pearson school starter template · clc 3. capitalization clc 4. words from other languages students...

4Volume 1

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Biblioteca de textos niveladosLeveled Text Library

Colección de textos en líneaOnline Text Collection

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DBILITERACY PATHWAY

1

UNITConvertirse en investigadoresBecoming Researchers

OPTIONAL RESOURCE

You may wish to use Palabras a su paso™ to reinforce and expand foundational skills instruction in Spanish. See page 7 for lesson suggestions.

MODULE AMODULE P

+ } Module P pairs with Module A to form Biliteracy Pathway Unit 1.

MODULE PUnit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Vocabulary to Unlock the Text . . . . . . . . . . . . . . . . . 4

Module Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Spanish Literacy Lessons . . . . . . . . . . . . . . . . . . . . . 8

Performance-Based Assessment . . . . . . . . . . . . . . 80

Biliteracy Pathway Resources . . . . . . . . . . . . . . . . 85

▸ Literacy Project . . . . . . . . . . . . . . . . . . . . . . . . . . 86

▸ Cross-Language Connections Lessons . . . . . . . . 90

▸ Paired Literacy Support . . . . . . . . . . . . . . . . . . . . 94

▸ Unit Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

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QUANTITATIVE MEASURES

Lexile 940L Page Count 31

QUALITATIVE MEASURES

Levels of Meaning straightforward explanations of topic; factual information is presented clearly

Structureconventional structure presenting scientific information; detailed illustrations and photographs with labels and captions

Language Conventionality and Clarity

several complex sentences; advanced vocabulary (genealógico, humectante, escondite); domain-specific terms defined in glossary or in context

Theme and Knowledge Demands

addresses scientific concepts of familiar animals with new details; assumes some knowledge of animals included in text

Overview

TEXT SET

DETECTIVE

ANCHOR TEXT

Colección de textos en líneaOnline Text Collection

Biblioteca de textos niveladosLeveled Text Library

METAS DEL MÓDULO | MODULE GOALSLos lectores compararán, reunirán y sintetizarán ideas de múltiples fuentes en los textos informativos. | Readers will compare, gather, and synthesize ideas from multiple sources in informational texts.

Los escritores desarrollarán la investigación según las preguntas que se hagan sobre el texto informativo. | Writers will conduct research based on questions about informational text.

EXPLORAR EL CONTENIDO | EXPLORE CONTENT Los alumnos identificarán y usarán evidencia de múltiples fuentes para desarrollar una idea. | Learners will identify and use evidence from multiple sources to build an idea.

PREGUNTAS ESENCIALES | ESSENTIAL QUESTIONS¿Cómo resumen las ideas los lectores a través del uso de pistas del texto y de los elementos gráficos de apoyo? | How do readers summarize ideas by using clues from both text and supporting visuals?

¿Cómo investigan los escritores y usan las ideas de los textos informativos? | How do writers research and use ideas from informational texts?

COMPRENSIONES DURADERAS | ENDURING UNDERSTANDINGS• Los lectores usan información que se

presenta de diferentes maneras y de diferentes fuentes para entender un tema. | Readers use information presented in different ways and from different sources to understand a topic.

• Los escritores usan las estructuras organizativas, la elección de palabras específicas y la evidencia al explicar un tema. | Writers use organizational structure, specific word choice, and evidence when explaining a topic.

• Los alumnos comprenden que se pueden usar múltiples fuentes para desarrollar ideas e información. | Learners understand that multiple sources and evidence can be used to build ideas and information.

¿Qué son los anfibios?Lexile 940LInformational Text

Literacy Lessons 1–9Performance-Based Assessment (Informative/Explanatory)Literacy ProjectCross-Language Connections Lessons CLC 1–4English Language Support for Module A

MÓDULO PMODULE P

UNIDAD 1UNIT 1

OPTIONAL RESOURCEPalabras a su paso™

“La nariz sabe”Lexile 790L“Un ‘ropaje’ de muchos colores”Lexile 860L“¿Cómo dices?”Lexile 770L“Adaptarse para sobrevivir”Lexile 780L

2 Unidad 1

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TEXT SET

ANCHOR TEXT

SLEUTH

Instructional support for Module A is found in the ReadyGEN Teacher’s Guide for Grade 4, Unit 1.

MODULE GOALSReaders will use point of view and author evidence to understand texts.

Writers will write a biography based on the experiences of a scientist.EXPLORE CONTENT Learners will understand how researchers and

scientists do their work.

ESSENTIAL QUESTIONSHow do readers consider point of view and author evidence?

How do writers use evidence, events, and description to write a biography?

ENDURING UNDERSTANDINGS• Readers use point of view in literary

text and use reasons and evidence in informational text to better understand what they read.

• Writers use evidence and events to depict a person’s life.

• Learners understand that researchers and scientists adopt specific habits to accomplish tasks.

Leveled Text Library

Science Squad: Porpoises in Peril Lexile 850LLiterary Text

Literacy Lessons 1–18Performance-Based Assessment (Narrative)MODULE A

Convertirse en investigadoresBecoming Researchers

SUPPORTING TEXTS

“Fragile Frogs” from The Frog ScientistLexile 910LInformational Text

Mary Anning: The Girl Who Cracked Open the WorldLexile 810LInformational Text

“Nosing Around”Lexile 850L“A ‘Coat’ of Many Colors”Lexile 930L

Unit 1 3

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VOCABULARIO ESENCIAL | BENCHMARK VOCABULARY Use these charts as a starting point for your class to generate related words. There may be more words in each cluster than those listed here. As words are generated, discuss related English cognates as well as false cognates to support the vocabulary development of biliterate learners. Go to www.PearsonSchool.com/ReadyGEN to read more about generative vocabulary instruction in ReadyGEN.

Vocabulary to Unlock Text

UNIDAD 1 • MÓDULO PUNIT 1 • MODULE P

ANCHOR TEXT ¿Qué son los anfibios?

BenchmarkVocabulary

Possible Morphological

Links

Possible Semantic

Links

English Cognates

Informational Links

genealógico genealogía familia, origen genealogical Topic

emite emitir lanza, produce emits Topic

gradualmente gradual sucesivamente gradually Unit Theme

reluciente relucir brillante, resplandeciente Topic

humectante humectar, humedecer húmedo Topic

sensoriales sensibles sensory Topic

potentes potencia poderosos potent Topic

escondite esconder, escondido encubrimiento Topic

adherirse adherir pegarse, unirse adhere Topic

rugosa arrugar, arruga arrugada, irregular Topic

aberturas abrir, abierto bocas, hendiduras, grietas, agujeros Topic

absorben absorber, sorber unen, atraen absorb Topic

cortejo (n.) cortejar agasajo, acompañante Topic

danzas (n.) danzar bailes, fiestas dances Topic

desaparición desaparecer pérdida disappearance Topic

diseminar diseminación esparcir, regar, repartir disseminate Topic

Informational Text

4 Unidad 1

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Informational TextSUPPORTING TEXT “La nariz sabe”

BenchmarkVocabulary


Links

Possible Semantic

Links

English Cognates

Informational Links

deleite (n.) deleitar placer Topic

inhalan inhalar, inhalador aspiran, soplan inhale Topic

viscoso viscosidad espeso viscous Topic

Convertirse en investigadoresBecoming Researchers

SUPPORTING TEXT “¿Cómo dices?”

BenchmarkVocabulary


Links

Possible Semantic

Links

English Cognates

Informational Links

despliegan desplegar abren, separan Topic

destello (n.) destelleante, destellar brillo, ráfaga Topic

SUPPORTING TEXT “Adaptarse para sobrevivir”

BenchmarkVocabulary


Links

Possible Semantic

Links

English Cognates

Informational Links

desafíos desafiar competencias, rivalidades Topic

provocado provocar causado, producido provoked Topic

probabilidades probable posibilidades probabilities Unit Theme

SUPPORTING TEXT “Un ‘ropaje’ de muchos colores”

BenchmarkVocabulary


Links

Possible Semantic

Links

English Cognates

Informational Links

acecha acechar observa, espera Topic

entorno (n.) contorno ambiente, alrededor Unit Theme

mimetizan mimetizar imitan, parecen Topic

Informational Text

Informational Text

Informational Text

Unit 1 5

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Teacher’s Guide, pp. 72–79








LECCIÓNLESSON 1

READ Trade Book pp. 4–11 ¿Qué son los anfibios?

BENCHMARK VOCABULARY genealógico, emite, gradualmente, reluciente

READING ANALYSIS Explicar los conceptos de textos informativos | Explain Concepts in Informational Text

WRITING Presentar un tema | Introduce a Topic; Dictado

LECCIÓNLESSON 2


BENCHMARK VOCABULARY humectante, sensoriales, potentes, escondites

LANGUAGE ANALYSIS Analizar la elección de palabras del autor | Analyze Author's Word Choices

WRITING Investigar un tema | Research a Topic; Dictado

LECCIÓNLESSON 3


BENCHMARK VOCABULARY adherirse, rugosa, aberturas, absorben

READING ANALYSIS Analizar qué aportan los elementos gráficos a los textos informativos | Analyze How Visuals Enhance Informational Texts

WRITING Desarrollar un tema con detalles concretos | Develop a Topic with Concrete Details; Dictado

LECCIÓNLESSON 4


BENCHMARK VOCABULARY cortejo, danzas, desaparición, diseminar

READING ANALYSIS Usar estructuras organizativas para explicar un texto | Use Organizational Structures to Explain Text

WRITING Usar el vocabulario específico del dominio | Use Domain-Specific Vocabulary; Dictado

LECCIÓNLESSON 5

READ Detective pp. 8–9 “La nariz sabe”

BENCHMARK VOCABULARY deleite, inhalan, viscoso

READING ANALYSIS Analizar palabras y frases clave | Analyze Key Words and Phrases

WRITING Planear y preparar para escribir | Plan and Prewrite; Dictado Assessment

LECCIÓNLESSON 6

READ Detective pp. 10–11 “Un ‘ropaje’ de muchos colores”

BENCHMARK VOCABULARY acecha, entorno, mimetizan

READING ANALYSIS Explicar conceptos científicos | Explain Scientific Concepts

WRITING Presentar un tema claramente | Introduce a Topic Clearly

LECCIÓNLESSON 7

READ Detective pp. 12–13 “¿Cómo dices?”

BENCHMARK VOCABULARY despliegan, destello

READING ANALYSIS Usar la estructura del texto para determinar las ideas principales | Use Text Structure to Determine Main Ideas

WRITING Usar la organización clara | Use Clear Organization

LECCIÓNLESSON 8

READ Detective pp. 14–15 “Adaptarse para sobrevivir”

BENCHMARK VOCABULARY desafíos, provocado, probabilidades

READING ANALYSIS Resumir las ideas principales y los detalles clave | Summarize Main Ideas and Key Details

WRITING Editar y presentar | Publish and Present

LECCIÓNLESSON 9

COMPARE▶ ¿Qué son los anfibios?▶ “Un ‘ropaje’ de muchos colores” ▶ “Adaptarse para sobrevivir”

BENCHMARK VOCABULARY genealógico, desaparición, entorno, probabilidades

READING ANALYSIS Hacer conexiones entre textos | Make Connections Across Texts

WRITING Desarrollar una conclusión | Develop a Conclusion


WHOLE GROUPWRITING WORKSHOP

30–40 minutes

• Escritura informativa/explicativa | Informative/Explanatory Writing

• Práctica de escritura | Writing Practice

SMALL GROUP30–40 minutes

• Opciones para los grupos pequeños | Small Group Options

WHOLE GROUP30–40 minutes

• Desarrollar la oralidad | Develop Oracy• Desarrollar la comprensión | Build

Understanding• Lectura atenta | Close Read• Vocabulario esencial | Benchmark

Vocabulary• Análisis del texto | Text Analysis

UNIDAD 1 • MÓDULO PUNIT 1 • MODULE P

6 Unidad 1 • Módulo P

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VOCABULARY CENTERREADING/WRITING CENTER ORACY CENTER

CENTER OPTIONS

• Have students work in small groups to complete the graphic organizer Idea principal on p. TR20 by listing the main ideas of ¿Qué son los anfibios? and “¿Cómo dices?” Invite volunteer groups to share their ideas with the class.

• Have students add unfamiliar science terms and definitions to a class dictionary.

• Provide students with terms for living creatures that may be unfamiliar to them. Have students match the terms to their definitions.

• Provide two independent reading books. Have students discuss the main idea and supporting details in the texts.

• Have students make a list of evidence in ¿Qué son los an-fibios? and “Adaptarse para sobrevivir” to give examples of how animals adapt to survive.

During Small Group Time, students can use independent center activities to practice and apply standards while you work with individuals or groups. Options for activities focusing on both concepts and learning objectives for this unit are included here. To hold students accountable and ensure their active participation, refer to the Strategies for Independent Center Activities in the Biliteracy Pathway Handbook.

CROSS-LANGUAGE CONNECTIONS LESSONSTeacher's Guide, pp. 90–93

These in-depth contrastive analysis lessons develop students´ metalinguistic awareness in Spanish and English and support students´ cross-linguistic transfer of literacy skills covered in the paired module. Depending on your needs, the CLC Lessons may be flexibly integrated over the course of the Biliteracy Pathway Unit.

CLC 1. Cognates

CLC 2. Nouns and Pronouns

CLC 3. Capitalization

CLC 4. Words from Other Languages

Students will write poems about nature and present them to the whole class.

Students will:• analyze a poem and understand the differences

between poetry and other genres.

• work collaboratively and independently to write poems about the natural world.

• perform multimedia presentations of their poems for the class.

LITERACY PROJECTPERFORMANCE-BASED ASSESSMENT


INFORMATIVE/EXPLANATORY TASK: WRITE A REPORT

Students will conduct a short investigative project on an animal of their choice and write a brief report with at least one labeled visual that describes and indicates key features of the animal. The report should have a clear introduction and conclusion.

Students will:• research the key features of the animal they chose.• introduce and develop their topic with facts, details,

and domain-specific vocabulary.• include at least one clearly labeled visual to support

the topic.• provide a brief conclusion.

Convertirse en investigadores Becoming Researchers

LANGUAGE AND FOUNDATIONAL SKILLS LESSONS IN THIS MODULE

Language Nouns; Pronouns; Interrogative and Relative Pronouns; Pronoun-Antecedent Agreement; Prepositional Phrases; Relative Adverbs; Capitalization; Written Accent; Frequently Confused Words

Word Analysis Homophones; Stress Last Syllable; Stress Next-to-Last Syllable; Stress Antepenultimate Syllable; Words from Other Languages

POETRY WORKSHOP AND PERFORMANCE

OPTIONAL RESOURCE Palabras a su paso™: Level 3: Grupos 21–23; Level 4: Grupo 1; Grupos 14–17; Grupos 24–25

Unit 1 • Module P 7

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Introducción | Introduction

ObjetivOsOralidad Hacen y responden preguntas, usando las ilustraciones de un texto, para comentar y clasificar lo que saben sobre un tema.

Enfoque Explican los conceptos de un texto informativo.

Se refieren a los detalles y ejemplos en un texto.

ObjectivesOracy Using the illustrations from a text, ask and answer questions to discuss and classify what is known about a topic.

Focus Explain concepts in an informational text.

Refer to details and examples in the text.

Text Complexity Rubric, p. 2

Desarrollar la oralidad | Develop Oracy

bUiLD bAcKGROUND KNOWLeDGe Tell students: Vamos a leer un texto informativo que trata de los anfibios. Los anfibios son animales como ranas, salamandras y cecilias. Observen las fotografías del libro. ¿Cuáles de estos anfibios conocen ustedes? | We’re going to read an informational text about amphibians. Amphibians are animals such as frogs, salamanders, and caecilians. Look at the pictures in the book. Which of these amphibians do you know? Lead a class discussion about the general characteristics of different amphibians and jot down students’ answers under the following chart headings: ¿Cómo es la piel? ¿Cómo se mueve? ¿Tiene patas? | What is its skin like? How does it move? Does it have legs?

PReteAcH vOcAbULARY The following words will be helpful for students to know before reading the text: habitan, saltones, and aplanada. Write the words on the board. Explain their meanings. Encourage students to answer in complete sentences. For example, for saltones, say: Los ojos de la rana son grandes y se ven así. | Frogs’ eyes are big and look like this. Use both hands to make a repeated round motion around your eyes to suggest they are protuding. Direct students to the Glosario at the back of the book to preview some vocabulary.

¿Qué son los anfibios?, pp. 4–11

Destrezas fundamentales | Foundational Skills

Homófonos | Homophones• Explain to students that homophones are words that sound the same

but have different spellings and meanings. Start a word wall with the column headings A and B. Write these short sentences: Nacen pocos días después de que el huevo haya sido puesto (p. 8) under A and El granjero no halla ningún huevo under B. Read the sentences and ask students to compare the words haya/halla. Have students brainstorm other homophones they know (e.g., baya/vaya, botar/votar).

• After students have completed their first read, say: Vuelvan a mirar las primeras cuatro páginas del texto. Busquen palabras que cambian su significado si llevan o no tilde. | Look back at the first four pages of the text. Look for words that change their meaning when they have an accent mark. Add students’ words to the word wall (e.g., él/el, sé/se).

For cross-language support, see the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

8 Unidad 1 • Módulo P • Lección 1

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Biliteracy Pathway Teacher’s Guide

Biliteracy Pathway Handbook

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Explicar los conceptos de textos informativosExplain Concepts in Informational Texts

Desarrollar la comprensiónL1PRIMERA LEctuRA

FIRSt REAd Build Understanding

SEt tHE PuRPOSE Focus the instruction for the lesson by sharing the following Enduring Understanding: Los lectores usan información que se presenta de diferentes maneras y de diferentes fuentes para entender un tema. [Readers use information presented in different ways and from different sources to understand a topic.] Vamos a leer las primeras ocho páginas de ¿Qué son los anfibios? para ver lo que podemos aprender sobre estos animales al observar los elementos gráficos de apoyo y leer los conceptos de un texto informativo. | We are going to read the first eight pages of ¿Qué son los anfibios? to see what we can learn about these animals by looking at supporting visuals and reading concepts in an informational text.

ENGAGE StudENtS Tell students they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿Cómo resumen las ideas los lectores a través del uso de pistas del texto y de los elementos gráficos de apoyo? ¿Cómo investigan los escritores y usan las ideas de los textos informativos? | How do readers summarize ideas by using clues from both text and supporting visuals? How do writers research and use ideas from informational texts? Tell students: En esta lección, vamos a usar las palabras y los elementos gráficos de nuestro libro para explicar los conceptos y para referirnos a detalles y ejemplos sobre el tema de este texto informativo. También aprenderemos cómo los escritores usan las ideas para explicar un tema. | In this lesson, we are going use the words and supporting visuals in our book to explain concepts and to refer to details and examples on the topic presented in this informational text. We will also learn about how writers use ideas to explain a topic.

REAd As you introduce pp. 4–11 of this new text, use an appropriate reading routine from pp. TR2–14. In this first reading, students should be reading for an understanding of what the text is mainly about.

tuRN ANd tALK After reading, have students turn to a partner and discuss this question using details from the text: ¿Qué palabras y elementos gráficos indican cómo se clasifican los grupos de anfibios y sus características? (palabras, págs. 6–7: Anuros, sin cola, Gimnofiones, parecen víboras pequeñas, Caudados, con cola; elementos gráficos: rana venenosa, tritones, etc.) | Which words and supporting visuals show how to classify groups of amphibians and their characteristics? (See Spanish.) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

Unit 1 • Module P • Lesson 1 9

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SPANISH LANGUAGE DEVELOPMENT

SENTENCE STRUCTURE To provide additional support in referring to details in a text, focus on the sentence No tiene pelo, plumas ni escamas (p. 10). Explain that the word ni is used to connect two or more elements in a negative sentence. Prompt students to rephrase the sentence in its affirmative form to identify how ni is replacing the conjunction y in the negative form.

STrATEGIc SUPPOrT

CONTEXT CLUES AND GLOSSARY

Students may have difficulty understanding the meaning of domain-specific and scientific words in the text, such as terrestre. Remind students that they can use the clues provided by other words in the same sentence or check the Glossary at the back of the book for support with new terms.

PALABRAS CURIOSAS | By-the-WAy WORdS During close reading, define the following words involving known concepts that can impede text comprehension.

branquias, p. 8: órgano que usan los animales acuáticos para respirar | organ for breathing in aquatic animalsextremidades, p. 8: brazos y piernas de los animales | arms and legs of animalspliegues, p. 10: tejido elástico y blando que parece una lámina | soft and elastic tissue that looks like a thin layer

L1SEGUNDA LEcTUrA

SEcOND rEAD

Lectura atenta Close Read

cITE TEXT EVIDENcE Engage the class in a discussion about what they just read. Remind students that readers use information from both words and pictures to understand concepts and details in a text. Use these questions to guide the discussion, and ask students to support their answers with evidence.

•Direct students to the text on pp. 4–5. ¿Qué palabras cuentan dónde viven, o habitan, los anfibios? (doble vida, bajo el agua, sobre la tierra) | Which words tell where amphibians live, or dwell? (dual life, underwater, on land)

•¿Qué describen las ilustraciones y el texto de las páginas 8–9? (el ciclo de vida de una salamandra) | What do the text and illustrations describe on pages 8 to 9? (the life cycle of a salamander) Expliquen qué es un ciclo de vida. (Son las etapas de la vida, desde el nacimiento hasta ser adultos.) | Explain what a life cycle is. (It is the stages of life, from birth to adulthood.) ¿En qué etapas viven bajo el agua? (huevo y larva) | During which stages of the life cycle do amphibians live underwater? (egg and larva)

•Observen las ilustraciones de las páginas 8 y 9. ¿Qué muestran? (el ciclo de vida de los anfibios) | Look at the illustrations on pages 8 and 9. What do they show? (the life cycle of amphibians) Según las fotografías, ¿Cómo es el cuerpo de las ranas? (La rana tiene patas traseras largas y ojos saltones). | According to the pictures, what do the bodies of frogs look like? (They have long hind legs and bulging eyes.)

ObjETIVOSExplican los conceptos de textos informativos.

Determinan el significado de palabras académicas y de dominio específico en un texto y las usan.

Usan el contexto como clave para entender el vocabulario.

ObjEcTIVESExplain concepts in informational texts.

Determine the meaning of and use academic and domain-specific words in a text.

Use context clues as a key to understand vocabulary.

10 Unidad1•MóduloP•Lección1


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VOCABULARIO ESENCIAL | BENCHMARK VOCABULARY

genealógico, p. 6 emite, p. 7 gradualmente, p. 9 reluciente, p. 11genealogical emits gradually

•Have students find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the English cognates genealogical, emit, and gradually.

Use the Rutina de vocabulario esencial: Informativo | Benchmark Vocabulary Routine: Informational on p. TR10 to teach the meaning of the words.

•Use the information on pp. 4–5 in this Teacher’s Guide to discuss other words connected to each of the Vocabulario esencial | Benchmark Vocabulary words.

PRACTICE Have students write sentences using the Benchmark Vocabulary to show contextual understanding of the words.

Análisis de la lectura | Reading Analysis

CONVERSAR SOBRE EL TEXTO | TEXT TALK

MAIN IDEA AND DETAILS Tell students that the main idea is what a paragraph or section of the text is mostly about. Details are facts that support the main idea. Provide the Main Idea Chart on p. TR20.

MODEL Vamos a observar las páginas 4 y 5. Creo que la idea principal es que “Los anfibios son animales que viven, o habitan, en el agua y en la tierra”. Voy a escribir eso en el recuadro de Idea principal de mi organizador gráfico. Un detalle que apoya la idea principal puede encontrarse en el texto y también en las fotos de las páginas 4 y 5. Es que los anfibios se adaptaron para respirar aire y vivir sobre la tierra. Lo escribiré en el recuadro de detalles. | Let’s look at pages 4 and 5. I think the main idea is: Amphibians are animals that live, or dwell, in water and on land. I am going to write that in the Main Idea box of my graphic organizer. A detail that supports the main idea can be found in the text and in the pictures on pages 4 and 5. It is that amphibians adapted to breathe air and live on land. I will write this in the detail box.

PRACTICE/APPLy Have students work independently or in small groups to complete the graphic organizer. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have students discuss the details and examples from the text that support their ideas.

Keystones Reading and Writing Keystones are a quick check to:• assess students’

understanding of key language, key text structures, and key ideas.

• indicate students’ progress toward the Performance-Based Assessment.

• inform your Small Group Time decisions.

Se adaptaron para respirar aire.

Viven bajo el agua cuando nacen.

Pueden vivir en la tierra cuando son adultos.

Los anfibios son animales que viven, o habitan, en el agua y en la tierra.

