Handouts. SLAR Grades K 2

Transcription

1 Handouts SLAR Grades K 2

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3 SLAR Grades K 2 Handout #1 TEKS Format: Rule Text Texas Education Code ELAR and SLAR Grade 3 example 3

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5 SLAR Grades K 2 Handout #2 Jigsaw Activity List elements of Spanish and English that are: Exactly alike Similar Specific to each language Read left to right, top to bottom, front to back Some cognates: introducción Accents Section (2)(A) Group Table #s: 1. Read Section (2)(A) of the Introduction. Section (2)(B) Group Table #s: 1. Read Section (2)(B) of the Introduction. 2. It states, Spanish presents a much higher level of orthographic transparency. 3. Create a poster or chart that depicts what this means. 4. Select one person to present information to the whole group. Section (2)(C) Group Table #s: 1. Read Section (2)(C) of the Introduction. 2. Create a chart that lists examples in each of the categories of elements of Spanish and English shown in the table above. 2. Why is early Spanish reading instruction beneficial for students as they learn in English? 3. Create a poster or chart to illustrate your answer. 4. Select one person to present information to the whole group. Section (2)(D) Group Table #s: 1. Read Section (2)(D) of the Introduction. 2. What happens when Spanish and English coexist with flexibility? 3. Write key points on the chart paper that answer the question. 4. Select one person to present information to the whole group. 5

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7 SLAR Grades K 2 Handout #3 (1 of 2) Print Awareness Song This song can be sung to the tune of Macarena or as a simple chant. Oh, We Love Reading! When we read a book, our eyes go left to right. (Move arms left to right.) When we read a book, our eyes go left to right. (Move arms left to right.) When we read a book, our eyes go left to right. (Move arms left to right.) Oh, we love reading! (Jump & clap.) When we read a book, we read top to bottom. (Touch head, then knees.) When we read a book, we read top to bottom. (Touch head, then knees.) When we read a book, we read top to bottom. (Touch head, then knees.) Oh, we love reading! (Jump & clap.) When we read a book, we read front to back. (Pat tummy, then pat back of shoulders.) When we read a book, we read front to back. (Pat tummy, then pat back of shoulders.) When we read a book, we read front to back. (Pat tummy, then pat back of shoulders.) Oh, we love reading! Read! (Jump & clap.) 7

8 Handout #3 (2 of 2) Print Awareness Song Directiónes: Esta canción se puede cantar a la melodía de la Macarena o como canto simple. Canción de Conciencia de las Letras: Oh, la lectura! Cuando yo leo, leo de izquierda a derecha. (Muevan los brazos de izquierda a derecha.) Cuando yo leo, leo de izquierda a derecha. (Muevan los brazos de izquierda a derecha.) Cuando yo leo, leo de izquierda a derecha. (Muevan los brazos de izquierda a derecha.) Oh, la lectura! (Saltan & aplaudan.) Cuando yo leo, leo de arriba hacia abajo. Tóquense la cabeza. Tóquense las rodillas) Cuando yo leo, leo de arriba hacia abajo. (Tóquense la cabeza. Tóquense las rodillas) Cuando yo leo, leo de arriba hacia abajo. (Tóquense la cabeza. Tóquense las rodillas) Oh, la lectura! (Saltan & aplaudan.) Cuando yo leo, leo de al frente hacia atrás. (Toque su abdomen y luego el omóplato.) Cuando yo leo, leo de al frente hacia atrás. (Toque su abdomen y luego el omóplato.) Cuando yo leo, leo de al frente hacia atrás. (Toque su abdomen y luego el omóplato.) Oh, la lectura! Lectura! (Saltan & aplaudan.) 8

9 SLAR Grades K 2 Handout #4 Print Awareness Four-Corners Activity: Restaurant Menu 1. Appoint a master chef to be responsible for coordinating the group s efforts, and to make sure the group stays on task and completes the assignment. 2. Appoint the waitstaff to be responsible for reporting the group s discussions and/ or for demonstrating the group s application lesson(s) to the whole group. 3. Use a Big Book to demonstrate one or more possible applications of the assigned student expectation. Allow one Big Book for every three people. 4. Think about these questions as you plan your lessons: Would you need to build some background knowledge before introducing this student expectation? How would you introduce the lesson? How would you model the skill? What types of practice activities would you use during the lesson? First grade (1)(D) Recognize the distinguishing features of a sentence Kindergarten (1)(E) Recognize that sentences are composed of words separated by spaces and demonstrate the awareness of word boundaries Kindergarten (1)(G) Identify the parts of a book Second grade (1)(A) Distinguish the features of a sentence 9

