narrativo: contando nuestras historias study g… · prueba preliminar–pre-test escribiendo un...

Narrativo: Contando nuestras

historias

Estudio de Género:

Primer GradoGenreStudy: First Grade

Online Resources Package

Paquete de

reCursos eN lÍNea

America’s Choice® is a subsidiary of the National Center on Education and the Economy® (NCEE), a Washington, DC-based non-profit organization and a leader in standards-based reform. In the late 1990s, NCEE launched the America’s Choice School Design, a comprehensive, standards-based, school-improvement program that serves students through partnerships with states, school districts, and schools nationwide. In addition to the school design, America’s Choice provides instructional systems in literacy, mathematics, and school leadership. Consulting services are available to help school leaders build strategies for raising student performance on a large scale.

© 2009 by America’s Choice

All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system without permission from the America’s Choice permissions department. America’s Choice® and the America’s Choice logo are registered trademarks of America’s Choice.

Every effort has been made to contact the copyright holders for permission to reprint borrowed material where necessary. We regret any oversights that may have occurred and would be happy to rectify them in future printings.

First printing, 20091 2 3 4 5 6 7 8 9 10 13 12 11 10 09

ISBN 978-1-60637-366-8 www.americaschoice.org

[email protected] 800.221.3641

Narrativo: Contando nuestras historias

Recursos

PRueba PRelimiNaR–PRe-TeSTEscribiendo un narrativo (Indicación)

Guía a de calificación

PRueba PoSTeRioR–PoST-TeSTEscribiendo un narrativo (Indicación)

Guía a de calificación

maTeRialeS–maTeRialSRed de memorias

Planificador de narrativo

leCCioNeS De CaRaCTeRÍSTiCaS De leNGuaJe

–laNGuaGe FeaTuRe leSSoNSIntroducción

Lección 1: Escuchando el sonido de la oración

Lección 2: Identificando las partes de la oración

Lección 3: Identificando el “quién” en una oración

Lección 4: Estudiando y encontrando oraciones de dos palabras

Lección 5: Usando las oraciones de dos palabras en nuestra escritura

Narrativo: Contando nuestras historias © 2009 America’s Choice

Prueba preliminar • escribiendo un narrativo

IndicaciónPiensen en un buen amigo y en algún recuerdo especial que tengan de algo que les haya sucedido con el. Pueden escoger a alguien de la escuela (talvez un compañero de clase), un pariente o un adulto que sea parte de su familia y al que consideren un buen amigo.

Piensen en una historia que quieran contar acerca de ese momento que tenga que ver con esa persona. Puede ser algo que acaba de suceder recientemente o algo que ocurrió en algún momento en el pasado. Asegúrense de incluir suficientes detalles de la persona y de la memoria para que el lector pueda tener una imagen en su mente acerca de como es esta persona, que sucedió y porque el recuerdo es tan importante para ustedes.


Fecha:

Nombre del estudiante: Identificación del estudiante:

escribiendo un narrativo

Lee cada una de las oraciones abajo y circula el número en la escala que más refleje tu evaluación del documento.

4 = fuerte 3 = moderadamente fuerte 2 = algo débil 1 = débil

1. La historia establece una idea o situación controlada. 4 3 2 1

2. La escritura esta organizada de tal manera que tiene sentido para el lector. 4 3 2 1

3. El escritor presenta el personaje principal de una manera interesante. 4 3 2 1

4. La conclusión es satisfactoria para el lector. 4 3 2 1

5. Hay un control adecuado de la ortografía, puntuación y gramática. 4 3 2 1

Comentarios adicionales:

Prueba preliminar • Guía de calificación


IndicaciónEscriban una historia de como celebran una festividad, un evento especial o alguna costumbre en sus vidas. Asegúrense de contar suficientes detalles para que sus lectores puedan imaginarse cual es su momento favorito. Incluyan a la gente alrededor y cuenten suficiente acerca del evento para que sus lectores se lo puedan imaginar en su mente o sentir que estuvieron ahí. Asegúrense también mencionar porque este momento es tan importante en sus vidas.

Prueba posterior • escribiendo un narrativo


Prueba posterior • Guía de calificación

Fecha:

Nombre del estudiante: Identificación del estudiante:

escribiendo un narrativo

Lee cada una de las oraciones abajo y circula el número en la escala que más refleje tu evaluación del documento.

