Social Studies Grade 8 s7

Spanish Reading – Grade 3 Unit of Study: Readers are active and strategic Third Grading Period CURRICULUM OVERVIEW Enduring Understandings (Big Ideas) Unit Rationale Effective readers actively use all kinds of knowledge and strategies to make sense of what the Strategic readers are proficient readers. They have a plan of action that author has to say. moves them towards their goal or purpose for reading. Essential Questions Guiding Questions  ¿Qué inspira a los autores a escribir diferentes clases de texto? (Week 2)  ¿Cómo me ayudarán las reglas ortográficas para descifrar las  ¿Qué pistas del cuento te ayudan a entender a los personajes? (Week 3) palabras en español?  ¿Qué inspira a los autores a escribir textos humorísticos? (Week 4)  ¿Qué estrategias me ayudarán a comprender el texto?  ¿Cómo puedes captar ideas que el autor no plantea directamente? (Week 5)  ¿Qué hago para mejorar la fluidez en la lectura?  ¿Cómo te dan más datos las imágenes y las leyendas? (Week 6)  ¿Cómo descifro el significado de una palabra desconocida en el  ¿Cómo puede un evento llevar a una serie de aventuras? (Week 7) texto?  ¿Dónde suelen hallarse las ideas principales en los textos de no ficción? (Week 8)  ¿Cómo me ayudan las fuentes gráficas a entender el texto informativo? ***Note: The end of the week expectation is that students answer the weekly essential question in  ¿Por qué es importante resumir lo que leo? their reading journals.  ¿Por qué es importante entender las relaciones de causa y efecto mientras leo?  ¿Por qué es importante analizar los personajes del cuento?  ¿Qué estrategias debo usar mientras escucho para mejorar la comprensión?  ¿Por qué es importante hablar claramente y al grano?  ¿Qué es la ventaja de trabajar en grupos cooperativos? TEKS Standards TEKS Specificity - Intended Outcome ***The specific TEKS taught each week are listed in the section titled “The Teaching Plan”.*** Reading/Beginning Reading Skills Yo puedo...  3.1 Phonics: Students use the relationships between letters and sounds and spelling  descifrar palabras utilizando las reglas ortográficos en español based on orthographic rules to decode written Spanish. Students will continue to apply (TEKS 3.1D, 3.1E) earlier standards with greater depth in increasingly complex texts.  comprender el texto utilizando varias estrategias (TEKS 3.2A, 3.2B,  3.2 Strategies: Students comprehend a variety of texts drawing on useful strategies as 3.2C) needed. (ELA CCRS Reading A1)  leer con fluidez (TEKS 3.3A) Reading/Fluency:  utilizar el vocabulario nuevo en la lectura y la escritura (TEKS 3.4A,  3.3 Fluency: Students read grade-level text with fluency and comprehension. 3.4B, 3.4C) Reading/Vocabulary Development: o Semana 1:  3.4 Vocabulary: Students understand new vocabulary and use it when reading & . revisar las destrezas de comprensión anteriores writing. (ELA CCRS Reading A1) o Semana 2: Reading/Comprehension of Literary Text: . identificar el propósito del autor (TEKS 3.12A, RC-3D)  3.5 Theme and Genre: Students analyze, make inferences and draw conclusions about . resumir las partes importantes de una selección (TEKS RC- theme and genre in different cultural, historical, and contemporary contexts and provide 3E) evidence from the text to support their understanding. (ELA CCRS Reading C2, C4) o Semana 3:  3.6 Poetry: Students understand, make inferences and draw conclusions about the . demostrar comprensión de las características, sentimientos y structure and elements of poetry and provide evidence from text to support their motivaciones de los personajes (3.8B) understanding.(ELA CCRS Reading A6, A7, A10, C4) . usar claves del texto para hacer inferencias y predicciones  3.7 Drama: Students understand, make inferences, and draw conclusions about the sobre la selección (TEKS RC-3D) structure and elements of fiction and provide evidence from text to support their o Semana 4: understanding. (ELA CCRS Reading A6, C1, C2, C4, D1, D2) . identificar la razón del autor/de la autora para escribir la SAISD © 2010-2011 – Third Grading Period Spanish Reading - Grade 3 Page 1 of 28

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.  3.8 Fiction: Students understand, make inferences and draw conclusions about the selección (TEKS 3.2C, 3.12A, RC-3D) structure and elements of fiction and provide evidence from text to support their . verificar y aclarar los detalles del cuento para dedudir el understanding. (ELA CCRS Reading A3, A4, A7, A10, A11) propósito del autor/de la autora y el tema (TEKS 3.2B, 3.2C)  3.9 Literary Nonfiction: Students understand, make inferences and draw conclusions o Semana 5: about the varied structural patterns and features of literary nonfiction and respond by . sacar conclusiones de los detalles del texto (TEKS 3.13B) providing evidence from text to support their understanding. (ELA CCRS Reading A3, A4, . apoyar las conclusiones con evidencia del texto (TEKS A9) 3.13B)  3.10 Sensory Language: Students understand, make inferences and draw conclusions . visualizar los detalles del texto para ayudar a sacar about how an author’s sensory language creates imagery in literary text and provide conclusiones (3.10A) evidence from text to support their understanding. (ELA CCRS Reading A6, A10) o Semana 6:  3.11 Independent Reading: Students read independently for sustained periods of time . usar las características de textos y de los elementos gráficos and produce evidence of their learning. (ELA CCRS Reading C1) para aumentar la comprensión (TEKS 3.15B) Reading/Comprehension of Informational Text: . hacer y responder preguntas sobre el texto para ayudar a  3.12 Culture and History: Students analyze, make inferences and draw conclusions identificar el significado (TEKS 3.29A) about the author’s purpose in cultural, historical, and contemporary contexts and provide o Semana 7: evidence from the text to support their understanding. (ELA CCRS Reading C1, C2, C3, C4) . identificar causas y efectos (TEKS 3.8A)  3.13 Expository Text: Students analyze, make inferences and draw conclusions about . usar relaciones de causa y efecto para resumir (TEKS RC- expository text, and provide evidence from text to support their understanding. (ELA CCRS 3E) Reading A2, A3) o Semana 8:  3.14 Persuasive Text: Students analyze, make inferences and draw conclusions about . identificar las ideas principales en un texto informativo (TEKS persuasive text and provide evidence from text to support their analysis. (ELA CCRS 3.13A) Reading A5, A9) . identificar los detalles que apoyen las ideas principales  3.15 Procedural Texts: Students understand how to glean and use information in (TEKS 3.13A) procedural texts and documents. (ELA CCRS . usar claves del texto para inferir las ideas principales sobre el  3.16 Media Literacy: Students use comprehension skills to analyze how words, tema (TEKS RC-3D) images, graphics, and sounds work together in various forms to impact meaning. (ELA o Semana 9: CCRS ReadingA2) . revisar las destrezas de comprensión anteriores Oral and Written Conventions:  3.24 Oral and Written Conventions/Spelling: Students spell correctly. (ELA CCRS Reading A2, A3, A9) Listening and Speaking:  3.29 Listening: Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. (ELA CCRS Listening A3, B1, B2, B3)  3.30 Speaking: Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. (ELA CCRS Speaking A1, B1, B2)  3.31 Teamwork: Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. (ELA CCRS Speaking A2, Listening B3)

 ALL COMPONENTS OF FIGURE 19 READING/COMPREHENSION SKILLS WILL BE COVERED Evidence of Learning (Summative Assessment)  85% of students will score 80% or above on the weekly spelling tests.  85% of students will score 80% or above on the weekly assessments (vocabulary, phonics/decoding, and comprehension).  85% of the students will be able to read on grade level (based on running records or Flynt-Cooter).

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. CURRICULUM GUIDE Guiding Questions Essential Pre-requisite Skills  ¿Cómo me ayudarán las reglas ortográficas para descifrar las  Monitor accuracy of decoding. (2) palabras en español?  Decode words with common spelling patterns. (1)  ¿Qué estrategias me ayudarán a comprender el texto?  Ask relevant questions, seek clarification and locate fats and details about stories and other  ¿Qué hago para mejorar la fluidez en la lectura? texts and support answers with evidence from text (K, 1, 2)  ¿Cómo utilizo el vocabulario nuevo en la lectura y la escritura?  Establish purpose for reading selected texts and monitor comprehension, making corrections  ¿Cómo apoyo la comprensión con evidencia del texto? and adjustments when that understanding breaks down. (1, 2)  ¿Por qué es importante producir evidencia de aprendizaje  Read aloud grade-level text with fluency and comprehension. (1,2) después de leer independientemente?  Use context o determine the relevant meaning of unfamiliar words or multiple-meaning words.  ¿Cómo aprendo a deletrear mejor? (1, 2)  ¿Por qué es importante hablar claramente y al grano?  Describe main characters including their traits, motivations, and feelings. (1, 2)  ¿Cuál es la ventaja de trabajar en grupos cooperativos?  Spell words with common orthographic patterns. (1, 2)  Listen attentively to speakers and ask relevant questions to clarify information. (K, 1, 2)  Monitor and adjust comprehension. (1, 2) Overview of the Whole Group Teaching Plan – WEEKS 1-8 (~40-45 Minutes) The following is the new framework for the reading block. Scroll down to see what each lesson entails. The activities and page numbers listed below are from Texas Senderos. The textbook is designed for a 90 minute reading block. Since the bilingual reading block is only 60 minutes, pacing of the lessons is imperative in order to cover all of the content and TEKS. More than likely, teachers will not be able to cover everything listed during the 40- 45 minute whole group time. Therefore, the most important activities must be selected from the list below based on the needs of the students. Careful planning is essential to make certain students’ needs are addressed and that all of the TEKS are taught by the end of the year as well. Some activities may have to be saved until the next day or combined with another lesson due to reteaching and corrective feedback lessons. Material that is skipped can also be covered during the review/reteach week (week 9).Week nine is designated for literature circles, but 10-20 minutes can be spent on reviewing and reteaching lessons before the students read their novels.

