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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