla de zanahoria by Ruth Krauss
Calabaza, calabaza by Jeanne Titherington
El nabo gigante by Aleksei Tolstoy and Niamh
Sharkey
 Alexander y el día terrible, horrible, espantoso,
horroroso by Judith Viorst
 Cultivamos sopa de verduras by Lois Ehlert
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Page 34 of 44
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.
Revised 3/9/16
The Teaching and Learning Plan for Bernardo y Canelo
Instructional Model/Teacher Directions
Week 8
Daily Instructional Routines
30 Minutes
Lunes
pp. 232-233
Fonética: Sílabas abiertas con r fuerte
 Desarrollar la conciencia fonémica
 Relacionar el sonido y la letra
o Haz una palabra
 Rutina
o Separar sonidos de letras
 Hacer una actividad para desarrollar la
conciencia fonémica y la fonética
(Teacher Toolkit: Bilingual Phonemic
Awareness/Phonics Activities)
o Partes de una palabra (a/b/c/d):
Segmentación de sílabas; Contar las
sílabas en una palabra; Unión de
sílabas; Unión de sonidos
Martes
Phonemic Awareness/Phonics
p. 238
Fonética: Sílabas abiertas con rr
 Desarrollar la conciencia fonémica
 Escuchar la rr
 Relacionar el sonido y la sílaba
o Correspondencia entre el sonido y la
letra
o Practicar letras y sonidos
 Hacer una actividad para desarrollar la
conciencia fonémica y la fonética
(Teacher Toolkit: Bilingual Phonemic
Awareness/Phonics Activities)
o Secuencia de sonidos (a): Identificación
del sonido inicial
SAISD © 2008-09 – First Grading Period
Spelling
 Presentar las palabras de
ortografía
 Escoger unas de las actividades
para practicar deletreando las
palabras (Teacher Toolkit: Spelling
Chants)
 Escoger unas de las actividades
para practicar las palabras de
ortografía (Teacher Toolkit:
Games/Activities to Practice
Spelling Words)
p. 239
 Caligrafía: Trazos
Vocabulary
Fluency
p. 233
 Mural de palabras: Palabras de uso
frecuente
o Presentar las palabras
 Práctica de fluidez de alta velocidad
(Teacher Toolkit: Fluency Speed
Drills)
 Escuchar al maestro leer el librito de
fonética Ramiro el zorro cocinero en
voz alta
 Practicar la lectura en eco usando el
librito de fonética Ramiro el zorro
cocinero (Teacher Toolkit: Fluency –
Echo Reading)
p. 239
 Mural de palabras: Palabras de uso
frecuente
o Juego “Comienza con…”
 Repasar las palabras de
vocabulario
 Práctica de fluidez de alta velocidad
(Teacher Toolkit: Fluency Speed
Drills)
 Practicar la lectura en eco usando el
librito de fonética Ramiro el zorro
cocinero (Teacher Toolkit: Fluency –
Echo Reading)
Bilingual Reading Grade1- Initial Release Aug 08, V1
Page 35 of 44
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.
 Escoger unas de las actividades
para practicar deletreando las
palabras (Teacher Toolkit: Spelling
Chants)
Miércoles
Jueves
pp. 250-251
Fonética: Sílabas ce, ci
 Desarrollar la conciencia fonémica
 Relacionar el sonido y la letra
 Librito de fonética
 Hacer una actividad para desarrollar la
conciencia fonémica y la fonética
(Teacher Toolkit: Bilingual Phonemic
Awareness/Phonics Activities)
o Separación de sonidos (a/b): Contar los
sonidos en un palabra/Segmentación
de sonidos
Viernes
Revised 3/9/16
pp. 244-245
Fonética: Sílabas za, zo, zu
 Desarrollar la conciencia fonémica
 Relacionar el sonido y la letra
 Actividades para practicar la fonética
o Encuentra la sílaba que falta
 Librito de fonética
o Enlaza los sonidos
 Evaluación continua
 Hacer una actividad para desarrollar la
conciencia fonémica y la fonética
(Teacher Toolkit: Bilingual Phonemic
Awareness/Phonics Activities)
o Separación de sonidos (a/b): Contar los
sonidos en una palabra;
Segmentación de sonidos
pp. 256-257
Fonética: Sílabas abiertas con r suave
 Desarrollar la conciencia fonémica
 Relacionar el sonido y la letra
 Actividades para practicar la fonética
o ¿Cuál es diferente?