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11 SLAR Grades K 2 Handout #5 Erre con erre Activity On this handout you will find a copy of the poem Erre con erre, which can be used for teaching two spelling rules for the letter r as well as spelling-rule words for this lesson. This traditional Spanish poem can be used to help students remember the spelling rules for the vibrating /rr/ sound, as heard in the Spanish word rama, which is spelled with just one letter r and in the Spanish word cerro, which is spelled with the digraph (or double) rr. Rule #1: El sonido vibrante /rr/ se escribe con una letra r al principio de la palabra como en rico, rama, remo y rima. Rule #2: El sonido vibrante /rr/ se escribe con el dígrafo rr en medio de dos vocales como en las palabras perro, corren, cerro y parra. 11

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13 SLAR Grades K 2 Handout #6 Phonemes Shared by English and Spanish How have you used, or will you use, this information to plan instruction both in English and in Spanish? Phoneme English Spanish English Example Spanish Example /ah/ a, o a father/octopus ajo /b/ b b, v bat bebe/vaso /ch/ ch ch chip chocolate /d/ d d dog dedo /e/ e, y i, y equal/penny iguana/y* /eh/ e e met elefante /f/ f f fun foto /g/ g g go gato /h/ h j, g, x hat jalapeño/gemelos/méxico /jh/ g, j ll gym/jam calle (dialectical) /k/ c, k, q c, k, q cat/kick/quick conejo/kiosko/queso /ks/ x x exercise oxígeno /l/ l l lip las /m/ m m map madre /n/ n n no nunca /o/ o o go oso /oo/ oo u troop uno /oi/ oi, oy oy boy, oil voy /p/ p p pan padre /r/ r r, rr rat rosa/ferrocarril (different trill) /s/ c, s s, z, c, x face/sun centavo/sol/xilόfono/zoolόgico /t/ t t to tío /th/ th d then dedo (medial d) /w/ w w word Washington /y/ y ll, y yellow yeso/calle *Few words end in y in Spanish. REFERENCES: Carlson, C. D., & Cardenas-Hagan, E. (2007, June). Bridges to literacy for English language learners: Phonics and vocabulary. Paper presented at the Tejas LEE Summer Conference, San Antonio, TX. Honig, B., Diamond, L., Gutlohn, L., & Mahler, J. (2000). Teaching reading sourcebook for kindergarten through eighth grade. Novato, CA: Arena Press. 13

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15 SLAR Grades K 2 Handout #7 The House The two boys ran until they came to the driveway. See, I told you today was good for skipping school, said Mark. Mom is never home on Thursday, he added. Tall hedges hid the house from the road so the pair strolled across the finely landscaped yard. I never knew your place was so big, said Pete. Yeah, but it s nicer now than it used to be since Dad had the new stone siding put on and added the fireplace. There were front and back doors and a side door, which led to the garage, which was empty except for three parked 10-speed bikes. They went in the side door, Mark explaining that it was always open in case his younger sisters got home earlier than their mother. Pete wanted to see the house so Mark started with the living room. It, like the rest of the downstairs, was newly painted. Mark turned on the stereo, the noise of which worried Pete. Don t worry, the nearest house is a quarter mile away, Mark shouted. Pete felt more comfortable observing that no houses could be seen in any direction beyond the huge yard. The dining room, with all the china, silver, and cut glass, was no place to play, so the boys moved into the kitchen where they made sandwiches. Mark said they wouldn t go to the basement because it had been damp and musty ever since the new plumbing had been installed. This is where my Dad keeps his famous paintings and his coin collection, Mark said as they peered into the den. Mark bragged that he could get spending money whenever he needed it since he d discovered that his Dad kept a lot of it in the desk drawer. There were three upstairs bedrooms. Mark showed Pete his mother s closet, which was filled with furs and the locked box, which held her jewels. His sisters room was uninteresting except for the color TV which Mark carried to his room. REFERENCE: Pichert, J. W., & Anderson, R. C. (1977). Taking different perspectives on a story. Journal of Educational Psychology, 69,