Destreza de lectura Monday Tuesday Wednesd Thursda Friday ay y Rutinas iniciales      Lectura en voz alta  Presentar el vocabulario  Fonética y Repaso de fonética   Desarrollar el contexto  Presentar el tema de comprensión  Presentar la selección y Desarrollar la  comprensión Fluidez  Profundizar la comprensión  Conectar con…/Hacer conexiones  Estrategias de vocabulario  Ortografía      Pruebas semanales 

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. The Teaching Plan for MONDAY: WEEKS 1-8 WHOLE GROUP INSTRUCTION (~40-45 minutes) ***Note: Week 9 is a review/reteach week so that running records can be taken. This week can also be used for review and reteach as well as small group instruction.*** Activities Page Numbers The teacher will... So students can...  Rutinas iniciales: (Unidad 3)  Daily Phonics/Fonética diaria  Daily Phonics/Fonética diaria . Fonética diaria oWeek 1: Review skills o Model the following: o Practice phonemic .Refuerzo diario del vocabulario oWeek 2: pp. T276-277 . hard and soft r sounds awareness/phonics activities by: oWeek 3: pp. T364-T365 . h and ch sounds . distinguishing between hard and (Unidad 4) . segmenting words with diphthongs soft r sounds oWeek 4: pp. T12-T13 . how to pronounce specific diphthongs . sorting words with initial h and ch s e

l oWeek 5: pp. T98-T99 . how to divide syllables with broken sounds a i diphthongs . building words with ex c oWeek 6: pp. T186-T187 i n

I . how to write syllables que, gue, qui, . segmenting words into syllables

oWeek 7: pp. T276-T277 s

a oWeek 8: pp. T364-T365 gui . writing words with que, gue, qui, n i t oWeek 9: Review skills o Provide corrective feedback as needed. gui u

R  Daily Vocabulary Boost/Refuerzo diario  Daily Vocabulary Boost/Refuerzo del vocabulario diario del vocabulario o Call out the vocabulary words from the o Based on the context from the Tarjetas de vocabulario en contexto vocabulary cards, give the meaning, distribute the cards. an example, or a sentence using o Ask for volunteers to interact with the the words. words. o Guide responses as necessary.  Lectura en voz alta: (Unidad 3)  Model fluent reading including:  Listen to fluent reading. . Demostrar la fluidez oWeek 1: Review skills o accuracy words in connected text  Learn the target vocabulary. . Comprensión auditiva oWeek 2: pp. T278-279 expression o  Listen to: a t l oWeek 3: pp. T366-T367 o intonation o determine the author’s purpose a

z (Unidad 4) o stress for writing the selection o

v Week 4: pp. T14-T15 o o rate: adjust reading rate to purpose o understand a story’s characters n

e oWeek 5: pp. T100-T101 o phrasing: natural pauses o draw conclusions a r oWeek 6: pp. T188-T189 o analyze and evaluate a text u  Explain the comprehension skill. t

c oWeek 7: pp.T278-T279 o cause and effect

e  Review the target vocabulary. L oWeek 8 pp. T366-T367 o determine the main idea oWeek 9: Review skills o story structure  Answer comprehension questions.

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. assessments at each grade level. All TAKS eligible and knowledge identified level. arePower Standards.grade All TAKS skills as each assessments at –© Period2010-2011Grading Third SAISD Ortografía Fonética Power StandardsPower Presentar el vocabulario    . . . . Fonética: . . Presentar elvocabulario . Ortografía: . the pages listedtotheright. the pages words canbefound on spelling the chants(availableon or spelling spellingcheerleading words using theweekly spelling will introduce Acción correctiva Aplicar Práctica guiada Enseñar demostrar Aplicar Enseñar Instead of the pretest, teachers Instead ofthepretest, Enseñar elprincipio Teacher Toolkit Teacher represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the successfullyrequired to be mastered success inschool must need beyond. Power Standards andfor knowledge and essential high students skills represent the ). Theweekly : Small GroupInstruction (Unidad 4) (Unidad 3) (Unidad 4) (Unidad 3) (Unidad 4) (Unidad 3) o o o o o o o o o o o o o o o o o o o o o o o o o o o Week 8:p.T372 Week 7:p.T284 Week 6:p.T194 Week 5:p.T106 Week 4:p.T20 Week 3:p.T372 Week 2:p.T284 Review Skills Week 9:ReviewSkills Week 8:pp.T370-T371 Week 7:pp.T282-T283 Week 6:pp.T192-T193 Week 5:pp.T104-T105 Week 4:pp.T18-T19 Week 3:pp.T370-T371 Week 2:pp.T282-T283 Week 1:ReviewSkills Week 9:ReviewSkills Week 8:pp.T368-T369 Week 7:pp.T280-T281 Week 6:pp.T190-T191 Week 5:pp.T102-T103 Week 4:pp.T16-T17 Week 3:pp.T368-T369 Week 2:pp.T280-T281 Week 1:ReviewSkills Week 9:ReviewSkills SMALL GROUP INSTRUCTION ( GROUP INSTRUCTION SMALL MONDAY: WEEKS MONDAY: 1-8 Spanish Reading Grade- Spanish3                 Guide students to blend, read,andspell Guide studentstoblend, Engage with thewords context. Discuss thevocabulary in Explain thewords. thewords.Read andpronounce vocabulario encontexto. Display anddiscussthe the TeacherToolkit.) movement. (See spelling thewords using topractice spelling chantfor students cheerleadingactivityor Model thespelling pattern. Explain thespelling picture. andpointingtothe displaying thecard the spellingwords using Introduce theweekly asneeded. Provide correctivefeedback towrite.Dictate sentencesfor students and writing. soundstospelling Model how toconnect words.Model how todecode words syllables toform Model how toblend Write thewords. pattern. and teachthephonics Display the words. Tarjetas de sonidos yortografía Tarjetas desonidos ~ 15-20 minutes) 15-20 Tarjeta desonidosyortografía Tarjeta Tarjetasde by Work Stations          movements aswell topractice. usebody Orally spelleachword and spelling chants. activityor spelling cheerleading usingthe Practice spellingthewords andaccuracy.to developautomaticity words repeatedly Practice readingthe teacher. bythe Write sentencesdictatated sentences. Blend words toread teacher. words after the Repeat syllables and form theword. them togetherto word andthenblend thesyllables ina Listen toteachersay partner orgroup. word with a activities anddiscussthe Do the vocabulary. usetarget Understand and Piénsalo Piénsalo and Coméntalo Coméntalo Page Page 5 of of 28 How doIdifferentiateduringreading?     assessments at each grade level. All TAKS eligible and knowledge identified level. arePower Standards.grade All TAKS skills as each assessments at –© Period2010-2011Grading Third SAISD

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Week 9:ReviewSkills Week 8:pp.T428-T431 Week 7:pp.T336-T339 Week 6:pp.T248-T251 Week 5:pp.T158-T161 Week 4:pp.T70-T73 Week 3:pp.T428-T431 Week 2:pp.T336-T339 Week 1:ReviewSkills andclickon What doyouforstudentswhoneedadditionalsupport?      master the skills learned duringwhole groupinstruction. master theskillslearned helpthem additionalpracticeto learner. Studentswill have of the tomeettheneeds Work stationsmust bedifferentiated tobesuccessful. levelinorderfor thestudents independent instructionalor should beatthe readinglevel.Books basedonthestudents’ reading groups Select theappropriate thegaps. previousgradelevelto fillin expectations fromthe toselect student SLAR TEKSVerticalAlignmentpiece usethe with on-gradelevel activities, studentsarestruggling If skill totheirreading. will applythat of studentsandthe address theneeds to Theteacherwill doaskillslesson reading instruction. teacherforsmall groupguided Students will meet with the Instructional Instructional Senderos Spanish Reading Grade- Spanish3 Teacher are Differentiation Resources Senderos Librograduable    (Unidad 3)  (Unidad 4) See the following pages forapreview See thefollowing pages thefollowing:made stations.They include theteacher- may beusedtosupplement The the previousweek(s). duringtheweek or on theskillslearned work stationsbased Create teacher-made o o o o o o o o o of theweekly work stations: o o o Week 9:Reviewskills Week 8:pp.T362-T363 Week 7:pp.T274-T275 Week 6:pp.T184-T185 Week 5:pp.T96-T97 Week 4:pp.T10-T11 Week 3:pp.T362-T363 Week 2:pp.T274-T275 Week 1:ReviewSkills Think andWrite Word Study Fluency Comprehension and HMH Ready-MadeWorkStations for the for the learning quickly? What doyouforstudentswhomasterthe   

to challenge students more. to challengestudents from thenextgradelevel student expectations (pink pages)toselect Vertical Alignment piece theSLARTEKS grade levelactivities,use aneasytime with on- studentsarehaving If andbooks. challenging activities shouldbeprovidedwith Advanced learners theneedsoflearner. differentiated tomeet are instructionandwork stations guided reading small group Activities/materials offered during teacher meets with smallgroups. responseactivitywhile the assignment orreader reading anindependent students cancomplete days perweek, In lieuofwork stations,two      ¡Logra más! ¡Logra comenzar! who complete the Children containsthreeactivities. station Work Ready-Made with the If supplementing literacystations. different onwhattoincludeatthe ideas online See the of alllearners. the needs differentiatedactivitiestomeet Include time. taughtduringwhole group what was stationsshouldreinforce The work activity maymoveonto and/or Teacher Toolkit S ¡Reto! tations Page Page HMH activity. ¡A , each , each 6 of of for 28 the  Work Stations Teacher Toolkit: Textbook & Supplemental Materials: o Activities  Back to School Information  Texas Senderos – Unidad 2 y 3 o Posters & Icons  Assessments  Mural de enfoque (Display new poster each week) o Accountability forms Dictado  Running Records (Available in the Grab and Go folder) o  Literature Response Activities  Bilingual Phonemic Awareness/Phonics Activities  Libros graduables  Word Wall Games Spanish letter cards and activities  Libros decodificables o  Vocabulary Lessons and Activities Alphabet strips and activities  Librito de vocabulario o  Visualization Activities  Spelling  Tarjetas de vocabulario en contexto  Literature Response Activities o Spelling Chants  Tarjetas de sonidos y ortografía  Every Student Response Cards o Games/Activities to Practice Weekly Spelling Words  Tarjetas para el recuento oral  Comprehension  Spanish High-frequency Words  Organizadores gráficos  Websites to teaching comprehension  Differentiation  Centros de trabajo organizados (Comprensión y Interventions for Struggling Readers and Writers fluidez, Estudio de palabras, Piensa y escribe) o o Dr. Virginia Rojas Strategies o Kagan’s Cooperative Learning Strategies o Websites with Differentiation Strategies