Idea principal

Idea principal

Detalles clave

Unit1•ModuleP•Lesson1 11



UNLOCK THE TEXT

Opciones para grupos pequeños | Small Group Options

LEVELS OF MEANING See p. 2 of this Teacher’s Guide for levels of meaning and text purpose.

STRUCTURE Review the text. Have students scan the text, paying close attention to how the text is organized. Ask: ¿Cómo está dividido el texto? | How is the text divided? En las fotos e ilustraciones, ¿cómo aparece la información adicional? | How is additional information presented in pictures and illustrations? ¿Qué hay al comienzo del texto? | What do you find at the beginning of the text? ¿Para qué sirve el Glosario que está al final? | What is the purpose of the Glossary at the end of the text?

LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Informativo | Benchmark Vocabulary Routine: Informational on p. TR10 to assess students’ understanding of genealógico, emite, gradualmente, and reluciente. Also use the list of English cognates on p. 11 of this Teacher’s Guide to guide your English-speaking students as they read.

THEME AND KNOWLEDGE DEMANDS Activate students’ background knowledge. Explain that the text is about amphibians, where they live, how they are classified, how they grow, and what their bodies look like. ¿Qué anfibios conocen? ¿Qué saben sobre ellos? | What amphibians are you familiar with? What do you know about them?

BUILD ACCOUNTABILITY Announce the two focus points that students will apply to their self-selected texts. Guide students in applying the strategies they used to understand today’s Reading Analysis lesson to their self-selected texts. Hemos aprendido que cada párrafo de un texto tiene una idea principal y detalles que la apoyan. Hoy, cuando lean, usen notas adhesivas para registrar la idea principal y los detalles de tres párrafos de su libro. | We learned that each paragraph of a text has its own main idea and supporting details. As you are reading today, use sticky notes to record the main idea and supporting details of three paragraphs in your book.

• Process Focus: Engagement and Identity Have students record their reading in a daily reading log. They should write what they were curious about when they chose their book and what they learned from the book.

• Strategy Focus: Comprehension Have students use one of their sticky notes to tell you about the main idea and supporting details of a paragraph that they chose.

See the Rutina para la lectura independiente | Independent Reading Routine on pp. TR7–9.

COLLABORATIVE READING To help students engage in the shared responsibilities of reading more complex texts than they might read on their own, have them follow the Collaborative Reading Routine in the Biliteracy Pathway Handbook.

Lectura independiente enfocadaFocused Independent Reading

While students are reading independently, use the Small Group Options below or on p. 13.



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If . . . students are mispronouncing unfamiliar words,

then . . . encourage them to repeat each unfamiliar word several times to become more confident with the pronunciation.

If . . . students are rushing to pronounce difficult words too quickly,

then . . . remind them to slow down and state each word clearly.

ACCURACY Explain that reading with accuracy means reading every word and pronouncing every word correctly. Sometimes, when a text contains unfamiliar words, it is tempting to gloss over those words without learning the correct pronunciation. Model the pronunciation of the words in the Glosario on p. 32. Have students repeat after you to practice pronouncing words like branquias, carnívoro, papilas gustativas, and renacuajo.

FLUENCY

READING ANALYSIS EXTENSION Use this mini-lesson with students who can easily identify main ideas and

details in ¿Qué son los anfibios?

ACCURACY Have students read the text box “Nunca voy a crecer” on p. 9 and write the main idea in their own words. Then ask the following questions:

• ¿Por qué el ciclo de vida de los ajolotes es diferente al de otros anfibios? | Why is the axolotls’ life cycle different from that of the other amphibians?

• ¿Qué le ocurre al ajolote que no puede llegar al estado adulto? | What prevents the axolotl from reaching adulthood?

• ¿Cómo saben que el ajolote podría crecer y llegar al estado adulto? (Los científicos demostraron que cuando el ajolote recibe la hormona faltante puede desarrollarse y llegar al estado adulto). | How do you know that the axolotl could grow and reach the adult form? (Scientists have shown that when the axolotl receives the missing hormone it can develop into an adult animal form.)

Have pairs share their main ideas and details with the class. Students should explain how the main ideas and details will help readers understand the theme of the text.

Use this mini-lesson with students who struggle with identifying main ideas and referring to details and examples in ¿Qué son los anfibios?

MAIN IDEA AND DETAILS Model how to identify main ideas and details using the first paragraph on p. 8 of the text. Model reading the first sentence and restating it in your own words, writing the idea on the board: Como todos los seres vivos, los anfibios tienen un ciclo de vida. | Like all living things, amphibians have a life cycle. Then go through the remaining sentences one by one, having students paraphrase and list each idea. Say: El ciclo de vida de los anfibios tiene tres etapas. ¿Cuáles son esas etapas? | The life cycle of amphibians has three stages. What are those stages? Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2. Invite students to use the information to complete the main idea and details about the life cycle of amphibians in their Main Idea Chart.



Escritura informativa/explicativa | Informative/Explanatory WritingPresentar un tema | Introduce a Topic

SET THE PURPOSE Explain to students that informative/explanatory texts provide factual information about a topic. Say: Los buenos escritores empiezan presentando su tema claramente. Así su escritura queda interesante y clara. | Good writers begin by clearly introducing their topic. Doing this helps make writing engaging and clear. Tell students that strong informative/explanatory writing includes a strong introduction to help readers understand the main topic of the text, supporting details, and a strong conclusion.

TEACH AND MODEL Explain that writers often introduce a topic by stating it explicitly. Writers include details that give readers some general background information about the topic. These details will help readers understand the more specific information that they will learn later. Model an introduction using p. 4 of ¿Qué son los anfibios? El título ¿Qué son los anfibios? nos dice explícitamente de qué trata el libro. El primer párrafo incluye detalles que proporcionan información general sobre los anfibios. | The title ¿Qué son los anfibios? tells us explicitly what the book is about. The first paragraph includes details that provide general background information about amphibians.

LEAD A SHARED WRITING ACTIVITY

•Prepare Explain to students that to prepare for writing their introduction, they will orally craft an introduction as a class. Have students identify an animal to introduce.

•Organize Model developing a clear introductory statement based on the animal chosen by the class. Se sabe que los perros son mascotas excelentes, pero algunas razas son mejores mascotas que otras. | Dogs are known to be great pets, but depending on the breed, some dogs make better pets than others.

•Write Model supporting the statement with relevant details. El collie es una elección excelente para mascota porque es leal e inteligente. | Collies are a great choice for a pet because they are loyal and smart. Direct students to suggest additional details to support their introductions.

Práctica de escritura | Writing Practice

INDEPENDENT PRACTICE Have students choose an animal and write a brief introductory paragraph about the animal. Their paragraphs should clearly establish the topic, introducing the animal to readers and providing details about it.

COLLAbORATIVE PRACTICE Pair stronger writers with less proficient writers so they can benefit from peer modeling and support.

SHARE WRITING Ask volunteers to share their writing with the class. Ask the class to identify the main idea and supporting details in each introductory paragraph.

ObjETIVOExplican los conceptos de textos informativos.

Escriben para presentar un tema.

Demuestran dominio de las normativas de la gramática española en cuanto a los sustantivos.

Demuestran dominio de los pronombres interrogativos y relativos.

ObjECTIVEExplain concepts in informational texts.

Write to introduce a topic.

Demonstrate command of the conventions of standard Spanish grammar with regard to nouns.

Demonstrate command of interrogative and relative pronouns.



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Read aloud the mentor text a third time, pausing to repeat appropriate sections as needed, as students write what you dictate. Have them reread their writing and correct any errors they find. Then reconstruct the mentor text and talk through the Teaching Points while students check and correct their writing.For more guidance, see p. TR16 and pp. 64–69 in the Biliteracy Pathway Handbook.

¿Hay salamandras en un zoológico donde vives? Si alguna vez las has podido observar, sabes que su piel tiene colores vistosos. Esto se debe a que su piel segrega un veneno. Al evolucionar, muchos anfibios han desarrollado toxinas para protegerse. Los colores en la piel avisan a sus depredadores que no son un bocado apetitoso. ¿Qué más te gustaría saber sobre las salamandras?

DictadoPUNTOS A ENSEÑAR | TEACHING POINTS

palabras con b, vwords with b, v

pronombres interrogativos y relativos interrogative and relative pronouns

palabras homófonashomophones

Read aloud the mentor text to accurately convey meaning, phrasing, intonation, and expression. Then reread the text, pausing after a phrase or sentence to have students echo the words of the text.

Convenciones | Conventions

Sustantivos | Nouns

VOCABULARIO ACADÉMICO | ACADEMIC VOCABULARY

sustantivos propiosproper nouns

sustantivos comunescommon nouns

mayúsculauppercase

minúsculalowercase

TEACH AND MODEL Explain nouns to students. Los sustantivos son palabras que nombran personas, lugares y cosas. Los sustantivos propios se refieren a personas, lugares o cosas específicos; llevan mayúscula. Los sustantivos comunes se refieren a tipos generales de personas, lugares y cosas; no llevan mayúscula. | Nouns are words that name people, places, and things. Proper nouns are words that refer to specific people, places, or things and are usually capitalized. Common nouns are words that refer to general kinds of people, places, and things, and they are not capitalized.

PRACTICE Have students review pp. 4–11 of ¿Qué son los anfibios? and create a list of five new nouns that they learned. Ask for volunteers to share their lists with the class.




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ObjetivOsOralidad Vuelven a contar y comentan los conceptos científicos de una lectura previa con la ayuda de encabezados e ilustraciones.

Usan la estructura de un texto para predecir de qué tratará.

Enfoque Analizan la composición y la estructura, incluidas la elección de palabras autor.

Explican los conceptos de un texto científico.

Comparan y contrastan ideas y detalles clave de un texto.

ObjectivesOracy Retell and discuss scientific concepts from a previous reading using headings and ilustrations.

Use structure to predict what a text will be about.

Focus Analyze craft and structure, including author’s word choices.

Explain concepts from scientific texts.

Compare and contrast key ideas and details from a text.

Text Complexity Rubric, p. 2


Palabras agudas | Stressed Syllable Patterns• Write these words on the board: sabor, atrapó, animal, también.

Have students read the words out loud and clap for the stressed syllable. Explain that words with the stress on the last syllable are palabras agudas.

• After students have completed their first read of the text, say: Vuelvan a mirar la sección del texto que hemos leído hoy. Busquen palabras agudas con o sin acento ortográfico. | Look back at the section of the text we've read today. Look for palabras agudas with or without an accent mark. (e.g., están, decir) Explain the spelling rule for the written accent: Las palabras agudas llevan acento ortográfico cuando terminan en n, s o vocal. | Words with the stress on the last syllable use an accent mark when they end in n, s, or a vowel.



bUiLD bAcKGROUND KNOWLeDGe Ask students: ¿Qué recuerdan de lo que ya leímos sobre los anfibios? | What do you remember about amphibians from what we have already read? Provide these language frames: Recuerdo que los anfibios ___ porque los autores lo muestran ___. Me gustó que los autores usaran ___ para mostrar ___. As a class, browse pp. 12–19 and discuss what students think they will learn about amphibians in this new section: Observen los títulos y la estructura. ¿Qué información sobre los anfibios creen que nos darán ahora los autores? ¿Cómo lo saben? | Look at the headings and the structure. What information about amphibians do you think the authors will give us now? How do you know?

PReteAcH vOcAbULARY Present the following words before students read the text: moteado, resbaladizo, párpados. Write each word on the board and explain its meaning by relating it to similar words. For example, for moteado, say: Cuando algo tiene flores, decimos que es floreado. ¿Y cuando algo tiene motas? (moteado). | When something has flowers, we say that it is flowered. And when it has spots? (spotted)

¿Qué son los anfibios? , pp. 12–192





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Analizar la elección de palabras del autorAnalyze Author’s Word Choices



SEt tHE PuRPOSE Focus the instruction for the lesson by sharing the following Enduring Understanding: Los escritores usan las estructuras organizativas, la elección de palabras específicas y la evidencia al explicar un tema. [Writers use organizational structure, specific word choice, and evidence when explaining a topic.] Vamos a leer las páginas 12–19 de ¿Qué son los anfibios? para ver lo que podemos aprender sobre estos animales con las imágenes y las palabras que eligieron los autores del texto. | We are going to read pages 12–19 of ¿Qué son los anfibios? and see what we can learn about these animals by looking at visual supports and words selected by the authors of this text.

ENGAGE StudENtS Tell students they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿Cómo resumen las ideas los lectores a través del uso de pistas del texto y de los elementos gráficos de apoyo? ¿Cómo investigan los escritores y usan las ideas de los textos informativos? | How do readers summarize ideas by using clues from both text and supporting visuals? How do writers research and use ideas from informational texts? Tell students: En esta lección, vamos a analizar las palabras, estructuras y materiales que usan los autores de nuestro libro para explicar los conceptos sobre un tema científico en un texto informativo. También aprenderemos a explicar un tema científico, comparando las ideas y detalles presentados en el texto. | In this lesson we are going analyze the words, structures and materials used by our book’s authors to explain concepts about a scientific topic in an informational text. We will also learn to explain a scientific issue, comparing ideas and details presented in the text.

REAd As you introduce pp. 12–19 of this text, use the appropriate reading routine from pp. TR2–14. In this first reading, students should be reading for an understanding of what the text is mainly about.

tuRN ANd tALK After reading, have students turn to a partner and discuss this question using details from the text: ¿Qué tipo de palabras y estructuras aparecen en los títulos y subtítulos del texto? (frases expresivas con signos de admiración (pág. 12: “¡Qué piel!”, (pág. 13: “¡No me toques!”), preguntas (pág. 14: “¿Qué es ese olor?”, (pág. 15: “¿Oyes lo mismo que yo?”), juego de palabras (pág. 16: “Cazadores cazados”)) | What type of words and structures appear in headings and subheadings of the text? (expressive phrases with exclamation points, questions, plays on words. See Spanish.) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

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VOCABULARY To help students understand scientific concepts, such as madrigueras, hibernación, or sequía, point out that these terms are in boldface, and they are explained within the sentence by means of different structures, such as paraphrasing with the conjunction o. Have students reread those sentences and guide them to use the structure as context clues to understand meaning.

STrATEGIc SUPPOrT

INTEGRATING KNOWLEDGE Students may have difficulty analyzing paragraph structure on p. 16. Reread each sentence with them, explaining that the first one introduces the concept carnívoros, the second one defines the concept, the third one provides examples of prey, and the last two illustrate with a particular amphibian, the frog. Help them use the pictures together with the text to better understand the paragraph by showing how they support the description of carnivores.

PALABRAS CURIOSAS | By-the-WAy WORdS During close reading, define the following words involving known concepts that can impede text comprehension.

tímpanos, p. 10: capas de piel del oído que ayudan a transmitir los sonidos del exterior | layer of skin in the ear that helps transmit outer soundsfosas, p. 12: hoyos que usan algunos anfibios para respirar | holes that some amphibians use to breathe

L2SEGUNDA LEcTUrA

SEcOND rEAD


cITE TEXT EVIDENcE Engage the class in a discussion about what they just read. Remind students that authors choose certain words and structures to write about a scientific topic. Use these questions to guide the discussion, and ask students to support their answers with evidence.

•¿Qué palabras dan información acerca de la piel de los anfibios? (Respuestas posibles: porosa, respiran, moteado, mucosidad, resbaladizo, protegerse, secreta veneno, mal olor y sabor) | Which words provide information about the skin of amphibians? (See Spanish response.) | ¿Qué verbos explican cómo usan los anfibios los sentidos? (pág.14: “dependen de la vista para cazar”; “El olfato […] les ayuda […] a encontrar un buen lugar para vivir”; pág.15: “usa los sentidos del gusto y el olfato para averiguar si lo que atrapó es tóxico”; “usan el oído para detectar depredadores”) | What verbs explain how amphibians use their senses? (See Spanish responses.)

•¿Qué estructura se usa en el primer párrafo de la página 16 para explicar qué significa carnívoro? (una oración que lo define y luego ejemplos que lo ilustran) | What structure is used in the first paragraph on page 16 to explain the meaning of carnivore? (a defining sentence and then examples to illustrate)

ObjETIVOSIdentifican palabras que indican.

Determinan el significado de palabras académicas y de dominio específico de un texto y las usan.

ObjEcTIVESIdentify signal words.




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humectante, p.13 sensoriales, p. 15 potentes, p. 17 escondites, p. 19sensory potent

•Have students find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the English cognates sensory and potent.




Análisis del lenguaje | Language Analysis


AUTHOR'S WORD CHOICE Tell students that authors often use signal words to compare or contrast things in the text. Use the model to focus on these sentences: “Sin embargo, las cecilias y algunas salamandras son sordas” (p.14) and “No obstante, los anfibios terrestres necesitan hogares seguros y húmedos” (p.18).

MODEL Vamos a ver una oración de la página 14: “Sin embargo, las cecilias y algunas salamandras son sordas.” En esta oración, las palabras sin embargo son palabras que indican el tipo de información que el autor nos va a presentar. En este caso, son palabras que contrastan, o presentan una diferencia, entre las cecilias y algunas salamandras con el resto de los anfibios. Veamos otra oración en la página 18: “No obstante, los anfibios terrestres necesitan hogares seguros y húmedos”. Esta oración habla de los anfibios terrestres, mientras que la oración anterior habla de los anfibios acuáticos. El autor usa las palabras “no obstante” para indicar que está presentado en la nueva oración una idea diferente a la anterior. | Let’s look at a sentence on page 14: (See Spanish.) In this sentence, the words sin embargo are words that signal the type of information the author is going to present. In this case, they contrast, or indicate how caecilians and some salamanders are different from all other amphibians. Now let’s look at another sentence on page 18 (See Spanish.) This sentence tells about terrestrial amphibians, while the previous sentence tells about aquatic amphibians. The author uses the words no obstante to signal that he is introducing a different idea in the new sentence.

PRACTICE/APPLY Have students work independently or in small groups to identify other signal words on pp. 12–19. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have students reflect on what is being compared and why the author chooses to compare these things.

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UNLOCK THE TEXT



STRUCTURE Review the text. Have students browse the book focusing headings. Miren atentamente las páginas 12–19. ¿Por qué creen que los autores usan oraciones interrogativas y exclamativas para los encabezados de muchas secciones? | Look carefully at pages 12–19. Why do you think authors use interrogative and exclamatory sentences in many of the sections headings?

LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Informativo | Benchmark Vocabulary Routine: Informational on p. TR10 to assess students’ understanding of humectante, sensoriales, potente, and escondites. Also use the list of English cognates on p. 19 of this Teacher’s Guide to guide your English-speaking students as they read.

THEME AND KNOWLEDGE DEMANDS Activate students’ background knowledge. Explain that this part of the text is about how amphibians use their skin and senses to survive and to protect themselves. ¿Cuáles son los cinco sentidos? ¿Cómo creen que los usan los anfibios? | What are the five senses? How do you think amphibians use their senses?

BUILD ACCOUNTABILITY Announce the two focus points that students will apply to their self-selected texts. Guide students in applying the strategies they used to understand today’s Language Analysis lesson to their self-selected texts. Aprendimos que los autores usan palabras que indican —por ejemplo como, a diferencia de, no obstante, sin embargo— para señalar que están comparando o contrastando dos elementos o ideas. | We learned that authors use signal words—such as like, unlike, however, nevertheless, and instead—to signal that they are comparing or contrasting two things or ideas in the text.

•Process Focus: Engagement and Identity Have students record their reading in a daily reading log. They should write whether they are enjoying their book, describe why, and note the title, author, and pages they read.

•Strategy Focus: Vocabulary Knowledge Have students cite comparing and contrasting words from the text.

See the Rutina de lectura independiente | Independent Reading Routine on pp. TR7–9.

COLLABORATIVE READING To help students engage in the shared responsibilities of reading more complex text than they might read on their own, have them follow the Collaborative Reading Routine in the Biliteracy Pathway Handbook.





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If . . . students are reading with mistakes,

then . . . have them record themselves as they practice reading aloud. Have them listen to see what areas they had trouble with and have them practice making those corrections several times.

If . . . students are reading accurately, but too slowly,

then . . . encourage them to listen to a recording of a short poem or story as a model, then practice reading the same piece out loud, with no mistakes, at the right pace.

AccurAcy Explain that good readers read with accuracy. This means reading every word in the text and pronouncing them correctly. Model reading p. 19 from the text with accuracy. Then have students reread the page on their own.

For students who are adept or excel at analyzing and explaining authors’ word choices, use this extended mini-lesson for ¿Qué son los anfibios?.

AuThOr’S WOrD chOIce Have students read the section “Cazadores cazados” on pp. 16–17 of ¿Qué son los anfibios? Have them answer the following questions. Then, have pairs share their answers with the class:

•En la segunda oración de la página 17, ¿qué indica el autor al usar las palabras de hecho? (Respuesta posible: El autor quiere presentar un dato o un hecho específico sobre depredadores que comen anfibios.) | In the second sentence on page 17, what does the author tell us with the signal words de hecho? (Possible response: The author wants to introduce a specific fact about a predator that eats amphibians.)

•¿Qué palabras en la página 16 indican generalizaciones? (“todos”; “la mayoría”.) | On page 16, what words indicate a generalization? (See Spanish.)

Use this mini-lesson with students who struggle with analyzing authors’ word choices from ¿Qué son los anfibios?.

AuThOr’S WOrD chOIce Have students read the section “Cazadores cazados” on pp. 16–17 of ¿Qué son los anfibios?, then discuss the following questions with the group. Have students use text evidence to support their answers.

•¿Qué palabras del texto apoyan la idea de que los anfibios comen otros animales? (p. 16: “carnívoros”, “cazadores”, “Se comen cualquier animal al que puedan tragarse” ) | What words in the text support the idea that amphibians eat other animals? (See Spanish.)

•Ask about a frog’s diet. ¿Qué comen? ¿Cómo cazan su alimento? (p.16: “insectos, arañas, caracoles, babosas y lombrices”; “comen ratas, ratones, aves pequeñas”; “saca la lengua, lo atrapa y se lo mete en la boca”) | What do they eat? How do frogs hunt for food? (See Spanish.)

•Review the meaning of depredador and ask: ¿Cuáles creen que son los depredadores más comunes de los anfibios? ¿Por qué? | What do you think are the most common predators of amphibians? Why?

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ObjetivORealizan investigaciones para escribir un texto informativo/explicativo.

Forman y usan pronombres.

Demuestran dominio de las palabras homófonas.

ObjectiveConduct research in order to write informative/explanatory text.

Form and use pronouns.

Demonstrate command of homophones.

Escritura informativa/explicativa | Informative/Explanatory WritingInvestigar un tema | Research a Topic

Set tHe PURPOSe Explain to students that good writers use multiple sources to research a topic. Students may use authoritative, reliable print sources. These resources may also be found online. Share with students some strategies for researching a topic: determine what details you want to research, make a list of types of sources that will contain relevant information, and take notes on important information about your topic.

teAcH AND MODeL Explain that writers of informational texts use information from multiple sources but put it together in a way that will make sense to the reader. Say: Los escritores no combinan toda la información de una sola fuente; más bien, combinan toda la información sobre un tema o idea particular. | Writers don’t put all the information from a particular source together; rather they put together all the information about a particular topic or idea. Model this skill using pp. 6-7 of ¿Qué son los anfibios? Estas páginas incluyen información sobre muchos animales distintos. La información probablemente viene de fuentes diferentes. | These pages include information about many different animals. The information probably came from different sources.

LeAD A SHAReD WRitiNG ActivitY

•Prepare Explain to students that they will be choosing an animal to research. Model locating authoritative sources. Mi tema es el puma. Sé que algunos parques zoológicos tienen pumas. Agrego el término clave parque zoológico a mi búsqueda de sitios web de parques zoológicos bien establecidos. | My topic is mountain lions. I know that some zoos have mountain lions. I add the key term zoo to my search to find websites of well-established zoos.

•Organize In their notes, have students record source information and use quotation marks for direct quotes. Explain the difference between a direct quote and paraphrasing.

•Write Explain that students should organize their information to identify the most relevant details about their subject. Suggest using notecards or a chart for this.


iNDePeNDeNt PRActice Have students choose an animal to research using two or three reputable sources. Students should take notes as they research.

cOLLAbORAtive PRActice Pair students to do research. Have one student find a source and the other take notes. Then have students switch roles.

SHARe WRitiNG Ask volunteers to share their research with the class. Have the class identify how the information is organized.



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Afterward, have students take turns reading their writing to their partners, correcting any errors they find in their own work. Then display the mentor text for the class and have students use it to correct their own writing. Help students compare what they wrote in the previous Dictado lesson to this lesson’s outcome and guide them to identify skills that may need additional attention.For more guidance, see p. TR16 and pp. 64–69 in the Biliteracy Pathway Handbook.



pronombres interrogativos y relativosinterrogative and relative pronouns

homófonoshomophones

Have student pairs take turns dictating and writing down the mentor text.