 Hacer una actividad para desarrollar la
conciencia fonémica y la fonética
(Teacher Toolkit: Bilingual Phonemic
Awareness/Phonics Activities)
o Manipulación de sonidos (c/d): Omisión
de la sílaba inicia/final
SAISD © 2008-09 – First Grading Period
 Escoger una actividad de
vocabulario práctico para repasar
las palabras de la semana.
(Teacher Toolkit: Hands-On
Vocabulary Instruction)
 Práctica de fluidez de alta velocidad
(Teacher Toolkit: Fluency Speed
Drills)
 Leer el librito de fonética Ramiro el
zorro cocinero en coro (Teacher
Toolkit: Fluency – Choral Reading)
 Escoger unas de las actividades
para practicar las palabras de
ortografía (Teacher Toolkit:
Games/Activities to Practice
Spelling Words)
p. 251
 Mural de palabras: Palabras de uso
frecuente
 Escoger una actividad de
vocabulario práctico para repasar
las palabras de la semana.
(Teacher Toolkit: Hands-On
Vocabulary Instruction)
 Práctica de fluidez de alta velocidad
(Teacher Toolkit: Fluency Speed
Drills)
 Leer el librito de fonética Ramiro el
zorro cocinero en coro (Teacher
Toolkit: Fluency – Choral Reading)
 Escoger unas de las actividades
para practicar las palabras de
ortografía (Teacher Toolkit:
Games/Activities to Practice
Spelling Words)
 Examen de ortografía
p. 257
 Mural de palabras: Palabras de uso
frecuente
o Completar oraciones
 Escoger una actividad de
vocabulario práctico para repasar
las palabras de la semana.
(Teacher Toolkit: Hands-On
Vocabulary Instruction)
 Práctica de fluidez de alta velocidad
(Teacher Toolkit: Fluency Speed
Drills)
 Leer el librito de fonética Ramiro el
zorro cocinero en coro (Teacher
Toolkit: Fluency – Choral Reading)
Bilingual Reading Grade1- Initial Release Aug 08, V1
Page 36 of 44
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.
Revised 3/9/16
Weekly Spelling Words





cero
roca
pozo
rima
carro





perro
cena
zacate
zorro
cita
High Frequency Words
 es
o
y
Vocabulary Words
 puede
 día
 le




ejercicio
payaso
trucos
vocabulario
Academic Vocabulary
 ortografía
 personajes
 ambiente
 recordar
 volver a contar
 tomar turnos
Comprehension Focus Lessons
15 Minutes
Note: On Mondays, a read aloud of a mentor text will be done during the comprehension focus lesson. Therefore, 10 minutes will be added to the focus lesson and an
additional read aloud after small group/work station time will not take place.
Semana 8: Recordar y volver a contar
Focus: Retelling is the ability to summarize and organize the elements of a story. It involves processing the key points of the text and explaining those points in your own
words. Good listening skills are an important part of this strategy. (Trisha Callella, Reading Comprehension: Tools for Tackling Text. CTP, 2000.)
Day 1: Introduce the comprehension skill (retelling) with a read aloud.
 Review with students the five key elements that make up a story: escenario, personajes, problema (conflicto), resolución, y conclusión. Draw a picture of a large hand on an
anchor chart and label the fingers with the names of the key elements. Also include pictures next to the words to help non-readers identify each of the elements on the hand.
 Introduce students how to retell a story using a book such as Strega Nona by Tomie dePaola. Ask students to put their hand out with the palm down. Tell them they will see three or
four major lines or veins running through the top of their hand. Tell them to touch the lines and give you three or four predictions about the story by looking at the title and what they
see on the cover of the book.
