Professional Documents
Culture Documents
Quinitos Neighborhood
By: Ina Cumpiano
Reading With
Shared Reading:
Las personas que conozco
By: Epic! Books
Community Helper,
Community Helper
Teacher Created Big Book
Reading By
Guided Reading:
Ayudantes de la comunidad
By: Kira Freed
Trabajadores comunitarios
By: Pam Bull
Community Helper,
Community Helper
Los bomberos
By Katie Knight
Los policias
By: Julie Harding
Quisiera ser
By: Katalina Page
Spanish Component
Read Aloud - Introductory Lesson 1
Lesson Plan Template
Content Area
Theme/Big Ideas
Literacy Standards:
Content Targets:
Spanish: Students will state the main idea of book read aloud.
English: Students will create their own side by side chart of
vocabulary terms.
Background Knowledge:
Ayudantes de mi comunidad
Background/Prior Knowledge
The teacher will show the front cover of the book and ask
students if they can predict what the book is going to be about.
(engage/hook)
aloud, the teacher will model using the pictures in the book to
help identify new community workers.
community workers, the teacher will write them down in red ink
on the left side of the anchor chart. Each time, the teacher will
ask students Quin es es el/ella? Students will respond,
Es un ___________!
The teacher will ask the students what the main idea of the
book was.
Students should respond ayudantes de la comunidad.
Teacher will remove the pictures from chart tablet and ask
students to match the picture with the correct community
worker.
The Bridge
With the students help, the teacher will write the names of each
community worker in English on the right side of the chart in
blue ink.
* see example below
Students will use the chart and look for cognates. Those
cognate swill be circled.
Language of Instruction:
Spanish and English
Theme/Big Ideas
Literacy Standards:
Spanish
(1.14.A) restate the main idea, heard or read
(1.14B) identify important facts or details in text, heard or read
Content Targets:
Background Knowledge:
10
Vocabulary
Book:
Ayudantes de mi comunidad
Background/Prior Knowledge
The teacher will use the left side of the side by side chart
created yesterday to review the different community workers.
(engage/hook)
sections)
With the students help, the teacher will model using the text to
find details that tell what each community helper does in this
section.
11
Assessment (Formative or
Summative; Check for
Understanding):
Groups will present their sentence stems to the class using the
TPR they came up with.
Closure:
The Bridge
12
Language of Instruction
English
Extension Activity
13
Shared Reading
Lesson Plan Template
Content Area
Literacy Standards:
Spanish
(1.14.A) restate the main idea, heard or read
(1.14.B) identify important facts or details in text, heard or
read
Theme/Big Ideas
Content Targets:
Language Targets:
(ELPS)
English
(1.10B) describe what different community helpers do.
Spanish: Students will state the main idea and details of a poem.
English: Students will create an ABC list of community helpers
using vocabulary learned during bridge activity.
Cross-Linguistic: Students will identify, describe, and provide
examples of cognates.
Background/Prior
Knowledge
(engage/hook)
14
15
After students identify main idea, teacher will write main idea in the
center of a bubble map. Remind students that details are pieces of
information that support your main idea. The teacher will model
identifying details of the story by doing a think-aloud.
Estamos de acuerdo de que la idea principal de este cuento es
que las personas que conocemos son ayudantes de la comunidad.
Ahora les voy a ensear como identificar detalles del cuento. Los
detalles del cuento nos dan ms informacin sobre la idea
principal. En el texto, el personaje conoce el chofer del autobs.
Este es un detalle del cuento. Lo apuntare en nuestro organizador
grfico.
Independent Practice- Ask students to use Think-Pair-Share other
recall other community helpers in the text. Then complete the
bubble map as a class.
16
Assessment
(Formative or
Summative; Check for
Understanding):
Formative Assessment: Take anecdotal records during Think-PairShare on comments and connections students make throughout the
lesson.
Observe that students identifying are details during Think-PairShare.
Closure:
Students each construct clues (riddles) about the key terms and
quiz partners or the room.
The Bridge
Language of
Instruction: Spanish
and English
Extension Activity
(the other language)
Any vocabulary terms from this lesson can be added to the bridge
anchor chart created in the previous read-aloud lesson.
Metalinguistic Focus:
Students will identify cognates between English and Spanish
community helper terms.
Language of instruction: English
Using the bridge anchor chart terms, students will create an ABC
chart of community helpers as a class.
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Before
Reading
During
Reading
After
Reading
Level: D
Predictions:
Building Background
Word Work/ Text
Ask students to make
Schema:
Features:
predictions based on title
Connect lesson to whole group lesson
Review nonfiction text
and front cover of book.
on community helpers by referring to
features such real
Use sentence stem: Yo
bridge anchor chart. Ask students to
pictures.
predigo que este libro se
identify community helpers and what
tratara de ___ porque
they do.