Formar y usar pronombres | Form and Use Pronouns


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TEACH AND MODEL Explain pronouns to students. Un pronombre es una palabra que hace las veces de un sustantivo u otro pronombre. Al igual que los sustantivos, los pronombres pueden ser o singulares o plurales. | A pronoun is a word that takes the place of a noun or another pronoun. Like nouns, pronouns can be either singular or plural.

PRACTICE Have student pairs review pp. 12–19 of ¿Qué son los anfibios? to find three examples of pronouns. Have them write the pronouns and the nouns (antecedents) to which they refer. Ask for volunteers to share their lists with the class.


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Palabras graves | Words stressed on the next-to-last syllable• Introducethetopicbysaying:Las palabras graves son las que se

pronuncian con acento en la penúltima sílaba, como huésped, vida, cabeza.|Graves are words that are stressed on the next-to-last syllable, such as huésped, vida, and cabeza.DrawachartontheboardwiththeheadingPalabras graves,andlisttheexamplesyoujustmentioned.

• Afterstudentshavecompletedtheirfirstreadofthetextselection,say:Busqueneneltextopalabrasgravesconosinacentoortográfico.|Lookforpalabras graveswithorwithoutanaccentmarkinthetext.Havestudentssaythewords,addthemtothechart,andexplainthespellingrule:Laspalabrasgravesllevanacentoortográficocuandonoterminanenn, snivocal.|Wordsstressedonthenext-to-lastsyllablehaveanaccentmarkwhentheydonotendinn, s,oravowel.

For cross-language support, see the Contrastive Analysis Charts in the BiliteracyPathwayHandbook.


BUILD BACKGROUND KNOWLEDGE Tell students: Vamos a leer una nueva parte del texto ¿Qué son los anfibios? que da más detalles sobre los anfibios. Comentemos entre todos lo que recuerdan de cada grupo. | We’re going to read a new part of the text ¿Qué son los anfibios? that provides more details about amphibians. Let’s discuss together what you remember about each group. Lead a class discussion about how amphibians are alike or different from one another.

PRETEACH VOCABULARY It will be helpful for students to know the word anfiuma before reading the text. Write the heading “Tipos de salamandras acuáticas” on the board. Draw three lines from the heading, and write the three species mentioned on p. 23: sirenas, Necturus maculosus, and anfiumas. Ask: ¿Qué creen que son las anfiumas? | What do you think amphiumas are? Encourage students to answer in complete sentences. Refer students back to the pictures of the different types of salamanders on p. 7. ¿Qué diferencias ven entre la anfiuma y la salamandra común? | How is the amphiuma different from the common salamander?

OBjETIVOsOralidadUsanestructurasdecomparaciónycontrasteparahablardeloquesabensobreuntema.

EnfoqueAnalizanelementosgráficosyentiendenloqueaportanalostextosinformativos.

Explicanlosconceptosdeuntextocientífico.

Comparanycontrastanlasideasydetallesclavedeuntexto.

OBjECTIVEsOracyUsecompare-and-contrastlanguagestructurestoshareknowledgeofatopic.

FocusAnalyzevisualsandunderstandhowtheyenhanceinformationaltexts.

Explainconceptsfromscientifictexts.

Compareandcontrastkeyideasanddetailsfromatext.

Text Complexity Rubric, p.2

¿Qué son los anfibios?, pp. 20–253





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Analizar qué aportan los elementos gráficos a los texto informativos Analyze How Visuals Enhance Informational Texts



SEt tHE PuRPOSE Say: Focus the instruction for the lesson by sharing the following Enduring Understanding: Los lectores usan información que se presenta de diferentes maneras y de diferentes fuentes para entender un tema. [Readers use information presented in different ways and from different sources to understand a topic.] Vamos a leer las páginas 20–25 de ¿Qué son los anfibios? y vamos a concentrarnos en cómo el autor usa imágenes, diagramas y otros elementos gráficos para explicar temas en el texto. | We are going to read pages 20–25 of ¿Qué son los anfibios? and focus on how the author uses pictures, diagrams, and other visuals to support topics in the text.

ENGAGE StudENtS Tell students they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿Cómo resumen las ideas los lectores a través del uso de pistas del texto y de los elementos gráficos de apoyo? ¿Cómo investigan los escritores y usan las ideas de los textos informativos? | How do readers summarize ideas by using clues from both text and supporting visuals? How do writers research and use ideas from informational texts? Tell students: En esta lección, vamos a aprender cómo los lectores usan los elementos gráficos de un texto como claves para explicar un tema científico. | In this lesson we are going to learn how readers use visuals in a text as clues to help explain a scientific topic.

REAd As you introduce pp. 20–25 of this text, use the appropriate reading routine from pp. TR2–14. In this first reading, students should be reading for an understanding of what the text is mainly about.

tuRN ANd tALK After reading, have students turn to a partner and discuss this question using details from the text: ¿Qué fotografías, dibujos y pies de foto indican cómo actúan algunos anfibios frente al peligro? | Which photos, pictures and captions tell you how some amphibians react when they are in danger? Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.



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MULTIPLE-MEANING WORDS Help students understand this phrase on p. 21: “las usan para planear por el aire cuando saltan de un árbol a otro”. Explain that the word planear may mean deslizarse por el aire, as in this phrase, but it may also mean organizar. Remind students they can use context clues from the text and from visuals to help them figure out the correct meaning.

STrATEGIc SUPPOrT

KEY IDEAS FROM VISUALS Students may have difficulty understanding that there are both aquatic and terrestrial salamanders. Use the photographs on p. 23 to show them that salamanders have a different way of breathing and a different body depending on where they live. Remind students that all aquatic animals have to adapt to get oxygen from water. In the case of salamanders, some have developed gills and others use skin folds.

PALABRAS CURIOSAS | By-the-WAy WORdS During close reading, define the following words for students involving known concepts that can impede text comprehension.

almohadillas, p. 21: masa de tejido blando en la planta de las patas de los animales | mass of soft tissue on the sole of animals’ feetpostura, p. 22: manera en la que está colocada una persona, un animal o una cosa | the way a person, animal, or thing is positioned

L3SEGUNDA LEcTUrA

SEcOND rEAD


cITE TEXT EVIDENcE Engage the class in a discussion about what they just read. Remind students that good readers use information not only from words, but also from visuals to understand concepts in an informational text. Use these questions to guide the discussion, and ask students to support their answers with evidence.

•¿Qué elementos gráficos apoyan la idea de que algunas salamandras son terrestres y otras son acuáticas? (Las fotos y los pies de foto de las pp. 22 y 23, que muestran un ejemplo de cada una.) | Which visuals support the idea that some salamanders live on land while others live under water? (Photos and captions on pp. 22–23, showing one example of each.)

•Observen las ilustraciones en las páginas 24 y 25. ¿Qué muestran? (una cecilia sobre tierra; otra con sus crías; el detalle de la cabeza de una cecilia) | Look at the illustrations on pages 24 and 25. What do they show? (a caecilian on land; another with its offspring; details of a caecilian’s head) | ¿Qué información nos dan los pies de foto y las ilustraciones sobre las cecilias? (La mayoría de las cecilias vive en la tierra, tienen crías que parecen adultos pequeños y tienen tentáculos sensoriales en la cabeza.) | What information do the captions and illustrations give us about the caecilians? (Most caecilians live on land, their offspring look like little adult animals, and there are sensory tentacles on their heads.)

ObjETIVOSComprenden cómo se relacionan los elementos gráficos con el texto.


ObjEcTIVESUnderstand how visuals relate to a text.




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adherirse, p. 21 rugosa, p. 21 aberturas, p. 23 absorben, p. 23adhere absorb

•Have students find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the English cognates adhere and absorb.






VISUALS Discuss with students how visuals can help readers understand main ideas and details in informational texts. Provide copies of the T-Chart on p. TR23.

ModEL Vamos a observar la sección “Su propio agujero”, en la página 25, donde los autores describen el hábitat y los sentidos de las cecilias. Voy a escribir las palabras de los autores en la columna izquierda de la tabla. Luego, en la columna derecha, voy a registrar lo que veo en la ilustración. Veo un hocico duro, grueso y puntiagudo y también veo que las cecilias tienen un tentáculo sensorial debajo de los ojos. Creo que las palabras y la ilustración están relacionadas y se apoyan unas a otras. | Let’s have a look at the section “Su propio agujero,” on page 25, where the authors describe the habitat and senses of caecilians. I will write their words on the left column of the chart. Then, in the right column, I will record what I see in the picture. I can see a hard, thick, pointy snout, and I see that caecilians have a sensory tentacle below their eyes. I think the words and the illustration are connected and support one another.

PRACTICE/APPLY Have students work independently or in small groups to complete the graphic organizer. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have students discuss details and examples from the text and visuals that support their ideas. Check understanding by asking students to share or by circulating among students or groups.

Palabras Elementos gráficos

Las cecilias hacen madrigueras. Usan la cabeza dura para empujarse por la tierra. Tienen dos tentáculos sensoriales para ubicarse y buscar sus presas.

Hocico duro, grueso, puntiagudoTentáculo sensorial debajo de los ojos





STRUCTURE Review the text. Have students read out loud the large headings on pp. 20–25 (“Ranas y sapos,” “Salamandras,” and “Cecilias”). Según los títulos, ¿cómo creen que están organizadas estas páginas? | Based on the headings, how do you think these pages are organized?

LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Informativo | Benchmark Vocabulary Routine: Informational on p. TR10 to assess students’ understanding of adherirse, rugosa, aberturas, and absorben. Also use the list of English cognates on p. 27 of this Teacher’s Guide to guide your English-speaking students as they read.

THEME AND KNOWLEDGE DEMANDS Activate students’ background knowledge. Explain that the text is a detailed description of three amphibian groups: frogs and toads, salamanders, and caecilians. ¿Qué recuerdan de lo que ya leímos sobre estos tres grupos de anfibios? ¿En qué se parecen? ¿En qué se diferencian? | What do you remember about what we read about these three groups of amphibians? How are they similar? How are they different?

UNLOCK THE TEXT


•BUILD ACCOUNTABILITY Announce the two focus points that students will apply to their self-selected texts. Guide students in applying the strategies from today’s Reading Analysis lesson to their self-selected texts. Aprendimos que los elementos gráficos pueden explicar mejor la información de un texto. Hoy, cuando lean, presten atención a los elementos gráficos de sus libros. | We learned that visuals can better explain information in a text. Today, as you read, notice the visuals in your book. Today, when you read, pay attention to the graphic elements in your books.

•Process Focus: Engagement and Identity Tell students that they can make themselves comfortable during independent reading. Encourage them to find a spot in the room in which to stretch out. If available, students may use blankets and/or pillows to make reading time feel special.

•Strategy Focus: Critical Thinking Have students share with the class their notes on visuals in their books. Ask them to explain what the visuals (or suggested visuals) added to the text.



Lectura independiente enfocada Focused Independent Reading




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Verificar el progresoMonitor Progress

If . . . students are having trouble with phrasing,

then . . . model appropriate phrasing again, having students echo read each sentence after you.

If . . . students are pausing at incorrect places,

then . . . point out where the pauses should be and have students try again.

fluencyappropriaTe phrasing Have students listen to your phrasing as you read aloud the first paragraph on p. 21 of ¿Qué son los anfibios? Model pausing as indicated by commas and periods, and emphasize how the sentence parts fit together. Next, have students read the same paragraph aloud independently, using appropriate phrasing. Monitor progress and provide corrective feedback as necessary. For optimal fluency, students should reread the paragraph three to four times.

reaDing analysis eXTension Use this mini-lesson with students who can easily understand how visuals

enhance informational texts in ¿Qué son los anfibios?

Visuals Have students compare and contrast the way ideas are presented in visuals, text boxes, captions, and main text of the section “Ranas y Sapos” (pp. 20–21). Then use the following questions to guide students in discussing the different parts in this section:

•¿Cuáles son algunos detalles que aprenden de los elementos gráficos que no aparecen en el texto? (Ejemplos: pies de fotos e ilustraciones, pág. 21: “ojos de las ranas arbóreas [...] pueden girar más que los de otras ranas”, “lengua pegajosa de este sapo terrestre”.) | What are some details that you learn from the visuals that are not found in the text? (See Spanish.)

•¿Hay detalles en el texto que no se encuentren en los elementos gráficos? (Ejemplos: “dedos largos con almohadillas pegajosas”, “dedos de las patas tienen membranas extragrandes”, pág. 21.) | Are there details in the text that are not shown in the visuals? (See Spanish.)

Use this mini-lesson with students who struggle with understanding how visuals enhance informational texts in ¿Qué son los anfibios?

Visuals Reread aloud the first sentence in the text box “¿Qué son los sapos?” on p. 21. Then ask the students to tell you what they learned about the differences between toads and frogs. Model finding the differences by looking at the picture of the frog on p. 20 and of the toad on p. 21. Have students tell you the details they observe in the pictures of frogs and toads (skin, legs, eyes). Then have students complete a T-Chart on the differences between toads and frogs. Remind students to look at the pictures to determine what additional information they can learn. Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

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Escritura informativa/explicativa | Informative/Explanatory WritingDesarrollar un tema con detalles concretos | Develop a Topic with Concrete Details

SET THE PURPOSE Explain to students that developing a topic means elaborating on it, or providing details, to help readers understand it fully. Say: Los detalles concretos son detalles muy específicos que a menudo son descriptivos. Los buenos escritores desarrollan un tema con detalles concretos que animan los sentidos del lector. | Concrete details are highly specific details that are often descriptive. Good writers develop a topic with concrete details that provide examples or that appeal to the readers’ senses.

TEACH AND MODEL Explain that writers use concrete details to support a main idea. Use pp. 10–11 of ¿Qué son los anfibios? to illustrate this idea. El primer párrafo de la página 10 explica cómo los cuerpos de los anfibios son únicos. Los detalles que se encuentran en los recuadros que están alrededor de los animales apoyan la idea principal de esta sección. | The first paragraph on page 10 explains how amphibians’ bodies are unique. The details in the boxes around each animal support the main idea of this section.


• Prepare Explain to students that they can develop a topic by thinking of vivid, highly specific words that will give readers a mental picture of what is being described.

• Organize Model using vivid, highly specific words to add detail. Quiero describir cómo es el loro y cómo suena. Tiene plumas muy brillantes y coloridas, así que puedo decir que tiene plumaje como un arco iris. Su canto es fuerte, así que puedo decir que su voz ruidosa hace eco. | I want to describe how a parrot looks and how it sounds. It has brightly colored feathers, so I can say it has rainbow plumage. Its call is loud, so I can say its noisy voice echoes.

• Write Remind students that highly specific words are preferable to more general words. Encourage students to use a dictionary or thesaurus to help them replace general words with more specific ones.


INDEPENDENT PRACTICE Have students write an informative/explanatory paragraph about an animal they have researched. Tell them to use specific, vivid details in their paragraphs.

COLLABORATIVE PRACTICE Pair students. Have them trade paragraphs with their partner and suggest places to add detail to each other’s work.

SHARE WRITING Ask volunteers to share their writing with the class. Ask the class to identify vivid, highly specific words in each paragraph. List their words on the board.

OBJETIVOEscriben para desarrollar un tema con detalles concretos.

Usan los pronombres interrogativos y relativos.

Usan ortografía correcta al escribir palabras con b y v.

OBJECTIVEWrite to develop a topic with concrete details.

Use interrogative and relative pronouns.

Spell words with b and v correctly.



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PRACTICE Write the relative pronouns quien, que, and cual on the board. Then have students write their own sentences using each of these relative pronouns.



Pronombres interrogativos y relativos | Interrogative and Relative Pronouns


qué/quewhat, that

quién/quienwho, whom

cuál/cualwhich

cuánto/cuantohow much

TEACH AND MODEL Explain: Los pronombres relativos conectan las cláusulas adjetivas con la palabra o palabras que modifican. La cláusula que modifica la cláusula principal empieza con un pronombre relativo. | Relative pronouns connect an adjective clause to the word or words it modifies. The modifying clause will begin with a relative pronoun.

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La salamandra es un anfibio que no se halla en las Américas. Pero quizá haya salamandras en un zoológico o un terrario de la ciudad en que vives. Si alguna vez las has podido observar, sabes que su piel tiene colores vistosos. ¿Pero sabías que esto se debe a que su piel segrega un veneno? Al evolucionar, muchos anfibios han desarrollado toxinas para protegerse. Los colores en la piel avisan a sus depredadores que no son un bocado apetitoso. ¿Qué más te gustaría saber sobre las salamandras?




palabras homófonas homophones

Read aloud the mentor text a second time, repeating appropriate sections as needed. Have students write what you dictate. Then reconstruct the mentor text and talk through the Teaching Points while students check and correct their writing. For more guidance, see p. TR16 and pp. 64–69 in the Biliteracy Pathway Handbook.



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Palabras esdrújulas | Stressed Syllable Patterns• Writethefollowingwordsontheboard:húmedos, cáscara, árboles,

científicos, ácida.Havestudentscountthenumberofsyllablesandtellwhichonecarriesthestress(antepenultimate).Explainthatwordswiththestressontheantepenultimatesyllablearepalabras esdrújulas.Describethespellingruleforpalabrasesdrújulas,andcompareitwithwhatstudentsknowaboutpalabrasagudasandgraves:Adiferenciadelaspalabrasagudasylasgraves,laspalabrasesdrújulassiemprellevanacentoortográfico.|Incontrasttopalabras agudasandpalabras graves, palabras esdrújulasalwayshaveanaccentmark.

• Havestudentsbrowsethebookandsearchforotherpalabras esdrújulas.Modelthepronunciationofthesewordsandhavestudentsrepeatthemafteryoutopracticerecognizingthestressontheantepenultimatesyllable.

For cross-language support, see the Contrastive Analysis Charts in the BiliteracyPathwayHandbook.


BUILD BACKGROUND KNOWLEDGE Tell students: Los autores usan la estructura organizativa, la elección de palabras específicas y la evidencia al explicar un tema. Vamos a leer para comprender la estructura general del texto y para encontrar evidencia que explique el tema. | Authors use organizational structure, specific word choice, and evidence when explaining a topic. We are going to read to understand the overall structure of the text, as well as to find evidence to explain the topic.Write the term Elementos de la estructura organizativa on the board. Lead a class discussion about how authors use elements of organizational structure to explain text.

PRETEACH VOCABULARY The word guardianes will be helpful for students to know before reading the text. Write the word on the board and introduce it by explaining its general meaning: Un guardián es alguien que cuida o protege algo. | A guardian is someone who takes care of or protects something. Explain that in the text the word describes how amphibians stay by their eggs or offspring to protect them. Write the following related words on the board: abandonar, proteger, guía, depredadores, and permanecer and explain their meanings. Ask students to provide their own definitions of these words, using complete sentences.

lEccIónlEsson

OBjETIVOsOralidadUsanlosdetallesdelaestructuraorganizativaparaentenderyexplicaruntexto.

comprendenyusanelíndice.

Enfoqueconversansobreloquehanleídoparahacerconexiones,visualizaroaclararideas.

OBjECTIVEsOracyUsedetailsintheorganizationalstructuretounderstandandexplaintext.

Understandanduseanindex.

FocusTalkaboutwhattheyhavealreadyreadfromatexttomakeconnections,visualize,orclarifyideas.

Text Complexity Rubric,p.2

¿Qué son los anfibios? , pp. 26–314





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Usar estructuras organizativas para explicar un texto Use Organizational Structures to Explain Text

Desarrollar la comprensiónL4PRIMERA LECTURA

FIRST READ Build Understanding

SET THE PURPOSE Focus the instruction for the lesson by sharing the following Enduring Understanding: Los escritores usan las estructuras organizativas, la elección de palabras específicas y la evidencia al explicar un tema. [Writers use organizational structure, specific word choice, and evidence when explaining a topic.] Vamos a leer las páginas 26–31 de ¿Qué son los anfibios? Observaremos la estructura general del texto y buscaremos evidencia para explicar el tema del texto. | We are going to read pages 26–31 of ¿Qué son los anfibios? We will look at the overall structure of the text and we will find evidence to explain the topic of the text.

ENGAGE STUDENTS Tell students they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿Cómo resumen las ideas los lectores a través del uso de pistas del texto y de los elementos gráficos de apoyo? ¿Cómo investigan los escritores y usan las ideas de los textos informativos? | How do readers summarize ideas by using clues from both text and supporting visuals? How do writers research and use ideas from informational texts? Tell students: En esta lección, vamos a aprender cómo los lectores usan la estructura organizativa y detalles del índice para entender un texto y resumir sus ideas. | In this lesson we are going learn how readers can use the organizational structure and details from the index to understand a text and summarize it.

READ As you introduce pp. 26–31 of this text, use the appropriate reading routine from pp. TR2–14. In this first reading, students should be reading for an understanding of what the text is mainly about.

TURN AND TALK After reading, have students turn to a partner and discuss this question using details from the text: Vuelvan a leer las páginas 26–27. ¿Cómo se relaciona el primer párrafo con los demás, que tienen subtítulos? ¿Por qué estructuraron así el texto los autores? | Reread pages 26–27. How is the first paragraph connected with the others, which have subheadings? Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

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VOCABULARY In addition to defining the Palabras curiosas, you may want to further aid comprehension by preteaching the meanings of the following words and phrases related to amphibian reproduction, using TPR and realia: instinto, nidadas, cría, atraer, ahuyentar, sacos, croar, piar. Check students’ understanding by asking yes/no questions or have them demonstrate meaning using TPR.

STRATEGIC SUPPORT

VISUAL UNDERSTANDING Students may have difficulty understanding how to use organizational structure to better understand a text. Ask them to look carefully at the diagram on p. 31, and read the text below. Help them see how the diagram illustrates graphically the concept of cadenas alimentarias. Lead a discussion of other examples of simple food chains (for example: carrots-rabbit-fox), and have them draw a diagram similar to the one on p. 31.

PALABRAS CURIOSAS | BY-THE-WAY WORDS During close reading, define the following words for students involving known concepts that can impede text comprehension.

apareamiento, p. 26: cuando el macho y la hembra animal se juntan para reproducirse | when a male and female animal get together to reproducegelatina, p. 28: sustancia transparente, densa y blanda que protege los huevos animales | soft, dense and transparent substance that protects animal eggs

L4SEGUNDA LECTURA

SECOND READ


CITE TEXT EVIDENCE Engage the class in a discussion about what they just read. Remind students that readers use organizational structure to understand and explain a text. Use these questions to guide the discussion, and ask students to support their answers with evidence.

• Miren el texto de “Canta una canción” y la foto de la página 27. ¿Por qué aparece la foto justo allí? (El texto habla del saco vocal inflado de la rana y la foto muestra exactamente eso y nos permite visualizar la idea.) | Look at the text “Canta una canción” and the photo on page 27. Why is the photo included right there? (The text describes the bloated vocal sac of the frog and the photo shows exactly that, allowing us to visualize the idea.) | ¿Cómo ayudan los subtítulos de la página 28 a organizar la información sobre las crías de los anfibios? (Los subtítulos separan el texto en partes más pequeñas y dan palabras clave.) | How do the headings on page 28 help organize the information about amphibian offspring? (Headings divide the text into smaller parts and provide key terms.)

• ¿Cómo usarías el índice para escribir un informe sobre la reproducción de los anfibios? (Buscaría los números de página para aparearse, huevos y larva. Luego iría a esas páginas a buscar información sobre esos términos.) | How would you use the index to write a report about amphibian reproduction? (I would find the page numbers listed for aparearse, huevos and larva. Then I would go to those pages to look for information on those terms.) Have students cite evidence by reading aloud the page numbers.)

OBJETIVOSUsan los detalles de la estructura organizativa, incluyendo el índice, para entender y explicar un texto.


OBJECTIVESUse details of the organizational structure, including the index, to understand and explain a text.




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cortejo, p. 26 danzas, p. 27 desaparición, p. 30 diseminar, p. 31dances disappearance disseminate

• Have students find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the English cognates dances, disappearance, and disseminate.


• Use the information on pp. 4–5 in this Teacher’s Guide to discuss other words connected to each of the Vocabulario esencial | Benchmark Vocabulary words.




INDEX Tell students that authors may choose an organizational structure that incorporates an index. Model using the index to locate information, noting the page number. Provide the Web B graphic organizer on p. TR28.

MODEL Vamos a observar el Índice de la página 32. El índice se usa para encontrar información sobre temas específicos. Por ejemplo, si busco información sobre los sapos, veo que se indican en el índice las páginas 6, 15, 20–21, 31. Vamos a volver a leer esas páginas. | Let’s look at the index on page 32. The index is used to locate information about specific topics. For instance, if I'm looking for information on toads, I see that the index sends me to pages 6, 15, 20–21, 31. Let’s reread those pages.