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. Web Resources  Essential reading strategies for the struggling reader: http://www.meadowscenter.org/vgc/downloads/primary/booklets/Essential_Strategies.pdf  Reading strategies and activities resource book: http://www.meadowscenter.org/vgc/materials/primary_dyslexia.asp  List of websites for teaching different comprehension strategies: https://www.saisd.net/admin/curric/curricms/documents/tchrtlktdocs/span/comprehension/links_to_lessons_for_teaching_comprehension_skills.pdf  Ideas for small group focus lessons: https://www.saisd.net/admin/curric/curricms/documents/tchrtlktdocs/span/differentiation/instructional_interventions.pdf  Strategies to differentiate instruction: http://www.literacyleader.com/sites/litlead.essdack.org/files/StrategiesThatDifferentiateInstructionK_4-080808.pdf  Dr. Virginia Rojas strategies: http://www.earcos.org/etc2009/download/ELL_precon.pdf  Kagan´s Cooperative Learning Structures: http://www.sowashco.k12.mn.us/Departments/OEI/Rojas%20Kagan%2056%20coop%20structures.pdf  Bilingual site for educators and families: http://www.colorincolorado.org/  TumbleBooks (Read/hear stories in Spanish): http://www.hpl.lib.tx.us/kids (From the menu bar, click on TumbleBook Library  Story Books Language Learning)

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. The Teaching Plan for TUESDAY: WEEKS 1-8 WHOLE GROUP INSTRUCTION (~40-45 minutes) ***Note: Week 9 is a review/reteach week so that running records can be taken. This week can also be used for review and reteach as well as small group instruction.*** Activities Page Numbers The teacher will... So students can... Rutinas iniciales: (Unidad 3)  Daily Phonics/Fonética di aria  Daily Phonics/Fonética diaria . Fonética diaria oWeek 1: Review Skills o Model the phonemic awareness/phonics o Practice phonemic awareness/phonics activities .Refuerzo diario del oWeek 2: pp. T286-T287 activities such as: by:

s vocabulario oWeek 3: pp. T374-T375 . Teaching the phonics pattern r suave, h/ch, x, . Segmenting words into syllables e l

a (Unidad 4) words with diphthongs and dieresis . Reading words with the weekly phonics pattern i c

i oWeek 4: pp. T22-T23 . Giving clues to words for students to guess . Sorting words alphabetically n I

oWeek 5 pp. T108-T109 o Provide corrective feedback as needed. . Raising hand when a diphthong is heard s

a oWeek 6 pp. T196-T197 n i

t oWeek 7 pp. T286-T287  Daily Vocabulary Boost/Refuerzo diario del  Daily Vocabulary Boost/Refuerzo diario del u vocabulario R oWeek 8: pp. T374-T375 vocabulario oWeek 9: Review skills o Review the target vocabulary words and o Interact with vocabulary words. their definitions using the Tarjetas de o Turn and talk to a partner to discuss the vocabulario en contexto. Coméntalo activity on the back of the card. o Guide children to interact with oral vocabulary words by asking specific questions.  Desarrollar el contexto: (Unidad 3)  Present background for the story.  Skim the pages of the story. Week 1: Review Skills o . Enseñar/Demostrar o  Use the Tarjetas de vocabulario en contexto to  Participate in discussions to build context for the t

x . Práctica guiada oWeek 2: pp. T288-T289

e review the weekly vocabulary words. story. t

n . Aplicar oWeek 3: pp. T376-T377  Ask questions using the vocabulary words.  Answer questions using target vocabulary o c

(Unidad 4)

l words. e

r oWeek 4: pp. T24-T25  Silently read from the Libro del estudiante and a l l oWeek 5: pp. T110-T111 then read the passage aloud. o r

r oWeek 6: pp. T198-T199  Take turns reading sentences with a partner. a s oWeek 7: pp. T288-T289 e  Pause and explain each highlighted target D oWeek 8: pp. T376-T377 vocabulary word as they read. oWeek 9: Review skills  Presentar el tema de (Unidad 3)  Explain the weekly comprehension skill.  Discuss the Libro del estudiante. n

ó comprensión: oWeek 1: Review Skills  Read and discuss the Libro del estudiante.  Use academic language to participate in i s . Enseñar/Demostrar Week 2: pp. T290-T291 n o  Display the Página para proyectar and have discussions. e r . Práctica guiada oWeek 3: pp. T378-T379 students read the story.  Listen to teacher model think aloud strategies to p

m . Aplicar (Unidad 4)  Use a graphic organizer to demonstrate how to learn the comprehension strategy of the week. o c

oWeek 4: pp. T26-T27 map out the comprehension skill presented in the  Help the teacher fill out the graphic organizer e

d Week 5: pp. T112-T113 o story. using information from the story. a oWeek 6: pp. T200-T201 Review skills (Week 1) m  Model think aloud strategies on how to fill out the o e t

oWeek 7: pp. T290-T291 graphic organizer. Use an inference map to infer the author’s l e Week 8: pp. T378-T379 purpose and summarize the main selection in r o  Explain your reasoning and use the information a t oWeek 9: Review skills from the story for support. another text recently read (Week 2) n

e Apply the skill to another text using the

r inference map (Week 3) P

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. assessments at each grade level. All TAKS eligible and knowledge identified level. arePower Standards.grade All TAKS skills as each assessments at –© Period2010-2011Grading Third SAISD Ortografía compensiónPresentar la selección y Desarrollar la Presentar el tema de comprensión Power StandardsPower   comprensión: Desarrollar la y Presentar laselección Ortografía: ...... Desarrollar la Establecer unpropósito Pregunta esencial Género Estrategia clave Destreza clave Enseñar/Clasificación de Enseñar/Clasificación de Es tuturno palabras comprensión represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the successfullyrequired to be mastered success inschool must need beyond. Power Standards andfor knowledge and essential high students skills represent the (Unidad 3) (Unidad 4) (Unidad 3) (Unidad 4) o o o o o o o o o o o o o o o o o o Week 9:ReviewSkills Week 8:pp.T380-T390 Week 7:pp.T292-T303 Week 6:pp.T202-T215 Week 5:pp.T114-T125 Week 4:pp.T28-T37 Week 3:pp.T380-T391 Week 2:pp.T292-T303 Week 1:ReviewSkills Week 9:Reviewskills Week 8:p.T392 Week 7:p.T304 Week 5:p.T216 Week 4:p.T126 Week 3:p.T38 Week 2:p.T392 Week 1:p.T304 Week 1:ReviewSkills           organizer. onthegraphic Record studentresponses sort activity. word ontheboardfor a Draw agraphicorganizer Review the Rubric. with theRetelling Score studentsretellings comprehension questions. pointstoask students Pause atstopping thestory.Set thepurposefor strategies. Model think-aloud of thestory.Identify thegenre proyectar. onthe the storyorgraphicorganizer thecomprehension skillto Model how toapply strategy.Summarize thecomprehension Spanish Reading Grade- Spanish3 Tarjeta desonidosyortografía. Tarjeta Página para Página            by spellingpattern. column/circle Write words intotheappropriate phonicspattern. Sort words accordingto using the skills byretellingthestory Build orallanguage reading. strategytothe Apply thephonics/decoding proyectar complete the Help theteacherto strategytothetext. Apply thecomprehension predictions arecorrect. check toseeiftheir Read thestory and predictfutureevents. Infer storydetailsand readingnotebook. Write thepurposeintheir reading it. storyandtellpurposefor Page throughthe discuss. inthestory and Look atphotos/illustrations o o o o o map(Week 4) use aninference havereadrecently and writing anothertextthey idea support map (Week8) idea supportmap (Week 7) inachart(Week6) text andgraphicfeatures (Week5) an inference map recordtheconclusionson recently readand theauthor’spurposefor Ask questionsabout Review skills (Week9) andcomplete an Locate themain ideas story Use aT-maptosummarize another recordaboutthe Use nonfiction textand textthatwas Draw conclusionesusing Tarjetas paraelrecuentooral. Tarjetas using information fromthestory.using Page Page Página para Página 10 of of 28 TUESDAY: WEEKS 1-8 SMALL GROUP INSTRUCTION (~15-20 minutes) Small Group Instruction Work Stations  Pull one to two groups daily  Follow the day 2 small  Create teacher-made work stations based on the skills  The work stations should reinforce for small group instruction. group focus lesson from the learned during the week or the previous week(s). what was taught during whole group pages listed below: time.  Refer to the following (Unidad 3)  The HMH Ready-Made Work Stations may be used to pages in the Senderos T.E. supplement the teacher-made stations. They include the oWeek 1:  Include differentiated activities to meet for the Suggested Small following: oWeek 2: pp. T340-T341 the needs of all learners. Group Plan. o Comprehension and Fluency oWeek 3: pp. T432-T433 Word Study (Unidad 3) (Unidad 4) o  See the online Teacher Toolkit for o Think and Write oWeek 1: Review Skills oWeek 4: pp. T74-T75 ideas on what to include at the oWeek 2: pp. T334-T335 oWeek 5: pp. T162-T163  See the following pages for a preview of the weekly work different literacy stations.