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17 SLAR Grades K 2 Handout #8 Cuentan Fluency Activity Cuentan de un tal José León Que tan abierta tenía la boca cuando dormía, que se trago un ratón. En busca fue de un doctor para ver si lograba hallar remedio con que expulsar de su cuerpo el roedor. El doctor Don Honorato dijo: el caso es singular; si usted se quiere curar no hay más que tragarse un gato. Anónimo 17

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19 SLAR Grades K 2 Handout #9 Vocabulary This graphic organizer is used to help students deepen their understanding of a key concept or content-specific vocabulary term. Descripcíon Dibujo Ejemplos Ejemplos que no representan esta palabra FIGURE ADAPTED FROM: Frayer, D. A., Frederick, W. C., & Klausmeier, H. G. (1969). A schema for testing the level of concept mastery (Technical report No. 16). Madison, WI: University of Wisconsin Research and Development Center for Cognitive Learning. 19

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21 SLAR Grades K 2 Handout #10 Comprehension Four-Corners Activity: Cruisin Map 1. Appoint a driver and a passenger. 2. The driver will read the assigned knowledge and skills statement and the student expectation for your group. 3. As a group, determine which of the comprehension skills from Figure 19 could support and enhance your assigned student expectation. 4. Together, discuss a classroom lesson you might use to teach your assigned expectation. The read-aloud I just shared with you is an example of a classroom lesson. 5. The passenger should be prepared to share your lesson idea. Literary Text/Theme and Genre Grade 2 (6)(B) compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot Literary Text/Fiction Kindergarten (8)(B) describe characters in a story and the reasons for their actions Informational Text/Expository Text Grade 1 (14)(B) identify important facts or details in text, heard or read Independent Reading Grade 2 (12)(A) read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning 21

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23 SLAR Grades K 2 Handout #11 (1 of 2) The Writing Process Autor: Monica Illustrador: Publicación: Monica 20 de marzo de 2009 Título: De Semillas a Flores Grandes y Hermosas. Palabra de Secuencia Dibujo Oración Primero, Primero, siembro lassemillas en la tierra. Después, Después, riego las semillas. Luego, Luego, las semillas comienzan a crecer. Por último, Combina tus oraciones para formar un borrador. Por último, salen unas flores grandes y hermosas. Primero, siembro las semillas en la tierra. Después, riego las semillas. Luego, las semillas comienzana crecer. Por último, salen unas flores grandes y hermosas. 23

24 Handout #11 (2 of 2) Autor: Illustrador: Publicación: Título: Palabra de Secuencia Dibujo Oración Primero, Después, Luego, Por último, Combina tus oraciones para formar un borrador. 24

25 SLAR Grades K 2 Handout #12 Creating Activities From Student Expectations In each column, fill in examples of classroom writing activities that could be assigned to address the student expectations of each of the three components. Literary Text Expository and Procedural Text Persuasive Text (Grade 2 only) Escribe en las tiras de papel algo que haya sucedido en tu clase. Luego, mueve las tiras y colócalas en orden de secuencia lógica. Escribe una invitación para la junta de padres de familia. Escribe una carta que convenza a la directora de hacer un jardín. 25

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27 SLAR Grades K 2 Handout #13 Writing Four-Corners Activity: Vacation Itinerary 1. Select a tour guide to read the directions, a journalist to record your writing sample, and a reporter to share your writing. 2. Find your destination below and follow the directions as a group. 3. Have the journalist use the chart paper provided to record your assignment. Complete the assignment in 10 minutes. 4. The reporter will share your writing with the other groups. Writing/Expository Texts Write a brief composition explaining why the TEKS are important. Writing/Persuasive Texts Write three statements persuading colleagues to become familiar with the TEKS. Writing/ Procedural Texts Write a short letter to parents about the TEKS. Writing/ Literary Texts Write a short poem including sensory details about the TEKS. 27

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29 SLAR Grades K 2 Handout #14 Workstation Checklist Mark the box for each workstation as you complete it. 29

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