____.
Vocabulary:
polica, trabajador de construccin, doctora, maestro, bombero, panadero, perra de servicio.
Decoding Focus:
Reread the sentence
patterns and try to decode
the new word and rely on
clues that make sense.
Responding to Text:
Using a graphic organizer,
like a list of who are the
community helpers we
read about in the story.
Comprehension Focus:
Use picture clues to understand who is
the community helper we are reading
about is.
Fluency Focus:
Read fluently. Repetitive
sentence pattern.
Interpretation/Reflection:
Which of my predictions were right?
What information from the text tells me
that I am correct?
Personal Connections:
Have you seen any of
these community helper in
our community? In the
school?
Extension: Students will illustrate and write in their journal about their favorite community helper.
Skills:
HFW in context
Student
Notes
Predictions
Text Features
Personal Connections
Higher Level Thinking
Literal Comprehension
Reads Fluently
Independent Reading
Student
1
Student 2
Student 3
Student
4
Student 5
Student 6
19
Before
Reading
During
Reading
After
Reading
Level: F
Predictions:
Building Background
Ask students to make
Schema:
predictions based on title and
Connect lesson to whole group lesson
front cover of book. Use
on community helpers by referring to
sentence stem: Yo predigo
bridge anchor chart. Ask students to
que este libro se tratara de
identify community helpers and what
___________ porque
they do.
__________.
Vocabulary:
bombero, cartero, comunidad, doctora, entregar, termmetro
Decoding Focus:
Reread the sentence and try a
word that makes sense.
Comprehension Focus:
Use clues in text to make a prediction on
what community helpers will appear next
in the text.
Responding to Text:
Using a graphic organizer, like
a bubble map, guide students
in identifying the main idea
and supporting details from
the story.
Interpretation/Reflection:
How where you able to correctly predict
the community helpers in the book?
Fluency Focus:
Read with
expression; focus on
inflection when
reading questions
Personal
Connections:
Is a student a
community helper?
What tools do you
use as a student?
Extension: Students will write a Reading Tweet on whether or not they recommend the book to
their classmates. Like a tweet on social media, their Reading Tweet must be 30 words or less.
Skills:
HFW in context
Predictions
Text Features
Personal Connections
Higher Level Thinking
Literal Comprehension
Reads Fluently
Independent Reading
20
Before
Reading
During
Reading
After
Reading
Predictions:
Building Background
Word Work/ Text
Ask students to make
Schema:
Features:
predictions based on title
Connect lesson to whole group
Review nonfiction text
and front cover of book.
lesson on community helpers by
features such real pictures
Use sentence stem: Yo
referring to bridge anchor chart. Ask
and labels.
predigo que este libro se
students to identify community
tratara de ___________
helpers and what they do.
porque __________.
Vocabulary:
bombero, camin de bomberos, incendio, ensean, salvan, incendios forestales, herramienta
Decoding Focus:
Reread the sentence and
look at the picture to
check if it makes sense.
Comprehension Focus:
Use clues in text and pictures to
clarify.
Fluency Focus:
Read with fluency.
Responding to Text:
Interpretation/Reflection:
Personal Connections:
Using a graphic organizer, How were you able to understand
Have you ever seen
like a web, guide students what was happening in the story?
the firefighters in action?
in identifying details of
What were they doing?
what firefighters do.
Extension: Students will use the web organizer to write sentences about what the firefighters
do: Ex: Los bomberos____. Tambien_____. Ellos usan ____. A mi me gustan los bomberos
porque ____.
Student
Student Student Student
Skills:
Student 2
Student 3
1
4
5
6
HFW in context
Level: F
Predictions
Text Features
Personal
Connections
Higher Level
Thinking
Literal
Comprehension
Reads Fluently
Independent
Reading
21
Before
Reading
During
Reading
After
Reading
Predictions:
Building Background
Ask students to make predictions Schema:
based on title and front cover of
Connect lesson to whole group
book. Use sentence stem: Yo
lesson on community helpers by
predigo que este libro se tratara
referring to bridge anchor chart.
de ___ porque ____.
Ask students to identify community
Yo pienso que el cuento se va a helpers and what they do.
tratar de ___ porque ___.
Vocabulary:
polica, entrenar, proteger, uniforme, crimen, resolver problemas.
Decoding Focus:
Reread and try to decode the
new word and rely on picture
clues to check if it make sense.
Comprehension Focus:
Use picture clues to understand
what they are reading about.
Fluency Focus:
Read fluently.
Responding to Text:
Using a graphic organizer, like a
web to write what police officers
do.