 Tell students they will learn to do a finger retelling of a story. Explain that each finger is assigned one of the five key story elements. As students retell an element, they hold up one of
their fingers, both as a prompt and as a way to register that a particular element has been covered in the retelling.
 Tell the children as you read Strega Nona, you want them to see if their predictions are correct. After reading the story, they will help to retell the major elements by using the thumb
will be used for the setting, the index finger for the main characters, the middle finger as the problem/conflict finger, the ring finger for naming the attempts at resolving the conflict,
and the pinkie finger for telling the conclusion.
 After reading the story to the class, have the kids hold up their thumb and talk about the setting. Were their predictions correct?
 Have the students hold up their index finger and ask what they can tell you about the characters. Do the same with the middle, ring and pinkie fingers. As the students retell the story
elements, they should support their information as well.
(Source: Retelling Strategies to Improve Comprehension: Effective Hands-on Strategies for Fiction and Nonfiction That Help Students Remember and Understand What They Read by
Darlene Shaw. Scholastic, 2005.)
Días 2 - 5: Repasar la destreza de comprensión a través de la semana.
Día 2: p. 236
 Desarrollar la comprensión auditiva
 Enseñar: Recordar y volver a contar
SAISD © 2008-09 – First Grading Period
Día 3: p. 242
 Desarrollar la comprensión auditiva
 Practicar: Recordar y volver a contar
Día 4: p. 248
 Practicar: Recordar y volver a contar
 Repasar: Clasificar
 Clasificar personajes
Bilingual Reading Grade1- Initial Release Aug 08, V1
Día 5:
 Lea un libro en voz alta.
 Pida que los alumnos vuelvan a contar el
cuento a un compañero usando los dedos
para nombrar los elementos del cuento.
Page 37 of 44
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.
Revised 3/9/16
Small Group Guided Reading Instruction/Work Stations
35 Minutes
Note: The phonics story in the Scott Foresman basal and the leveled books will be used during small group guided reading instruction.
 Small Group Guided Reading Instruction is based on students’ needs. The teacher will meet with two groups daily (17 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.
 On Tuesday, 10 minutes of Small Group Guided Reading Instruction may be devoted to children needing additional assistance with handwriting. It is very important
that the teacher model good handwriting skills during whole group instruction. The whole group focus lessons are listed in the Scott Foresman T.E. on day 2 under
the heading Caligrafía. During Small Group Guided Reading Instruction, the teacher needs to make sure that the children are practicing correct letter formation.
During both whole group and Small Group Guided Reading Instruction it is suggested that the children use lined handwriting paper (not loose leaf paper nor spiral
notebooks).
 Go to http://www.tea.state.tx.us/curriculum/biling/Struglingspanishreader.pdf for ideas on skills lessons.
 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 not meeting with the teacher will spend the entire 40 minutes at one work station. Teacher will provide additional activities (such as book
baskets) for students who finish work early.
 Students will visit the following five work stations:
a) Listening Station (El taller de escuchar)
b) Drama/Retelling Station (El taller de dramatización/volver a contar)
c) Writing Station (El taller de escritura)
d) Independent Reading Station (El taller de lectura independiente)
e) Word Work Station (El taller de palabras)
 Go to 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.
SAISD © 2008-09 – First Grading Period
Bilingual Reading Grade1- Initial Release Aug 08, V1
Page 38 of 44
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.
Revised 3/9/16
Resources






Teacher Toolkit:
Bilingual Phonemic Awareness/Phonics Activities
Fluency Speed Drills
Ways to Teach Fluency packet
Spelling Chants
Games/Activities to Practice Weekly Spelling Words
Hands-On Vocabulary Instruction
SAISD © 2008-09 – First Grading Period
Textbook:
 Scott Foresman Lectura Guía del maestro, Vol. 1, Unidad
1 – ¡Qué bien la pasamos!, Páginas 222-259
 Superlibro Bernardo y Canelo
 Librito de fonética 6, Ramiro el zorro cocinero
Additional Resources:
 Cartel de rimas y canciones
 Audiocasete de la selección
 Audiocasete para desarrollar el contexto
 Cuaderno de práctica
Bilingual Reading Grade1- Initial Release Aug 08, V1







Suggested Read Alouds:
Strega Nona by Tomie dePaola
Olivia by Ian Falconer
El hombre de jengibre by Catherine McCafferty
Los tres cerditos by Merce Escardo I. Bas
Pollita chiquita by H. Werner Zimmerman
La gallinita hambrienta by Richard Waring
Cuando Sofía se enoja, se enoja de veras… by
Molly Bang
Page 39 of 44
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.