PRACTICE/APPLY Have students work independently or in small groups to complete the graphic organizer. Use the Rutina para comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have students discuss the details and examples from the text that support their ideas.

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Índice

Red B

Salamandraspp. 8, 17, 22–23

metamorfosis, terrestres y acuáticas, nocturnas, branquias, movimiento

en “S”

Ranaspp. 11, 20–21, 28–29

dan saltos, tiene ojos saltones, patas traseras largas, cuidan a

sus crías

Sapospp. 20–21

hambrientos, piel rugosa, saltos cortos, patas traseras cortas

Ceciliaspp. 11, 24–25

tentáculos, anillos, bajo tierra, trópicos, ciegas, deslizan





UNLOCK THE TEXTLEVELS OF MEANING See p. 2 of this Teacher’s Guide for levels of meaning and text purpose.

STRUCTURE Have students browse the text and have them look at the Índice on p. 32. Ask: ¿Qué información nos da el Índice? ¿Cómo está organizada? | What information is provided by the index? How is the information organized?

LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Informativo | Benchmark Vocabulary Routine: Informational on p. TR10 to assess students’ understanding of cortejo, danzas, desaparición, and diseminar. Also use the list of English cognates on p. 35 of this Teacher’s Guide to guide your English-speaking students as they read.

THEME AND KNOWLEDGE DEMANDS Activate students’ background knowledge. Explain that the text is about the lives of amphibians. ¿Qué saben sobre cómo se reproducen distintos anfibios? | What do you know about how different amphibians reproduce?

BUILD ACCOUNTABILITY Announce the two focus points that students will apply to their self-selected texts. Guide students in applying the strategies they used to understand today’s Reading Analysis lesson to their self-selected texts. Aprendimos que observar la estructura organizativa de un libro nos sirve para encontrar y entender la información. Hoy, cuando lean, busquen el índice. Ubiquen los temas que más les interesan. | We learned that looking at the organizational structure of a book helps us to locate and understand information. Today, as you read, locate the index. Find topics you are most interested in reading.

•Process Focus: Independence Have students record their reading in a daily reading log. They should note any parts of the reading that they found difficult and why. They should also note the title, author, and pages they read.

•Strategy Focus: Comprehension Have students review with you the sections they chose to read. Ask them to explain how the index helped them find information.







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FOUNDATIONAL SKILLS SUPPORT

QUIcK checK

VeRIFIcAR eL PROgReSOMonitor Progress

If . . . students are reading too slowly,

then . . . encourage them to practice the passage several times to become more confident with the words.

If . . . students are rushing and reading too quickly,

then . . . remind them that the listener needs time to paint mental pictures of what the reader is describing.

FLUeNcyRATe Explain that reading at an appropriate rate means reading at just the right speed—not too fast and not too slow. Reading at the proper speed keeps the listener interested. Have students follow along as you model reading aloud the first paragraph from p. 30 of ¿Qué son los anfibios? at an appropriate rate. Then have students chorally read aloud the last paragraph on p. 30 at an appropriate rate.

Use this mini-lesson with students who struggle with esdrújulas.

eSDRÚJULAS Reteach the concept of esdrújulas: Las esdrújulas son palabras cuya sílaba tónica es la antepenúltima. Siempre llevan acento escrito. | Esdrújulas are words in which the antepenultimate syllable is stressed. They always have a written accent.

Write these words on the board: cámara, fotógrafo, último, estándares. Point out that in all of these words, the stress is on the antepenultimate syllable. In addition, all of these words have a written accent. Have the group write other examples of esdrújulas. Check students’ work to verify that their words are esdrújulas and that they have included a written accent in all of their words. Provide corrective feedback as appropriate.

Use this mini-lesson with students who struggle with using the Index and organizational structures in ¿Qué son anfibios?

INDeX Help students work through the Web B graphic organizer using several entries from the index on p. 32. Point out the alphabetical structure of the index. Miren cómo está organizado el índice. ¿En qué entradas creen que van a encontrar información sobre la salamandra? | Look at the way the index is organized. In which entries do you expect to find information about the salamander? Vean los números de páginas al lado de salamandra, que indican que la información se encuentra en las páginas 4, 5, 6, 8, etc. del texto. Esto me ayuda a encontrar información fácilmente. | Look at the page numbers next to salamander, showing that the information is found on pages 4, 5, 6, 8, etc. in the text. This helps me to easily find information. Continue in this manner until students have completed their webs.

• Invite students to find text evidence for the author’s purpose to inform: the two main habitats of amphibians are water and land. Remind students to use the index to locate information on agua and tierra. Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

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Escritura informativa/explicativa | Informative/Explanatory WritingUsar el vocabulario específico del dominio | Use Domain-Specific Vocabulary

SET THE PURPOSE Explain to students that writers use domain-specific vocabulary when explaining a technical or scientific topic. Say: Los textos informativos y explicativos frecuentemente requieren el lenguaje preciso. | Informative and explanatory texts often require precise language. Share with students that writers include domain-specific vocabulary in their writing because the words help clarify and explain their topics. Explain that some fields of study require vocabulary that names ideas, processes, or items specific to the domain.

TEACH AND MODEL Explain that in informational or explanatory texts, writers often teach the reader domain-specific vocabulary. Readers must read carefully and use context clues. Help students see how the writer uses and explains domain-specific vocabulary in a scientific text on pp. 8-9 of ¿Qué son los anfibios? Las escritoras usan los términos huevo y embrión y explican en qué se diferencian para que entendamos cómo se relacionan en el ciclo de vida de los anfibios. | The writers use the terms egg and embryo and explain the difference between them so we can understand how one relates to the other in the life cycle of an amphibian.


•Prepare Tell students that they will choose something unique about their animal and write a paragraph to describe it. Have them consider the domain-specific vocabulary they can include to explain this animal’s unique characteristics.

•Organize Model forming a main idea sentence with domain-specific words. Quiero escribir sobre cómo los embriones anfibios respiran debajo del agua. Voy a usar la palabra branquias y se la voy a explicar a mis lectores. | I want to write about how amphibian embryos breathe underwater. I will use the word gills and explain it to my readers.

•Write Have students use a dictionary or thesaurus to make sure they understand the domain-specific words they are using. Encourage students to use an idea web to make sure they know how to explain and support their word choices.


INDEPENDENT PRACTICE Have students write a descriptive paragraph containing domain-specific vocabulary and vivid, specific language to describe their animal.

COLLABORATIVE PRACTICE As an alternative to having students write independently, you may want to have students work in groups to brainstorm domain-specific vocabulary to use.

SHARE WRITING Ask volunteers to share their writing with the class. Have the class listen for the use of vivid, specific language and domain-specific vocabulary.

OBjETIVOUsan lenguaje preciso y específico del dominio al escribir.

Demuestran dominio de la concordancia entre los pronombres y los antecedentes.

Ortografía: Distinguen correctamente entre las letras b y v.

OBjECTIVEUse precise language and domain-specific vocabulary when writing.

Demonstrate command of the agreement between pronouns and their antecedents.

Spelling: Distinguish correctly between the letters b and v.



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Then reconstruct the mentor text and talk through the Teaching Points while students check and correct their writing. To challenge students, you may give them the option of adding this sentence to the end of the text: En la biblioteca puedes encontrar información valiosa sobre estos reptiles. Reconstruct and then talk through the additional sentence. Have students note and correct any errors they made.For more guidance, see p. TR16 and pp. 64–69 in the Biliteracy Pathway Handbook.





homófonas homophones

Read aloud the mentor text and have students write what you dictate. Afterward, have students read their writing to a partner, correcting any errors.

PRACTICE Have students look for other examples of pronouns in ¿Qué son los anfibios? and check for pronoun-antecedent agreement.



Concordancia entre pronombres y antecedentes | Pronoun-Antecedent Agreement


lo/lahim/her

nosus

le/leshim, her/them

TEACH AND MODEL Remind students that pronouns must agree in number and gender with their antecedents, or the nouns they replace. Write the following examples on the board. Enrique vio a su hermano ayer. Enrique lo vio. / Sarita encontró las caracolas en la playa. Sarita las encontró en la playa. | Enrique saw his brother yesterday. Enrique saw him. / Sarita found the shells on the beach. Sarita found them. Point out that use of plural pronouns with plural nouns ensures proper antecedent-pronoun agreement.

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ObjetivOsOralidad Usan información de una lectura previa y comentan su propia experiencia para predecir de qué tratará un texto

Enfoque Analizan palabras y frases clave en textos informativos.

ObjectivesOracy Use information from a previous reading and discuss own experience to predict what a text will be about.

Focus Analyze key words and phrases in informational text.

“La nariz sabe,” pp. 8–95lecciónlesson


bUiLD bAcKGROUND KNOWLeDGe Tell students: ¿Recuerdan que en el texto sobre anfibios aprendimos que algunos de ellos usan la nariz para encontrar pareja o un lugar donde vivir? Ahora vamos a leer un texto sobre la nariz y sobre cómo la usan otros animales. | Do you remember that in the text about amphibians we learned that some of them use their noses to find a mate or a place to live? Now we’re going to read a text about the nose and how other animals use it. Have students discuss their own nose and what they use it for. Provide these language frames: Yo uso la nariz sobre todo para ___, aunque a veces también la uso para ___. After students have discussed how they use their noses, have them make predictions about how animals use their noses. ¿Cómo usarán la nariz los animales? | How might animals use their noses?

PReteAcH vOcAbULARY The following word will be helpful for students to know before reading the text: tentáculos. Write the word on the board as a heading and list animals that have tentacles (pulpo, calamar, medusa) in a column. Ask questions to help students infer the meaning of the words: ¿Qué tienen en común estos animales? | What do these animals have in common? Provide a frame: Algunos animales, como los pulpos y los calamares, tienen ___ como extremidades.



AverAge QUALITATIve MeASUreS

Levels of Meaning information is factual and clearly presented; clear connections among ideas

Structure predictable layout; captions


academic language; quotation marks call out unusual meanings of words; clear, conventional language


simple theme; background knowledge

Text Complexity Rubric

Use the rubric to familiarize yourself with the text complexity of “La nariz sabe.”





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Analizar palabras y frases claveAnalyze Key Words and Phrases



SEt thE PuRPoSE Focus the instruction for the lesson by sharing the following Enduring Understanding: Los escritores usan las estructuras organizativas, la elección de palabras específicas y la evidencia al explicar un tema. [Writers use organizational structure, specific word choice, and evidence when explaining a topic.] Vamos a leer “La nariz sabe” para ver qué podemos aprender sobre el vocabulario que se usa en los textos informativos para presentar y comentar un tema. | We are going to read “La nariz sabe” to see what we can learn about the vocabulary used in informational texts to present and discuss a topic.

ENGAGE StudENtS Tell students they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿Cómo resumen las ideas los lectores a través del uso de pistas del texto y de los elementos gráficos de apoyo? ¿Cómo investigan los escritores y usan las ideas de los textos informativos? | How do readers summarize ideas by using clues from both text and supporting visuals? How do writers research and use ideas from informational texts? Tell students: En esta lección vamos a leer un texto informativo y ver cómo el autor expresa la información que reunió durante su investigación sobre el tema. También vamos a identificar palabras y frases clave y analizarlas para determinar de qué manera explican el tema y los conceptos del texto. | In this lesson we are going to read an informational text and see how the author expresses the information gathered during his research about the topic. We are also going to identify key words and phrases and analyze them to determine how they explain the topic and concepts of the text.

REAd As you introduce this new text, use the appropriate reading routine from pp. TR2–14. In this first reading, students should be reading for an understanding of what the text is mainly about.

tuRN ANd tALK After reading, have students turn to a partner and discuss this question using details from the text: ¿Qué palabras y frases usa el autor para describir para qué usan la nariz los animales? | What words and phrases does the author use to describe what animals use their noses for? (palabras, pág. 8: oler, tocar, saborear, respirar, beber, refrescarse; frases: inhalan los deliciosos aromas, nos alertan sobre el peligro, encontrar alimento). | (words/phrases - See Spanish) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.



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CONTEXT CLUES Explain to students that the conjunction o is not always used to introduce differences or alternatives as it does in en la cara o cerca de ella. It can also be used to restate an idea and introduce a synonym of the preceding word. Read these examples from the text: “la nariz, o trompa, del elefante” and “hay algo especial o fascinante.” Point out that this use of o may sometimes help them work out the meaning of unknown words in a text.

STrATEGIc SUPPOrT

VISUAL CLUES Students may find it difficult to understand that animals can use their noses for purposes other than to breathe and smell. Tell them that the shape and size of the nose varies according to the species, and explain that noses are animal adaptations to survive in their environment. Direct their attention to the top illustrations on pp. 8–9. Have them identify the different animals and describe how their noses help them survive in their environment.

PALABRA CURIOSA | By-the-WAy WORd During close reading, define the following word for students involving known concepts that can impede text comprehension.

urticantes, p. 9: que producen comezón o hacen que nos pique la piel | that cause rashes or make the skin itch

L5SEGUNDA LEcTUrA

SEcOND rEAD


cITE TEXT EVIDENcE Engage the class in a discussion about what they just read. Remind students that readers look for key words and phrases that help explain ideas in scientific texts. Use these questions, forms of which appear at the end of the reading selection, to guide the discussion, and ask students to support their answers with evidence.

•¿Cómo organizó el escritor la información del texto? (Primero, menciona para qué usan la nariz normalmente las personas. Luego, describe diferentes animales con narices peculiares y para qué usa la nariz cada uno. Al final, cuenta qué tienen en común estos animales.) | How did the author organize the information in the text? (First, he mentions what people normally use their noses for. Then, he describes different animals with unusual noses and what each of them uses its nose for. Finally, he tells what all these animals have in common.) | ¿Qué preguntas les gustaría investigar para descubrir más sobre uno de estos animales? (Respuestas posibles: ¿Dónde vive el tiburón martillo? ¿Con qué otros animales compite por el alimento?) | What questions would you like to research in order to discover more about one of these animals? (Possible responses: Where does the hammerhead shark live? What animals compete for food with this shark?)

•¿Cuál de estos animales tiene la nariz más interesante? ¿Cómo es esa nariz según el texto? (Respuesta posible: el topo de nariz estrellada; Es muy extraña y está cubierta por 22 tentáculos.) | Which of these animals has the most interesting nose? How does the text describe this nose? (Possible response: the star-nosed mole; Its nose is very strange and is covered by 22 tentacles.)

ObjETIVOSComprenden y evalúan la elección de palabras de un autor.


ObjEcTIVESUnderstand and evaluate an author’s word choices.




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VOCABULARIO ESENCIAL | BENChmARk VOCABULARy

deleite, p. 8 inhalan, p.8 viscoso, p. 8inhale viscous

•Have students find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the English cognates inhale and viscous.





CONVERSAR SOBRE EL TEXTO | TEXT TALk

AUTHOR’S WORD CHOICES Focus students on analyzing the author’s particular word choices and how those word choices shape meaning. Provide copies of the Three-Column Chart on p. TR24.

MODEL En la segunda oración del texto, el autor usa la frase “deliciosos aromas”. Voy a escribir aromas en la primera columna de mi tabla y deliciosos en la segunda. Deliciosos es una palabra descriptiva que nos hace pensar en olores agradables. En el segundo párrafo, el autor habla de una nariz con “forma peculiar”. Creo que eligió la palabra descriptiva peculiar porque nos hace pensar en una nariz poco común. | In the second sentence in the text, the author uses the phrase “delicious scents.” I’m going to write scents in the first column of my chart and delicious in the second one. Delicious is a descriptive word that makes us think of pleasant aromas. In the second paragraph, the author talks about a nose with a “peculiar shape.” I think he chose the descriptive word peculiar because it makes us think of an unusual nose.

PRACTICE/APPLy Have students work independently or in small groups to complete the graphic organizer. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have students identify other vivid words that the author uses to describe different things.

Tabla de tres columnas

¿Qué se describe?

Elección de palabras

Explicación de la elección de

palabras

aromasforma de la narizsolelefante

deliciosospeculiarardienteenorme

El lector recuerda olores agradables.El lector piensa en una nariz poco común.El lector visualiza el sol y siente el calor.El lector contrasta el gran elefante y el pequeño pez.





STRUCTURE Have students read the title of the text and look at the pictures. A partir del título y las fotos, ¿de qué creen que trata el texto? Miren las fotos del pez y del tiburón. ¿En qué se parecen? ¿En qué se diferencian? | Based on the title and the pictures, what do you think this text is about? Look at the pictures of the fish and the shark. How are they alike? How are they different?

LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Informativo | Benchmark Vocabulary Routine: Informational on p. TR10 to assess students’ understanding of deleite, inhalan, and viscoso. Also use the English cognate on p. 43 of this Teacher’s Guide to guide your English-speaking students as they read.

THEME AND KNOWLEDGE DEMANDS Activate students’ background knowledge. Explain that the text is about different animals’ noses and how they help animals survive in their environment. ¿Para qué usamos la nariz las personas? ¿Para qué otra cosa podría usar la nariz un animal? | What do people use their nose for? What other uses may animals’ noses have?

UNLOCK THE TEXT




BUILD ACCOUNTABILITY Announce the two focus points that students will apply to their self-selected texts. Guide students in applying the strategies they used to understand today’s Reading Analysis lesson to their self-selected texts. Hemos aprendido a analizar cómo la elección de palabras de un autor expresa un significado. Durante la lectura de hoy, tomen nota de la elección de palabras del autor en el texto. | We have learned to analyze how an author’s word choices shape meaning. Today as you are reading, take note of word choices the author uses in the text.

• Process Focus: Independence Have volunteers read aloud to the class one part of their book that they particularly enjoyed. Alternatively, if students enjoyed an illustration, they may pass their book around to share the illustration with the class.

• Strategy Focus: Vocabulary Knowledge Have partners discuss the word choice notes that they made and whether they agree on how the word choices affect meaning.





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Quick check


If . . . students are reading with mistakes,

then . . . have them record themselves as they practice reading aloud. Have them listen to see what areas they had trouble with and have them practice making those corrections several times.

If . . . students are reading accurately, but too slowly,

then . . . encourage them to listen to a recording of a short poem or story as a model, then practice reading the same piece out loud, with no mistakes, at the right pace.

accuracY Explain that reading with accuracy means reading with few or no mistakes. Reading with accuracy keeps the listener interested and helps the listener understand more clearly. Have students take turns reading aloud “La nariz sabe” to a partner. Have each partner practice two or three times.

fluencY

reaDing analYsis eXTension Use this mini-lesson with students who can easily the author’s word

choices in “La nariz sabe.”

Have students review “La nariz sabe.” Prompt them to focus on the author’s word choices. Use these questions to have students think about word choices.

• ¿Qué verbos usa el autor para decirnos lo que pueden hacer los elefantes con la trompa? (tocar, saborear, respirar, beber) | What verbs does the author use to tell us what elephants can do with their trunks? (touch, taste, breathe, drink)

• ¿Cómo describe el autor la nariz del topo de nariz estrellada? (la pág, 9: “estrellada”; “cubierta de 22 tentáculos”) | How does the author describe the nose of the star-nosed mole? (See Spanish.)

reaDing analYsis supporT

5

Use this mini-lesson with students who struggle with identifying key words and phrases and understanding how they shape meaning in “La nariz sabe.”

auThor’s WorD choices Use guiding questions to help students understand that choosing words that add descriptive details helps make the writing more interesting.

•¿Qué palabras o frases usa el autor para describir las distintas narices? (pág, 8: con forma peculiar; del elefante; pág, 9: estrellada; muy extraña; nariz... cubierta de 22 tentáculos; importante a la hora de hallar estas delicias) | What words and phrases does the author use to describe different noses? (See Spanish.)

•¿Por qué creen que la nariz del elefante es peculiar? ¿Para qué la usa? (Es muy larga; para tocar, saborear, respirar, beber, refrescarse, encontrar alimento) | Why do you think the elephant’s trunk is peculiar? What is it used for? (It is very long; to touch, taste, breathe, drink, cool down, find food). Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.



Escritura informativa/explicativa | Informative/Explanatory WritingPlanear y preparar para escribir | Plan and Prewrite

set the purpose Explain to students that they will be planning, researching, and writing an informative text about an animal. In the writing, students will focus on explaining the animals traits, behaviors, and habitat. Say: Un tema bueno no es ni demasiado estrecho ni demasiado amplio. El tema ideal también es uno sobre el que han escrito muchos escritores. | A good topic is one that is neither too narrow nor too broad. The ideal topic is also one on which many authorities have written. Tell students that they should brainstorm about animals they are interested in and conduct Internet research on the topic.

teACh AND MoDeL Explain that when writers write an informative text, they have a main idea and supporting details. Have students review “La nariz sabe” to see this illustrated. La idea principal es cómo los animales utilizan la nariz. Los detalles del texto contribuyen a la idea principal explicando cómo varios animales utilizan la nariz. | The main idea is how animals use their noses. The details in the text contribute to the main idea by explaining how different animals use their noses.

LeAD A shAreD WrItING ACtIVItY

•Prepare Remind students that preparing for their work by planning and prewriting will help them find a rich topic and will help to familiarize them with relevant texts.

•Organize Have students brainstorm about possible topics. Tell students to do initial Internet searches to hone their ideas about topics. Model narrowing a topic to write about. Escribir sobre los gatos grandes es un tema amplio, así que voy a acotarlo. Una búsqueda rápida muestra que el gueopardo es el gato más veloz, así que puedo escribir sobre los guepardos y en qué se diferencian de los otros gatos grandes. | Writing about big cats is a broad topic, so I will narrow it down. A quick search shows that cheetahs are the fastest cat, so I can write about cheetahs and how they are different from other big cats.

•WriteModel writing a research question that will help focus research. As a class, brainstorm a list of reputable texts.


INDepeNDeNt prACtICe Students should identify a topic or question to research, find and list details and examples related to the topic, and use a graphic organizer to plan writing.

CoLLAborAtIVe prACtICe As an alternative to having students write independently, you may want to have students work in pairs to help each other brainstorm research questions and resources.

shAre WrItING Ask volunteers to share their research with the class. Ask the class to identify how details relate to the main idea.

objetIVosRefuerzan la escritura planeando y preparando para escribir.

Demuestran dominio de las frases preposicionales.

Demuestran dominio de los pronombres interrogativos.

objeCtIVesStrengthen writing by planning and prewriting.

Demonstrate command of prepositional phrases.

Demonstrate command of interrogative pronouns.



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Tell students that you will administer the final Dictado in today’s lesson. Read aloud the mentor text as students write what you dictate. Afterward, give students an opportunity to reread their writing and correct any errors before handing it in.


Frases preposicionales | Prepositional Phrases


defrom, of

enin

sobreabove, over

bajobelow

TEACH AND MODEL Explain that prepositions are words that show direction, location, or time. Examples of prepositions include with, between, and around. A prepositional phrase is made up of a preposition, the object of the preposition, and any modifiers of the object.

Write these two examples from “La nariz sabe” on the board. Have students identify the prepositions and prepositional prhases in each sentence. Nuestras narices nos alertan sobre el peligro. La comida favorita del tiburón martillo son las mantas rayas. | Our noses alert us to danger. The favorite food of the hammerhead shark is the manta ray.

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PRACTICE Ask questions such as, ¿Qué está encima de la mesa? ¿Qué está dentro de la cocina? | What is on the desk? What is in the kitchen? Write on the board different prepositional phrases that students use.For cross-language support, see the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

Score individual outcomes using the rubric provided on p. 69 of the Biliteracy Pathway Handbook. To provide additional reinforcement of the Teaching Points, see the Dictado Support in Lesson 6, p. 53. For more guidance, see p. TR16 and pp. 64–69 in the Biliteracy Pathway Handbook.




6lecciónlesson

ObjetivOsOralidad Usan conocimiento previo para comentar ideas y clasificarlas en categorías, a modo de primera aproximación a un concepto científico nuevo.

Enfoque explican conceptos científicos.

leen y comprenden textos informativos.

ObjectivesOracy Use background knowledge to discuss ideas and sort them into categories, as a first approach to a new scientific concept.

Focus explain scientific concepts.

Read and comprehend informational text.


bUiLD bAcKGROUND KNOWLeDGe Tell students: Vamos a leer un texto sobre animales que se llama “Un ‘ropaje’ de muchos colores”. Sé que los animales no usan ropa en realidad, entonces ¿qué tipo de "ropaje" pueden usar los animales? | We’re going to read a text about animals titled “Un ‘ropaje’ de muchos colores.” I know animals don't wear clothes for real, so what kind of "clothes” might animals wear? Provide these language frames: Algunos animales tienen ___. Otros animales tienen ___. Start a word wall with animal names, helping students classify them according to whether they have skin, fur, feathers, scales, shells, etc. As a first approach to the scientific concept of camouflage, ask: ¿Podrán los animales cambiar su “ropaje”? | Do you think animals are able to “change clothes”?