4 = fuerte 3 = moderadamente fuerte 2 = algo débil 1 = débil

1. La historia establece una idea o situación controlada. 4 3 2 1

2. La escritura esta organizada de tal manera que tiene sentido para el lector. 4 3 2 1

3. El escritor presenta el personaje principal de una manera interesante. 4 3 2 1

4. La conclusión es satisfactoria para el lector. 4 3 2 1

5. Hay un control adecuado de la ortografía, puntuación y gramática. 4 3 2 1

Comentarios adicionales:


Nombre: ____________________________________ Fecha: __________

about-Point Note-taking

Text:

Page: Paragraph or sentence:

This section is about

and the point is

Text:



and the point is

Text:



and the point is


No

mb

re: _____________________________________ F

echa: ___________

Pla

nific

ad

or d

e n

arra

tivo

Prin

cip

ioM

itad

Fin

al

© 2009 America’s ChoiceNarrativo: Contando nuestras historias

introducción a las lecciones de características de lenguaje

resumen

Over the past 10–15 years, we have learned a great deal about writing and about how to teach students to write. We now know that grammar and mechanics play an important role in helping students produce writing that makes sense to others. Students who lack knowledge of the basic principles of the English language do not know how to use grammar and conventions to make their writing convey their intended meaning.

We know that the conventions of language are taught most effectively in the context of writing instruction using students’ own writing. And we know we can help students improve their writing by teaching them how to construct sentences, punctuate sentences correctly, and use the conventions of grammar. The language feature lessons are designed to give students practice at:

• Constructingmorecomplexsentences• Makingchoicesabouttheprecisewordstheyuse• Manipulatingandplayingwithlanguage,asallgoodwritersdo,tomaketheirwritingbetter

All of the language feature lessons include learning objectives and language objectives. The language objectives help address and support the specific needs of English language learners. Manyofthelessonsincludehands-onactivitiesandcolor-codingtovisuallyreinforcethestrategies being taught.

Each lesson balances explicit instruction with inquiry (what students are noticing). The teacher uses touchstone texts to help students notice what particular authors do, thus modeling a behavior students will begin to use when observing language in their own writing and studying the written conventions all around them.

entrega

The language feature lessons should be taught using the Writers Workshop model with an opening meeting (10 minutes), a work period (35–40 minutes), and a closing meeting (15 minutes).

For the lessons—and the students—to be successful, it is important to teach the lessons at the appropriate time of the year. For example, the kindergarten lesson on sentence combining should not be introduced until students have had some

experience and success with Writers Workshop and are already somewhat fluent writers.

These lessons should be reviewed and repeated throughout the year. They can also be used as models for developing similar lessons to address students’ identified needs.

recursos

Thelanguagefeaturelessonsusethetouchstonetextsfromthegrade-levelgenrestudies. Students need to be familiar with these texts and the ideas they contain before you use them in these lessons. This allows students to concentrate solely on the skill or strategy you are teaching.

Using the touchstone texts gives students an opportunity to hear and focus on more complex sentence structures. (Typically, the books at the independent

reading level of very young students do not offer a variety of sentence structures and patterns.)

Xlesson

Narrativo: Contando nuestras historias 8 © 2009 America’s Choice

escuchando el sonido de la oración 1lección

MaterIales

❑ Secreto de familia, Isol

❑ Cartelón y marcadores

❑ Tarjetas de índice

❑ Tarjetas de índice con palabras para oraciones modelo

❑ Notas adhesivas – Grande, una para cada pareja de estudiantes

– Pequeña, una para cada estudiante

❑ Sobres para las oraciones

❑ Cuadros: – Oraciones del libro Secreto de familia

❑ Circular: – Sentence scramblers

❑ Libros de lectura independiente de estudiantes

Nota al Maestro(a)

learning how language works. When students learn how words make up a sentence and how the words need to be arranged for the sentence to make sense, they are increasing their knowledge and understanding of grammar and syntax, of how language works. They will become better writers and readers.

strategies good writers use. Students will begin to learn how language works by manipulating words and asking, “¿Tiene sentido esta oración? and “¿El orden de las palabras afecta el significado de la oración?” Playing with, manipulating, and working with words are strategies all good writers use. Students learn they have options for arranging words in sentences to improve their writing.

objetivos

de

aprendizaje

■ Aprender acerca de una variedad de patrones sintácticos típicos del lenguaje oral, ordenando las palabras en una oración para que la oración tenga sentido

objetivos

de

lenguaje

■ Escuchar como se oye una oración declarativa sencilla (la estructura gramátical), notar que la puntuación está relacionada con el sonido y practicar la manipulación de palabras para entender la relación entre el orden y el significado de las palabras

palabras

clave

■ oración

■ puntuación

prep

■ Copy the sample sentences on chart paper (ver Apertura).

■ Copy words for the two scrambled sentences on index cards (ver Apertura).

