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Winter Term Non Fiction Team: First Grade Summer Migrant School First Grade


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Week of Winter Term - Non Fiction Team: First Grade Summer Migrant School First Grade


Standard/performance indicator: Ask and answer questions about key details (R1.1)

Hacer preguntas y responder a detalles claves


Literacy Objective(s): Students will be able to ask and answer questions about key details related to “la selva” through their 4-flap book.


Connections between Literacy Environments:
Genre: Non-fiction: informational texts
Different animals live in different parts of the world


Cross-language strategies (if applicable)
Cognates:
Departamentos/departments, criaturas/creatures, insectos/insects, tarántulas/tarantulas, iguanas/iguanas, boas/boas, jaguares/jaguars, cocodrilos/crocodiles, parte/part, tapires/tapirs, armadillos/armadillos, atrapar/trap, emergente/emergent, favorito/favorite, fruta/fruit








Spanish Literacy

Literacy-based ESL




Oracy Objectives: Students will be able to share their 4-flap book with a buddy class.
Dialogue:

¿Te gustaría vivir en la selva?

¿Cuántos niveles hay en la selva?

¿Cómo se llaman los niveles?

¿Qué animales viven en cada nivel?
Language Structures:
me gustaría vivir en la selva porque .

Sí, no
Hay niveles de la selva.

cuarto
El nivel se llama el . Allí encontrarás

primer suelo de la selva animales

siguiente primer piso plantas

tercer dosel

ultimo nivel emergente
como .

insectos


tapires

tarántulas

serpientes

guacamayas

perezosos

monos arañas

pájaros
Vocabulary: suelo de la selva, tapires, corretean, armadillos, primer piso, hocicos, osos hormigueros, iguana, boas, enrollan, trepan, cazan, jaguares, bayas, monos araña, lianas, dosel, perezosos, guacamayas, águila arpía, nivel emergente
Dictado:
BEGINNING

La selva


¿Cómo es una selva? Una selva es como un edificio de departamentos. Así como tiene muchos pisos, una selva tiene muchos niveles.
ADVANCED

La selva


¿Cómo es una selva? Una selva es como un edificio de departamentos. Así como tiene muchos pisos, una selva tiene muchos niveles. Diferentes criaturas viven en cada nivel de la selva. ¿Te gustaría vivir en la selva?
Teaching points:

*Asking questions about key details

*Answering a question with a complete sentence

*Tricky words: edificio, departamentos, criaturas

*Punctuation: use of question mark ¿?


Oracy Objective (s): Students will be able to share their “Lemur Research Report” to each of their clock appointments.
FORM: Article and Nouns

FUNCTION: Describing people, places, things, and actions


Dialogue:
What do you see?

Tell me about what you see.

Describe what you observed.
Language Structures:
Beginning/Early intermediate:
I see .

Article noun


Intermediate:
I see in the picture.

article adjective noun


Early Advanced:
I ­ .

noticed/observed article adjective noun


Vocabulary: climb, hops sideways, Madagascar, male, female, sneezed, fur, stinky

Lemurs: mouse lemur, indri lemur, ring-tailed lemur, sifaka lemur, crowned lemur


Dictado:
BEGINNING
Lemurs
Lemurs can be many colors. Some are black and others are reddish-brown.
ADVANCED
Lemurs

The lemur only lives on Madagascar. The male lemurs are black. Females are reddish-brown with white hair around their ears.


Teaching points:

*Adjectives to describe lemurs: black, reddish-brown, white hair around their ears

*Capitalization: first letter of sentence, names of countries

*Punctuation: periods at the end of sentence, dash between reddish and brown

*Tricky words: lemur, hair, ears





Reading

Writing

Reading

Writing

Session 1

Approach: M S SG R C I
Frontload vocab pictures and words
Narrative input chart - day 1

Add vocab word to correct part of narrative input chart
Oracy: students share their sentences using give one, get one “Dame uno, te doy uno”


Approach : M S C I

Students write 2 complete sentences using 2 different vocab words in their lecto-escritura journal




Approach: M S SG R C I
Front load vocab using concentration game

Oracy: students will share their sentences from their student dictionary using “Lemur Lemur” (Lingo Bingo)


Lotta lara with “Meet the Lemurs Poem”



Approach: M S C I

Student dictionary using vocabulary







Session 2

Approach: M S SG R C I
Narrative input chart - day 2

Oracy: Students share their “selva” project by playing “find your partner” - Encuentra tu compañero - a layer of the jungle will match an animal found in that layer


Read mentor text La selva


Approach : M S C I

La selva” anchor chart - brainstorm ideas about what Pablito did in “la selva”


Using the anchor chart - choose one idea and create a collaborative text focusing on one main idea with 3 supporting details
Brainstorm Si, yo iría a la selva using a web


Students write “Si yo iría a la selva…” and complete art project

Process grid Levels of “La selva”


Student Los animales de la selva worksheet


Approach: M S SG R C I
Lotta lara day 2 with “Meet the Lemurs Poem”

Oracy: students will share their sentences using talking lemurs (Talking chips) - but with lemur picture on one side and nothing on the other


Read mentor text: National Geographic Young explorer - Lemurs



Approach: M S C I

Synonyms for common adjectives web - using small, big, stinky


Farmer in the dell using the noun Lemurs
Students write one complete sentence using the farmer in the dell anchor chart



Session 3

Approach: M S SG R C I
Oracy: Card on back to practice asking and answering questions about the animals in “La selva


Approach: M S C I
Asking questions anchor chart
Model asking and answering questions for the boa



Approach: M S SG R C I
Lotta Lara National Geographic Young Explorer - Lemurs



Approach: M S C I

Share the lemurs poster (in scanned folder) for the 4 different types of lemurs




Model cloze text titled “Lemurs”


Session 4

Approach: M S SG R C I

Groups present their asking and answering questions poster




Approach: M S C I
Each group asks and answers questions about an animal from “la selva” - expert groups

Students write one complete sentence for each animal presented in their “animales en la selva” mini book




Approach: M S SG R C I

Oracy: jig-saw to share group cloze text


Jungle walk activity

Oracy: students will share their favorite lemur paper using 4-corners but using the three names of the different types of lemurs, students will go to whatever corner of the lemur they picked



Approach: M S C I
In groups, students complete Cloze text for one of the 3 different types of lemurs

Students will independently write about the favorite lemur using information from the Lemur book walk activity




Session 5

Approach: M S SG R C I

Students share their flap books with a buddy classroom



Approach: M S C I
Students create layers of the forest student flap book - students write a question about each layer under the flap - on the next flap students answer the question using a complete sentence



Approach: M S SG R C I

Oracy: students will share their “Lemur research report” with each of their clock appointments




Approach: M S C I
Students will independently write their “Lemur Research Report” using anchor charts from previous sessions as a tool and make their lemur using a brown bag and tissue paper

Cognate Friday






Created by: Norma Murillo, Sarah Robb, Genny Muramatsu, Nora Singleton, Jasmin Rivera



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