El pez arcoiris

Literacy Squared® Lesson Plan
Teacher/s: Bare, Stewart, Knudson, Lopez, Angulo, Abarca
School: Migrant Ed
Grade: Spring Kinder
Literacy Standards: L.I.2 Con sugerencias y apoyo identifican el tema principal y recuentan los detalles clave de un texto; LL.3 Con
sugerencias y apoyo, identifican personajes, escenarios y acontecimientos importantes en un cuento; E.3 Usan dibujos, dictado y escritura para narrar eventos
ELP Standards: Describe; using nouns
Literacy Objectives: SWBAT identify characters, settings, and major events in a story
Connections between Literacy
Cross-language Strategies (if
Environments:
applicable):
Materials:
El pez arco iris por Marcus Pfister
Non-fiction books on fish and sea creatures
Canción: Un pulpito por Charlotte Diamond
Fish Faces by Norbert Wu
Cognates:
Conventions
Cueva/cave
Capital letter to start sentences, spaces between
words, punctuation at the end of a complete sentence. Océano/ocean
contento/content (feeling)
brillante/brillant
Grammatical Structures of Language
respeto, respect
Verbs: Action words
preciosas/precious
Adjectives: Describe nouns
Nouns: Person (animal), Place, or Thing (body parts) marchar/march (verb)
maravillosas/marvelous
camaflage/camoflage
depredator/predator
Dictado en español:
El pez
El pez dijo-Te doy una escama.
English Dictado:
Sea Star
The red sea star has five arms.
Enfoque de instrucción: El guillión, mayúscula/minúscula, espacios, punto final
Teaching Points:
/s/, capital/lowercase
Lecto-escritura
Literacy Squared® 2/2012
Literacy-based ESL
1
Objetivo(s) de oralidad: SWBAT describe characters in the story,
identify key story elements, and discuss perspectives.
Oracy Objective(s): SWBAT make descriptive observations about the
different sea animals.
Diálogo: Beginning: ¿Has visto un pez? ¿Qué características tiene un pez?
Un pez____. Un pez tiene ______.
Middle: ¿Cómo sintió el pez arco iris/ el pez azul cuando _____, y por qué?
¿Cuáles consejos le dio el pulpo, y por qué?
¿Cómo te sentirías si fueras el pez arco iris/el pez azul/ el pulpo?
Dialogue: Where have you seen a fish/octopus?
Have you ever been to the beach? Aquarium? Mark Hatfield Marine Science
Center...
Have you eaten any sea creatures before?
Estructuras lingüísticas:
¿Quienes son los personajes?
¿Qué pasó primero?/más tarde? finalmente?
¿Cuál fue el problema?/la solución?
¿Qué pasó ________?
¿Comó se sintió el ____________?
El pez se sintió ________ porque _________.
Yo me sentiría _________porque _________.
Language Structures:
What does a ______ look like?
A(n)/The ___ has ____.; A(n)/The _____ has _____and _______.
A(n)/The ________is ________. A(n)/The ________ is ________and
__________.
Vocabulary: scales, fins, arms, legs, dorsal fins, eyes, mouth, tail, octopus,
deep ocean (under the sea); surface of the sea; cave, beach, sand, waves, fish,
shark, whale (humpback/killer), sea horse, sea turtle,
Mi personaje favorito es ________ porque __________.
Vocabulario: escenario, personajes, problema, solución, alegre/triste,
contento/frustrado, compartir
Vocabulary for Review:
escamas, aletas, brazos, patas, aletas dorsal, ojos, boca, cola, pulpo, profundo del
mar, superficie del mar, cueva, playa, camuflaje
Literacy Squared® 2/2012
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Evaluación: EDL
Assessment DRA; My Book of Sea Animals; SWBAT write a sentence using
sentence start: The (noun)______. Students can use: The ____has _____. or
Expresión oral (hablar y escuchar)
Escritura: Using the arco iris picture, students fill in each part of the story The _____has ____and _______.
map on one side, and the back draw a picture that includes characters, setting, Speaking/Listening Students will practice language structures with a
partner (lines of communication, peanut butter jelly, etc.)
problem, and solution.
Lectura: Author’s Chair sharing their favorite character from el pez arco
iris.
Writing Students will write sentences using language supports (My Book of
Sea Animals).
Reading: Students read their booklets to others (busy bees/peanut butter
jelly/chips and salsa)/Ocean Animal Chants
Lecto-escritura
Literacy-based ESL
(M=Modelado, C=Compartido, E=Equipos/parejas, I= Independiente)
(M=Modeled, S=Shared, C=Collaborative, I=Independent)
Lectura
Literacy Squared® 2/2012
Escritura
Reading
Writing
3
Sess Enfoque pedagógico: M
ion C
E
I
1 Texto: El pez arco iris
Enfoque pedagógico:
Approach:
M
I
C
E
Actividades:
I
M
Text: Fish Faces
SG
C
Approach:
I
M
S
C
Activities:
Activities:
Model how to use sticky notes for
Actividades: Prior knowledge
Modeled/Collaborative writing of prior
activity (KWL or informal questioning knowledge on KWL Chart.
Observation charts with different sea questions and comments, and let them
know they can use symbols (star for
on fish and personal experiences with
creatures.
comment, question mark for question)
sharing or problems with friends)
Dictado
Pictures in separate document
if they can’t write the question.
Picture Walk/Caminata
Students begin to make observations
Picture Walk
with a partner.
Read book
the text
Literacy Squared® 2/2012
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Sess Enfoque pedagógico: M
ion C
2 Texto: El pez arco iris
Enfoque pedagógico: M
Approach:
C
Text: Read Non-Fiction
E
I
Actividades:
Activities:
M
S
C
I Approach:
I
M
S
C
Activities:
Column titles: Animals, Body Parts:
Teeth, Eyes, Skin, How do they move,
Dictado
Revisit observation charts and as a
Actividades:
group make a chart of nouns.