PReteAcH vOcAbULARY The following words will be helpful for students to know before reading the text: camuflaje, camuflado, nudibranquios, and descendencia. Write each word on the board and briefly explain its meaning. For example, for camuflaje, say: Cuando los animales usan camuflaje, nadie puede verlos. | When animals use camouflage, no one can see them. For nudibranquios say: Los nudibranquios cambian de color según su dieta. Si ustedes fueran nudibranquios y comieran un tomate, ¿de qué color serían? | Nudibranches change color depending on their diet. If you were nudibranches and ate a tomato, what color would you turn?

“Un ‘ropaje’ de muchos colores,” pp. 10–11




Levels of Meaning informational text

Structure conventional structure


academic language; italics call out words; rhetorical questions


text assumes some familiarity with the animals mentioned


Use the rubric to familiarize yourself with the text complexity of “Un ‘ropaje’ de muchos colores.”





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Explicar conceptos científicos Explain Scientific Concepts



SET THE PURPOSE Focus the instruction for the lesson by sharing the following Enduring Understanding: Los lectores usan información que se presenta de diferentes maneras y de diferentes fuentes para entender un tema. [Readers use information presented in different ways and from different sources to understand a topic.] Vamos a leer “Un ‘ropaje’ de muchos colores” para ver lo que podemos aprender sobre cómo explicar conceptos científicos. | We are going to read “Un ‘ropaje’ de muchos colores” to see what we can learn about how to explain scientific concepts.

ENGAGE STUDENTS Tell students they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿Cómo resumen las ideas los lectores a través del uso de pistas del texto y de los elementos gráficos de apoyo? ¿Cómo investigan los escritores y usan las ideas de los textos informativos? | How do readers summarize ideas by using clues from both text and supporting visuals? How do writers research and use ideas from informational texts? Tell students: En esta lección, vamos a usar las pistas del texto y los elementos gráficos de apoyo para explicar conceptos científicos. También aprenderemos cómo los escritores investigan y usan las ideas de los textos informativos. | In this lesson we are going use clues from both text and supporting visuals to explain scientific concepts. We will also learn how writers research and use ideas from informational texts.

READ As you introduce this new text, use the appropriate reading routine from pp. TR2–14. In this first reading, students should be reading for an understanding of what the text is mainly about.

TURN AND TALK After reading, have students turn to a partner and discuss this question using details from the text: ¿Qué estrategia usan los animales para confundirse con el entorno? ¿En qué consiste esa estrategia? (Los animales usan el camuflaje para parecerse al entorno y no ser vistos. Algunos pueden cambiar de color.) | What strategy do animals use to blend in with the environment? What is that strategy about? (Animals use camouflage to look similar to their environment, and to not be seen. Some of them can change their color.) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

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OBJETIVOSAnalizan las características del texto.


Explican los conceptos de un texto científico.

OBJECTIVESAnalyze text features.


Explain concepts in a scientific text.

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DIMINUTIVES To help students understand the concept of presa, be sure they grasp the use of the diminutive in pececito as compared to “peces más grandes.” Name other “small” animal names with diminutives, such as pajarito or ranita. Use illustrations for comparison with “big” animals. Explain that the Spanish suffixes -ito and -ita mean that something is small or is regarded with affection.

STRATEGIC SUPPORT

TEXT STRUCTURE Some students may have difficulty identifying how the information in this text is organized. Explain to students that writers often start with an introduction that is attractive to readers. They may include rhetorical questions or curious facts that catch readers’ attention. Then, writers usually present the central concept and provide details to support it or examples to illustrate it.

PALABRA CURIOSA | BY-THE-WAY WORD During close reading, define the following word for students involving known concepts that can impede text comprehension.

pigmentos, p. 10: compuestos químicos que dan color a las cosas | chemical compounds that give things their color

L6SEGUNDA LECTURA

SECOND READ


CITE TEXT EVIDENCE Engage the class in a discussion about what they just read. Remind students that readers can use clues both from text and supporting visuals to understand scientific concepts in a text. Use these questions, forms of which appear at the end of the reading selection, to guide the discussion, and ask students to support their answers with evidence.

• ¿Cuáles son tres maneras en que los animales cambian de color? (Algunos cambian de color por los pigmentos llamados biocromos; otros, con la dieta y otros, debido al cambio de estación.) | What are three ways in which animals change their color? (Some animals change colors due to pigments called biochromes; others due to diet; others with seasonal changes.)

• ¿Cómo organizarían la información de este texto para hacer una presentación sobre el tema para estudiantes de primer grado? (Respuesta posible: Presentaría un cartel con el título “Camuflaje” y muchas fotos de animales que casi no se ven porque se parecen mucho a su entorno.) | How would you organize the information in this text to make a presentation on this topic to first graders? (Possible answer: I would make a poster with the heading “Camuflaje” and many pictures of animals that can barely be seen because they look a lot like their environment.) | ¿Qué dos preguntas sobre el camuflaje les gustaría hacerle a un experto en animales? (Respuesta posible: ¿Qué animales no pueden cambiar de color? ¿Tiene alguna desventaja el camuflaje?) | What two questions about camouflage would you like to ask an expert on animals? | (Possible answer: Which animals cannot change their color? Is there any disadvantage to camouflage?)



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acecha, p. 10 entorno, p. 10 mimetizan, p. 11

• Have students find and read sentences from the text that contain the Benchmark Vocabulary.






EXPLAIN CONCEPTS Explain to students that when authors are explaining concepts in a scientific text, they use text features to present key details. They might use headings, diagrams, illustrations or photographs, or captions to help the reader understand the ideas. Provide copies of the T-Chart on page TR23.

MODEL Vamos a observar las fotos de las páginas 10 y 11. El autor muestra en esas fotos los animales que utilizan el camuflaje para esconderse. Estas fotos refuerzan las ideas del texto y sirven para ilustrar el concepto científico del camuflaje. Voy a escribir “Fotografía de una ardilla” en la primera columna y lo que esa fotografía ilustra sobre las ardillas en la segunda. | Let’s look at the pictures on pages 10 and 11. In those pictures, the author shows animals that use camouflage to hide. These pictures reinforce ideas from the text and help illustrate the scientific concept of camouflage. I am going to write “Photograph of a squirrel” in the first column and what that picture illustrates about squirrels in the second column.

PRACTICE/APPLY Have students work independently or in small groups to complete the graphic organizer. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have students discuss how the rest of the visuals from the text help explain scientific concepts.

Tabla en forma de T

Fotografía de una ardilla

Muestra que su pelaje es muy parecido a la corteza del árbol.





STRUCTURE Present the text title and have students look at the illustrations. ¿Qué animales aparecen en las ilustraciones? ¿Cuáles creen que son sus “ropajes”? | What animals appear in the pictures? What do you think their “clothes” are?

LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Informativo | Benchmark Vocabulary Routine: Informational on p. TR10 to assess students’ understanding of acecha, entorno, and mimetizan.

THEME AND KNOWLEDGE DEMANDS Activate students’ background knowledge. Explain that the text is about how animals can change their appearance to hide in their environment. ¿Por qué los animales a veces necesitan esconderse? ¿De qué les serviría cambiar su “ropaje” en esas situaciones? | Why do animals sometimes need to hide? How could a change of “clothes” be useful in those situations?

UNLOCK THE TEXT


BUILD ACCOUNTABILITY Announce the two focus points that students will apply to their self-selected texts. Guide students in applying the strategies they used to understand today’s Reading Analysis lesson to their self-selected texts. Aprendimos que los autores usan detalles y ejemplos para explicar conceptos o ideas. Hoy, cuando lean, tomen nota de los conceptos importantes del libro. Coloquen notas adhesivas junto a los ejemplos que explican conceptos clave. | We learned that authors use details and examples to explain concepts, or ideas. Today as you are reading, take note of important concepts in the book. Place a sticky note next to any examples that help explain key concepts.

• Process Focus: Independence To check on students’ progress with Independence in reading their self-selected text, have them record their reading in a daily reading log. Students should note any parts of the reading that they found difficult and why. They should also note the title, author, and pages they read.

• Strategy Focus: Critical Thinking Have students review with you the sticky notes they placed in their books. Ask them to explain the concepts they identified, and how the details they marked help explain each concept.

See the Rutina del lectura independiente | Independent Reading Routine on pp. TR7–9.






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VERIFICAR EL PROGRESOMONITOR PROGRESS

If . . . students are making mistakes sounding out words,

then . . . encourage them to use phonics strategies to decode words.

If . . . students are pronouncing words incorrectly,

then . . . remind them that using context clues can help them recognize a word and read it correctly.

FLUENCYACCURACY Explain that reading with accuracy means reading words without mistakes. Have students follow along as you read aloud the first paragraph on p. 10. Model using decoding and context clues in order to pronounce each word correctly. Next, have students read the same paragraph aloud, stressing accuracy. Monitor progress and provide feedback. For optimal fluency, students should reread the paragraph three or four times.

REVIEW AND RETEACH Use the results of the Lesson 5 Dictado assessment to identify students who need additional support with one or more of the Teaching Points. Use the lessons listed below as a guide for providing direct instruction that reinforces the target skills.

TEACHING POINTS LESSON SUPPORTpalabras con b, vwords with b, v

Lessons 1–5, Dictado Mini-lessons


Lesson 3, Conventions Mini-Lesson, p. 31Lesson 4, Conventions Mini-Lessson, p. 39


Lesson 1, Foundational Skills Mini-Lesson, p. 8Lesson 9, Conventions Mini-Lesson, p. 79


DICTADO SUPPORT

Use this mini-lesson with students who struggle with using ideas and illustrations to understand scientific concepts in “Un ‘ropaje’ de muchos colores.”

EXPLAIN CONCEPTS Help students work through the T-Chart by having them answer questions about the pictures and how they help explain the concept of camouflage.

• ¿De qué color es el león de la foto? ¿De qué color son los pastos que lo rodean? (El león es color café claro. Los pastos son casi del mismo color.) | What color is the lion in the picture? (The lion is light brown. The grass is almost the same color.)

• ¿Cómo es el insecto de la foto? ¿En qué se parece a las ramas y hojas de la planta? (El insecto es de color verde y alargado. Tiene un caparazón que se parece mucho a las ramas de la planta.) | What does the insect in the picture look like? How is it similar to the twigs and leaves in the plant? (The insect is green and long. It has a shell that looks very much like the stalks on the plant.)

• Invite students to explain another scientific concept, such as “mimetizarse.” Remind students to use details and the visuals in the text to help explain the concept. Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.


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OBJETIVOEscriben para presentar un tema.

Demuestran dominio de los adverbios relativos.

OBJECTIVEWrite to introduce a topic.

Demonstrate command of relative adverbs.

Escritura informativa/explicativa | Informative/Explanatory WritingPresentar un tema claramente | Introduce a Topic Clearly

SET THE PURPOSE Remind students that informational/explanatory texts such as “Un ‘ropaje’ de muchos colores” provide factual information about a topic or subject. Say: Los buenos escritores empiezan presentando su tema claramente para que su escritura sea interesante y fácil de comprender. | Good writers begin by clearly introducing their topic in order to make their writing engaging and easy to understand. Suggest examples of ways to introduce a topic clearly.

TEACH AND MODEL Explain that when writers develop an informative/ explanatory text on a topic, they structure their introduction to gain readers’ attention. Writers also include details that clearly contribute to the topic. These details help the reader easily understand what the text will be about. Review the introduction of “Un ‘ropaje’ de muchos colores” with students. Provide the following model: La vida puede ser difícil para algunos animales. Imagina que pasas la mayor parte de tu vida buscando alimento o intentando evitar convertirte en alimento de los depredadores. | Life can be difficult for some animals. Imagine that you spend most of your life looking for food or trying to avoid becoming food for predators. This introduction grabs the reader’s attention with a striking observation about the problems that many animals face every day.


• Prepare Explain to students that they will now begin to write an introduction for the informative text they began to research and plan. Have students consider a strategy to engage readers.

• Organize Model forming a dry introductory statement. Ask volunteers to suggest ways to change it that would capture or focus readers’ attention.

• Write Select a strategy and model using it. Direct students to contribute other information you might want to include in your introduction.


INDEPENDENT PRACTICE Ask students to craft an introduction to the informative text they began to plan and research. Remind students to clearly establish the topic and to use an effective strategy to gain the attention of readers.

COLLABORATIVE PRACTICE As an alternative to having students write independently, you may want have them work in pairs. They can trade introductions with a partner and suggest ways to improve each other’s work.

SHARE WRITING Have volunteers share their writing with the class. Ask the class to identify the topic of each paragraph and the strategies used to gain the readers’ attention.



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The relative adverb donde | where introduces the subordinate clause vive. | it lives

The relative adverb cuando | when introduces the subordinate clause un animal se parece, o copia, a otro ser vivo o a un objeto. | an animal resembles or copies another living thing or object.

The relative adverb por la que | why introduces the subordinate clause los animales adaptan. | animals adapt.

El hábitat de un animal es donde vive.

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Usar adverbios relativos | Use Relative Adverbs


dondewhere

cuandowhen

por la quewhy

TEACH AND MODEL Explain to students that relative adverbs introduce adjective clauses. Remind students that an adjective clause is a subordinate clause that is used as an adjective to modify a noun or a pronoun. Examples of relative adverbs are donde, cuando and por la que (where, when, and why). Use the following examples to illustrate relative adverbs, the adjective clauses they introduce, and the noun or pronoun each modifies.

PRACTICE Display the relative adverbs donde, cuando, and por la que (where, when, and why). Ask: ¿Qué tipo de información proporciona cada adverbio relativo? (lugar, tiempo, razón) | What type of information does each relative adverb provide? (place, time, reason). Then have students write their own sentences using relative adverbs.


El mimetismo ocurre cuando un animal se parece, o copia, a otro ser vivo o a un objeto.

La razón principal por la que los animales adaptan es que los ayuda a sobrevivir.




“¿Cómo dices?,” pp. 12–137LECCIÓNLESSON

OBJETIVOSOralidad Hacen y contestan preguntas para activar conocimiento previo y predecir el tema de un texto.

Enfoque Exploran la estructura de textos informativos.

Determinan la idea principal y los detalles clave de un texto.

Interpretan información presentada visualmente.

OBJECTIVESOracy Ask and answer questions to activate prior knowledge and predict the topic of a text.

Focus Explore text structure of informational text.

Determine the main idea and key details of a text.

Interpret information presented visually.



AVERAGE QUALITATIVE MEASURES

Levels of Meaning informational text; figurative language: idiom; factual information is presented clearly

Structure clearly connected ideas; predictable structure; captions


natural, conventional language; some academic vocabulary


addresses scientific concepts; topic may be familiar but perhaps with new details; text assumes familiarity with the animals mentioned


Use the rubric to familiarize yourself with the text complexity of “¿Cómo dices?”


BUILD BACKGROUND KNOWLEDGE Tell students: Vamos a leer un texto sobre cómo se comunican los animales. Los animales no pueden hablar como lo hacemos nosotros. Comentemos entre todos de qué formas creen ustedes que los animales se comunican. | We’re going to read a text about how animals communicate with each other. Animals cannot talk as we do. Let’s discuss together the ways in which you think animals communicate with each other. Have students work in pairs to ask and answer questions about ways animals convey messages.

PRETEACH VOCABULARY The following words will be helpful for students to know before reading the text: demostraciones, fonaciones, and tacto. Write each word on the board and help students deduce their meaning by relating them to words with a similar derivation process. For example, for demostraciones, say: Cuando construyo cosas, hago construcciones. Cuando preparo cosas, hago preparaciones. ¿Y cuando demuestro cosas? (Hago demostraciones.) | When I construct things, I do constructions. When I prepare things, I make preparations. And when I demonstrate things? (demonstration) Then, act out the word by modeling something in front of the class. Say: Yo acabo de demostrarles algo. Lo que hice es entonces una ___. (demostración) | I just demonstrated something to you. So, what I did was a ___. (demonstration)





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Usar la estructura del texto para determinar las ideas principalesUse Text Structure to Determine Main Ideas



SET THE PURPOSE Focus the instruction for the lesson by sharing the following Enduring Understanding: Los escritores usan las estructuras organizativas, la elección de palabras específicas y la evidencia al explicar un tema. [Writers use organizational structure, specific word choice, and evidence when explaining a topic.] Vamos a leer el texto “¿Cómo dices?” para ver lo que podemos aprender sobre cómo usar la estructura para determinar las ideas principales. | We are going to read the text “¿Cómo dices?” to see what we can learn about how to use text structure to determine main ideas.

ENGAGE STUDENTS Tell students they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿Cómo resumen las ideas los lectores a través del uso de pistas del texto y de los elementos gráficos de apoyo? ¿Cómo investigan los escritores y usan las ideas de los textos informativos? | How do readers summarize ideas by using clues from both text and supporting visuals? How do writers research and use ideas from informational texts? Tell students: En esta lección, vamos a ver cómo la estructura del texto y las palabras específicas que usa el autor nos sirven para entender el tema. También aprenderemos cómo los escritores usan la estructura organizativa del texto para explicar un tema. | In this lesson we are going to see how text structure and the author’s specific word choices help us understand a topic. We will also learn how writers use a text’s organizational structure to explain a topic.


TURN AND TALK After reading, have students turn to a partner and discuss this question using details from the text: ¿Cómo presenta el tema el autor? ¿Qué es lo primero que dice? (Nos hace preguntas a los lectores, nos da ejemplos de comunicación sin palabras y luego nos invita a pensar qué hacen los animales para comunicarse). | How does the author present the topic? What is the first thing he tells us? (He asks the reader questions, gives examples of communication without words, and then invites us to think about what animals do to communicate.) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.



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KEY VOCABULARY For students to understand the different types of animal communication, it will be important for them to know the meaning of the verb emitir. Point out that this verb can be used to refer to the production of words, sounds, or visual signals for communication purposes. Have students find occurrences of this verb in the text, and tell which type of communication it refers to in each case.

STrATEGIc SUPPOrT

READING ANALYSIS Point out that the text begins by asking the reader a question. Ask the students what they think the purpose of this question is. Explain that writers of informational texts use this strategy as a way to engage the reader by linking the topic of the text to something the reader can relate to. Students should also notice that the text provides several examples of specific animals and how they communicate. This is an important way to provide interesting details for readers to learn about animal communication.

L7SEGUNDA LEcTUrA

SEcOND rEAD


cITE TEXT EVIDENcE Engage the class in a discussion about what they just read. Remind students that writers use organizational structure, specific word choice, and evidence when explaining a topic. Use these questions, forms of which appear at the end of the reading selection, to guide the discussion, and ask students to support their answers with evidence.

•¿Cómo se comunican los animales sin palabras? Mencionen tres ejemplos del texto. (Respuestas posibles: Los pavos reales despliegan sus plumas para atraer a su pareja; las aves cantan para advertir sobre un depredador; los elefantes se saludan poniendo la punta de la trompa en la boca de otro elefante.) | How do animals communicate without words? Mention three examples from the text. (Possible responses: Male peacocks display their plumage to attract mates; birds sing to warn of predators; elephants greet each other by putting the tip of their trunk in the other elephant’s mouth.)

•¿Cuál creen que es la idea principal que el escritor está tratando de compartir? Nombren varios detalles del texto que apoyen esta idea. (Los animales no pueden hablar, pero tienen muchas formas de comunicarse: usan demostraciones visuales, sonidos y el sentido del tacto para transmitir distintos mensajes.) | What is the main idea that the author is trying to share? Name details that support this idea. (Animals cannot talk, but they have many ways to communicate with each other: they use visual demonstrations, sounds, and their sense of touch to transmit different messages.)

•¿Sobre qué método de comunicación animal les gustaría aprender más? Piensen en tres preguntas de investigación. | Which method of animal communication would you like to learn more about? Think of three research questions. (Responses will vary, but students may want to research animals that are not mentioned in the text or other forms of communication, such as high-frequency sounds by bats.)

ObjETIVOSUsan la estructura de un texto, incluida la organización en párrafos, como guía para entenderlo.


ObjEcTIVESUse text structure, including organization in paragraphs, as a guide for understanding the text.




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despliegan, p. 12 destello, p. 12

• Have students find and read sentences from the text that contain the Benchmark Vocabulary.






TEXT STRUCTURE Explain to students that writers of informational texts organize content to help readers understand the concepts. Tell students that readers can use text features, such as headings and organization in paragraphs, as cues to the text structure of main ideas and details. Provide copies of the Main Idea Chart on p. TR20.

MODEL Veamos cómo organizó el autor la información. Hay globos con palabras muy destacadas junto a las fotos, que están al lado de distintos párrafos. Creo que las palabras de los globos indican los tipos de comunicación animal y que están al lado de los párrafos que explican y dan ejemplos de ese tipo de comunicación. | Let’s see how the author organized the information. There are bubbles with large words next to the pictures beside different paragraphs. I think the words in the bubbles show the types of animal communication and they are next to the paragraph where the author explains and gives examples of that type of communication.

PRACTICE/APPLY Have students work independently or in small groups to complete the graphic organizer. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have students discuss the text structure as a clue to the main idea of the text.

VistaLos pavos reales despliegan sus plumas delante de las hembras.Las luciérnagas macho usan luz para atraer a las hembras.

SonidoLas ballenas usan fonaciones para comunicarse con otras ballenas.Las aves cantan y emiten voces para atraer a una pareja o advertir sobre un depredador.

TactoLas madres elefante usan la trompa para acariciar a su cría o para disciplinarla.

Comunicación

Idea principal






STRUCTURE Have students look at the pictures on pp. 12–13 of the text. Este texto habla de cómo se comunican los animales ¿Qué animales hay en estas fotos? ¿Cómo creen que se están comunicando? | This text is about how animals communicate. What animals do you see in these pictures? How do you think they are communicating?

LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Informativo | Benchmark Vocabulary Routine: Informational on p. TR10 to assess students’ understanding of despliegan and destello.

THEME AND KNOWLEDGE DEMANDS Activate students’ background knowledge. Explain that the text is about how animals communicate with each other. ¿Qué formas de comunicación conocen que no necesiten palabras? ¿Qué tipo de información creen que quieren comunicar los animales? | What forms of communication do you know that do not need words? What information do you think animals might want to communicate?

BUILD ACCOUNTABILITY Announce the two focus points that students will apply to their self-selected texts. Guide students in applying the strategies they used to understand today’s Reading Analysis lesson to their self-selected texts. Aprendimos que notar cómo usa el autor palabras destacadas y la organización en párrafos para presentar la información nos ayuda a entender la estructura del texto. Hoy, cuando lean, noten los títulos, las palabras destacadas y la información visual del libro. Úsenlos para encontrar las ideas principales y los detalles clave que siguen. | We learned that noticing the author’s emphasis of certain words and the organization in paragraphs to present information helps us to understand the text structure. Today as you are reading, take note of any headings, boldfaced print, and visual information in the book. Use them to help you find main ideas and the key details that follow.

•Process Focus: Engagement and Identity Have students record their reading in a daily reading log. Students should tell if they are enjoying their book, describe why or why not, and note the title, author, and pages they read.

•Strategy Focus: Comprehension Have students review with you how they were able to use the author’s organization of information to understand the main idea. Ask them to explain how visuals and headings helped their understanding of main ideas and key details.







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QUICK CHECK

VERIFICAR EL PROGRESOMONITOR PROGRESS

If . . . students are making mistakes sounding out words,

then . . . encourage them to use decoding strategies, such as identifying word parts, to decode words.

If . . . students are pronouncing words incorrectly,

then . . . remind them that using context clues can help them recognize words and read them correctly.

FLUENCYACCURACY Remind students that when readers read aloud, they read with accuracy. This means they read words correctly. Sometimes readers recognize words immediately, and sometimes they use word parts to decode unfamiliar words. Have students follow along as you read aloud from “¿Cómo dices?,” modeling accuracy by enunciating words clearly. Then have students take turns reading aloud a portion of an appropriately leveled text, reading with accuracy.

Use this mini-lesson with students who can easily understand the use of text structure to explain ideas in “¿Cómo dices?”

TEXT STRUCTURE Use these questions to have students explain how the call-out words and pictures on pp. 12–13 contribute to their understanding of main idea and key details in the text:

• ¿Cómo ayudan las palabras destacadas a explicar la idea principal? | How do the call-out words help explain the main idea?

• ¿Por qué creen que el autor eligió incluir elementos visuales en lugar de usar solamente texto para presentar la información? | Why do you think the author chose to include visuals instead of just using text to present information?

READING ANALYSIS EXTENSION

Use this mini-lesson with students who struggle with understanding the use of text structure to explain ideas in “¿Cómo dices?”