Interpretation/Reflection:
What connections can I make to
the text? How do you feel about it?
Personal Connections:
Have you seen a police officer
in your community? Has a
police officer ever helped you?
Extension: Students will use the web organizer to write sentences about what the firefighters do: Ex: Los
policas ____. Tambin_____. Ellos usan ____. A mi me gustan los policas porque ____.
Skills:
HFW in context
Strategies for
new words
Reads
accurately
Word study to
decode
Student
Notes
Level: H
Predictions
Text Features
Personal
Connections
Higher Level
Thinking
Literal
Comprehension
Reads Fluently
Independent
Reading
Student
1
Student
2
Student 3
Student
4
Student 5
Student 6
22
Before
Reading
During
Reading
After
Reading
Level: H
Predictions:
Building Background
Word Work/ Text Features:
Ask students to make
Schema:
Review nonfiction text
predictions based on title and
Connect lesson to whole group lesson on
features such real pictures.
front cover of book. Use
community helpers by referring to bridge
sentence stem: Yo predigo
anchor chart. Ask students to identify
que este libro se tratara de
community helpers and what they do.
___________ porque
__________.
Vocabulary:
ayaso, jugador, jardinero, sirena, vaquero, bailarina, pintor, pirata, astronauta, msico
Decoding Focus:
Reread the sentence with
correct intonation. Identify
rhyming words
Comprehension Focus:
Use clues in text and pictures to clarify.
Fluency Focus:
Read with fluency.
Responding to Text:
Using a graphic organizer, like
a web, guide students in
selecting what they would like
to be and why?
Interpretation/Reflection:
How were you able to understand what
was happening in the story?
Personal Connections:
What connections can I
make to the text? How do
you feel about it?
Extension: Students will make a list of what they would like to be. Start thinking on their project.
Skills:
HFW in context
Predictions
Text Features
Personal Connections
Higher Level Thinking
Literal Comprehension
Reads Fluently
Independent Reading
Student
1
Student 2
Student 3
Student
4
Student
5
Student
6
23
Before
Reading
Predictions:
Ask students to make predictions
based on title and front cover of
book. Use sentence stem: Yo
predigo que este libro se tratara
de ___________ porque
__________.
Level: J
Building Background
Schema:
Ask students to list people in their
neighborhood and what their job
is.
Vocabulary:
Bomberos, maestros, policas, heladera, zoolgico
During
Reading
After
Reading
Decoding Focus:
Reread the word to make sure you
are articulating the accent in words
that contain them.
Comprehension Focus:
Retell the plot of the story in
sequence.
Fluency Focus:
Read with expression; focus on
exclamation points and words in
all caps.
Responding to Text:
Using a three part foldable, ask
students to write and illustrate the
begging, middle, and end of the
story.
Interpretation/Reflection:
What where to problem and
solution of the story?
Personal Connections:
What are some community
helpers in your community?
Extension: Like the character of the story, students can create a model or map of their community and the
people that work in it.
Skills:
HFW in context
Predictions
Text Features
Personal Connections
Higher Level Thinking
Literal Comprehension
Reads Fluently
Independent Reading
24
English Component
Read Aloud - Introductory Lesson 1
Lesson Plan Template
Content Area
Literacy Standards:
Confirm predictions
Identify important facts or details in text, heard or read
Theme/Big Ideas
Content Targets:
Vocabulary
Language Targets:
(ELPS)
Book:
Spanish: Students will use the vocabulary words learned in the bridge
lesson to write about what community helper they would like to be.
English: Students will state the main idea and details.
Cross-Linguistic: students will identify cognates
Ex: carpintero-carpenter
polica -police
muralista-muralist
dentista-dentist
guardia-guard
Background/Prior
Knowledge
(engage/hook)
25
Read the story for enjoyment and confirm predictions with the students.
Ask the students what other job titles can we add to the list of jobs from
previous week. Add a picture to help build language comprehension.
Independent Practice- Students will practice identifying the main idea
and details of a text during guided reading.
Assessment (Formative Formative Assessment: Take anecdotal records during Think-Pairor Summative; Check for Share on comments and connections students make throughout the
Understanding):
lesson.
Observe as they are answering your questions about identifying the
community helpers and their jobs.
26
Closure:
Ask students write down or draw someone they know and their job.
My ________is ________. He/she_______.
Given a signal, they throw their paper snowballs in the air. Then each
student picks up a nearby response and reads it aloud.
The Bridge
Reading strategy:
As I read this story, I noticed it had some words in Spanish. I dont
know if everyone in the class knows these. So today we are going to
work on language. We are going to use our language knowledge and
our Spanish speakers to help us with the meaning of these words.