Revised 3/9/16
Week 9
The Teaching and Learning Plan for AEIOU and El gato de las mil narices
Instructional Model/Teacher Directions
Daily Instructional Routines
30 Minutes
p. 17c
Fonética: Vocales a, e, i, o, u
 Actividades de práctica
o Cartel de rimas de rimas y
canciones de fonética
o Formar palabras
 Hacer una actividad para desarrollar la
conciencia fonémica y la fonética para
practicar la destreza más necesitada por
los alumnos (Teacher Toolkit: Bilingual
Phonemic Awareness/Phonics Activities)
p. 17d
Ortografía: Palabras con a, e, i, o, u
 ¿Qué palabra soy?
p. 39a
Fonética: Vocales a, e, i, o, u
 Relación con el cuento
 Actividades de práctica
o Formar palabras
o Superlibro
 Repaso: Vocales
Miércoles
pp. 10i-10j, 10k-10l
Fonética: Vocales a, e, i, o, u; Vocales
fuertes a, e, o y vocales débiles i, u
 Desarrollar la conciencia fonémica
o Presentar el cartel
o Cantar la canción
 Relacionar el sonido y la letra
o Presentar las vocales
o Señalar las palabras
o Combinar sílabas
o Identificar palabras
o Descifrar y formar otras palabras
 Rutina
o Practicar la pronunciación
 Repetir
 Separen las palabras
pp. 10j, 10l
 Examen preliminar
 Emplear el patrón ortográfico
Lunes
Spelling
Martes
Phonemic Awareness/Phonics
SAISD © 2008-09 – First Grading Period
Vocabulary
p. 10l
 Mural de palabras: Palabras de uso
frecuente
o Presentar las palabras
p. 10m
 Presentar el vocabulario
Fluency
 Práctica de fluidez de alta velocidad
(Teacher Toolkit: Fluency Speed
Drills)
 Escuchar al maestro leer el librito de
fonética El osito dice en voz alta
 Practicar la lectura en eco usando el
librito de fonética El osito dice
(Teacher Toolkit: Fluency – Echo
Reading)
p. 17d
 Mural de palabras: Palabras de uso
frecuente
o Pesca de palabras
 Repasar las palabras de vocabulario
 Práctica de fluidez de alta velocidad
p. 39b
p. 18a
 Práctica de fluidez de alta velocidad
 Practicar la escritura
 Escoger unas de las actividades para
 Presentar el vocabulario
(Teacher Toolkit: Fluency Speed
Drills)
 Leer el librito de fonética El osito dice
en coro (Teacher Toolkit: Fluency –
Choral Reading)
p. 17d
 Caligrafía: Aa
o ¡Ay, me equivoqué!