■ Makecopiesofthescrambledsentenceblacklinemasters (provided after this lesson) and cut them apart. Put the pieces for each complete sentence into aseparateenvelope.Makeenoughcopiessothateachpair of students will have an envelope with word cards for one sentence.

■ If students have not listened to Secreto de familia recently, read it aloud again before this lesson.

apertura

■ Explain to students that you have noticed that their writing is getting longer, they are learning so much as writers, and you are proud of all their hard work.

■ Tell students that you will be sharing something with them that all writers think about as they write. You might say:

dIGa “Todos los escritores piensan acerca de las palabras que van a usar en sus oraciones y en que orden las van a arreglar. Piensan acerca de oraciones.”

■ Explain that you have noticed something as you have been reading. You have noticed that sentences have a sound or a rhythm to them. Some sentences sound as if they go up and then down.

Narrativo: Contando nuestras historias9 © 2009 America’s Choice

recursos en línea: lección 1 • Escuchando el sonido de la oración

apertura

continuación

descubriendo el “sonido” de las oraciónes

■ Ask students to listen to the sound of some of the sentences from Secreto de familia. Display the chart and read the sentences aloud. As you read, move your hand to indicate your voice going up and then down. Your hand will naturally move in an arch.

oraciones del libro Secreto de familia

Tengo un secreto.

Un día me levanté más temprano.

Yo lo había descubierto.

Pero a mí ya no me engañaba.

Últimamente estoy muy nerviosa.

Sí me duermo.

Por suerte traje mi peine y mis broches.

■ Ask students to read these sentences with you and make their voices go up and then down. You may choose to ask them to move their hands in an arch as their voices goes up and down.

■ Ask students if they notice the period at the end of the sentences. Explain that the reason writers use a period is to show readers that this is the end of the sentence and that their voices should go down.

Mezclando y estudiando oraciónes

■ Tell students that today you will show them how language works and how words are put together to make sentences.

■ Put the words Tengo un secreto on the board or in a pocket chart with each word on a different index card. Reread the sentence Tengo un secreto. Tell students that you really like this sentence and you love the way Isol wrote it. He wrote it so you can understand exactly what he meant. He put the words in just the right order so that the sentence makes sense.

■ Change the order of the words to Secreto tengo un. Reread the sentence with students. Ask students,



Nota al Maestro(a)

Pairing students for support. This is a challenging activity for students who are learning Spanish as a second language. Makesuretheyarefamiliarwiththe text and pair them with students who speak Spanish as their first language.

apertura

continuación

dIGa “¿Si Isol hubiera puesto las palabras Secreto tengo un, tendría sentido? ¿Entenderían lo que el quería decir?”

■ Change the order of the words to Un tengo secreto. Have students reread these words with you and ask,

dIGa “¿Y si hubiera escrito un tengo secreto? ¿Tendría sentido? ¿Entenderían lo que Isol quería decir?”

■ Rearrange the words to the original Tengo un secreto. Explain that when Isol wrote this, he put the words in just the right order so the sentence would sound right and make sense. You might say:

dIGa “Isol arregló sus palabras en este orden para que pudiéramos entender lo que quería decir. Como escritores, queremos poner las palabras en el orden exacto para que nuestros lectores entienden nuestra escritura. Y como lectores, queremos que el autor ponga las palabras en el orden exacto para que podamos entender el texto.”

Practicar con una mezcla nueva

■ Repeat the sentence scramble exercise using the sentence Yo lo había descubierto.

■ Explain to students that during the work period they will work with partners and arrange the words from one of the sentences in the story in as many different ways as they can until they find the way that makes sense. Tell them that each time they arrange the words, they should read the words and ask: “¿Así lo diríamos? ¿Tiene sentido? ¿Es esto lo que Isol querría que entendiéramos?”

tiempo de

trabajo

■ Give each pair of students an envelope containing word cards for one of the sentences from Secreto de familia, onelargestickynote,andtwosmallsticky-notes.

■ Let students work with partners to arrange the words, read the sentence they make, and ask:

– ¿Tiene sentido?

– ¿Lo diríamos de esta manera?

– ¿Esto es lo que Isol querría que entendiera yo?



Nota al Maestro(a)

Practicing the strategy. You will need to create and repeat lessons like this often so students can begin to internalize their understanding of how words are put together in a particular pattern to form sentences that make sense. Students will need to practice manipulating words within sentences often.

You may want students to repeat the sentence ordering exercise many times using different familiar sentences. They can do this during the Skills Block.

tiempo de

trabajo

continuación

■ Then, they will rearrange the words, read the new sentence, and ask the same questions. Have students repeat this process until they are sure they have the sentence Isol intended. Ask students to write thissentenceonalargesticky-noteandbringittothe closing.