s oWeek 3: pp. T426-T427 oWeek 6: pp. T252-T253 stations: o

ñ (Unidad 4) oWeek 7: pp. T340-T341  If supplementing with the HMH e

u Week 8: pp. T432-T433 (Unidad 3) Ready-Made Work Stations, each q oWeek 4: pp. T68-T69 o e oWeek 1: Reivew Skils station contains three activities. p Week 5: pp. T156-T157 oWeek 9: Review skills o

s oWeek 2: pp. T274-T275 Children who complete the ¡A

o oWeek 6: pp. T246-T247 p All of the activities in oWeek 3: pp. T362-T363 comenzar! activity may move on to the u oWeek 7: pp. T334-T335 r Senderos are differentiated (Unidad 4) ¡Logra más! and/or ¡Reto! activity. G oWeek 8: pp. T426-T427 and are based on the oWeek 4: pp. T10-T11 oWeek 9: Review skills gradual release of oWeek 5: pp. T96-T97  In lieu of work stations, two days per  Small group instruction must responsibility model. oWeek 6: pp. T184-T185 week, students can complete an be tailored to the needs of  For students that need oWeek 7: pp. T274-T275 independent reading assignment or the students. Look at the additional assistance on oWeek 8: pp. T362-T363 reader response activity while the Suggested Small Group specific skills, refer to the oWeek 9: Review skills teacher meets with small groups. Plan in the Senderos T.E. to differentiation tab in the determine what materials Teacher Toolkit and click each group will use. on Instructional Interventions. Differentiation How do I differentiate during reading? What do you do for students who need additional What do you do for students who master the learning  Since you only have 60 minutes for the reading support? quickly? block, it is very important that you maximize  Students will meet with the teacher for small  Activities/materials offered during small group instruction to the fullest. The Curriculum Framework group guided reading instruction. The teacher will guided reading instruction and work stations are has suggested times for the breakdown of the do a skills lesson to address the needs of students differentiated to meet the needs of the learner. reading block. Specific times for each component and the students will apply that skill to their reading. Advanced learners should be provided with are not give because the amount of time spent on  If students are struggling with on-grade level challenging activities and books. each component depends on the needs of the activities, use the SLAR TEKS Vertical Alignment  If students are having an easy time with on- class. piece to select student expectations from the grade level activities, use the SLAR TEKS Vertical  If a 50+% of the class scores below 70% on previous grade level to fill in the gaps. Alignment piece (pink pages) to select student the weekly assessment (comprehension,  Select the appropriate Senderos Libro expectations from the next grade level to challenge vocabulary, phonics), do a whole class reteach of graduable for the reading groups based on the students more. the skills students had the most difficulty with. If students’ reading level. Books should be at the only a small percentage of students scored below instructional or independent level in order for the 70% on the weekly assessment, reteach the students to be successful. SAISD © 2010-2011 – Third Grading Period Spanish Reading - Grade 3 Page 11 of 28

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. lesson(s) during small group instruction.  See the Teacher Toolkit for additional ideas on how  Work stations must be differentiated to meet to differentiate the components of literacy. the needs of the learner. Students will have (Differentiation Strategies) additional practice to help them master the skills learned during whole group instruction. Resources  Work Stations Teacher Toolkit: Textbook & Supplemental Materials: o Activities  Back to School Information  Texas Senderos – Unidad 2 y 3 o Posters & Icons  Assessments  Mural de enfoque (Display new poster each o Accountability forms Dictado week) o  Literature Response Activities  Bilingual Phonemic Awareness/Phonics  Running Records (Available in the Grab and  Word Wall Games Activities Go folder)  Vocabulary Lessons and Activities o Spanish letter cards and activities  Libros graduables  Visualization Activities o Alphabet strips and activities  Libros decodificables  Literature Response Activities  Spelling  Librito de vocabulario  Every Student Response Cards o Spelling Chants  Tarjetas de vocabulario en contexto  Comprehension o Games/Activities to Practice Weekly Spelling  Tarjetas de sonidos y ortografía Websites to teaching comprehension Words o  Tarjetas para el recuento oral Five finger retelling poster  Spanish High-frequency Words o  Organizadores gráficos Comprehension posters in Spanish  Differentiation o  Centros de trabajo organizados (Comprensión o Graphic organizers o Interventions for Struggling Readers and Writers y fluidez, Estudio de palabras, Piensa y escribe)  Administering the Flynt-Cooter IRI o Dr. Virginia Rojas Strategies  Literature Circles o Kagan’s Cooperative Learning Strategies o Websites with Differentiation Strategies Web Resources . Essential reading strategies for the struggling reader: http://www.meadowscenter.org/vgc/downloads/primary/booklets/Essential_Strategies.pdf . Reading strategies and activities resource book: http://www.meadowscenter.org/vgc/materials/primary_dyslexia.asp . List of websites for teaching different comprehension strategies: https://www.saisd.net/admin/curric/curricms/documents/tchrtlktdocs/span/comprehension/links_to_lessons_for_teaching_comprehension_skills.pdf . Ideas for small group focus lessons: https://www.saisd.net/admin/curric/curricms/documents/tchrtlktdocs/span/differentiation/instructional_interventions.pdf . Strategies to differentiate instruction: http://www.literacyleader.com/sites/litlead.essdack.org/files/StrategiesThatDifferentiateInstructionK_4-080808.pdf . Dr. Virginia Rojas strategies: http://www.earcos.org/etc2009/download/ELL_precon.pdf . Kagan´s Cooperative Learning Structures: http://www.sowashco.k12.mn.us/Departments/OEI/Rojas%20Kagan%2056%20coop%20structures.pdf . Bilingual site for educators and families: http://www.colorincolorado.org/ . TumbleBooks (Read/hear stories in Spanish): http://www.hpl.lib.tx.us/kids (From the menu bar, click on TumbleBook Library  Story Books Language Learning)

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. The Teaching Plan for WEDNESDAY: Weeks 1-8 WHOLE GROUP INSTRUCTION (~40-45 minutes) ***Note: Week 9 is a review/reteach week so that running records can be taken. This week can also be used for review and reteach as well as small group instruction.*** Activities Page Numbers The teacher will... So students can... Rutinas iniciales: (Unidad 3)  Daily Phonics/Fonética diaria  Daily Phonics/Fonética diaria . Fonética diaria oWeek 1: Review Skills o Model the phonemic awareness/phonics o Practice phonemic awareness/phonics .Refuerzo diario del oWeek 2: pp. T306-T307 activities such as: activities by: vocabulario oWeek 3: pp. T394-T395 . Separating words into syllables . clapping the syllables in words (Unidad 4) . Pointing out the weekly phonics pattern . indicating whether words contain a silent h oWeek 4: pp. T40-T41 . indicating how to divide words with diphthongs . building words with letter cards

s Week 5: pp. T128-T129 into syllables . reading words with a partner e o l a i oWeek 6: pp. T218-T219 o Provide corrective feedback as needed. . sorting words by phonics pattern c i . writing sentences with word pairs n oWeek 7: pp. T306-T307 I

s oWeek 8: pp. T394-T395  Daily Vocabulary Boost/Refuerzo diario del a  Daily Vocabulary Boost/Refuerzo diario del n i Week 9: Review skills vocabulario t o vocabulario u o Guide children to interact with oral R o Interact with vocabulary words vocabulary words by asking specific Speak clearly when participating in questions. o discussions o Lead students in a discussion using the Work in groups to define the weekly oral o vocabulary for the week. vocabulary in their own words. Follow appropriate rules for discussion such  Remind students to speak clearly when o participating in discussions. as listening to speakers, taking turns, and staying on topic.  Repaso de fonética: (Unidad 3)  Review the weekly phonics pattern using the  Work with a partner to discuss how words are . Enseñar/Demostrar oWeek 1: Review Skills Tarjetas de sonidos y ortografía. pronounced. a

c . Práctica guiada oWeek 2: p. T308  Draw a multi-column table for a sorting activity.  Sort words based on the phonics pattern. i t

é . Aplicar oWeek 3 p. T396  Write words to practice on the board.  Talk to a partner about how to pronounce each n

o . Acción correctiva f (Unidad 4)  Provide corrective feedback as needed. syllable.

e oWeek 4 p. T42

d  Divide diphthongs into syllables.

o oWeek 5 p. T130 s

a Week 6 p. T220

R oWeek 7: p. T308 oWeek 8: p. T396 oWeek 9: Review skills  Fluidez: (Unidad 3)  Explain that good readers:  Do repeated readings with a partner to practice: . Enseñar/Demostrar oWeek 1: Review Skills o read quickly and accurately o Review skills (Week 1) . Práctica guiada oWeek 2: p. 309 o change the tone of their voice to match o Reading words accurately in connected text . Aplicar oWeek 3 p. T397 the feelings or expressions conveyed in (Week 2) (Unidad 4) descriptions and by what characters say, o Appropriate expression (Week 3) oWeek 4 p. T43 think and do o Correct intonation (Week 4) oWeek 5 p. T131 o know when to make their voices rise and o Appropriate stress (Week 5) oWeek 6 p. T221 fall o Practice reading with different punctuation o put stress on important words to make