practicar deletreando las palabras
(Teacher Toolkit: Spelling Chants)
Bilingual Reading Grade1- Initial Release Aug 08, V1
(Teacher Toolkit: Fluency Speed
Drills)
p. 17f
 Leer con fluidez
o Volver a leer A E I O U
Page 40 of 44
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at
each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Viernes
Jueves
Revised 3/9/16
p. 40a
p. 40b
Fonética: Vocales fuertes a, e, o, y
vocales débiles i, u
 Repaso: Vocales
 Atención a necesidades diversas
Ortografía: Palabras con a, e, i, o, u
 Práctica de ortografía en parejas
 Hacer una actividad para desarrollar la
conciencia fonémica y la fonética para
practicar la destreza más necesitada
por los alumnos (Teacher Toolkit:
Bilingual Phonemic
Awareness/Phonics Activities)
 Escoger unas de las actividades para
practicar las palabras de ortografía
(Teacher Toolkit: Games/Activities to
Practice Spelling Words)
 Examen de ortografía
Weekly Spelling Words





ala
elote
imán
oso
uña





uva
a
el
iglú
oveja
High Frequency Words
 escondida
 boca
 entre

 está
 vaso
 Escoger una actividad de vocabulario
práctico para repasar las palabras de
la semana. (Teacher Toolkit: HandsOn Vocabulary Instruction)
 Práctica de fluidez de alta velocidad
(Teacher Toolkit: Fluency Speed
Drills)
p. 39e
 Leer con fluidez
o Escuchar El gato de las mil
narices
▪ Audio
▪ Demostrar
o Volver a leer El gato de las mil
narices
 Escoger una actividad de vocabulario
práctico para repasar las palabras de
la semana. (Teacher Toolkit: HandsOn Vocabulary Instruction)
 Examen de la selección
o Parte 1: Vocabulario (Cuaderno de
práctica 1.2, p. 13)
 Práctica de fluidez de alta velocidad
(Teacher Toolkit: Fluency Speed
Drills)
 Leer el librito de fonética El osito
dice en parejas (Teacher Toolkit:
Fluency – Paired Reading)
Vocabulary Words
 plaza
 comienzo
 equivoqué

 país
 revés
 sueños
Academic Vocabulary





vocal débil
vocal fuerte
vocabulario
claves de contexto
Comprehension Focus Lessons
15 Minutes
Note: On Mondays, a read aloud of a mentor text will be done during the comprehension focus lesson. Therefore, 10 minutes will be added to the focus lesson and an
additional read aloud after small group/work station time will not take place.
Semana 9: Claves de contexto
Focus: Context Clues help readers to figure out the meaning of unknown words.
Day 1: Introduce Comprehension Skill with a Read Aloud– Context Clues (Teacher Toolkit: Teaching Comprehension; Thinking Aloud; Context Clues)
 Before reading, pre-select two or three vocabulary words to model context clues. Place sticky notes on the pages you will be thinking aloud.
 Ask “When you are reading and you come to a word that you don’t understand, what do you do?”
 Say “We are going to be word detectives. I’m going to show you how to use clues around the word to figure out what the word means.”
 Read aloud. Stop at two or three pre-selected words to think aloud. Model how good readers use context clues to figure out unknown words. Tell students that when they
are reading and they come to a word they don’t know, they can use other words or sentences as clues to figure out the word.
 Continue to read aloud. Have students use context clues to figure out an unknown word. Have students turn and talk to a partner to give the meaning of the unknown word
and how they figured it out.
 Remind students to use context clues to figure out unknown words in a text. Explain that good readers look for words or sentences around the unknown word to help them
figure out the meaning of the word.
SAISD © 2008-09 – First Grading Period
Bilingual Reading Grade1- Initial Release Aug 08, V1
Page 41 of 44
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.
Revised 3/9/16
Días 2 - 5: Repasar la destreza de comprensión a través de la semana.
Día 2: p. 17e
 Desarrollar la comprensión auditiva
 Enseñar la destreza
o Demuestre
o Practicar
Día 3
 Modelar la destreza de comprensión
(claves de contexto) al leer el cuento
El gato de las mil narices, pp. 18-37,
en voz alta.
Día 4: p. 39e
 Práctica: Claves de contexto
 Volver al superlibro
 Repaso: Clasificar
Día 5: p. 40
 Examen de la selección: Cuaderno de
práctica 1.2
o Parte I: Vocabulario, p. 13
o Parte 2: Comprensión, p. 14
Small Group Guided Reading Instruction/Work Stations
35 Minutes
Note: The phonics story in the Scott Foresman basal and the leveled books will be used during small group guided reading instruction.
 Small Group Guided Reading Instruction is based on students’ needs. The teacher will meet with two groups daily (17 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.