■ Circulate, monitor, and assess students’ work. Encourage students to talk about what they are doing to find the sentence the author wrote—the sentence that makes sense and sounds right. Ask several pairs of students to consider sharing in the author’s chair during the closing meeting. Select students who are having success and beginning to show an understanding of how to order sentences.

■ Ask students to look in their independent reading books to find a sentence that they love—a sentence where the author helped them understand just what he or she meant. Have students mark the sentence with a smallsticky-noteandbringthebooktotheclosing.

cierre

■ Have several pairs of students share their work and describe the process they used to create their sentences.

■ Encourage students to use complete sentences when describing their work. For example, you might ask them to use the sentence frame:

– Cuando ordenamos las palabras así, no tenían sentido. Entonces, tuvimos que _____________ para que la oración tuviera sentido.

■ Close this lesson by asking students to read the sentence they selected from their independent reading books. Ask students to listen for the sound of the sentences and determine whether they hear their voices going up and coming down.

■ Explain that in the next lesson they will learn more about sentences and how authors put them together.


secreto tengo

un .

lección 1: Mezclar las palabras de una oración

Secreto de familia por Isol


díamás

temprano

un .

me levanté




descubierto Yo

lo había

.




ya a mí

Pero no

.me

engañaba




muy estoy

Últimamente nerviosa

.




duermo me

Sí .




traje mi peine

Por suerte .

mis broches

y



Xlesson


Identificando las partes de la oración 2lección

MaterIales



❑ Tiras de oración en blanco

❑ Cuadors: – Lo que sabemos acerca de las oraciones

– Oraciones del libro Secreto de familia

objetivos

de

aprendizaje

■ Aprender como es el patrón sintáctico típico del lenguaje oral y escrito, identificando el propósito de las palabras en una oración

objetivos

de

lenguaje

■ Identificar la función de las partes de una oración declarativa sencilla (la estructura gramátical) usando la terminología: nombrar y acción

palabras

clave

■ nombrar

■ acción

prep

■ No special preparation is required for this lesson, just be sure to review the materials list carefully. As usual, you may need to prepare sentence strips, gather touchstone texts, or prepare charts.

apertura

■ Ask students to recall the work they have been doing and to share what they have learned about sentences. They should be able to tell you that

– algunas oraciones tienen un sonido de arriba y abajo

– el orden de las palabras en una oración es importante

– Un punto nos indica que la oración ha terminado y que nuestra voz tiene que bajar en tono

■ As students share, record this information on a chart titled “Lo que sabemos acerca de las oraciones.”

■ Explain that today you will show them more about how language works and how words are put together to make sentences.

■ Display the “Oraciones del libro Secreto de familia” chart:


recursos en línea: lección 2 • Identificando las partes de la oración

Nota al Maestro(a)

Color-code the sentences. Use two different colored markers, but continue to be consistent, using the same color for the naming part and another color for the action part. Students will begin to visualize the pattern.

apertura

continuación


Tengo un secreto.





Sí me duermo.


■ Explain that as you were looking at the chart of the sentences from Secreto de familia, you noticed that every sentence tells about someone or something and what they did.

■ Tell students that writers use some rules when writing sentences. They know that in order for a sentence to make sense, it must have at least two parts. Explain:

dIGa “En la oración hay una parte de nombrar, esta identifica de quien o de qué se habla y la parte de la acción que cuenta que está haciendo alguien o algo, como actúa, o que siente.

“Entonces, la parte de nombrar (alguien o algo) más la parte de acción (que hace, como actúa, que siente) suma a una oración.”

■ Modelthisconceptbyrevisitingthesentencesfromtheprevious lesson. You might say:

dIGa “Voy a volver a leer la oración y escuchar como se oye.” (Lee Yo lo había descubierto.) “¿Quién es la persona en esta oración?” Soy yo o la niña. Voy a hacer una línea abajo de esta parte con un marcador rojo. Ahora, ¿Cuál es la acción? ¿Qué hace la niña? ¿Qué siente? Cuando lo leo, veo que está descubriendo algo. Está haciendo algo: descubrir. Es la parte de la “acción.” Voy a hacer una línea abajo de esta parte descubierto con un marcador azul. La parte de nombrar más la parte de acción hace una oración completa.”



apertura

continuación

■ Continue with a second example using the sentence: Últimamente estoy muy nerviosa. Ask students to identify the naming part—the part that tells the who, the someone, or the something that is getting ready to do the action. Give students an opportunity to respond. Ask a student to come up to the chart and underline the naming part of the sentence.