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. assessments at each grade level. All TAKS eligible and knowledge identified level. arePower Standards.grade All TAKS skills as each assessments at –© Period2010-2011Grading Third SAISD Fluidez Ortografía Profundizar la comprensión Power StandardsPower   comprensión: Profundizar la Ortografía: . . . . . Aplicar Práctica guiada Enseñar/Demostrar Formar palabrasabiertas Segmentar sonidos represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the successfullyrequired to be mastered success inschool must need beyond. Power Standards andfor knowledge and essential high students skills represent the Small GroupInstruction (Unidad 3) (Unidad 4) (Unidad 3) (Unidad 4) o o o o o o o o o o o o o o o o o o o o o Week 3:p.T400 Week 2:p.T312 Week 1:ReviewSkills Week 9:Reviewskills Week 8:pp.T398-T399 Week 7:pp.T310-T311 Week 6:pp.T222-T223 Week 5:pp.T132-T133 Week 4:pp.T44-T45 Week 3:pp.T398-T399 Week 2:pp.T310-T311 Week 1:ReviewSkills Week 9:Reviewskills Week 8:p.T397 Week 7:p.T309 Week 9:Reviewskills Week 8:p.T400 Week 7:p.T312 Week 6:p.T224 Week 5:p.T134 Week 4:p.T46 SMALL GROUP INSTRUCTION ( GROUP INSTRUCTION SMALL WEDNESDAY: WEEKS1-8 WEDNESDAY:        o Model thefollowing: o o o Model how to form words with thelettercards. Model how toform words Review the o o write words,suchas: Model strategiestohelp discussionof thestory.Guide studentsina by thinking aloud. thecomprehension strategy Model how toapply skill. Review theweekly comprehension o o o o o o Spanish Reading Grade- Spanish3 unfamiliar word of thetext voices tothecontent words write accents what to do when you come acrossan what todowhen you read words ingroups matchingtheir read with expression, theimportance of listeners understand stressing specific syllables on words to stressing specificsyllables on slowlysaying soundsinwords of text pausing afterchunks adjust ratetopurpose when reading how tousepunctuation stress intonation expression Tarjetas desonidosyortografía. Tarjetas ~ 15-20 minutes) 15-20          Spell words with accentmarks. Use the spelling words. readingandwriting Take turnswith apartner question. Write responsestothe skill. apply thecomprehension aboutthestory while Turn andtalktoapartner organizer. Help complete thegraphic skill tothetext. Apply thecomprehension estudiante. storyinthe Reread partsofthe indiscussions. Use academic language o o o Work Stations marks (Week 6) Review/reteach skills(Week9) (Week 8) Read with naturalpauses (Week 7) Adjust ratetopurpose Tarjetas deletras Tarjetas Deepen Comprehension Deepen tospellwords. Libro del Page Page 14 of of 28 assessments at each grade level. All TAKS eligible and knowledge identified level. arePower Standards.grade All TAKS skills as each assessments at –© Period2010-2011Grading Third SAISD bajoGrupos pequeños y Centros de tra- Power StandardsPower   Small GroupPlan Senderos pagesinthe Refer tothefollowing group instruction. dailyforsmall Pull onetotwo groups represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the successfullyrequired to be mastered success inschool must need beyond. Power Standards andfor knowledge and essential high students skills represent the T.E. for the T.E. for the . Suggested (Unidad 3)  o o o listedbelow:lesson fromthepages focus Follow theday 3smallgroup Week 3:pp.T434-T438 Week 2:pp.T342-T346 Week 1:ReviewSkills Spanish Reading Grade- Spanish3   may be used to supplement the usedtosupplement the may be The thepreviousweek(s). week or the ontheskills learnedduring based teacher-madework stations Create HMH Ready-Made WorkStations HMH Ready-Made   meet the needsof alllearners. meet the differentiatedactivitiesto Include time. taughtduringwhole group what was stationsshouldreinforce The work Page Page 15 of of 28 (Unidad 3) (Unidad 4)  teacher-made stations. They include oWeek 1: Review Skills oWeek 4: pp. T76-T80 the following:  See the online Teacher Toolkit for ideas oWeek 2: pp. T334-T335 oWeek 5: pp. T164-T168 o Comprehension and Fluency on what to include at the different oWeek 3: pp. T426-T427 oWeek 6: pp. T254-T258 o Word Study literacy stations. (Unidad 4) oWeek 7: pp. T342-T346 o Think and Write oWeek 4: pp. T68-T69 oWeek 8: pp. T434-T438  If supplementing with the HMH Ready- oWeek 5: pp. T156-T157 oWeek 9: Review skills  See the following pages for a preview Made Work Stations, each station oWeek 6: pp. T246-T247 of the weekly work stations: contains three activities. Children who oWeek 7: pp. T334-T335  All of the activities in Senderos are complete the ¡A comenzar! activity may oWeek 8: pp. T426-T427 differentiated and are based on the (Unidad 3) move on to the ¡Logra más! and/or oWeek 9: Review skills gradual release of responsibility model. oWeek 1: Review Skills ¡Reto! activity. oWeek 2: pp. T274-T275  Small group instruction must be  For students that need additional oWeek 3: pp. T362-T363  In lieu of work stations, two days per tailored to the needs of the students. assistance on specific skills, refer to (Unidad 4) week, students can complete an Look at the Suggested Small Group the differentiation tab in the Teacher oWeek 4: pp. T10-T11 independent reading assignment or Plan in the Senderos T.E. to determine Toolkit and click on Instructional oWeek 5: pp. T96-T97 reader response activity while the what materials each group will use. Interventions. oWeek 6: pp. T184-T185 teacher meets with small groups. oWeek 7: pp. T274-T275 oWeek 8: pp. T362-T363 oWeek 9: Review skills Differentiation How do I differentiate during reading? What do you do for students who need additional What do you do for students who master the learning  Since you only have 60 minutes for the reading support? quickly? block, it is very important that you maximize  Students will meet with the teacher for small  Activities/materials offered during small group instruction to the fullest. The Curriculum Framework group guided reading instruction. The teacher will guided reading instruction and work stations are has suggested times for the breakdown of the do a skills lesson to address the needs of students differentiated to meet the needs of the learner. reading block. Specific times for each component and the students will apply that skill to their reading. Advanced learners should be provided with are not give because the amount of time spent on  If students are struggling with on-grade level challenging activities and books. each component depends on the needs of the activities, use the SLAR TEKS Vertical Alignment  If students are having an easy time with on-grade class. piece to select student expectations from the level activities, use the SLAR TEKS Vertical  If a 50+% of the class scores below 70% on previous grade level to fill in the gaps. Alignment piece (pink pages) to select student the weekly assessment (comprehension,  Select the appropriate Senderos Libro expectations from the next grade level to challenge vocabulary, phonics), do a whole class reteach of graduable for the reading groups based on the students more. the skills students had the most difficulty with. If students’ reading level. Books should be at the only a small percentage of students scored below instructional or independent level in order for the 70% on the weekly assessment, reteach the students to be lesson(s) during successful. small group instruction.  Work stations must be differentiated to meet  See the Teacher Toolkit for additional ideas on how the needs of the learner. Students will have to differentiate the components of literacy. additional practice to help them master the skills (Differentiation Strategies) learned during whole group instruction.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Resources  Work Stations Teacher Toolkit: Textbook & Supplemental Materials: o Activities  Back to School Information  Texas Senderos – Unidad 2 y 3 o Posters & Icons  Assessments  Mural de enfoque (Display new poster each o Accountability forms Dictado week) o  Literature Response Activities  Bilingual Phonemic Awareness/Phonics  Running Records (Available in the Grab and  Word Wall Games Activities Go folder)  Vocabulary Lessons and Activities o Spanish letter cards and activities  Libros graduables  Visualization Activities o Alphabet strips and activities  Libros decodificables  Literature Response Activities  Spelling  Librito de vocabulario  Every Student Response Cards o Spelling Chants  Tarjetas de vocabulario en contexto  Comprehension o Games/Activities to Practice Weekly Spelling  Tarjetas de sonidos y ortografía Websites to teaching comprehension Words o  Tarjetas para el recuento oral Five finger retelling poster  Spanish High-frequency Words o  Organizadores gráficos Comprehension posters in Spanish  Differentiation o  Centros de trabajo organizados (Comprensión o Graphic organizers o Interventions for Struggling Readers and Writers y fluidez, Estudio de palabras, Piensa y escribe)  Administering the Flynt-Cooter IRI o Dr. Virginia Rojas Strategies  Literature Circles o Kagan’s Cooperative Learning Strategies o Websites with Differentiation Strategies Web Resources . Essential reading strategies for the struggling reader: http://www.meadowscenter.org/vgc/downloads/primary/booklets/Essential_Strategies.pdf . Reading strategies and activities resource book: http://www.meadowscenter.org/vgc/materials/primary_dyslexia.asp . List of websites for teaching different comprehension strategies: https://www.saisd.net/admin/curric/curricms/documents/tchrtlktdocs/span/comprehension/links_to_lessons_for_teaching_comprehension_skills.pdf . Ideas for small group focus lessons: https://www.saisd.net/admin/curric/curricms/documents/tchrtlktdocs/span/differentiation/instructional_interventions.pdf . Strategies to differentiate instruction: http://www.literacyleader.com/sites/litlead.essdack.org/files/StrategiesThatDifferentiateInstructionK_4-080808.pdf . Dr. Virginia Rojas strategies: http://www.earcos.org/etc2009/download/ELL_precon.pdf . Kagan´s Cooperative Learning Structures: http://www.sowashco.k12.mn.us/Departments/OEI/Rojas%20Kagan%2056%20coop%20structures.pdf . Bilingual site for educators and families: http://www.colorincolorado.org/ . TumbleBooks (Read/hear stories in Spanish): http://www.hpl.lib.tx.us/kids (From the menu bar, click on TumbleBook Library  Story Books Language Learning)