 On Tuesday, 10 minutes of Small Group Guided Reading Instruction may be devoted to children needing additional assistance with handwriting. It is very important
that the teacher model good handwriting skills during whole group instruction. The whole group focus lessons are listed in the Scott Foresman T.E. on day 2 under
the heading Caligrafía. During Small Group Guided Reading Instruction, the teacher needs to make sure that the children are practicing correct letter formation.
During both whole group and Small Group Guided Reading Instruction it is suggested that the children use lined handwriting paper (not loose leaf paper nor spiral
notebooks).
 Go to http://www.tea.state.tx.us/curriculum/biling/Struglingspanishreader.pdf for ideas on skills lessons.
 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 not meeting with the teacher will spend the entire 40 minutes at one work station. Teacher will provide additional activities (such as
book baskets) for students who finish work early.
 Students will visit the following five work stations:
a) Listening Station (El taller de escuchar)
b) Drama/Retelling Station (El taller de dramatización/volver a contar)
c) Writing Station (El taller de escritura)
d) Independent Reading Station (El taller de lectura independiente)
e) Word Work Station (El taller de palabras)
 Go to Teacher Toolkit for ideas on work station activities. 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.
SAISD © 2008-09 – First Grading Period
Bilingual Reading Grade1- Initial Release Aug 08, V1
Page 42 of 44
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.
Revised 3/9/16
Resources
Teacher Toolkit:
 Bilingual Phonemic Awareness/Phonics Activities
 Fluency Speed Drills
 Ways to Teach Fluency packet
 Spelling Chants
 Games/Activities to Practice Weekly Spelling Words
 Hands-On Vocabulary Instruction
Textbook:
 Scott Foresman Lectura Guía del maestro, Vol.
2 – Míralo de cerca, Páginas 10a-41e
 Stories: AEIOU and El gato de las mil narices
 Librito de fonética 7 El osito dice
 Superlibro Plumas para almorzar
Additional Resources:
 Cartel de rimas y canciones
 Audiocasete de la selección
 Audiocasete para desarrollar el contexto
 Cuaderno de práctica
Suggested Read Alouds:
 Ramón y su ratón by Margarita Robleda Moguel
 Pulgas, el perro de José Luis by Margarita
Robleda Moguel
 El carrito de Monchito by Margarita Robleda
Moguel
 Un grillo en mi cocina by Margarita Robleda
Moguel
 Sueños by Margarita Robleda Moguel
 Sana ranita, sana by Margarita Robleda
 Moguel
 Rebeca by Margarita Robleda Moguel
Evidence of Learning
Differentiation
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.
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 – First Grading Period
Interims/TAKS/Benchmarks
Sample Questions
Third Grade: TAKS Released Test
Source: TEA Website – April 2006 Spanish
Reading
27 ¿Qué pasa inmediatamente después de que a
Lalo se le cae el libro de ciencias de su
escritorio?
O
O
O
O
Su maestro le grita.
Ve a un pájaro comerse una lombriz.
Sus compañeros de clase se ríen de él.
Va a la oficina de la directora.
Bilingual Reading Grade1- Initial Release Aug 08, V1
College-Readiness
(Anticipated Skills for SAT/ACT/College
Board/Careers/Life)
Sample Questions
Fifth Grade: TAKS Released Test
Source: TEA Website – Spring 2004 Spanish
Reading
32 ¿Cuál es el problema de Ángel después de
que le dan el papel del Caballero Trawood?
F Debe escoger entre jugar básquetbol o estar en
la obra.
G En realidad, él quería el papel de uno de los
guardias de la reina.
H Tiene que pasar el fin de semana memorizando
sus nuevos diálogos.
J Tiene que decidir si va a participar en la obra
sin César.
Page 43 of 44
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.
Revised 3/9/16
Evidence of Learning
Formative Mini Assessment
SAISD © 2008-09 – First Grading Period
TAKS Benchmarks
Bilingual Reading Grade1- Initial Release Aug 08, V1
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Page 44 of 44
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.