■ Continue by asking students to identify the action part. Ask for a volunteer to come up and underline the action part of the sentence.

■ Use the remaining sample sentences as examples until students begin to understand the concept.

■ Explain to students that when they write, they should remember how Isol makes sentences—with a naming partandanactionpart.Modelhowstudentscanusethisinformation when they write. You might say:

dIGa “Hoy, voy a escribir acerca de mi gato. Yo creo que voy a empezar con su nombre y después voy a contarles lo que ella hace.”

■ Write in front of the students. Think aloud as you write.

la escritura es así...Pensar en voz alta suena

así...

Mentitapersiguelasabejas. “ La parte de nombrar en esta primera oración es Mentita. Y la parte de acción es persigue las abejas. Esto es lo que ella hace.”

Ella escucha el zumbido de las abejas.

“ En la próxima oración, la parte de nombrar es Ella–Ella indica Mentita y la acción es escucha el zumbido de las abejas. La parte de acción me ayuda ‘ver’ que está pasando enelcuento.Meayudahacersentido del cuento.”

El zumbido hace que sus orejas se paren.

“ En la tercera oración, la parte de nombrar es el zumbido y la parte de acción es hace que sus orejas se paren.”

Ella escucha y observa. Ella ve las abejas y las persigue. Ella salta para tratad de agarrarlas. Las abejas vuelan lejos. Mentitatomaunasiesta.

“ Cada oración tiene una parte de nombrar y de acción.”



tiempo de

trabajo

■ Remind students that we are authors just like Isol. You might say:

dIGa “Cuando escribimos tenemos que recordar incluir una parte de nombrar y una parte de acción en nuestras oraciones”

■ Ask students to begin their writing for the day. Explain that as they write, they should think about putting a naming part and an action part in each sentence. Remind them that the period tells readers when the sentence ends and when our voices should go down.

■ Circulate, monitor, and assess students’ work. Confer with students and watch for students who are having success writing and identifying the naming and action parts of their sentences.

■ Select a few students to write a sentence of their own on a sentence strip with the naming and action parts underlined. Ask them to consider sharing their sentences in the author’s chair during the closing meeting. Encourage them to talk about how they are making sure the sentence makes sense and sounds right when it has a naming part and an action part.

cierre

■ Have several students share their work and describe the parts of their sentences. Encourage students to use complete sentences when they describe their work.

■ Ask students to listen to how the sentences sound by practicing reading them different ways. You may need to continue to model for students how a sentence may sound different if we raise our voice tone or lower our voice tone on certain action words.

■ Remind students that a sentence has a naming part and an action part.

Xlesson


Identificando el “quien” en una oración 3

lección

MaterIales



❑ Notas adhesivas grandes, dos para cada estudiante

❑ Libros de lectura independiente de estudiantes

❑ Una variedad de textos nivelados para cada estudiante basados en su nivel de lectura independiente

❑ Cuadros: – Oraciones de Secreto de familia

– Sustantivos – Pronombres

objetivos

de

aprendizaje

■ Identificar la parte de nombrar de una oración declarativa sencilla, utilizando los términos sustantivo y pronombre

■ Aprender que el quien de una oración es siempre una persona, una cosa, o una palabra que indica una persona o una cosa

■ Aprender que el quien de una oración puede ser identificado por un nombre o un pronombre, como: yo, tú, él, ella, nosotros, ellos o ellas

objetivos

de

lenguaje

■ Identificar la función de las partes de una oración declarativa sencilla (la estructura gramática) utilizando los términos sustantivo y pronombre

palabras

clave

■ sustantivo

■ pronombre

prep

■ No special preparation is required for this lesson, just be sure to review the materials list carefully. As usual, you may need to prepare sentence strips, gather touchstone texts, or prepare charts.

apertura

■ Ask students to recall that they have been studying how language works and how sentences are constructed or put together. Remind them that all sentences have a naming part and an action part.

■ Tell students that today the class will continue to think about how sentences are constructed using particular words that reference the who of the sentence. Explain that they will learn that the who of a sentence may not always be identified by the person’s (or thing’s) name.


recursos en línea: lección 3 • Identificando el “quien” en una oración

apertura

continuación

■ Display the “Oraciones del libro Secreto de familia” chart:


Tengo un secreto.





Sí me duermo.


Ella es un puercoespín por las mañanas.

Elisa junta piedritas de colores...

■ Explain to students that when you were reading the sentences from Secreto de familia you noticed that the red, underlined naming parts didn’t always use the person’s name. Some of the underlined naming parts identified the person by name, but some of the underlined naming parts used another word, such as ella, for the person being talked about.

