Handouts. SLAR Grades 3 6

Transcription

1 Handouts SLAR Grades 3 6

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3 SLAR Grades 3 6 Handout #1 TEKS Format: Rule Text Texas Education Code ELAR and SLAR Grade 3 example 3

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5 SLAR Grades 3 6 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. 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. Section (2)(B) Group Table #s: 1. Read Section (2)(B) of the Introduction. 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 3 6 Handout #3 Accent Rules Words are categorized according to the way they are pronounced: agudas, graves, or esdrújulas. 1. Agudas: words stressed on the last syllable. If the word ends with a vowel, or n or s, use the orthographic accent. For example: papá, canción, aquí, París, ahí, allí, así, colibrí, también, café 2. Graves (llanas): words stressed on the next to the last syllable. If the word ends in a consonant other than n or s, use the orthographic accent. For example: árbol, ángel, césped, hábil, mármol, útil, fácil 3. Esdrújulas: words stressed on the third to the last syllable. All esdrújulas carry an orthographic accent. For example: magnífico, sábado, rápido, helicóptero, electrónico 7

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9 SLAR Grades 3 6 Handout #4 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. 9

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11 SLAR Grades 3 6 Handout #5 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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13 SLAR Grades 3 6 Handout #6 (1 of 2) Mapa de palabras Palabra: Escribe una oración: Sinónimos: Definición: Antónimos: 13

14 Handout #6 (2 of 2) Word Map Word: Meaningful sentence: Synonyms: Definition: Antonyms: 14

15 SLAR Grades 3 6 Handout #7 (1 of 2) English/Spanish Cognates English Spanish English Spanish absolute absoluto cancel cancelar absorb absorber capital capital abstract abstracto captain capitán acceleration aceleración category categoría accent acento central central accident accidente character carácter acid ácido chocolate chocolate acre acre circulation circulación active activo colony colonia administer administrar concise conciso admire admirar conflict conflicto adult adulto constant constante allergy alergia credit crédito alphabet alfabeto department departamento ambition ambición determine determinar animal animal direction dirección annual anual education educación assembly asamblea excellence excelencia attraction atracción extreme extremo bank banco factor factor biology biología function función block bloque gallon galón calcium calcio gas gas calendar calendario general general calm calma history historia 15

16 Handout #7 (2 of 2) English/Spanish Cognates English Spanish English Spanish horror horror oral oral hospital hospital palace palacio human humano part parte idea idea partial parcial imagine imaginar participate participar impressive impresionante pause pausa index índice person persona individual individuo practice práctica insect insecto president presidente intense intenso principal principal invent inventar process proceso laboratory laboratorio public público literature literatura radio radio manual manual rational racional mark marca represent representar mathematics matemáticas result resulta melon melón segment segmento minute minuto simple simple model modelo solid sólido music música special especial national nacional telephone teléfono natural natural television televisión number número tranquil tranquilo observe observar vacation vacación opinion opinión visit visita University of Texas System & Texas Education Agency. (2007). Best practices in reading instruction for English language learners. [Brochure]. Austin, TX: Authors. 16

17 SLAR Grades 3 6 Handout #8 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 3 (5)(B) Compare and contrast the settings in myths and traditional folktales. Informational Text/Expository Text Grade 6 (10)(B) Explain whether facts included in an argument are used for or against an issue. Literary Text/Fiction Grade 4 (6)(B) Describe the interaction of characters including their relationship and the changes they undergo. Text/Independent Reading Grade 5 (9)(A) Read independently for a sustained period of time and summarize or paraphrase what the reading was about, maintaining meaning and logical order. 17

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19 SLAR Grades 3 6 Handout #9 Le mapa de conceptos para el proceso de escritura Categoría 1 Categoría 2 Tema Categoría 3 Categoría 4 Los nacimientos de informacíon: 19

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21 SLAR Grades 3 6 Handout #10 Writing Text Examples In each column, fill in examples of classroom writing activities that could be assigned to address student expectations in each of the four writing components (Literary Text, Writing, Expository and Procedural Text, and Persuasive Text). Literary Texts Personal Writing Expository and Procedural Texts Persuasive Text Imagina que eres un científico importante en un lugar muy lejano. Asegúrate de incluir detalles acerca de los personajes principales que viven en ese lugar lejano. Incluye además cómo utilizarías tus conocimientos científicos para ayudar a alguien en ese lugar. Escribe un cuento del porqué eres importante. Escribe una invitación para la junta de padres de familia. Escribe una carta que convenza a la directora de hacer un jardín. 21

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23 SLAR Grades 3 6 Handout #11 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. As a group follow the directions for your destination. 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. Expository Texts Write a brief composition explaining why the TEKS are important. Persuasive Texts Write three statements persuading colleagues to become familiar with the TEKS. Procedural Texts Write a short letter to parents about the TEKS. Literary Texts Write a short poem including sensory details about the TEKS. 23

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25 SLAR Grades 3 6 Handout #12 Workstation Checklist Mark the box for each workstation as you complete it. 25

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