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. The Teaching Plan for THURSDAY: WEEKS 1-8 WHOLE GROUP INSTRUCTION (~40-45 minutes) ***Note: Week 9 is a review/reteach week so that running records can be taken. This week can also be used for review and reteach as well as small group instruction.*** Activities Page Numbers The teacher will... So students can... Rutinas iniciales: (Unidad 3)  Daily Phonics/Fonética diaria  Daily Phonics/Fonética diaria . Fonética diaria oWeek 1: Review Skills o Model phonemic awareness/phonics activities. o Practice phonemic awareness/phonics .Refuerzo diario del oWeek 2: pp. T314-T315 o Make word cards for activities. activities by: vocabulario oWeek 3: pp. T402-T403 o Provide corrective feedback as needed. . dividing words into syllables (Unidad 4) . reading text and listing words with the oWeek 4: pp. T48-T49 phonics pattern

s oWeek 5: pp. T136-T137 . decoding words with silent h sound e l

a oWeek 6: pp. T226-T227 . listening to words read by the teacher and i c i oWeek 7: pp. T314-T315 writing words that contain the designated n I phonics pattern

s oWeek 8: pp. T402-T403 a . determining which words contain diphthongs n Week 9: Review skills

u Daily Vocabulary Boost/Refuerzo diario del

R Daily Vocabulary Boost/Refuerzo diario del vocabulario vocabulario  Guide children to interact with oral vocabulary  Interact with vocabulary words. words by asking specific questions.  Speak clearly when participating in discussions.  Lead students in a discussion using the oral  Work in small groups to discuss the Coméntalo vocabulary for the week. activity on the back of the Tarjetas de vocabulario  Remind students to speak clearly when en contexto. participating in discussions.  Explain the word meanings in their own words.  Provide corrective feedback as needed.  Follow appropriate rules for discussion . Conectar con…: (Unidad 3)  Introduce story selections.  Use graphic features. .Siga las instrucciones en oWeek 1: Review Skills  Explain features of particular text to be read.  Read the story passage or poem. la página a la izquierda. oWeek 2: pp. T316-T317  Reinforce target vocabulary.  Review vocabulary words to prepare for the story. No haga la actividad oWeek 3: pp. T404-T405  Guide children to set a purpose for reading.  Respond to the story. Hacer conexiones con (Unidad 4)

 Make text to self, text to text, and text to world el grupo entero. … oWeek 4: pp. T50-T51 connections. n

o .Se puede usar una de oWeek 5: pp. T138-T139  Connect to: c

r las actividades de oWeek 6: pp. T228-T229 a o Review Skills (Week 1) t Hacer conexiones en c oWeek 7: pp. T316-T317

e o Advertisements/Social Studies (Week 2)

n los centros de trabajo. oWeek 8: pp. T404-T405 o o Reader’s Theater/Social Studies (Week 3) C oWeek 9: Review skills o Informational Text/Science (Weeks 4 and 5) o Poetry (Week 6) o Informational Text/Social Studies (Week 7) o Traditional Tales/Myths (Week 8) o Review/Reteach Skills (Week 9)

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. assessments at each grade level. All TAKS eligible and knowledge identified level. arePower Standards.grade All TAKS skills as each assessments at –© Period2010-2011Grading Third SAISD Grupos pequeños y Centros de trabajo Ortografía Estrategias de vocabulario Power StandardsPower Estrategias devocabulario  (Unidad 4) (Unidad 3)   Ortografía: o o o o o o o o o Small GroupPlan Senderos pagesinthe Refer tothefollowing group instruction. dailyforsmall Pull onetotwo groups . . . . In place of the spelling In placeofthespelling Aplicar Práctica guiada Enseñar/Demostrar Week 9:Reviewskills Week 8:pp.T426-T427 Week 7:pp.T334-T335 Week 6:pp.T246-T247 Week 5:pp.T156-T157 Week 4:pp.T68-T69 Week 3:pp.T426-T427 Week 2:pp.T334-T335 Week 1:ReviewSkills listed totheright. found onthepages spelling words canbe Toolkit. the online or spellingchantfrom select aspellinggame lessons in represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the successfullyrequired to be mastered success inschool must need beyond. Power Standards andfor knowledge and essential high students skills represent the The weekly T.E. for the T.E. for the Senderos Teacher Teacher . Suggested , Small GroupInstruction (Unidad 4) (Unidad 3) (Unidad 4) (Unidad 3) o o o o o o o o o o o o o o o o o o Week 9:Reviewskills Week 8:p.T408 Week 7:p.T320 Week 6:p.T232 Week 5:p.T142 Week 4:p.T54 Week 3:p.T408 Week 2:p.T320 Week 1:ReviewSkills Week 9:Reviewskills Week 8:pp.T406-T407 Week 7:pp.T318-T319 Week 6:pp.T230-T231 Week 5:pp.T140-T141 Week 4:pp.T52-T53 Week 3:pp.T406-T407 Week 2:pp.T318-T319 Week 1:ReviewSkills  (Unidad 4) (Unidad 3)  gradual release of responsibilitymodel. gradual release arebasedonthe differentiated and All of theactivitiesin o o o o o o o o o listedbelow:lesson fromthepages focus Follow theday 4smallgroup Week 9:Reviewskills Week 8:pp.T440-T441 Week 7:pp.T348-T349 Week 6:pp.T260-T261 Week 5:pp.T170-T171 Week 4:pp.T82-T83 Week 3:pp.T440-T441 Week 2:pp.T348-349 Week 1:ReviewSkills SMALL GROUP INSTRUCTION SMALLGROUP ( INSTRUCTION Senderos     THURSDAY: WEEKS THURSDAY: 1-8 Model how to complete graphicorganizers.Model how tocomplete word.meaning ofanunknown inordertodetermine the by thinking aloud weekly vocabularystrategy Model how tousethe onthevocabularystrategy.Lead adiscussion spelling words. toreviewtheweekly Teach spelllinggame Spanish Reading Grade- Spanish3 are (Unidad 4) (Unidad 3)    o o o o weekly work stations: of the following pagesfor apreview See the the following: stations.They include teacher-made usedtosupplement the may be The thepreviousweek(s). week or the ontheskills learnedduring based teacher-madework stations Create ~ o o o Week 4: pp. T10-T11 Week 4:pp. T362-T363 Week 3:pp. T274-T275 Week 2:pp. Skills Week 1:Review 15-20minutes) Think and Write Think and Word Study andFluency Comprehension HMH Ready-Made WorkStations HMH Ready-Made      movements. fortuna as spelling gamesuch words usinga Practice theweekly spelling words inthedictionary.Look upunknown Apply the sentences. Use vocabularywords in strategy. onthevocabulary Participate inadiscussion Work Stations , or do spellingchantswith body , ordo     ¡Reto! activity. tothe¡Logra más! and/or move on the¡Acomenzar! activitymay complete threeactivities.Childrenwho contains WorkStations,eachstation Made with theHMHReady-If supplementing literacy stations. toincludeatthedifferent on what online See the of alllearners. the needs differentiatedactivitiestomeet Include time. duringwhole group was taught stationsshouldreinforcewhatThe work Estrategia devocabulario Estrategia ¡Chispa! Teacher Toolkit or Page Page La rueda dela La rueda to each word. toeach 19 of of for ideas 28  Small group instruction must be  For students that need additional oWeek 5: pp. T96-T97  In lieu of work stations, two days per tailored to the needs of the students. assistance on specific skills, refer to oWeek 6: pp. T184-T185 week, students can complete an Look at the Suggested Small Group the differentiation tab in the Teacher oWeek 7: pp. T274-T275 independent reading assignment or Plan in the Senderos T.E. to determine Toolkit and click on Instructional oWeek 8: pp. T362-T363 reader response activity while the what materials each group will use. Interventions. oWeek 9: Review skills teacher meets with small groups.

Differentiation How do I differentiate during reading? What do you do for students who need additional What do you do for students who master the learning  Since you only have 60 minutes for the reading support? quickly? block, it is very important that you maximize  Students will meet with the teacher for small  Activities/materials offered during small group instruction to the fullest. The Curriculum Framework group guided reading instruction. The teacher will guided reading instruction and work stations are has suggested times for the breakdown of the do a skills lesson to address the needs of students differentiated to meet the needs of the learner. reading block. Specific times for each component and the students will apply that skill to their reading. Advanced learners should be provided with are not give because the amount of time spent on  If students are struggling with on-grade level challenging activities and books. each component depends on the needs of the activities, use the SLAR TEKS Vertical Alignment  If students are having an easy time with on-grade class. piece to select student expectations from the level activities, use the SLAR TEKS Vertical  If a 50+% of the class scores below 70% on previous grade level to fill in the gaps. Alignment piece (pink pages) to select student the weekly assessment (comprehension,  Select the appropriate Senderos Libro expectations from the next grade level to challenge vocabulary, phonics), do a whole class reteach of graduable for the reading groups based on the students more. the skills students had the most difficulty with. If students’ reading level. Books should be at the only a small percentage of students scored below instructional or independent level in order for the 70% on the weekly assessment, reteach the students to be successful. lesson(s) during small group instruction.  Work stations must be differentiated to meet  See the Teacher Toolkit for additional ideas on how the needs of the learner. Students will have to differentiate the components of literacy. additional practice to help them master the skills (Differentiation Strategies) learned during whole group instruction.