■ Explain that when an author uses a word like ella o él in a sentence to identify a person, that word is called a pronombre. If the author chooses to use the person’s name, that word is called a sustantivo.

■ Start two anchor charts: 1) Sustantivos and 2) Pronombres

■ Read through each of the sample sentences and have students help you identify whether the naming part of the sentence is a noun or a pronoun.

■ Begin with the first sentence, Elisa junta piedritas de colores. Tell students that because the author used the person’s name, the word is referred to as a noun. Write Elisa on the “Sustantivos” chart. Ask students again why we put Elisa’s name on the chart titled “Sustantivos.” Remind them that we did that because the author chose to use the person’s name to identify the “quien” in the sentence.



Nota al Maestro(a)

Naming the parts. It is not so important that students use the names of parts of speech at this point, but they need to be able to draw on their knowledge of how language works in order to know and understand that when an author uses a pronoun in a sentence, the pronoun references and identifies the “quien,” the “naming” part of the sentence.

apertura

continuación

■ Read the next sample sentence, Ella es un puercoespín por las mañanas. Ask students to identify the naming part of the sentence. As they respond, say:

dIGa “Sí, en esta oración, el autor escogió usar la palabra Ella. ¿A quién creen que el autor se refiere mediante el uso de esta palabra? Correcto, en vez de usar mi mamá, el autor escogió usar la palabra ella, y esa palabra le llamamos un pronombre.”

■ Write the word ella on the “Pronombres” chart.

■ Continue to read through the sample sentences, asking students to identify the naming part and to tell you whether it is a noun or a pronoun. Write each naming part on the appropriate chart—“Sustantivos” or “Pronombres.”

■ Review these charts once again before the work period begins.

■ Tell students that today during the work period they will work with partners and look through their independent reading books to find a sentence where the author identified the “quien” of the sentence by using their name—a noun. They will also need to find a sentence where the author does not identify the “quien” using a name. They will then ask themselves if the “quien” is a person or a thing (un sustantivo), or a word that stands for a person or thing (un pronombre).

■ Explain that they will write their two sentences on a sticky-noteandwriteabovethe“quien” of the sentence whether it is a noun or a pronoun. Tell them to be ready to share their sentences in the closing meeting.

■ Giveeachpairofstudentstwosticky-notes—oneforeach sentence.

■ Pass out students’ independent reading books.

tiempo de

trabajo

■ Circulate, monitor, and assess students’ work. Confer with students and guide them as they write their sentences and identify the nouns or pronouns.

■ Remind students that they will be sharing their sentences in the author’s chair during the closing meeting.

■ Tell them that they will also post the naming or the “quien” part to either the “Sustantivo” chart or the “Pronombre” chart.



cierre

■ Have several pairs of students share their work and describe the process they used to identify the “quien” part of their sentences and to then identify the “quien” part as a noun or a pronoun.

■ Encourage students to use complete sentences when they describe their work. Post the following sentence frames for students to use in sharing their experiences:

– Encontramos la oración _____.

– El “quien” en esta oración es _____.

– Lo sabemos porque _____.

– El “quien” es un(a) _____ entonces pertenece en el cuadro _____.

Xlesson


4lección

estudiando y encontrando oraciones de dos palabras

MaterIales


❑ Lápices de colores

❑ La casa adormecida, Audrey Wood

❑ Una variedad de textos nivelados por cada estudiante basado en su nivel de lectura independiente

❑ Cuadros: – Lista de oraciones de dos palabras

– Oraciones de dos palabras

❑ Transparencia y circular: – Encontrando las oraciones de dos palabras

Nota al Maestro(a)

lesson reference. The idea for this lesson and the “Oraciones de dos palabras” chart comes from Mechanically Inclined by Jeff Anderson. This lesson has been modified significantly to fit theneedsoffirst-gradestudents.

objetivos

de

aprendizaje

■ Aprender sobre los patrones sintácticos típicos del lenguaje oral, ordenando las palabras para que una oración tenga sentido

objetivos

de

lenguaje

■ Identificar la función de las partes de una oración declarativa sencilla (la estructura gramátical) utilizando los términos nombrar y acción

palabras

clave

■ No hay palabras clave para esta lección. Se pueden identificar palabras que los estudiantes no conozcan en esta lección. Introducir y usar estas palabras durante la lección, y poner las palabras en la pared de palabras de referencia.

prep

■ Copytwo-wordsentencesfromLa casa adormecida on chart paper. (See sample chart in the opening.)

■ Gatheravarietyofleveledtextsthatcontaintwo-wordsentences for each student based on his or her independent reading level.