Introduce Retell Rubric (Traffic Light)
Teacher models Fish Input Chart while
Sequence the story, include the scene, Explain that everyday we are focusing
on a different element of the story. Pick a non-fiction picture book on sea students label their own.
characters, problem and solution)
animals or sea life, and front load
Use different colors for the different vocabulary.
Present the story map in the fish
elements of a story.
graphic.
Read the book.
-Face: Characters
Use the questions from dialogo y
-Aleta Dorsal: Setting
estructuras lingüísticas.
-Body: Problem (Al principio, El
medio)
-Tail: Solution
Literacy Squared® 2/2012
5
Sess Enfoque pedagógico: M
ion C
E
I
3
Actividades:
Write on the dorsal fin, the setting/
where the story takes place. (En el
océano, en el profundo del mar, en
una cueva)
Use the Fish Story Map
Enfoque pedagógico: M
C
E
I
Approach:
I
M
S
C
Approach:
M
S
C
I
Text: Read Non-Fiction Ocean Book Activities:
Actividades:
Modeled writing of favorite character
Modeled writing with Adapted
using language structure.
Activities:
Sentence Patterning Chart;
Dictado
Sentence Patterning Chart
Noun/Verb (has)/Noun; and Adj/
Noun.
Shared writing with Adapted Sentence
Patterning Chart;
If you have the CD, play What/Who
is it? with the sounds of the sea. In Alternatively, can use pictures from
groups of 2-3 students will listen to
observation charts.
the sounds and then write what they
think made the ocean sound is.
Prepare sentence strips with nouns and
adjectives from yesterday’s written list.
What does a _____ look like?
The____has ____. A _____
has____and____.
The _____is _____. The___is___and
____.
Literacy Squared® 2/2012
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Sess Enfoque pedagógico: M
ion
C E
I
4
Enfoque pedagógico: M
C
E
I
Actividades:
Actividades:
Work on the Fish graphic: Body (the Teacher will write the students ideas
problem) include “in the beginning” and for the problem in the graphic, while
teacher is writing, students will write on
“then”, “later”...
their copy of the graphic. When
Present the idea of a problem in the complete the students will find a
partner with whom they will read their
story. Refer to questions in
writing.
Estructuras lingüísticas.
When students are in agreement of Students vote for favorite character
the problem, the teacher will write their and collaboratively write. Call on
volunteers for writing ideas/reasoning.
ideas on the graphic.
Using pictures from Second Step, or
other pictures that represent social
problems; ask the students to use
post-it notes to write the problem that
they see. Use the observation chart
format. Later, they will read their
ideas to a partner. Gather as a
whole group and share what they
wrote. Collaboratively, come up with
possible solutions.
Literacy Squared® 2/2012
Approach:
I
M
S
C
Activities:
Students will chorally read the
sentences from the writing activity.
Approach:
M
S
C
I
Activities:
Model sentence frames using supports
for writing.
Model taking vocabulary from
Adapted Sentence Patterning Chart to
make sentences.
Students will read their sentence to a
neighbor.
Then, call on students to come up and
write a noun of their choice.
If time permits, have students go to
their student journals to write their
own sentence, then draw a picture that
matches their sentence. Have them
read their sentences to a neighbor.
*Sentence Frames: PDF attached**
Sentence Patterning could be glued
into journals for a gradual release.
7
Sess Enfoque pedagógico: M
ion E
I
5
Texto:
C Enfoque pedagógico:
C
E
I
Approach:
M
I
M
S
C
Approach:
I
M
S
C
Text: (Student Made) My Book of
Actividades:
Sea Animals
Activities:
Students will write in their journals
about their favorite character from Activities:
Actividades:
Students will write sentences to match
the story using the supporting sentence
Author’s Chair
frame: Mi personaje favorito
Busy Bee reading of their books to a picture.
Students will read their sentence about es___porque_______.
partner.
their favorite character to the class
Then, they will draw a picture of the
and share their picture.
character.
Students are encouraged to use more
than 3 colors in their drawing.
Ocean Themed Book List
Spanish
Non Fiction:
La ballena azul: El mamífero más grande del mundo por Joy Paige
Las ballenas jorobadas por Susan Watson
La medusa por Lola M. Schaefer
Vida Animal Delfines y marsopas por Sally Morgan
Vida Animal Tortugas y Galápagos por Sally Morgan
Caras de peces por Norbert Wu
¿Cuánots peces? por Alan Rubin
Bajo las olas por Kristin Joy Pratt
Bajo las olas 1, 2, 3 por Barbara Knox
Corales por Capstone Press
Focas por Capstone Press
Pulpos por Carol Lindeen
Tiburones por Carol Lindeen
Literacy Squared® 2/2012
Estrellas del mar por Rake, Jody S. and Gail Saunders-Smith
Pez payaso por Capstone Press
8
English
Fiction
The Three Little Fish and the Big Bad Shark by Ken Geist
Rainbow Fish to the Rescue by Marcus Pfister
Commotion in the Ocean by Giles Andreae
Hello Ocean by Pam Munoz Ryan
I’m the Biggest Thing in the Ocean by Kevin Sherry
In One Tidepool: Crabs, Snails, and Salty Tails by Anthony Fredericks
Over in the Ocean: In a Coral Reef by Derkes, Marianne and Canyon
Non Fiction
Oceans: Dolphins, Sharks, Penguins and more! by Johnna Rizzo
Eye Wonder: Ocean by Sue Thornton
Literacy Squared® 2/2012
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