Resources  Work Stations Teacher Toolkit: Textbook & Supplemental Materials: o Activities  Back to School Information  Texas Senderos – Unidad 2 y 3 o Posters & Icons  Assessments  Mural de enfoque (Display new poster each o Accountability forms Dictado week) o  Literature Response Activities  Bilingual Phonemic Awareness/Phonics  Running Records (Available in the Grab and  Word Wall Games Activities Go folder)  Vocabulary Lessons and Activities o Spanish letter cards and activities  Libros graduables  Visualization Activities o Alphabet strips and activities  Libros decodificables  Literature Response Activities  Spelling  Librito de vocabulario  Every Student Response Cards o Spelling Chants  Tarjetas de vocabulario en contexto  Comprehension o Games/Activities to Practice Weekly Spelling  Tarjetas de sonidos y ortografía Websites to teaching comprehension Words o  Tarjetas para el recuento oral Five finger retelling poster  Spanish High-frequency Words o  Organizadores gráficos Comprehension posters in Spanish  Differentiation o  Centros de trabajo organizados (Comprensión o Graphic organizers o Interventions for Struggling Readers and Writers y fluidez, Estudio de palabras, Piensa y escribe)  Administering the Flynt-Cooter IRI o Dr. Virginia Rojas Strategies  Literature Circles o Kagan’s Cooperative Learning Strategies SAISD © 2010-2011 – Third Grading Period Spanish Reading - Grade 3 Page 20 of 28

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. o Websites with Differentiation Strategies

Web Resources . Essential reading strategies for the struggling reader: http://www.meadowscenter.org/vgc/downloads/primary/booklets/Essential_Strategies.pdf . Reading strategies and activities resource book: http://www.meadowscenter.org/vgc/materials/primary_dyslexia.asp . List of websites for teaching different comprehension strategies: https://www.saisd.net/admin/curric/curricms/documents/tchrtlktdocs/span/comprehension/links_to_lessons_for_teaching_comprehension_skills.pdf . Ideas for small group focus lessons: https://www.saisd.net/admin/curric/curricms/documents/tchrtlktdocs/span/differentiation/instructional_interventions.pdf . Strategies to differentiate instruction: http://www.literacyleader.com/sites/litlead.essdack.org/files/StrategiesThatDifferentiateInstructionK_4-080808.pdf . Dr. Virginia Rojas strategies: http://www.earcos.org/etc2009/download/ELL_precon.pdf . Kagan´s Cooperative Learning Structures: http://www.sowashco.k12.mn.us/Departments/OEI/Rojas%20Kagan%2056%20coop%20structures.pdf . Bilingual site for educators and families: http://www.colorincolorado.org/ . TumbleBooks (Read/hear stories in Spanish): http://www.hpl.lib.tx.us/kids (From the menu bar, click on TumbleBook Library  Story Books Language Learning)

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. The Teaching Plan for FRIDAY: WEEKS 1-8 WHOLE GROUP INSTRUCTION (~40-45 minutes) ***Note: Week 9 is a review/reteach week so that running records can be taken. This week can also be used for review and reteach as well as small group instruction.*** Activities Page Numbers The teacher will... So students can... Rutinas iniciales: (Unidad 3)  Daily Phonemic Awareness/Fonética diaria  Daily Phonemic Awareness/Fonética diaria . Fonética diaria oWeek 1: Review Skills o Model phonemic awareness/phonics activities. o Practice phonemic awareness/phonics .Refuerzo diario del oWeek 2: pp. T322-T323 o Make word cards for activities. activities by: vocabulario oWeek 3: pp. T410-T411 o Give clues to students for them to guess the . identifying number of syllables in words (Unidad 4) words. . blending syllables to form words oWeek 4: pp. T56-T57 o Provide corrective feedback as needed. . work in groups to come up with as many words oWeek 5: pp. T144-T145 as possible containing the designated phonics oWeek 6: pp. T234-T235 pattern oWeek 7: pp. T322-T323 . decoding words with silent h sound oWeek 8: pp. T410-T411 . playing games such tic-tac-toe and hangman to Week 9: Review skills practice the phonics pattern s o e

l . decoding words with diphthongs a i . sorting words according to the phonics pattern c i n

I . using clues to guess the words

a . writing sentences with words n i t u

R  Daily Vocabulary Boost/Refuerzo diario del  Daily Vocabulary Boost/Refuerzo diario del vocabulario vocabulario o Reread the read aloud selection from o Interact with vocabulary words. Monday to the students. o Speak clearly when participating in o Guide children to interact with oral discussions. vocabulary words by asking specific o Explain or describe the meanings of the questions. target vocabulary words. o Lead students in a discussion using the o Follow appropriate rules for discussion oral vocabulary for the week. such as listening to speakers, taking turns, and o Challenge students to use the words in staying on topic. their everyday speech. o Illustrate vocabulary words, if time allows. o Remind students to speak clearly when participating in discussions.  Ortografía: (Unidad 3)  Administer the posttest:  Write the spelling words the teacher dictates. . Evaular (Add two oWeek 1: Review Skills o Say each spelling word, and then say it in  Write the dictation sentences. dictation sentences to oWeek 2: p. T326 a sentence and repeat the word. the weekly spelling oWeek 3: p. T414 o Dictate two sentences for students to a í f test.) (Unidad 4)

a write. r

g . Acción correctiva oWeek 4: p. T60 o Review any words that the students o t r oWeek 5: p. T148 misspell. O oWeek 6: p. T238 oWeek 7: p. T326 oWeek 8: p. T414 oWeek 9: Review skills

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. assessments at each grade level. All TAKS eligible and knowledge identified level. arePower Standards.grade All TAKS skills as each assessments at –© Period2010-2011Grading Third SAISD Grupos pequeños y Centros de trabajo Pruebas semanales Power StandardsPower     (Unidad 4) (Unidad 3) will use.| what materialseachgroup Senderos Group Plan at the Lookneeds ofthestudents. must betailoredtothe Small groupinstruction Pruebas semanales: Refer to the following Refer tothefollowing instruction. daily forsmallgroup Pull onetotwo groups o o o o o o o o o Small GroupPlan T.E. forthe pages inthe Week 9:Reviewskills Week 8:pp.T426-T427 Week 7:pp.T334-T335 Week 6:pp.T246-T247 Week 5:pp.T156-T157 Week 4:pp.T68-T69 Week 3:pp.T426-T427 Week 2:pp.T334-T335 Week 1:ReviewSkills o o o Suggested Small Suggested Comprensión Fonética Vocabulario T.E.todetermine represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the successfullyrequired to be mastered success inschool must need beyond. Power Standards andfor knowledge and essential high students skills represent the in the inthe Suggested Suggested Senderos Senderos . Small GroupInstruction   (Unidad 4) (Unidad 3)  (Unidad 4) (Unidad 3) responsibility model. responsibility release of arebasedonthegradual and activitiesin All ofthe o o o o o o o o o listedbelow:the pages from day5small groupfocus lesson Follow the o o o o o o o o o Interventions Toolkit Teacher inthe tothedifferentiationtab specific skills,refer assistanceon thatneedadditional For students Week 9: Review skills Week 9:Review T442-T443 Week 8:pp. T350-T352 Week 7:pp. T262-T264 Week 6:pp. T172-T174 Week 5:pp. T84-T85 Week 4:pp. T442-T443 Week 3:pp. T350-T352 Week 2:pp. Skills Week 1:Review skills Week 9:Review T418-T419 Week 8:pp. T330-T331 Week 7:pp. T242-T243 Week 6:pp. T152-T153 Week 5:pp. T64-T65 Week 4:pp. T418-T419 Week 3:pp. T330-T331 Week 2:pp. Skills Week 1:Review . SMALL GROUP INSTRUCTION ( GROUP INSTRUCTION SMALL andclickon Senderos Instructional Instructional are differentiated aredifferentiated   FRIDAY: WEEKS 1-8 FRIDAY: WEEKS based ontheresults. based lessons assessments andreteach Score the theweekly assessments. Administer Spanish Reading Grade- Spanish3 (Unidad 4) (Unidad 3)    o o o o o o o o o weekly work stations: of the following pagesfor apreview See the the following: stations.They include teacher-made usedtosupplement the may be The thepreviousweek(s). week or the ontheskills learnedduring based teacher-madework stations Create o o o Week 9: Review skills Week 9:Review T362-T363 Week 8:pp. T274-T275 Week 7:pp. T184-T185 Week 6:pp. T96-T97 Week 5:pp. T10-T11 Week 4:pp. T362-T363 Week 3:pp. T274-T275 Week 2:pp. Skills Week 1:Review Think and Write Think and Word Study andFluency Comprehension ~ HMH Ready-Made WorkStations HMH Ready-Made 15-20 minutes) 15-20  Work Stations o o o weekly assessments on: Take the Comprehension Phonics/Decoding Vocabulary      teacher meetswith small groups. teacher responseactivitywhile the reader or readingassignment independent cancomplete an week, students of work stations,two days per In lieu más! ¡Logra comenzar! who complete the Children containsthreeactivities. station Work Ready-Made with the If supplementing literacystations. different onwhattoincludeatthe ideas online See the of alllearners. the needs differentiatedactivitiestomeet Include time. taughtduringwhole group what was stationsshouldreinforce The work activity maymoveonto and/or Teacher Toolkit S ¡Reto! tations Page Page HMH activity. 23 ¡A , each , each of of for 28 the Differentiation How do I differentiate during reading? What do you do for students who need additional What do you do for students who master the  Since you only have 60 minutes for the reading support? learning quickly? block, it is very important that you maximize  Students will meet with the teacher for small  Activities/materials offered during small instruction to the fullest. The Curriculum Framework group guided reading instruction. The teacher will do group guided reading instruction and work has suggested times for the breakdown of the reading a skills lesson to address the needs of students and stations are differentiated to meet the needs of block. Specific times for each component are not give the students will apply that skill to their reading. the learner. Advanced learners should be because the amount of time spent on each  If students are struggling with on-grade level provided with challenging activities and books. component depends on the needs of the class. activities, use the SLAR TEKS Vertical Alignment  If students are having an easy time with on-  If a 50+% of the class scores below 70% on the piece to select student expectations from the previous grade level activities, use the SLAR TEKS weekly assessment (comprehension, vocabulary, grade level to fill in the gaps. Vertical Alignment piece (pink pages) to select phonics), do a whole class reteach of the skills  Select the appropriate Senderos Libro graduable student expectations from the next grade level to students had the most difficulty with. If only a small for the reading groups based on the students’ reading challenge students more. percentage of students scored below 70% on the level. Books should be at the instructional or weekly assessment, reteach the lesson(s) during independent level in order for the students to be small group instruction. successful.  See the Teacher Toolkit for additional ideas on how to  Work stations must be differentiated to meet the differentiate the components of literacy. needs of the learner. Students will have additional (Differentiation Strategies) practice to help them master the skills learned during whole group instruction.