■ Makestudentcopiesofthe“Encontrando las oraciones de dos palabras” handout (or provide writing paper for students).

apertura

■ Remind students that they have been studying how language works and how sentences are constructed or put together. Tell them that today the class will continue to think about how sentences are constructed bylearningabouttwo-wordsentences.

■ Explain that authors write sentences in different ways, using different patterns. Some sentences are long and some sentences are short. Tell students that they can learn to do the same thing in their writing.

■ Remind students that all sentences, long or short, have a pattern. Regardless of how many words sentences have, all sentences have at least two parts. You might say:

dIGa “La oración es compuesta así: Una parte de nombrar—el “quien”, alguien, o algo—más la parte de acción—lo que hace el ‘quien,’ alguien, o algo—es igual a una oración.

“Cuando yo estaba leyendo La casa adormecida, me di cuenta que Audrey Wood ha hecho algo realmente interesante. Ella escribió oraciones con sólo una parte de nombrar y una parte de una acción. ¿Me pregunto por qué haría eso?”


recursos en línea: lección 4 • Estudiando y encontrando oraciones de dos palabras

apertura

continuación

■ Showstudentsthislistoftwo-wordsentencesfromLa casa adormecida you prepared earlier:

Cama calentita

Una pulga despierta

Un raton rendido

Un gato soñoliento

■ Readeachofthetwo-wordsentencesaloudwithstudents. Ask students to tell you which part of each sentence is the naming part and which part is the action part and explain why. Review the two parts that make up a sentence.

■ Have students come up and take turns underlining the naming part with one color and the action part with another color. When students begin to visually see the pattern, they will have a better understanding of the two main parts that make up each and every sentence.

■ Create a chart titled “Oraciones de dos palabras.” List several of the sample sentences on the chart. Include the book’s title and author.

oraciones de dos palabras

Título: La casa adormecida

Autor(a): Audrey Wood

Oracion:

– Cama calentita.

– Una pulga despierta.

– Un raton rendido.

– Un gato soñoliento.

■ Ask students why they think an author might use a sentencewithonlytwo-words.Theirresponsesmightinclude for interest, for emphasis, and for variety.

■ Explain to students that today during the work period they will use their independent reading books to look forexamplesofwhereauthorshaveusedthetwo-wordsentence strategy.


recursos en línea: lección 4 • Estudiando y encontrando oraciones de dos palabras

Nota al Maestro(a)

Collecting sentences. Encourage students to continue to collect two-wordsentencesastheyread.They can post their findings on the class chart.

apertura

continuación

■ Tell them that when they find an example, they should record it on the “Encontrando oraciones de dos palabras” handout. They should record the book’s title, the author, and the sentence. They should also underline the naming part in one color, and the action part in another color.

■ Display the “Encontrando oraciones de dos palabras” transparency and model looking through a book to find examples of sentences. Record the title of the book, the author,andthesentence.Usecolor-codingtounderlinethe naming part and the action part.

■ Distribute the “Encontrando oraciones de dos palabras” handout (or blank writing paper) to students. Tellthemthatpartnerscansharetheirtwo-wordsentences with each other as they find them.

tiempo de

trabajo

■ Have students work with partners while they read and collecttheirsampletwo-wordsentences.

■ Circulate, monitor, and assess students’ work. Confer with students and listen for several pairs who find example sentences. Ask them to consider sharing their sentences in the author’s chair during the closing meeting and to be prepared to share the naming and action parts of their sentences.

cierre

■ Haveseveralstudentssharetheirtwo-wordsentences.Remind students to point out the naming part and the action part as well as the book’s title and the author. You might also ask them to speculate about why the authorchosetousethetwo-wordsentencewhereorwhen he or she did.

■ Have students add their sentences with the book’s title and the author to the “Oraciones de dos palabras” chart.

■ Remind students that authors often vary their sentence lengths. Sometimes they write longer sentences and sometimestheyuseashorttwo-wordsentence.


Nombre: ____________________________________ Fecha: __________

encontrando oraciones de dos palabras

Título: _____________________________________________________

Autor(a): __________________________________________________

Oración: ___________________________________________________

Título: _____________________________________________________

Autor(a): __________________________________________________

Oración: ___________________________________________________

Título: _____________________________________________________

Autor(a): __________________________________________________

Oración: ___________________________________________________

Título: _____________________________________________________

Autor(a): __________________________________________________

Oración: ___________________________________________________

Título: _____________________________________________________

Autor(a): __________________________________________________

Oración: ___________________________________________________

Xlesson


5lección

usando las oraciones de dos palabras en nuestra escritura

MaterIales


❑ Lápices de colores para editar

❑ Carpetas de los estudiantes con sus escrituras

❑ Transparencia: – Ejemplo del maestro(a) para mostrar como añadir oraciones de dos palabras