TEXT STRUCTURE Model how to connect the call-out words in the bubbles with key details in the text. Point to the first word in a bubble on p. 12, “Vista.” Explain that the size of this word’s font is a cue that the author is presenting a main idea. Then, read aloud the sentences of the paragraph right next to this bubble.

• ¿Cómo se comunican los animales a través de la vista? (colores, luces) | How do animals communicate through sight? (colors, lights)

• ¿En qué parte del texto se habla de la comunicación a través de la vista? (en el párrafo que está justo al lado de la palabra destacada Vista) | Which part of the text mentions communication through sight? (the paragraph just to the side of the called-out word Vista) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.



Escritura informativa/explicativa | Informative/Explanatory WritingUsar la organización clara | Use Clear Organization

SET THE PURPOSE Explain to students that most writers create a first draft of their piece to get their ideas down, and then revise their work. Say: Al escribir borradores, los escritores consideran cómo las ideas y los hechos deberían estar organizados. | As they write drafts, writers consider how facts and ideas should be organized. Explain to students how they can organize the text. Say: A menudo los escritores comienzan con un párrafo de introducción. Luego desarrollan su tema con párrafos que proporcionan información sobre el tema. | Writers often begin with an introductory paragraph. Then they develop their topic with body paragraphs that provide information about the topic.

TEACH AND MODEL Tell students that when revising, writers review how information is organized. They may need to reorganize their writing to clarify ideas. El escritor comienza con una introducción que expresa el enfoque principal del texto. Al final, el escritor relaciona la manera en que se comunican los animales con la manera en que nosotros nos comunicamos para resumir la idea principal. | The writer begins with an introduction that states the main focus of the writing. At the end, the writer relates the way different animals communicate to the way we communicate to summarize the main idea.


• Prepare Tell students that when revising their writing, they should review how the information is organized. Have them consider whether all the information supports the main topic of the text.

• Organize Review “¿Cómo dices?” to model revising. El escritor nos dice cómo el elefante usa la trompa para comunicar. No incluye otras maneras en las que el elefante usa la trompa porque no están relacionadas con la idea principal. | The writer tells us how the elephant uses its trunk to communicate. The writer did not include other ways that the elephant uses its trunk because they are not related to the main idea.

• Write Brainstorm with students to list linking words they can use to connect ideas. Have volunteers give examples of using these words.


INDEPENDENT PRACTICE Direct students to review the writing they have developed. Have them check that their writing includes all the elements of good informative/explanatory writing.

COLLABORATIVE PRACTICE Have students trade papers with a partner and check each other’s work for good organization.

SHARE WRITING Ask volunteers to share their writing with the class.

OBJETIVOSEscriben textos informativos/explicativos para examinar un tema y comunicar información claramente.

Usan la organización clara al escribir.

Usan las mayúsculas correctamente

OBJECTIVESWrite informative/ explanatory text to examine a topic and convey information clearly.

Use clear organization when writing.

Use capitalization correctly.



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PRACTICE Have students practice using correct capitalization. Write on the board different questions, such as, ¿Cómo se llama su cantante favorito? Nombren un estado o región que hayan visitado. Escriban el nombre de un libro o periódico que hayan leído. | What is the name of your favorite singer? Name a state or region that you have visited. Write the name of a book or newspaper that you have read. Ask students to write the answers.



Mayúsculas | Correct Capitalization


mayúsculacapital letter

sustantivo propioproper noun

TEACH AND MODEL Remind students that proper nouns are nouns that name individual people, places, and things. Proper nouns are capitalized. Examples are names of people; names of places like cities, states, regions, countries, and continents; and things like a specific book or newspaper.

Write these two sentences on the board: Los elefantes viven en África. Benito Juárez fue uno de los presidentes mexicanos más famosos. | Elephants live in Africa. Benito Juárez was one of Mexico’s most famous presidents. Point out the the words África and Benito Juárez are capitalized because they are proper nouns. Have students make a list of five proper nouns. Verify that they are using proper capitalization.

Writing Keystone Checklist

Informative/Explanatory WritingUse this checklist to assess students’ informative/explanatory writing.

Achieved Notes

Develop an informative/ explanatory topic clearly with main ideas and details.

Structure and organizeinformative/explanatory writing.

Add visuals to support the text.

Revise and proofread informative/explanatory text.





BUILD BACKGROUND KNOWLEDGE Tell students: ¿Recuerdan lo que leímos sobre el camuflaje en “Un ‘ropaje’ de muchos colores”? Hoy vamos a leer un texto informativo que trata de cómo se adaptan los animales a su entorno para poder sobrevivir. El camufaje es una forma de adaptación. | Remember what we read about camouflage in “Un ‘ropaje’ de muchos colores”? Today we’re going to read an informational text about how animals adapt to their environment to survive. Camouflage is one way of adapting. Write on the board: “El camuflaje ayuda a los animales a sobrevivir.” Lead a discussion about animal camouflage with the class. Prompt students to recall examples of animal camouflage from “Un ‘ropaje’ de muchos colores.” Write examples of students’ answers on the board.

PRETEACH VOCABULARY The following word will be helpful for students to know before reading the text: mimetismo. Write the word on the board and explain its meaning by showing pictures of animals, and asking a question that uses the word. Say: Los insectos palo se mimetizan con las pequeñas ramitas. El mimetismo ocurre cuando un animal copia a un objeto o a otro animal. | Walking sticks mimic small twigs. Mimicry is when animals copy an object or another animal. Show a picture of a walking stick. ¿Por qué creen que los insectos palo se mimetizan con las ramitas? (para protegerse) | Why do you think walking sticks mimic twigs? (to protect themselves)

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OBjETIVOsOralidad Usan conocimientos de una lectura previa para hablar de los detalles clave que apoyan una idea principal.

Enfoque Resumen las ideas principales y los detalles clave.

identifican los detalles clave que usa un escritor para apoyar los puntos principales.

Repasan las ideas clave y explican sus propias ideas y lo que comprendieron en función de lo que comentaron.

OBjECTIVEsOracy Use knowledge from a previous reading to talk about the key details that support a main idea.

Focus summarize main ideas and key details.

identify key details a writer uses to support main points.

Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

“Adaptarse para sobrevivir,” pp. 14–15




Levels of Meaning informational text

Structure clear connections among ideas


academic language; clear, literal language; images support the text; vocabulary includes some challenging, text-dependent words


simple theme; text assumes some familiarity with the topic


Use the rubric to familiarize yourself with the text complexity of “Adaptarse para sobrevivir.”





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Resumir las ideas principales y los detalles clave Summarize Main Ideas and Key Details



SET THE PURPOSE Focus the instruction for the lesson by sharing the following Enduring Understanding: Los escritores usan las estructuras organizativas, la elección de palabras específicas y la evidencia al explicar un tema. [Writers use organizational structure, specific word choices, and evidence when explaining a topic.] Vamos a identificar las palabras y la evidencia que usa el autor de “Adaptarse para sobrevivir” para resumir las ideas principales y los detalles clave del texto. | We are going to identify the words and evidence used by the author of “Adaptarse para sobrevivir” to summarize the main ideas and key details of the text.

ENGAGE STUDENTS Prompt students to recall what they read in “Un ‘ropaje’ de muchos colores.” Next, have them read the title on p. 14, “Adaptarse para sobrevivir,” and preview the text to see how the title is supported by the photographs. Tell students they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿Cómo resumen las ideas los lectores a través del uso de pistas del texto y de los elementos gráficos de apoyo? ¿Cómo investigan los escritores y usan las ideas de los textos informativos? | How do readers summarize ideas by using clues from both text and supporting visuals? How do writers research and use ideas from informational texts? Tell students: En esta lección, vamos a aprender cómo identificar las ideas principales y los detalles de apoyo que usan los escritores y cómo los lectores pueden resumirlos para comprender mejor el texto. | In this lesson we are going to learn how to identify the main ideas and supporting details writers use and how readers can summarize them to better understand the text.


TURN AND TALK After reading, have students turn to a partner and discuss this question using details and examples from the text: ¿Qué ejemplos de camuflaje y mimetismo da el autor como evidencia? (Camuflaje: la rana hoja, las manchas del leopardo [p. 14]; Mimetismo: la mariposa búho, la tortuga caimán [p. 15]) | What examples of camouflage and mimicry does the author provide as evidence? (Camouflage: the leaf frog, a leopard’s spots [p. 14]; Mimicry: the owl butterfly, the alligator snapping turtle [p. 15]) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.



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VOCABULARY Make sure all students understand the key concepts of depredador and presa. Preteach the meanings of these words in the text by drawing a two-column chart and guiding them to complete it with examples of depredador-presa animal pairs. Explain that this relationship between animals in nature is key to survival: animals need to avoid their predators and, in turn, find their prey. Check students’ understanding by asking yes/no questions.

STrATEGIc SUPPOrT

INTEGRATING KNOWLEDGE Help students use the text and the illustrations together to better understand the two adaptation mechanisms mentioned in the text: camouflage and mimicry. Have them reread the parts of the text that describe each animal’s appearance and then tell how the illustrations support the details in those descriptions.

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cITE TEXT EVIDENcE Engage the class in a discussion about what they just read. Remind students that readers summarize main ideas and identify key details a writer uses to support those ideas. Use these questions, forms of which appear at the end of the reading selection, to guide the discussion, and ask students to support their answers with evidence.

•¿En qué se parecen y en qué se diferencian el camuflaje y el mimetismo? (la pág. 14: “El camuflaje ayuda a los animales a sobrevivir. El color o la forma de un animal puede ayudarlo a esconderse a simple vista”) | How are camouflage and mimicry alike and different? (See Spanish.)

•¿Cuál creen que es la idea más importante que el escritor quiere que sepan? ¿Qué información se da para apoyar esa idea? (idea principal: la adaptación es importante para sobrevivir; detalles clave: el camuflaje ayuda a los animales a confundirse con el entorno; el mimetismo ayuda a los animales a engañar a los depredadores) | What do you think is the most important idea the author wants to convey? What information does he give to support that idea? (main idea: adaptation is very important for survival; key details: camouflage helps animals blend in with the environment; mimicry helps animals deceive their predators)

•Escriban una pregunta interesante sobre uno de los animales que usan el mimetismo o el camuflaje. ¿Dónde podrían hallar la respuesta a su pregunta? | Write an interesting question about one of the animals that uses camouflage or mimicry. Where can you find the answer to your question? (Answers will vary, but students should focus their questions about animals on one of the adaptive mechanisms for survival.)

ObjETIVOSResumen las ideas principales y los detalles clave.


Formulan y contestan preguntas específicas para aclarar o profundizar la información.

ObjEcTIVESSummarize main ideas and key details.


Formulate and respond to specific questions to clarify or follow up on information.



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desafíos, p. 14 provocado, p. 15 probabilidades, p. 15provoked probabilities

•Have students find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the English cognates provoked and probabilities.






SUMMARIZE Explain that to summarize a text, readers can examine both the text and any supporting visuals found in it to identify its main ideas and the key details that support these main ideas. Provide copies of the Main Idea chart on page TR20.

ModEl Enfóquense en el segundo párrafo de la página 14. Se introduce la idea principal en la primera oración: “La adaptación es lo que usan los animales para sobrevivir”. Todos los detalles del texto apoyan la idea de que muchos animales usan las adaptaciones para estar mejor preparados para enfrentar los desafíos de su entorno. Puedo escribir el primer detalle en el organizador gráfico: La rana hoja se camufla con las hojas para no ser vista por sus presas ni depredadores. | Focus on the second paragraph on page 14. The main idea is introduced in the first sentence: adaptation is what animals use to survive. All of the details in the text support the idea that many animals use adaptations to be better prepared for the challenges of their environment. I can write the first detail in the graphic organizer: The leaf frog camouflages itself with leaves to avoid being seen by its prey and its predators.

PRACTICE/APPlY Have students work independently or in small groups to complete the graphic organizer. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have students discuss the details from the text that support their ideas.

La rana hoja se camufla con las hojas para no ser vista por sus presas ni depredadores.

La mariposa búho se mimetiza con los búhos para asustar a sus depredadores.

La tortuga caimán usa su lengua con forma de lombriz para engañar a los peces y comerlos.

Los animales se adaptan a su entorno para sobrevivir.

Idea principal

Idea principal

Detalles clave






STRUCTURE Present the title of the text and have students look at the pictures on pp. 14–15. Según el título y las ilustraciones, ¿de qué creen que se trata este texto? ¿Por qué piensan que el autor decidió incluir estas ilustraciones? | Based on the title and the illustrations, what do you think this text is about? Why do you think that the author decided to include these illustrations?

LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Informativo | Benchmark Vocabulary Routine: Informational on p. TR10 to assess students’ understanding of desafíos, provocado, and probabilidades. Also use the list of English cognates on p. 67 of this Teacher’s Guide to guide your English-speaking students as they read.

THEME AND KNOWLEDGE DEMANDS Activate students’ background knowledge. Explain that the text is about the adaptation of animals to the challenges of their environment and the mechanisms that they use to survive. ¿Qué recuerdan sobre el camuflaje de lo que leímos en “Un ‘ropaje’ de muchos colores”? ¿Qué animales pueden mencionar que usen este mecanismo de adaptación? | What do you remember about camouflage from what we read in “Un ‘ropaje’ de muchos colores”? What animals can you name that use this adaptive mechanism?

BUILD ACCOUNTABILITY Announce the two focus points that students will apply to their self-selected texts. Guide students in applying the strategies they used to understand today’s Reading Analysis lesson to their self-selected texts. Aprendimos que identificar y resumir las ideas principales y los detalles que apoyan cada idea principal nos ayuda a comprender un texto. Elijan uno o más párrafos del texto y escriban la idea principal y al menos dos detalles de apoyo que ayuden a aclarar esa idea. | We learned that identifying and summarizing main ideas and the details that support each main idea help us understand a text. Select one or more paragraphs in the text and write the main idea and at least two supporting details that help make that idea clear.

•Process Focus: Stamina Tell students to select a book they will enjoy reading for a sustained period. Suggest they consider choosing a book that interests them or is a favorite of a classmate. The book may have interesting pictures or a unique title.

•Strategy Focus: Comprehension Have students review with you the charts with some of the ideas and details. Ask them to summarize these for you and describe how they develop over the course of the reading.







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Quick check


If . . . students are reading without expressive understanding,

then . . . encourage them to pay close attention to the meaning of the words and phrases as they read aloud.

If . . . students are not pausing in appropriate places,

then . . . remind them to pay attention to the punctuation marks for clues about when to slow down or stop.

fluencyappropriaTe phrasing Have students follow along as you read aloud the second and third paragraphs of the text. Tell them to listen to how you use proper phrasing to read the text with purpose and understanding. Point out how you use punctuation marks as clues that tell you when to pause and how to emphasize phrases.

Use this mini-lesson with students who struggle with identifying and summarizing the main idea and key details in “Adaptarse para sobrevivir.”

suMMariZe Model how to summarize the fourth paragraph on p. 14 of the text. Explain that the first sentence suggests the main idea that mimicry is an adaptation mechanism that helps animals survive. Connect the idea to the visual on p. 15. Then have students find details about the owl butterfly on p. 15 that support that main idea: El ala de la mariposa búho tiene una mancha grande. La mancha parece el ojo de un búho. Los depredadores creen que la mariposa es un búho y no se acercan. | The wing of the owl butterfly has a big spot. The spot looks like an owl’s eye. Predators think that the butterfly is an owl and stay away. Have students complete their own Main Idea chart.

Invite students to chart the main idea and details from the second paragraph on p. 15. Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

Use this mini-lesson with students who can easily identify and summarize the main ideas and key details in “Adaptarse para sobrevivir.”

suMMariZe First, have students complete a Main Idea chart for the second and third paragraphs on p. 14, identifying the main idea and the key details. Have them use the organizer to summarize the section. Then discuss these questions.

•¿Cómo se relaciona la idea principal de esta sección con el tema del texto? (Respuesta posible: El tema del texto es la adaptación y la idea principal de esta sección es el camuflaje, que es un mecanismo de adaptación.) | How does the main idea of this section relate to the theme of the text? (Possible answer: The theme of the text is adaptation and the main idea of this section is camouflage, which is an adaptive mechanism.)

•¿Qué detalles clave apoyan la idea principal de esta sección? (Los ejemplos de camuflaje: rana hoja y leopardo.) | What key details support the main idea of this section? (The examples of camouflage: leaf frog and leopard.)

reaDing analysis eXTension



Escritura informativa/explicativa | Informative/Explanatory WritingEditar y presentar | Publish and Present

SET THE PURPOSE Explain to students that once they have finished revising their writing, the next step is to publish and present it. Say: Esta es la fase del proceso de escribir en la que los escritores comparten su texto. Ya que editar y presentar es la etapa final del proceso de escribir, es importante que los estudiantes la planeen cuidadosamente. | This is the part of the writing process during which writers share their work. Because publishing and presenting is the final stage of the writing process, it is important for students to plan it out carefully.

TEACH AND MODEL Say: Para editar y presentar sus textos, necesitan pensar en la mejor manera de compartirlos. | In order to publish and present your writing, you need to consider how best to share your work. Guide students through considering several steps of publishing work, such as creating a correct, neat, well-written or printed copy of their writing; using computer software to lay out information in a strong, interesting way; using computer software and/or other visual sources to present photos, diagrams, and illustrations, including titles and captions when appropriate, and explaining how they support the text. Discuss the advantages of each step of presentation.


•Prepare Explain to students that the presentation of informative/explanatory writing should reinforce its purpose. Students should choose a method of publishing and presenting that suits this style of writing and emphasizes the main ideas.

•Organize Help students decide which presentation method they will use. Explain how to plan the method of presentation. Since adaptive traits in nature is a topic of interest to students of this age, they will present their work orally to their classmates.

•Write Help students identify any necessary changes to their writing, based on the style of presentation they choose, such as making sure the paper is formatted neatly for a hard copy, or including captions for visuals.


INDEPENDENT PRACTICE Ask students to publish and present the revised version of the informative paper they have been working on.

COLLAbORATIVE PRACTICE Arrange students into small groups and have each student present their writing to the group.

SHARE WRITING Ask volunteers to share their writing with the class. Ask the class to discuss how the presentation effectively explained the topic.

ObjETIVOSEditan y presentan textos.

Usan correctamente el acento escrito de acuerdo con el acento tónico en las palabras.

Reconocen cuándo una vocal fuerte y una vocal débil o dos vocales débiles forman hiato y ponen el acento escrito sobre la vocal en la que cae el acento tónico.

ObjECTIVESPublish and present writing.

Use the written accent correctly according to the stressed syllable in words.

Recognize when an open vowel and a closed vowel or two closed vowels form a hiatus and add the written accent to the stressed vowel.



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Acento ortográfico | Written Accent


acento escritowritten accent

vocalvowel

fuertestrong

débilweak

hiatohiatus

TEACH AND MODEL Say: Las vocales fuertes, o también conocidas como vocales abiertas, son a, e y o. Las vocales débiles, o vocales cerradas, son i y u. | The strong vowels, also known as open vowels, are a, e, and o. The weak vowels, or closed vowels, are i and u. Display the following table on the board.

vocales fuertes (abiertas) |strong (open) vowels

vocales débiles (cerradas) |weak (closed) vowels

a, e, o i, u

Explain that when a strong vowel and a weak vowel appear together in a word and the stress is on the weak vowel, a written accent should be placed on top of the weak vowel, as in raíz. When the word is divided into syllables, these vowels are separated into two syllables. Reinforce that by reading aloud and separating the sounds in the word raíz: ra-íz. Say: A esto se le llama hiato. | This is called a hiatus.

Write these words on the board: baúl, hacía, mío. Say: Veamos la palabra baúl. Tiene dos vocales juntas, la a y la u. La a es una vocal fuerte y la u es una vocal débil. Como la fuerza de voz está en la vocal débil, la u, voy a colocar un acento escrito en la u. Después divido la palabra en dos sílabas: ba-úl. | Look at the word baúl. It has two vowels that appear together: a and u. The a is a strong vowel and the u is a weak vowel. Since the stress is on the weak vowel, the u, I’m going to place an accent mark on top of the u. Then I divide the word into two syllables: ba-úl. Repeat this with the other two words from the board.

PRACTICE Tell students you are going to read aloud a series of words for them to write down. When you first read aloud the list, they should listen for the vowel sounds in each word. When you reread each word, they should write it and place a written accent on the vowel sound that is stressed. Read aloud these words for students: leía, oído, río, quería, maíz, Raúl, países, caída. After students have written each word, ask them to divide each word into syllables. Review students’ work, offering corrective feedback as needed.


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Palabras provenientes de otros idiomas | Words from Other Languages • PointouttostudentsthatmanySpanishwordsarebasedonwordsfromotherlanguagesorareactualforeignwords.ThewordthatservesasabasisforanewwordinSpanishiscalledthe“root.”

• Writemimetismoontheboard.Say:Lapalabraestábasadaenlapalabragriegamimetós,quesignifica“imitar”.¿Cómoserelacionaelsignificadodelaraízextranjeraconelsignificadodelapalabra? | ThewordisbasedontheGreekwordmimetós,whichmeans“imitate.”HowdoesthemeaningoftheforeignrootrelatetothemeaningoftheSpanishword?

• Writeanfibioontheboard.Say:Estapalabravienedelapalabralatinaamphibia,quesignifica“doblevida”.¿Cómodescribeestapalabralavidadelosanfibios?| ThiswordcomesfromtheLatinwordamphibia,meaning“doublelife.”Howdoesthisworddescribethelifeofamphibians?

For cross-language support, see p. 93 in this Teacher’s Guide and the Contrastive Analysis Charts in the BiliteracyPathwayHandbook.


BUILD BackgroUnD knowLeDge Tell students: Vamos a comparar tres textos que hablan de varios animales y de cómo se adaptan a su entorno. Comentemos entre todos las ideas que recordamos sobre ¿Qué son los anfibios?, “Un ‘ropaje’ de muchos colores” y “Adaptarse para sobrevivir”. | We’re going to compare three texts that talk about animals and how they adapt to their environment. Let’s discuss together the ideas that we recall about ¿Qué son los anfibios?, “Un ‘ropaje’ de muchos colores,” and “Adaptarse para sobrevivir.” Provide language frames for students to talk about the connections they make, such as: En este texto se dice que ___; eso me recuerda a ___.

PreTeacH VocaBULarY The following compare-and-contrast phrases will be helpful for students to know before making connections across the texts: al igual que, a diferencia de, de modo similar, pero, por el contrario. Draw a two-column chart on the board with the headings Comparar and Contrastar. Introduce the meaning of each phrase. Have students tell whether the phrase is used to express similarities or differences between ideas. Encourage students to say aloud other sentences using comparison/contrast phrases.

LECCiónLESSon

oBjeTIVosOralidad Comentanloquerecuerdansobrelecturaspreviasparahacerconexionesentrelasideasdeesostextos.

Enfoque Vuelvenaleerparahacerconexionesentrelostextos.

Comparaninformaciónpresentadadedistintasformasendiversasfuentes.

oBjecTIVesOracyDiscusswhattheyrecallaboutpreviousreadingstomakeconnectionsbetweentheideasfromthosetexts.

Focus Rereadtomakeconnectionsacrosstexts.

Compareinformationpresentedindifferentwaysfromdifferentsources.

¿Qué son los anfibios?, “Un ‘ropaje’ de muchos colores,” “Adaptarse para sobrevivir”9





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Hacer conexiones entre textos Make Connections Across Texts



SEt tHE PuRPOSE Focus the instruction for the lesson by sharing the following Enduring Understanding: Los lectores usan información que se presenta de diferentes maneras y de diferentes fuentes para entender un tema. [Readers use information presented in different ways and from different sources to understand a topic.] Vamos a repasar distintos textos de esta unidad para hacer conexiones entre ellos y entender mejor el tema. | We are going to review different texts from this unit to make connections across them and better understand their themes.

ENGAGE StudENtS In pairs or small groups, have students reread and take notes from the three texts to summarize the main ideas. Point out that the goal of the lesson is to make connections across texts, so encourage students to keep the following Essential Questions in mind as they reread the texts: ¿Cómo resumen las ideas los lectores a través del uso de pistas del texto y de los elementos gráficos de apoyo? ¿Cómo investigan los escritores y usan las ideas de los textos informativos? | How do readers summarize ideas by using clues from both text and supporting visuals? How do writers research and use ideas from informational texts? As a class, share the summaries and the answers to the questions, addressing any further questions, gaps, or misunderstandings. Say: En esta lección, vamos a comparar información que está presentada de distintas maneras en distintas fuentes para hacer conexiones entre los textos. | In this lesson we are going to compare information presented in different ways and from different sources to make connections across texts.