Spanish Words: Family members
Abuelo-grandfather
Abuela-grandmother
To-uncle
Ta-aunt
Primo-male cousin
Prima-female cousin
Other Spanish words:
Bodega-small grocery store
Doa-Mrs.
Extension Activity
(the other language)
Centers:
1. Guided reading: with teacher
2. Independent work: The students in this group will work on
matching job titles to picture corresponded picture of a
community helper.
3. Independent work: Poetry, the students will read the poem of
the week and illustrate it.
27
Theme/Big Ideas
Content Area
Literacy Standards:
Language Targets:
(ELPS)
Content Targets:
Vocabulary
Book:
Background/Prior
Knowledge
(engage/hook)
28
Details:
As the teacher is reading the book, stop at these pages and ask
the students the corresponding question?
Pg. 5 If the abuela drives a big truck, what is her job title?
Pg. 7 if the to teaches dance, what is his job title?
Pg. 12 if Rafi makes bread, what is his job title?
Pg. 15 if Sonia Isabel counts the money in the bank, what is her
job title?
GLAD Activity
Exploration Report
Community jobs
Assessment (Formative
or Summative; Check for
Understanding):
Closure:
Ask students to write down or draw someone they know and their
job.
My ________is ________. He/she_______.
The Bridge
29
Given a signal, they throw their paper snowballs in the air. Then
each student picks up a nearby response and reads it aloud.
Reading strategy: Review the meaning of Spanish language
words to confirm the English speaker know the words
Spanish Words: Family members
Abuelo-grandfather
Abuela-grandmother
To-uncle
Ta-aunt
Primo-male cousin
Prima-female cousin
Other Spanish words:
Bodega-small grocery store
Doa-Mrs.
Extension Activity
(the other language)
Partner talk: turn to your partner and tell them something your
family member from the list does.
Example: Mi abuela no trabaja.
Centers:
1. Guided reading: with teacher
2. Independent work: The students in this group will work on
matching job titles to the correct picture of the community
helper. Then they will create a complete sentence verbally
and write down.
3. Independent work: Poetry, the students will read the
poem of the week and circle the rhyming words.
30
Theme/Big Ideas
Literacy Standards:
Content Targets:
Vocabulary
Book:
Background/Prior
Knowledge
(engage/hook)
31
Assessment (Formative or
Summative; Check for
Understanding):
Closure:
The Bridge
Language of
Instruction: Spanish and
English
32
Formative Assessment: Take anecdotal records during Think-PairShare on comments and connections students make throughout
the lesson.
Observe as they are answering your questions about identifying the
community helpers and their jobs.
Ask students write down or draw a community helper and the tools
they use on a post it note. Students can use the following sentence
stem to write their response.
_________ use ________ to do their job.
Given a signal, they throw their paper snowballs in the air. Then
each student picks up a nearby response and reads it aloud.
Extension Activity
(the other language)
Metalinguistic Focus:
False CognatesFor example:
knife- navaja; not the same as cuchillo
pincel- pencil not paintbrush
33
34
Theme/Big Ideas
Literacy Standards:
Spanish
(1.14.A) restate the main idea, heard or read
(1.14B) identify important facts or details in text, heard or read
Content Targets:
English: Using the Brown Bear, Brown Bear pattern text, the
students will use key vocabulary to write a class big book about
community helper and what they do.
Students will also include real pictures or photos to match the text.
Spanish: Students will write a Community Helper class book.
Cross-linguistics: Students will use yesterdays side by side chart to
review community helpers and what they do. Students will analyze
cognates.
35
Vocabulary
Book:
Community Helper,
Community Helper
Background/Prior Knowledge
(engage/hook)
The students will use sentence stems and vocabulary from previous
lessons.
36
The teacher will then ask students what that community helper does.
The teacher will listen to student responses and will write a
description of what the community helper does below the community
helpers name.
The teacher tells students they can use previously created
sentencestrips to help them.
Teacher, Teacher,
What do you do?
Guided Practice The teacher will separate the students into groups.
37
Using the examples and the sentences strips from previous lessons,
they will create one page of the community helpers book.
The teacher reminds students that must follow pattern.
They will also look through magazines and photos that match their
community helpers and paste them on their page.
The teacher will walk around and monitor collaborate groups.
Assessment (Formative or
Summative; Check for
Understanding):
As groups begin to finish they bring their pages to the teacher. The
teacher will ask students to sit on carpet for a quick shared reading
activity.
The teacher will put the pages together to create a class book.
Closure:
Extension Activity
Students can choose one community worker and using the sentence
stem, write what they do. Students can create their own community
helpers book in Spanish.
Additional Resources
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