❑ Cuadro: – Oraciones de dos palabras

objetivos

de

aprendizaje

■ Incluir oraciones de dos palabras en su escritura

objetivos

de

lenguaje

■ Identificar la función de lenguaje de las partes de una oración declarativa sencilla (la estructura gramática) utilizando los términos nombrar y acción y empezar a usar esos terminos para hablar de las estrategias de la escritura

palabras

clave

■ No hay palabras clave para esta lección. Se pueden identificar palabras que los estudiantes no conozcan en esta lección. Introducir y usar estas palabras durante la lección, y poner las palabras en la pared de palabras de referencia.

prep

■ Before the lesson, choose a piece from your own writing or create a short piece to use as you model addingtwo-wordsentencestoyourwriting.Makeatransparency to display your writing.

apertura

■ Remind students that, as writers, they have been learning a new strategy, “usando oraciones de dos palabras.”

■ Remindstudentsthateachofthewordsinatwo-wordsentence has a special purpose. Ask them if they remember the two parts of the sentence. Then review the parts of a sentence with them.

dIGa “Una palabra tiene que ser el quien o alguien—esa es la parte de nombrar—y la otra palabra tiene que ser lo que alguien hace—esa es la parte de acción. Estas dos partes principales deben estar en cada oración.”

■ Reread the “Oraciones de dos palabras” chart from the previous lesson and have students notice the two underlined parts. Tell students that they will continue to study this strategy so they can try it today in their writing.

■ Sharesomesampletwo-wordsentencesthatyoucreated; for example:

– José rió.

– Carlos miró.

– ¡Juan saltó!

– Yo lloré


recursos en línea: lección 5 • Usando oraciones de dos palabrasen nuestra escritura

Nota al Maestro(a)

using existing writing. Students should always use an existing piece of writing to try new writing strategies, rather than create a new piece.

Collecting sentences. Encourage students to continue collecting two-wordsentencesbothduringtheread-aloudtimeandduringtheir independent reading.

apertura

continuación

■ Askstudentstocreatesometwo-wordsentencesoftheir own. Working with a partner, each student should try to come up with two or three examples.

■ Record students’ responses on chart paper.

■ Using a transparency, display a sample of your writing. Tell students that you have been reading through some of your writing pieces in order to try this new “Oración de dos palabras” strategy. Share how you chose a piece where you could use this strategy.

■ Modelhowyoudecidewheretoaddtwo-wordsentences to your own writing. Read your writing and decideonaplaceyoucouldaddatwo-wordsentence.Involve students in this process as well. Ask them if theyseeanyplacesthatatwo-wordsentencemightbeappropriate. Here is one teacher’s example:

Cuando me enteré que mi labrador estaba enfermo, estaba muy preocupada. La tuvimos desde que era chiquito, y ahora tiene catorce años. Hablamos con el doctor acerca de lo que deberíamos hacer. Todos teníamos mucho miedo de lo que podia suceder. Nos avisaron que ella tenía leucemia, un tipo de cáncer.“Pudiéramos darla medicina,” dijo el doctor “Quizás eso podría mantenerla cómoda.”Todos nosotros estábamos muy tristes. Yo lloré. Camino a la casa, todos estaban muy callados en el carro.

■ Tell students that today during the work period they will practice the strategy that you tried in your writing.

■ Ask them to look through their writing folders and find a piece of narrative writing. They should read through the piece and identify some places that might be appropriatetoaddatwo-wordsentence.Encouragethem to find several places where they could make changes and try this new writing strategy.

tiempo de

trabajo

■ Allow students to get their writing folders and editing pencils. Then they should begin to reread some of their writing pieces to find places where they could use the “Oración de dos palabras” strategy. Remind them to use colored pencils when they make their changes. (They should not erase because it eliminates the evidence of trying the new strategy.)

■ Circulate, monitor, and assess students’ work. Try to meet and confer with three to five students. Select three or four students who have made a successful attempt at trying this new strategy and ask them to consider sharing their work in the author’s chair.


recursos en línea: lección 5 • Usando oraciones de dos palabras en nuestra escritura

cierre

■ Have students share their work. They will need to share the original text and then describe how they used the strategy to make their writing more interesting. Encourage their efforts in making their first attempts at using the new “oración de dos palabras” strategy.

■ Post examples from several students on the “Oración de dos palabras” chart.

narrativo: contando nuestras historias study g… · prueba preliminar–pre-test escribiendo un...

Documents