Resources  Work Stations Teacher Toolkit: Textbook & Supplemental Materials: o Activities  Back to School Information  Texas Senderos – Unidad 3 y 4 o Posters & Icons  Assessments  Mural de enfoque (Display new poster each o Accountability forms Dictado week) o  Literature Response Activities  Bilingual Phonemic Awareness/Phonics Activities  Running Records (Available in the Grab and Go  Word Wall Games Spanish letter cards and activities folder) o  Vocabulary Lessons and Activities o Alphabet strips and activities  Libros graduables  Visualization Activities  Spelling  Libros decodificables  Literature Response Activities o Spelling Chants  Librito de vocabulario  Every Student Response Cards o Games/Activities to Practice Weekly Spelling  Tarjetas de vocabulario en contexto  Comprehension Words  Tarjetas de sonidos y ortografía o Websites to teaching comprehension  Spanish High-frequency Words  Tarjetas para el recuento oral o Five finger retelling poster  Differentiation  Organizadores gráficos o Comprehension posters in Spanish o Interventions for Struggling Readers and Writers  Centros de trabajo organizados (Comprensión y o Graphic organizers o Dr. Virginia Rojas Strategies fluidez, Estudio de palabras, Piensa y escribe)  Administering the Flynt-Cooter IRI o Kagan’s Cooperative Learning Strategies  Literature Circles o Websites with Differentiation Strategies

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. Web Resources . Essential reading strategies for the struggling reader: http://www.meadowscenter.org/vgc/downloads/primary/booklets/Essential_Strategies.pdf . Reading strategies and activities resource book: http://www.meadowscenter.org/vgc/materials/primary_dyslexia.asp . List of websites for teaching different comprehension strategies: https://www.saisd.net/admin/curric/curricms/documents/tchrtlktdocs/span/comprehension/links_to_lessons_for_teaching_comprehension_skills.pdf . Ideas for small group focus lessons: https://www.saisd.net/admin/curric/curricms/documents/tchrtlktdocs/span/differentiation/instructional_interventions.pdf . Strategies to differentiate instruction: http://www.literacyleader.com/sites/litlead.essdack.org/files/StrategiesThatDifferentiateInstructionK_4-080808.pdf . Dr. Virginia Rojas strategies: http://www.earcos.org/etc2009/download/ELL_precon.pdf . Kagan´s Cooperative Learning Structures: http://www.sowashco.k12.mn.us/Departments/OEI/Rojas%20Kagan%2056%20coop%20structures.pdf . Bilingual site for educators and families: http://www.colorincolorado.org/ . TumbleBooks (Read/hear stories in Spanish): http://www.hpl.lib.tx.us/kids (From the menu bar, click on TumbleBook Library  Story Books Language Learning)

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. The Teaching Plan for Literature Circles WEEK 9 Before daily literature circles, the first 10-15 minutes of week 9 are to be used for reviewing and reteaching skills covered during weeks 1-8. If any lessons were skipped during previous weeks due to time constraints, these can be covered as well. After the daily lesson/review, the rest of the reading block will be devoted to literature circles.  See the Teacher Toolkit and the websites listed below for information on literature circles. A sample lesson with roles is included in the Teacher Toolkit.  Gather multiple copies of chapter books (Teacher Toolkit: Spanish Titles for Literature Circles) or use the HMH Senderos leveled readers.  Do a “Book Pass” (Teacher Toolkit: Book Pass) so that students may sample each book before making choices.  Review the roles from the first nine weeks. (See below.)  Once the groups are divided, students will be assigned roles on a daily basis.  Give students their role sheets to fill out during/after reading (optional).  Groups will discuss their books.  The teacher visits each group to listen in on the discussion and offer ideas to spark additional conversation.  The whole class meets daily to debrief and share their books.  If the book cannot be completed in a week, literature circles may be continued the following week during small group time. Basic Roles in Literature Circles  Explique a los alumnos los roles de los círculos literarios. Role cards are available on the Teacher Toolkit. o Conector: El rol es conectar y extender la comprensión de la novela al mundo fuera de los mismos. Relaciona lo leído con las propias experiencias en el mundo real, con su propia vida, con lo que sucede en la escuela, la comunidad, con otros eventos similares en otros lugares o en otro tiempo, con situaciones que hayan vivido/sufrido otras personas. Cualquier relación que se haga es válida y digna de ser compartida. El conector tiene que asegurarse que esas experiencias sean claras y tengan significado para los miembros del grupo. o Iluminador: El rol es hallar pasajes interesantes, divertidos, controvertidos, emocionantes y con un gran significado dentro de la historia. Hay que escoger pasajes memorables. o Buscador de palabras: El rol es buscar palabras y/o términos importantes al estar leyendo. Van a copiar esas palabras/términos y definirlas. Hay que copiar la oración en la que la palabra se emplea en el texto y escribir el número de la página. El buscador de palabras tiene que usar el contexto para determinar el significado de la palabra primero y luego puede usar el diccionario para confirmarlo. Las palabras escogidas deben ser interesantes, nuevas, con gran significado o que pocas veces las lee. En los apuntes, hay que explicar por qué escogió la palabra. o Sintetizador: El rol es elaborar un resumen de la historia o capítulo, y obtener las ideas principales para discutirlas. o Artista o Ilustrador: El rol es dibujar las escenas importantes, las ideas, los personajes, o los problemas que se presentan en la historia. Se puede utilizar diferentes métodos para “ilustrar” lo que lees: collages, símbolos, mapas de organización, secuencias de dibujos animados, etc. En la hoja de notas, hay que explicar la ilustración y cómo se relaciona con el texto. Websites on Literature Circles Refer to the following websites for information on literature circles. Select the activities that work best for your class.  http://www.readwritethink.org/classroom-resources/lesson-plans/literature-circles-getting-started-19.html?tab=4#tabs – This website gives a ten day lesson for introducing literature circles using roles.  http://www.lauracandler.com/strategies/litcircles.php - This website contains instructions for:  The Basic Literature Circle Model  Talking Sticks Literature Circles  Mini Literature Circles  Modified Literature Circles  Literature Circles with Roles  Student Centered Classroom

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.  Nonfiction Literature Circles

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.  Structured Literature Circles  http://www.litcircles.org/- This website offers advice on literature circle planning, structure, book choice, written responses, book extension projects, etc. The approach offered here is not role-centered. Instead students will formulate questions, respond to prompts, and use post-it notes to prepare for discussion. http://www.heinemann.com/shared/onlineresources/E00702/minilessons.pdf. This site contains specific chapters from the book, Mini-lessons for Literature Circles by Harvey Daniels, electronically. Look at page 113 for information on the ”Book Pass” activity. Visit the following websites for information on literature circles, including background and preparation information, role sheets, etc. Spanish role sheets are also available on the Teacher Toolkit.  Additional information regarding literature circles can be found on the websites listed below.  http://www.mrscowan.com/literaturecircle.htm  http://www.dsusd.k12.ca.us/users/manuelh/CirculosLiterarios.htm  http://www.edselect.com/Docs/Litcir.pdf  http://www.busyteacherscafe.com/teacher_resources/literacy_pages/literature_circles.htm  http://eduscapes.com/ladders/themes/circles.htm  http://www.readinglady.com/mosaic/tools/Lit%20Circle%20Roles%20student%20booklet.pdf  http://www.saskschools.ca/curr_content/bestpractice/litcircles/index.html  http://www.mswinston.com/Literature%20Circles%20Cont.pdf  http://olc.spsd.sk.ca/de/pd/instr/strats/literaturecircles/index.html  http://www.literaturecircles.com/article1.htm  http://www2.scholastic.com/browse/lessonplan.jsp?id=380

College-Readiness TAKS (Anticipated Skills for SAT/ACT/College FMA/Question Stems Board/Careers/Life) The FMA questions are from released TAKS tests. See Sample Stories and Questions Texas College and Career Readiness Standards for the column to the right for sample questions. Third Grade: TAKS Released Test English/Language Arts (CCRS): Source: TEA Website – March 2009 Listening:  Propósito del autor: ¿Cuál es el propósito del autor Spanish Reading  Apply listening skils as an individual and as a al escribir este artículo? (Obj. 3, 3.11A) http://ritter.tea.state.tx.us/student.assessment/res member of a group in a variety of settings (e.g.,  Personaje: ¿Probablemente cómo se siente _____ ources/release/tests2009/takssp_g03_read.pdf lectures, discussion, conversations, team projects, cuando ______? (Obj. 2, 3.11H) presentations, interviews).  Sacar conclusiones: El lector puede concluir que  Listen effectively in informal and formal situations. _____. (Obj. 4, 3.9F)  Características del texto y gráficas: Observael Note: Each 9 weeks, a new college and career readiness siguiente diagrama con información del artículo. standard will be presented. ¿Qué información va en el espacio vacío? (Obj. 3, 3.9I)  Causa y efecto: Cuando (algo) pasó, ¿por qué _____? (Obj. 4, 3.9F)  Idea principal y detalles: El párrafo ___ trata principalmente de ____. (Obj. 1, 3.9C)

See the Teacher Toolkit for additional TAKS stems (SAISD and Margaret Kilgo).

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.