REAd As you review the texts, use the appropriate reading routine from pp. TR2–14. In this review, have students pay particular attention to related information across the texts.

tuRN ANd tALK After reviewing, have students turn to a partner and discuss this question using details and examples from the texts: Lean la oración “Los anfibios también tienen que evitar los ataques de las aves desde el aire”. de la página 17 de ¿Qué son los anfibios? ¿Qué fotografía del texto “Adaptarse para sobrevivir” ilustra la idea de esa oración? ¿Cómo lo hace? (La foto de la rana hoja muestra una manera en la que los anfibios se camuflan para que no los ataquen los depredadores, por ejemplo las aves.) | Read the sentence on page 17 of ¿Qué son los anfibios? (See Spanish.) What picture from the text “Adaptarse para sobrevivir” illustrates the idea of that sentence? How? (The picture of the leaf frog shows one way amphibians use camouflage to avoid being attacked by predators, such as birds.) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.



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KEY TERMS Help students learn key words and phrases that will help them compare the three texts throughout the lesson. For example, define the words that will help them describe specific connections, such as hábitat, entorno, and camuflaje, as well as words that will help with the description of animals, such as depredador and carnívoro. Have students use the words in oral or written sentences about the texts.

STrATEGIc SUPPOrT

KEY IDEAS If students struggle to identify the focus of the texts, have them think about what each text is generally about or what it is trying to convey to readers. They might pick out words that are repeated in each text and across the three texts and explore how these help represent the focus.

L9SEGUNDA LEcTUrA

SEcOND rEAD


cITE TEXT EVIDENcE Engage the class in a discussion about what they just read. Remind students that readers can make connections across texts to better understand a topic. Use these questions to guide the discussion, and ask students to support their answers with evidence.

•¿En qué se parecen el tema de “Un ‘ropaje’ de muchos colores” y “Adaptarse para sobrevivir”? (Respuesta posible: Los dos textos hablan de cómo se camuflan los animales para sobrevivir.) | How are the topics of “Un ‘ropaje’ de muchos colores” and “Adaptarse para sobrevivir” similar? (Possible response: Both texts talk about how animals use camouflage in order to survive). | ¿Qué pistas del texto nos ayudan a ver esa similitud? (Respuesta posible: En los dos textos se mencionan y repiten las palabras camuflaje y entorno para explicar cómo funciona esta adaptación animal; los dos textos tienen fotos que muestran animales camuflados en su entorno.) | What are some text clues that help us find this similarity? (Possible response: Both texts mention and repeat the words camuflaje and entorno to explain how this animal adaptation works; both texts show pictures of animals using camouflage to blend in with their environment.)

•¿Cómo pueden relacionar el tema de ¿Qué son los anfibios? con el tema de los otros dos textos? (Los anfibios tienen un tipo de adaptación especial ya que pueden vivir en tierra y en agua; algunos anfibios se mimetizan o camuflan.) | How can you connect the theme of ¿Qué son los anfibios? with the other two texts? (Amphibians have a special type of adaptation, since they can live both in the water and on land; some amphibians can use mimicry or camouflage).

ObjETIVOSHacen conexiones entre distintos textos.


ObjEcTIVESMake connections across texts.





genealógico, p. 6 desaparición, p. 30 entorno, p. 10 probabilidades, p. 15(Anchor Text) (Anchor Text) (Detective) (Detective)

•Have students find and read sentences from the texts that contain the Benchmark Vocabulary. Discuss again the English cognates genealogical, disappearance, and probabilities.






MAKE CONNECTIONS Remind students that making connections across texts involves identifying similarities. Students can make connections between elements such as topics, main ideas, and means of presentation. Provide the Three-Column Chart on p. TR24.

MOdEl Escribo el título de cada texto en el recuadro de arriba de cada columna. Comienzo la tabla con el tema central de cada texto. En la columna de “Adaptarse para sobrevivir”, escribo “Mecanismos de adaptación de los animales: camuflaje y mimetismo”. Luego, completo el tema central de los otros textos. Continúo con las ideas principales y los tipos de información (como las fotos, diagramas e ilustraciones) para relacionar los textos. | I put the title of each text in the box at the top of each column. I begin the chart with the key topic of each text. In the column “Adaptarse para sobrevivir,” I write (See Spanish.). Then I fill in the topic of each of the other texts. I continue with main ideas and types of information (such as photos, diagrams, and illustrations) to connect texts.

PRACTICE/APPlY Have students work independently or in small groups to complete the graphic organizer. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have students make comparisons and contrasts across texts.

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¿Qué son los anfibios?

“Un ‘ropaje’ de muchos colores”

“Adaptarse para sobrevivir”

• Descripción de los anfibios, sus cuerpos, sus sentidos, sus hábitats

• Adaptaciones, presas y depredadores, reproducción

• Ejemplos de cómo se camuflan y cambian de color ciertos animales

• El camuflaje es importante para sobrevivir

• Mecanismos de adaptación de los animales: camuflaje y mimetismo

• Ejemplos de adaptaciones para atraer presas y evitar depredadores



UNLOCK THE TEXT



LEVELS OF MEANING See pp. 2, 48, and 64 of this Teacher’s Guide for levels of meaning and text purpose.

STRUCTURE Have students browse the texts, focusing on similarities and differences between the structures. ¿Qué tienen en común las estructuras de “Un ‘ropaje’ de muchos colores” y “Adaptarse para sobrevivir”? ¿En qué se diferencia la estructura de ¿Qué son los anfibios? | How are the structures of “Un ‘ropaje’ de muchos colores” and “Adaptarse para sobrevivir” similar? How is the structure of ¿Qué son los anfibios? different?

LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Informativo | Benchmark Vocabulary Routine: Informative on p. TR10 to assess students’ understanding of genealógico, desaparición, entorno, and probabilidades. Also use the English cognates that appear in the Benchmark Vocabulary sections of the lessons to guide your English-speaking students as they read.

THEME AND KNOWLEDGE DEMANDS Activate students’ background knowledge. Explain that the texts are about the way animals adapt to different environments in order to survive. ¿Por qué creen que el camuflaje que tienen algunos animales los ayuda a sobrevivir? | Why do you think that the ability to camouflage themselves helps some animals survive?

BUILD ACCOUNTABILITY Announce the two focus points that students will apply to their self-selected texts. Guide students in improving their oral reading skills using the text they have selected. Leer en voz alta no es lo mismo que leer en silencio. Cuando leen en voz alta, deben tener en cuenta a sus oyentes. Tienen que leer al ritmo adecuado. Cuando lean hoy, busquen un fragmento que les haya gustado mucho. Practiquen leerlo en voz alta muchas veces en un susurro. | Reading aloud is different from reading to oneself. When you read aloud, you have to think about your listeners. You need to read at the proper pace. In your reading today, find a passage that you particularly enjoy. Practice reading it aloud several times in a quiet whisper.

•Process Focus: Engagement and identity Tell students to write down the page numbers they read today and one main topic or event from each page that they particularly enjoyed or found interesting. Have them tell why.

•Strategy Focus: Vocabulary Knowledge Have students read aloud to the class or a partner the passage they practiced.







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If . . . students are reading without expression,

then . . . encourage them to select which information is most interesting in the passage, and practice highlighting that information by reading it expressively.

If . . . students are reading without understanding,

then . . . remind them to think about what the passage is saying and practice presenting the passage several times with this renewed understanding.

fluencyeXpression Explain that reading with expression in informational texts helps highlight interesting facts and demonstrates an understanding of the text. Have students follow along as you model reading aloud from ¿Qué son los anfibios? Then have students take turns reading aloud a portion of “Adaptarse para sobrevivir.”

reaDing analysis eXTension Use this mini-lesson with students who can easily make connections

among ¿Qué son los anfibios,? “Un ‘ropaje’ de muchos colores,” and “Adaptarse para sobrevivir.”

Make connecTions First, have students complete the Three-Column Chart for the three texts. Then have them identify additional ideas shared by at least two of the texts and repeat the process using graphic organizers. Use the following discussion to clarify their understanding of the connections.

•Miren las fotografías de “Un ‘ropaje’ de muchos colores”. ¿Por qué hay fotografías de dos búhos de colores tan distintos en la página 11? | Look at the photographs in “Un ‘ropaje’ de muchos colores.” Why are there pictures of two owls with very different colors on page 11?

•¿Qué tema se trata tanto en “Un ‘ropaje’ de muchos colores” como en “Adaptarse para sobrevivir”? | What topic is common to “Un ‘ropaje’ de muchos colores” and “Adaptarse para sobrevivir”?

Use this mini-lesson with students who struggle with making connections among ¿Qué son los anfibios,? “Un ‘ropaje’ de muchos colores,” and “Adaptarse para sobrevivir.”

Make connecTions Model how to make connections, or determine similarities and differences, among the three texts. Point to the photograph of the frog on p. 4 of ¿Qué son los anfibios? Have students locate a visual that provides related information in the other texts (for example, the leaf frog photo from “Adaptarse para sobrevivir”). Show students how to compare these visuals and put the information in the chart. Continue with another example of a topic, idea, or type of detail until students understand how to find and place these comparisons in the chart. Then have students complete their Three-Column Charts.

Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2. Invite students to consider contrast too, such as in the use of captions, which only happens in ¿Qué son los anfibios?



Escritura informativa/explicativa | Informative/Explanatory WritingDesarrollar una conclusión | Develop a Conclusion

SET THE PURPOSE Remind students that informative writing should end with a strong conclusion. Say: Las conclusiones efectivas resumen las ideas principales del texto. El escritor no debería presentar material nuevo en la conclusión. Sin embargo, el escritor puede reforzar la conclusión incluyendo una observación en la que los lectores pueden pensar. | Effective conclusions summarize the main points of the piece. In a conclusion, a writer should not introduce new material. Writers can, however, strengthen conclusions by including an observation that leaves the reader with something to think about. Explain that students should keep these things in mind when writing a strong conclusion.

TEACH AND MODEL Explain that an effective conclusion leaves a strong impression on readers. Review with them the last paragraph of “Adaptarse para sobrevivir” on p. 15 and help students see how the writer summarizes important ideas and details and adds interest by suggesting a fresh viewpoint. El escritor resume la idea principal diciéndonos que el camuflaje y el mimetismo ayudan a los animales a sobrevivir. Luego el escritor agrega interés animando al lector a buscar animales camuflados. | The writer summarizes the main idea by telling us that camouflage and mimicry help animals survive. Then the writer adds interest by encouraging the reader to look for camouflaged animals.


• Prepare Have students discuss what might be the most important kind of information to summarize in their conclusions. Model summarizing using selections students have read.

• Organize Remind students that the conclusion should not repeat every thought about the topic. Suggest a text to summarize and have students offer the most significant details to include in a conclusion.

• Write Have students suggest an example of something the reader might think about after reading a text. Then model writing an effective “clincher” sentence, using the students’ example.


INDEPENDENT PRACTICE Have students write a conclusion to their work. Tell them that in their conclusion, they should restate their main points in a clear and concise summary. Ask them to include a “clincher” to make their conclusion engaging and interesting.

COLLABORATIVE PRACTICE You may want to have students work with a partner. They can trade their conclusions and suggest ways to strengthen each other’s work.

SHARE WRITING Ask volunteers to share their writing with the class. Ask the class to identify the clincher and what it made them think about.

OBJETIVOProveen una conclusión al escribir.

Usan correctamente palabras que frecuentemente se confunden.

OBJECTIVEProvide a conclusion when writing.

Correctly use frequently confused words.



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Palabras que se confunden a menudo | Frequently Confused Words


haya, hallathere is/there are, finds

votar, botarto vote, to throw away

TEACH AND MODEL Remind students that some words sound alike but might be spelled differently and have different meanings. Tell them to be sure to select the correct form of words. Write the following sentences on the board: Dudo que haya frutas frescas en el mercado hoy. La conclusión se halla al final de los textos. Juan dice que va a votar por María Elena para presidente de la clase. Voy a botar muchos de mis papeles viejos. (I doubt that there will be fresh fruit at the market today. The conclusion is found at the end of texts. Juan says that he is going to vote for María Elena for class president. I am going to throw away a lot of my old papers.) Ask for volunteers to identify the homophones in the two pairs of sentences. Reinforce the concept of homophones: they are words that sound the same but have different meanings.

PRACTICE Have students use the words baya/valla and el/él in sentences. Ask questions that they can answer using one of the words, such as ¿Cuál es su baya favorita? ¿Por qué pusieron esa valla alrededor de la escuela? ¿Quién es el presidente de los Estados Unidos? ¿Hablaron con él ayer? | What is your favorite berry? Why did they put that fence around the school? Who is president of the United States? Did they talk to him yesterday? Ask students to come up with other pairs of homophones and use them in sentences to demonstrate understanding of the concept.


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PERFORMANCE-BASED ASSESSMENTUNIDADUNIT

OBJETIVOSLlevan a cabo un proyecto de investigación.

Usan la tecnología, incluyendo Internet, para producir y editar escrituras.

Demuestran dominio suficiente del teclado para teclear al menos una página en una sola sesión.

Añaden grabaciones de audio y elementos gráficos a las presentaciones para mejorar el desarrollo de las ideas principales.

OBJECTIVESConduct a research project.

Use technology, including the Internet, to produce and publish writing.

Demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Add audio recordings and visual displays to presentations to enhance the development of main ideas.

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Evaluación de rendimientoPerformance-Based Assessment

TAREA INFORMATIVA/EXPLICATIVA | INFORMATIVE/EXPLANATORY TASKESCRIBIR UN INFORME | WRITE A REPORT

Students will conduct a short investigative project on an animal of their choice and write a brief report with at least one labeled visual that describes and indicates key features of the animal. The report should have a clear introduction and conclusion.

Students will:• research the key features of the animal they chose.

• introduce and develop their topic with facts, details, and domain-specific vocabulary.

• include at least one clearly labeled visual to support the topic.

• provide a brief conclusion to summarize the information presented.

See p. 82 for reproducible copy in Spanish for distribution to students.

NOTE You may administer this assessment over multiple lessons.

Preparar | Prepare

REVIEW Discuss the Essential Questions: ¿Cómo resumen las ideas los lectores a través del uso de pistas del texto y de los elementos gráficos de apoyo? ¿Cómo investigan los escritores y usan las ideas de los textos informativos? | How do readers summarize ideas by using clues from both text and supporting visuals? How do writers research and use ideas from informational texts?

REVISIT THE TEXT Remind students that in ¿Qué son los anfibios?, the writer uses many graphic elements to provide information about amphibians. On pp.14–15, the writer clearly groups information and provides concrete details to help readers better understand features of amphibians. Have students examine these pages and notice how the labeled visuals help to enhance the information. Say: Miren estas páginas. ¿Qué partes de los elementos gráficos dan información? ¿Con qué partes del texto se relacionan? ¿Cómo mejoran el texto? | Look at these pages. Which parts of the visuals give information? What parts of the text do the visuals relate to? How do they enhance the text? Tell students that when they investigate their chosen animal, they should think about what facts, definitions, concrete details, and domain-specific vocabulary could be used to help develop the topic. They may want to start with a web graphic organizer to help them organize interesting facts about their chosen animal. Once they have researched and organized information, they can decide what details about the animal are most important to include in the report.


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Crear | Create

MATERIALS notebooks or paper for taking notes about their chosen animal; text: ¿Qué son los anfibios?; paper for planning and creating the report; computers, cameras, and scanners (optional)

WRITE Have students begin researching their chosen animal. Students can take turns using supporting texts and the Internet to find information. Provide opportunities for students to see examples of reports with visuals that enhance the information in the text, such as diagrams, maps, and pie charts.

DIGITAL OPTION If desired, you may incorporate technology into the Performance- Based Assessment. Have students create their reports using word processing or spreadsheet software and print out the pages. Alternatively, students may draw the visuals for their report and you may scan or photograph them and then upload them to a word processing document.

Apoyo por andamiaje | Scaffolded Support

In order for all students to benefit from the Performance-Based Assessment, additional support can be provided as necessary.

CHECKLIST Provide a checklist, such as the one supplied on p. 82, that details expectations for this project. It focuses on specific elements of a successful report so students are clear about what is being assessed.

GRAPHIC ORGANIZER Students can use the Web B graphic organizer to take notes and organize the information they gather about their chosen animal.

SPANISH LANGUAGE DEVELOPMENT Help learners of Spanish by reviewing the names of body parts in their native language as well as the corresponding English translations. Cover names of body parts that are unique to their animals, such as beak, paw, fin, etc. You may wish to provide a writing model or writing framework for Spanish learners. See the Biliteracy Pathway Handbook for additional guidance on providing scaffolded writing support.

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ESCRIBIR UN INFORMELISTA DE REPASO

== ¿Presenté la idea principal claramente?

== ¿Ayudó al lector cada elemento gráfico que incluí a comprender mi animal?

== ¿Apoyé mi idea principal usando hechos y detalles?

== ¿Usé vocabulario preciso y específico del dominio?

== ¿Usé palabras y frases copulativas para conectar mis hechos y detalles? Ejemplo: __________________________________________________________

== ¿Organicé mis hechos y detalles en un orden lógico?

== ¿Usé correctamente los verbos auxiliares y modales? Ejemplo: __________________________________________________________

== ¿Usé correctamente adjetivos específicos y precisos? Ejemplo: __________________________________________________________

== ¿Incluí una conclusión fuerte?

== ¿Revisé mi trabajo para verificar el uso correcto de mayúsuclas, puntuación y ortografía?

TAREA INFORMATIVA/EXPLICATIVAESCRIBIR UN INFORME

Llevarán a cabo un proyecto de investigación breve sobre un animal de su elección y escribir un informe corto con por lo menos un elemento gráfico que describe e indica las características del animal. El informe debe tener una clara introducción y conclusión.

Acuérdense de:

• investigar las características clave del animal que elijeron.

• presentar y desarrollar su tema con hechos, detalles y vocabulario específico del dominio.

• incluir por lo menos un elemento gráfico claramente rotulado para apoyar el tema.

• proporcionar una conclusión breve que resume la información que han presentado.

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You may wish to conduct a qualitative analysis to evaluate linguistic aspects of your biliterate students’ writing. See p. 97 of this Teacher’s Guide for guidance on how to synthesize student scores and assess their progress on a bilingual trajectory.

Informative/Explanatory Writing Rubric

Score Focus Organization DevelopmentLanguage

and Vocabulary

Conventions

4

Information is focused and clearly conveyed; report includes a visual that enhances the information.

Organization is clear and effective, creating a sense of cohesion.

Visuals include applicable details and labels.

Language in report clearly conveys information, using precise language and/or domain- specific vocabulary.

Command of conventions is strongly demonstrated.

3

Information is adequately focused and visuals somewhat enhance the information.

Organization is clear, though minor flaws may be present and some ideas may be disconnected.

Visuals include adequate details and labels.

Language in report adequately conveys information; may include domain- specific vocabulary.

Command of conventions is sufficiently demonstrated.

2

Information lacks focus or includes too much or too little material; visuals loosely connect to information.

Organization is inconsistent, and flaws are apparent.

Visuals display insufficient use of details and labels.

Report is wordy or incomplete; unevenly conveys information; lacks domain-specific vocabulary.

Command of conventions is uneven.

1

Information may be confusing, unfocused; visuals are unrelated or missing.

Organization is poor or nonexistent.

Visuals have details and labels that are poor or nonexistent.

Language in report is vague, unclear, or confusing.

There is very little command of conventions.

0

Possible characteristics that would warrant a 0:• no response is given• student does not demonstrate adequate command of report-writing capabilities• response is unintelligible, illegible, or off-topic




Presentar | Present

SPEECH Students share their writing with the class.

Have students practice presenting their report as a speech about their chosen animal. Before the presentations, do the following:

• Organize the classroom: Provide a podium for speakers. Also provide a pointer so the speaker can indicate details on the visuals as he or she presents information. Display the visuals by projecting them or taping them to a wall, easel, flip chart stand, or the board.

• Remind students to speak clearly and slowly. Encourage them to relax and make eye contact with their audience as they speak.

• Ask students to be respectful of one another while each speaker is presenting.

DIGITAL OPTION If you chose to incorporate technology into the Performance-Based Assessment, then have students present their reports to the class while you project their visuals on a screen. Alternatively, you may wish to digitally record their presentations. Then watch the video together as a class.

Reflexionar y responder | Reflect and Respond

LOOKING AHEAD For students who received a score of 0, 1, or 2 on the rubric, use the following suggestions to direct them toward specific elements of the Performance-Based Assessment. Graphic organizers and other means of support will help guide students to success as they complete other Performance-Based Assessments throughout the school year.

If . . . students struggle with using a word web to organize their information,

then . . . remember to have students jot down information on index cards.

If . . . students need extra support with researching their chosen animal,

then . . . remember to provide the names of specific Web sites to visit, such as encyclopedia sites or government Web sites.

If . . . students need extra support with creating a report with visuals,

then . . . remember to guide them to additional examples in the Anchor and Supporting texts.

If . . . students struggle with finding details about their chosen animal,

then . . . remember to review what a detail is and how details differ from a main idea.

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Biliteracy Pathway Resourcesunit

Literacy Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86–89

Cross-Language Connections Lessons . . . . . . . . . . . . . . . . . . . 90–93

CLC 1. Cognados | Cognates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

CLC 2. Sustantivos y pronombres | Nouns and Pronouns . . . . . . . . . . . . 91

CLC 3. Mayúsculas | Capitalization . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

CLC 4. Palabras que provienen de otros idiomas | Words from . . . . . . . 93 Other Languages

Paired Literacy Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

Unit Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

Use the resources listed below to bridge student learning in Spanish and English as they progress through Biliteracy Pathway Unit 1.

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LITERACY PROJECT1UNIDADUNIT

Preparar | PrepareBUILD BACKGROUND KNOWLEDGE Read aloud the poem “Caracol,” on p. TR39. Point out the name of the author and explain that Rubén Darío was a famous Nicaraguan poet who lived in the late 1800s and early 1900s. Then say: Vamos a leer el poema como un poeta. | Let’s read the poem as a poet would. Reread the poem as a choral-read with students. Ask: ¿Qué son algunas cosas que notan en este poema? | What are some things you notice about this poem? Guide students to notice the many images related to the sea in the poem, as well as the regular rhyme scheme. Then explain: “Caracol” tiene la estructura de un soneto. Tiene catorce líneas, con dos estrofas de cuatro líneas y dos estrofas de tres líneas. ¿Qué son las palabras que riman en el poema? | “Caracol” has the structure of a sonnet. It has fourteen lines, with two four-line stanzas and two three-line stanzas. What are the rhyming words in the poem? If you wish, guide students to identify the rhyme scheme as ABBA ABBA CCD EED.

Explain that poets sometimes mention characters from mythology to add deeper meaning to their poems. Say: En la mitología griega, Europa era la madre del rey Minos. Jasón era héroe y el Argos era su nave. | In Greek mythology, Europa was the mother of King Minos. Jason was a hero and the Argo was his ship. Have students find the allusions to Europa and Jason in the poem, and discuss how knowing about these characters adds to the poem’s meaning. Point out that when students come across allusions such as these, they can use print or digital resources to research the characters and learn more about them.

OBJETIVOSLeen poemas y reconocen elementos de la poesía.

Colaboran con otros y trabajan de forma independiente para escribir, revisar y presentar oralmente poemas originales.

OBJECTIVESRead poems and recognize elements of poetry.

Collaborate with others and work independently to write, revise, and orally present original poems.

MATERIALS• copies of p. TR23

(T-Chart), TR27 (Web A), and p. TR39 (Poem)

• realia from nature, such as shells, small stones and flowers; online images of settings in nature

• chart paper and writing journals

• pencils and art supplies

• computers and a printer

Proyecto de lectoescritura Literacy Project

TAREA DEL PROYECTO | PROJECT TASKTALLER DE POESÍA Y PRESENTACIÓNPOETRY WORKSHOP AND PERFORMANCE

Students will write poems about nature and present them to the whole class.

Students will:• analyze a poem and understand the differences between poetry and

other genres.

• work collaboratively and independently to write poems about the natural world.

• perform multimedia presentations of their poems for the class.

NOTE Allow three to five class sessions for students to complete the project.


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You may want to provide a framework such as the following to write a model poem with students. Then have students use the same framework to write their own poems.

(Nombre del lugar)

Estoy en _______________.

Veo _______________ y oigo ______________.

Veo ________________y oigo ______________.

Siento _______________.

Estoy en _______________.

ANALYZE NATURE IMAGES Discuss the imagery in “Caracol”: El poeta usa palabras como un pintor usa la pintura para crear una descripción de la belleza de la naturaleza. ¿Qué palabras usa el poeta para pintar este cuadro? | The poet uses words the way a painter uses paint to create a description of the beauty of nature. What words does the poet use to paint this picture? Create a word web around the word naturaleza, and list words and phrases from the poem that paint the picture.

Discuss how poetic elements such as rhyme, imagery, and figurative language create a much different experience than if this were a prose description of picking up a conch shell, or a short story about a day at the beach.

Producir | Produce

PLAN COLLABORATIVELY Tell students that they will work in small groups to write poems about a special place in nature. Then say: Primero, cada grupo debe escoger un lugar en la naturaleza, como el desierto, las montañas o un río. Cada miembro del grupo va a escribir un poema sobre algún aspecto de ese lugar. Por ejemplo, una persona podría escribir un poema sobre un animal del desierto, y otro podría escribir un poema sobre cómo es el desierto al mediodía. | First, each group should choose a place in nature, such as the desert, the mountains, or a river. Each group member will write a poem about some aspect of that place. For example, one person could write a poem about an animal in the desert, and another could write a poem about what the desert is like at midday.

Provide realia from and/or photos of nature and discuss how to plan the poems together. Say: Una vez que hayan elegido un lugar, pueden usar una red de palabras para hacer una lluvia de palabras descriptivas, imágenes y otras ideas para sus poemas. | Once you choose a place, you can use a word web to brainstorm descriptive words, images, and other ideas for your poems. Students can use Web A on p. TR27 to list descriptive and figurative words and phrases that they might want to include in their poems.

DIGITAL OPTIONS Have students find visual inspiration by using school-approved search engines to look for images of nature scenes, such as photos of a beach, a meadow, a forest, or a river. In addition, students can use a word-processing program to write the poems.



LITERACY PROJECT1UNIDADUNIT

WRITE AND REVISE When students begin writing their poems, remind them to include poetic elements such as rhyme, imagery, and figurative language. Say: Recuerden utilizar algunas de las palabras y frases que escribieron en sus redes. Traten de “pintar” un cuadro de un lugar especial con las palabras que elijan. | Remember to use some of the words and phrases you wrote in your word webs. Try to paint a picture of a special place with the words you choose.

After students have completed a draft of their poems, encourage them to revise their work. Say: Lean sus poemas y asegúrense de haber elegido las palabras que mejor expresen sus ideas. Qué tan efectiva es su descripción del lugar? Lean sus poemas en voz alta para saber cómo suenan. Escuchen el ritmo y la fluidez. Revisen sus poemas basándose en su repaso. | Read your poems and make sure you chose the best words to express your ideas. How effective is your description of the place? Read your poems aloud to hear how they sound. Listen for the rhythm and flow. Revise your poems based on your review.

Review the poetic elements you have discussed to make sure students have used at least one of them. Then have students edit for spelling, grammar, and punctuation as they create their final drafts.

CREATE RECORDINGS AND VISUAL DISPLAYS Have students work with their groups to practice reading their poems aloud. Encourage students to read slowly and enunciate their words, adding expression and drama to their voices. If possible, have students make audio or video recordings of their poems.

DIGITAL OPTIONS Groups can prepare audio and/or visual representations of their poems in a slide format on a computer, and can then project their work for the class.

Presentar | Present

POETRY PERFORMANCE Have students present their poems to the class one at a time, incorporating any audio/video recording or other visuals. In live readings, students should speak clearly and loudly as the rest of the class listens attentively. Encourage reluctant readers to choral-read their poems with partners.

You can celebrate students’ poetry in a variety of ways, such as by inviting parents or other classes to a Poetry Party. Arrange the classroom appropriately for an audience, with chairs facing forward and a well-lit stage area in front. Dim the lights and have students take turns presenting their poems. Students can decorate the class to reflect the settings of their poems.



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Poetry Workshop and Presentation Rubric

Score Collaboration Content/ Organization

Oral Presentation Skills

Language and

VocabularyConventions

4

Student participated actively in the group, making effective contributions and motivating others.

Poem strongly reflects the topic and uses a number of poetic elements to create effective imagery.

Student speaks very clearly, smoothly, and at an appropriate volume, with effective use of eye contact and gestures.

Poem uses precise descriptive words/phrases and effective sensory details and figurative language.

Poem has correct grammar, usage, spelling, capitalization, and punctuation.

3

Student participated actively in the group and made mostly effective contributions.

Poem somewhat reflects the topic and uses some poetic elements to create imagery.

Student speaks fairly clearly, smoothly, and at an appropriate volume, with some use of eye contact and gestures.

Poem includes descriptive words/phrases and effective sensory details and figurative language.

Poem has a few errors but is completely understandable.

2

Student participated somewhat in the group but did not make effective contributions.

Poem minimally reflects the topic and uses a minimum of poetic elements to create imagery.

Student does not speak smoothly or clearly, is difficult to hear, and makes minimal use of eye contact and gestures.

Language in poem is not descriptive, sensory, or figurative.

Poem has some errors in usage, grammar, spelling, and/ or punctuation.

1

Student’s participation in the group was minimal.

Poem does not reflect the topic or lacks any effective poetic elements.

Student is very hard to understand and does not make eye contact or use gestures.

Language in poem is vague, unclear, or confusing.

Poem is hard to follow because of frequent errors.

0

Possible characteristics that would warrant a 0:•Student does not write a poem.•Writing is unintelligible, illegible, or off-topic.•Student does not participate in group work and/or in the oral presentation.

See the Biliteracy Pathway Handbook for additional guidance on supporting and evaluating the work of biliterate students.

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Also see the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

30min

25min

20min

15min

CONEXIONES ENTRE IDIOMAS | CROSS-LANGUAGE CONNECTIONS

OBJETIVO

Determinan y aclaran el significado de palabras y frases desconocidas, eligiendo con flexibilidad entre una serie de estrategias.

OBJECTIVE

Determine or clarify the meaning of unknown words and phrases, choosing flexibly from a range of strategies.

CLC 1. Cognados | Cognates

ENGAGE STUDENTS Remind students that cognates (cognados) are words that have the same original word or root. Explain that cognates in English and Spanish have similar spellings. Offer examples of cognates, such as anfibios/amphibians, acuático/aquatic, connection, conexión and additional cognates with identical spellings, such as hospital, peculiar, usual. Ask students to skim through texts they have read in Spanish and English or recall from memory additional examples of cognates. List any Benchmark Vocabulary English cognates and false cognates that students have analyzed over the course of the unit. Also supply these words from the Unit 1 texts: extremidades, pigmentos, provocado, inhalan, tentáculos. For additional examples of words, list of Spanish cognates supplied for the Module A anchor text (Porpoises in Peril) on p. 6 of the Scaffolded Strategies Handbook.

Have students recall which word-analysis strategies they have learned that they can apply that in both Spanish and English to figure out the meaning of unknown words. Also remind them of the importance of using context clues, or the words that surround an unknown word, to figure out meaning. Guide a class discussion about how both Spanish and English contain many words of Greek and Latin origin. Ask what students can apply of what they already know about base words and sound-spelling patterns in Spanish and English to recognize cognates. Briefly discuss false cognates such as discutir/discuss; idioma/idiom; and falta/fault. Elicit additional examples from students.

CONNECT LANGUAGES Model how to generalize knowledge of word parts to figure out word meaning by presenting these terms from ¿Qué son los anfibios?: genealógico/genealogical, ciclo/cycle, invitación/invitation. Circle the word parts –ico/-ical; cic-/cyc-; and –ción/-tion. Elicit from students what is similar or different about each pair of roots or endings. Tell students that some endings, such as -ico/ica in Spanish and –al in English, turn nouns into adjectives. Point to the cognate pair invitación/invitation. Ask which part of the word shows a verb. Have students say what the verb means in Spanish and in English. Then explain that the endings –ción/-tion change the verb to a noun. Say: Invitación significa “la acción de invitar” o “un escrito que se invita”. | Invitación means “the act of inviting” or “a written form of inviting.” Ask students to say what invitation means in English.

COmpArE AND CONTrAST LANGUAGES Distribute the Three-Column Chart graphic organizer (p. TR24). Have students label the first two columns Español and English, respectively, and the third column Semejanzas y diferencias / Similarities and Differences. Have them work in groups to select at least five examples of cognates from lists that you provided earlier. Students should discuss why the words are cognates. Have students summarize their analysis in the third column.

prACTICE Have students scan the texts they have read over the course of this unit in Module P and Module A to identify examples of cognates and false cognates. Have students list each cognate/false cognate pair side by side in their journals.

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Biliteracy Pathway Teacher's Guide


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20min

30min

25min

15min

OBJETIVO

Demuestran dominio de las normativas de la gramática del español y su uso al escribirlo o hablarlo.

OBJECTIVE

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CLC 2. Sustantivos y pronombres | Nouns and Pronouns

ENGAGE STUDENTS Review with students what they have learned about nouns and pronouns in Modules P and A. Start a four-column chart with the column headings Sustantivos, Pronombres, Nouns, and Pronouns. Ask students for examples of common and proper nouns in Spanish that name places, people, and classroom objects. Elicit examples of singular and as plural nouns with their corresponding definite articles (el, la, los, las). List the examples in the column labeled Sustantivos. Review the function of pronouns. Say: Un pronombre es una palabra que reemplaza a un sustantivo u otro pronombre. | A pronoun is a word that takes the place of a noun or another pronoun. Ask students to name the appropriate Spanish pronoun for each listed noun and add it to the column labeled Pronombres.

CONNECT LANGUAGES Ask students to offer similar examples of common and proper nouns in English, and list the nouns, in the column labeled Nouns. Then guide them to name the pronoun that corresponds to each noun and list it in the appropriate column on the chart.

Review all four columns of the chart with the class. Have students of mixed Spanish and English proficiency levels work in pairs or small groups to sort all the Spanish nouns into the categories lugares, personas, objetos. Then have them do the same with the English examples, using the categories places, people, objects. Check students’ work.

COmpArE AND CONTrAST LANGUAGES Start an anchor chart with the column headings Las reglas/Rules. Call on student pairs and groups to share their examples of place names in Spanish. Ask the class to say what they know about Spanish rules for writing names of places and people such as Cuba and Mariana (Los sustantivos propios comienzan con letra mayúscula. | Proper nouns begin with an uppercase letter.) Have students summarize the rule for proper nouns in English. Write the rule for each language in the appropriate column. Then ask students to name the Spanish words they categorized as classroom objects. Ask students questions to elicit that Spanish nouns and their corresponding articles (el, la, los, las) reflect gender and number. Summarize the rule as concordancia entre género y número and add it to the column labeled Las reglas. Then ask students to name English nouns they categorized as objects. Ask questions to elicit that in English, the article the stays the same for singular or plural nouns. Have students compare how singular and plural nouns are alike and different in both languages. Offer examples that reinforce the rules in both languages.

prACTICE Have students write pairs of sentences in Spanish and English that include nouns and pronouns. Have them exchange their sentences with a partner and have partners identify the nouns, pronouns, and articles in each sentence.

Unit 1 • Module P • Lesson CLC 2 91


CONEXIONES ENTRE IDIOMAS | CROSS-LANGUAGE CONNECTIONS

Also see the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

15min

35min

25min

15min

OBJETIVO

Demuestran, al escribir, dominio de normativas del español para el uso de las letras mayúsculas.

OBJECTIVE

Demonstrate command of the conventions of standard English capitalization.

CLC 3. Mayúsculas | Capitalization

ENGAGE STUDENTS Review the terms mayúsculas and minísculas with students. List these words, all in lowercase, on the board: viernes, júpiter, canadá, enero, maestra, juan, and mario. Ask: ¿Qué palabras deben comenzar con letra mayúscula? ¿Por qué? | Which words should start with a capital letter? Why?

Reinforce for the whole class rules that biliterate learners benefit from reviewing, such as: En español, los nombres de los días de la semana y los meses siempre se escriben con minísculas. | In Spanish, names for the days of the week and months always start with a lowercase letter. Offer or elicit from students other examples of nouns that are not capitalized in Spanish, such as months of the year.

Ask students to keep these rules in mind as the class discusses correct capitalization in English and Spanish.

CONNECT LANGUAGES Review other rules of capitalization in Spanish with students. Start an anchor chart labeled with the column heads Mayúsculas and Capitalization. Divide each column into two smaller columns and add the subheads sí/no and yes/no to the Spanish and English columns, respectively. Give examples of the following types of words and terms in Spanish and have students say whether they should be listed under sí or no: [nombres de] ciudades (sí), países (sí), mascotas (sí), tipos de animales (no), revistas (sí), días de la semana (no). Review and correct students’ responses.

Review the terms capitalization, capital letters, uppercase letters, and lowercase letters with students. Then review what students know about capitalization rules in English and what they have specifically learned in Module A (see Lesson 15, p. 161). Give examples of the following types of words and terms in English and have students say whether they should be listed under yes or no: [names of] cities (yes), countries (yes), pets (yes), types of animals (no), days of the week (yes), months of the year (yes). Review and correct students’ responses.

COmpArE AND CONTrAST LANGUAGES Distribute the Venn Diagram graphic organizer (p. TR26). Have students work in pairs. Partners should take turns to label the circles Español and English and then write in the overlapping area how rules for using capital letters in the two languages are alike. Then have partners take turns writing how they are different in the corresponding circles. Call on pairs to share their diagrams with the class. Create a class summary of English and Spanish capitalization rules on chart paper and display it in a visible part of the classroom. Revisit the summary as needed over the course of the unit and subsequent units.

prACTICE Have students review texts they have read in Modules P and A over the course of the unit to find examples of words that start with uppercase letters. Have them write each word in their journals. They should note next to each word why that word is capitalized. Then have students use each word they found in a sample English or Spanish sentence.

92 Unidad 1 • Módulo P • Lección CLC 3


This lesson also provides language transfer support for the Foundational Skills mini-lesson on p. 72.



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25min

30min

20min

15min

OBJETIVO

Consultan materiales de referencia, tanto impresos como digitales, para determinar o aclarar el significado preciso de palabras y frases clave.

OBJECTIVE

Consult reference materials, both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

CLC 4. Palabras que provienen de otros idiomas | Words from Other Languages

ENGAGE STUDENTS Tell students that both Spanish and English have words that come from other languages. Some are borrowed words, such as sándwich and golf in Spanish, and coyote and chili in English. Mention that the Spanish cognates coyote and chile are also foreign words because they come from the Nahuatl language.

Tell students that some words are base words (palabras base) which have their origins in other languages. Many Spanish and English words originate from Greek and Latin. Explain that one way to determine the origin of a word is to look in a dictionary. Start a three-column chart with the bilingual heads Palabra/Word; Idioma/Language; and Definición/Definition. List the Spanish words fútbol, béisbol, atleta, chocolate.

Point to the first word, and read it aloud. Have students repeat after you. As a class, look up the word fútbol in a Spanish print or digital/online dictionary. Read the entry aloud. Help students identify the origin of the word, and write inglés in the second column. Help students identify the definition of the word and write it in the third column. Have student pairs repeat the process for the words atleta, béisbol, and chocolate.

CONNECT LANGUAGES Tell students that English, like Spanish, has many borrowed words. Have students of mixed Spanish and English proficiency levels work in pairs or small groups to look up the English words moccasin, tornado, and chocolate in a print or digital English dictionary. As a class, discuss the origin of each English word.

Remind students that they can also use what they know about Greek and Latin affixes and roots to deduce the meanings of words in Spanish and English. Many words with the same roots are also cognates (cognados), with similar spellings and pronounciations in both languages. Offer examples such as anfibios/amphibians and tentacles/tentáculos and have students add to the list from words they know or have recently encountered.

COmpArE AND CONTrAST LANGUAGES Lead a class discussion about words in Spanish and English that come from other languages. Review examples you covered during the lesson. Ask students to say which Spanish words they know or learned come from English and vice versa.

prACTICE Ask groups look up the origins of the Spanish words pampa, puma, tomate and the English words mesquite, opossum, squash. Have students share their answers with the class. Ask individuals to practice writing sentences in Spanish and English using at least three of the words they learned in this lesson.

Unit 1 • Module P • Lesson CLC 4 93


Paired Literacy SupportUNIDAD 1UNIT 1

MODULE AMODULE P

+ }

Launch and Teach Module A

Make Biliteracy ConnectionsConsider the following options to support English literacy instruction and help students access all their language resources as they progress through Module A.

CROSS-LANGUAGE CONNECTIONS The Cross-Language Connections lessons (pp. 90–93) build on skills and concepts taught in Module P and prepare students for skills and concepts taught in Module A. See the chart below for more details.

Module P Cross-Language Connections Module A

Lesson 1, p. 15 CLC.1 Cognates Scaffolded Strategies Handbook, p. 6

Lesson 1, p. 15; Lesson 2, p. 23; Lesson 3, p. 31; Lesson 4, p. 39

CLC.2 Nouns and Pronouns Lesson 1, p. 21; Lesson 2, p. 31; Lesson 3, p. 41

Lesson 7, p. 63 CLC.3 Capitalization Lesson 15, p. 161

Builds background knowledge about words from other languages for all modules.

CLC.4 Words from Other Languages

Builds background knowledge about words from other languages for all modules.

FOUNDATIONAL SKILLS SUPPORT See the Contrastive Analysis Charts in the Biliteracy Pathway Handbook for information regarding the transferability of the specific word-analysis and phonics skills taught in this module and Module A.

ANCHOR CHARTS When introducing academic concepts or vocabulary, refer to any relevant Module P anchor charts that you created with students. You may wish to create new anchor charts to record English academic vocabulary, English language structures, and cognates from the Module A reading selections.

Pair Module P with Module A to complete instruction for Biliteracy Pathway Unit 1.

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Since students will have read the Detective selections in Spanish, consider these options during Small Group in Lessons 3 and 13:

▸ Challenge students with the Close Reading Extension activity.

▸ Instead of having students read the Sleuth selections, provide additional support for reading the anchor text and/or supporting texts.

Module A Trade Book

Text Collection

Teacher’s Guide

Scaffolded Strategies Handbook



Colección de textos en línea

SleuthBiliteracy Pathway Teacher’s Guide

Scaffolded Strategies Handbook

Look for these lessons:

▸ Unlock the Text, pp. 6–25

▸ Unlock the Writing, pp. 175–180

▸ Unlock Language Learning, pp. 367–373

Look for these features:

▸ Scaffolded Instruction for English Language Learners

▸ Scaffolded Instruction for Strategic Support

Teacher’s Guide, Unit 1, Module A, pp. 1–199

Support for English Language Learners in Module A

DICTADO Administer a Dictado in English over three to five days, such as the sample provided below, to assess students’ knowledge of the English spelling, grammar, and punctuation skills listed in the Teaching Points. Use students’ written work to assess individual needs for additional support with English conventions or foundational skills. For detailed guidance, see p. TR21 and pp. 64–69 in the Biliteracy Pathway Handbook.

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TEACHING POINTS

adverbs endings -er, -est compound words

The Mariana Trench is the deepest place on Earth. It lies almost seven miles beneath the surface of the ocean. For a long time, we knew practically nothing about the seabed. But the invention of new underwater vessels has made it possible to explore deeper and deeper places in the ocean. What kinds of creatures have ocean explorers already discovered there? What will these deep-sea researchers discover in the future?

ENGLISH ORACY DEVELOPMENT The strategies and routines used in Module P can also be applied to supporting oracy development of English language learners in Module A. See pp. TR12–15 for oracy development resources.

ADDITIONAL SPANISH LITERACY DEVELOPMENT You may wish to use the following resources:

• Biblioteca de textos nivelados (Leveled Text Library)• Colección de textos en línea (Online Text Collection)• Optional Resource: Palabras a su paso™

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Wrap-Up

Sample Prompt Scaffolded Frames: Spanish Scaffolded Frames: English

Discuss the similarities in the writers’ use of organizational structure in ¿Qué son los anfibios? and Porpoises in Peril.

En ambos textos el escritor usa la estructura organizativa para _______ .

In both texts, the writers use organizational structure ________.

Give examples of how the writers of ¿Qué son los anfibios? and Porpoises in Peril use visuals to enhance their texts.

Ambos escritores usan los elementos gráficos para ______ .

Both writers use visuals ________.

How do the writers present their main idea and supporting details?

Los escritores presentan su idea principal y los detalles de apoyo ________.

The writers present their main idea and supporting details ________.

APPLY THE ENDURING UNDERSTANDINGS Assign one or more prompts that ask students to apply the Enduring Understandings to ¿Qué son los anfibios? and Porpoises in Peril or other Spanish and English texts from this unit. Choose a prompt from the chart or create your own, providing sentence frames as needed. If you wish, begin by modeling the activity using one of the Enduring Understandings. Then have students work with partners or in small groups to prepare a response to share with the class. To verify how well students understand the concepts, allow them to choose the language of their response. If you wish, follow up with questions in the other language. Note whether students may have grasped the concepts but need support with vocabulary and language structures in one or both languages.

Los alumnos comprenden que se pueden usar múltiples fuentes para desarrollar ideas e información. | Learners understand that multiple sources can be used to build ideas and information.

MODULE A ENDURING UNDERSTANDINGSReaders use point of view in literary text and use reasons and evidence in informational text to better understand what they read. | Los lectores usan el punto de vista de textos literarios y evidencia e información de textos informativos para comprender mejor lo que leen.

Writers use evidence and events to depict a person’s life. | Los escritores usan la evidencia y los sucesos para representar la vida de una persona.

MÓDULO P COMPRENSIONES DURADERAS | MODULE P ENDURING UNDERSTANDINGSLos lectores usan información que se presenta de diferentes maneras y de diferentes fuentes para entender un tema. | Readers use information presented in different ways and from different sources to understand a topic.

Los escritores usan las estructuras organizativas, la elección de palabras específicas y la evidencia al explicar un tema. | Writers use organizational structure, specific word choice, and evidence when explaining a topic.

Synthesize Biliterate LearningAfter students complete Module P and Module A in Biliteracy Unit 1, help them synthesize the knowledge they have acquired as biliterate learners.

UNIDAD 1UNIT 1

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Name Grade Unit

RUBRIC foR BIlIteRate wRIteRs

Quantitative CriteriaCompare rubric scores from the Spanish and English Performance-Based Assessments in this unit.

Qualitative CriteriaAnalyze Spanish and English writing samples for specific examples of cross-language transfer. For more information, see the Contrastive Analysis Charts.

Spanish Score Performance-Based Assessments English Score

0 1 2 3 4 Focus 0 1 2 3 4

0 1 2 3 4 Organization 0 1 2 3 4

0 1 2 3 4 Development 0 1 2 3 4

0 1 2 3 4 Language and Vocabulary 0 1 2 3 4

0 1 2 3 4 Conventions 0 1 2 3 4

Language FeatureEnglish Influences on Spanish Writing

Spanish Influences on English Writing

Features Correctly Applied in Both Languages

Approximations of Language Conventions

▶ Sentence structures and word order

▶ Agreement (number, gender, subject/verb) and other usage issues

▶ Punctuation (questions, exclamations, dialogue, etc.)

Word ChoiceCode-switching, borrowed words, adapted words, etc.

Spelling Approximations ▶ Spanish influence: "laic" for like ▶ English influence: "siya" for silla

Topics for Additional Support or ExtensionIn Spanish:

In English:

72 Part 2 • Biliteracy Toolkit

Teacher’s Guide

Assessment Teacher’s Manual



The Rubric for Biliterate Writers facilitates a side-by-side comparison of students’ Performance-Based Assessments for Module P and Module A. Use the first chart to gather quantitative data; use the second to gather qualitative data for each student.

Assess Progress on the Bilingual TrajectoryAt the conclusion of this unit, use formative and summative assessment tools to monitor students’ progress as biliterate learners.

FORMATIVE ASSESSMENTS Use your findings from the Reading and Writing Keystones checks built into each module to inform your planning for the next unit of instruction.

SUMMATIVE ASSESSMENTS

• Dictado Use each student’s final Spanish Dictado from Lesson 5 of Module P and final English Dictado from p. 95 of this Teacher’s Guide to assess mastery of grammar, spelling, punctuation, and vocabulary in each language.

• Performance-Based Assessments Use individual scores from the rubric on p. 83 of Module P and p. 197 of Module A to gauge students’ mastery of writing standards.

To monitor students’ progress toward developing informative/explanatory competencies in Spanish and English, use the Rubric for Biliterate Writers on p. 72 of the Biliteracy Pathway Handbook. Use the results of your analysis to plan future instruction that is targeted at skills needing further reinforcement in Spanish and/or English.

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ISBN-13:ISBN-10:

978-0-328-86864-30-328-86864-7

9 7 8 0 3 2 8 8 6 8 6 4 3

9 0 0 0 0

Look inside . . . for a rich array of strategies and

activities that support biliterate

learners in Spanish and English.

Ready for more?

Access this Teacher’s Guide along with

support for the strategies and routines

incorporated into the lessons at

PearsonRealize.com.

GRADE 4 • VOLUME 1

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pearson school starter template · clc 3. capitalization clc 4. words from other languages students...

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