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Biliteracy Pathway
PROGRAM PREVIEW
The Biliteracy
Pathway
As the need to be college and career ready continues to drive districts
to look for rigorous elementary literacy solutions in both English and
Spanish, the number of states offering dual-language programs to prepare
students to compete in a world market continues to grow.
While parallel language programs move students toward English acquisition
by providing duplicate materials in Spanish, the Biliteracy Pathway offers
a unique instructional delivery that enables students to develop high-levels
of proficiency in Spanish as well as English.
The benefits of balanced bilingualism allow for creativity and problem
solving, greater cross-cultural understanding, and marketability for future
college and career goals in a multilingual society.
PROGRAM AUTHORS
Olivia Ruiz-Figueroa
Educational Consultant
Co-Author Literacy Squared
All content and images are subject to change.
Sharon Vaughn, Ph.D.
University of Texas at Austin,
Manuel J. Justiz Endowed Chair in Education
Co-Author ReadyGEN
Contents
Learning Resources..................................................2
Instructional Model................................................. 4
Lesson Walkthrough...............................................8
Assessment................................................................12
Cross-Language Connections...............................14
Biliteracy Pathway Handbook............................... 15
Authentic Spanish Texts.........................................16
Text Complexity Rubric.........................................20
Grade 2, Volume 1 Sample Lesson...................... 21
1
Learning Resources
All language knowledge is an asset, not a deficit. Bilingual students acquire language
differently than monolinguals, strategically using linguistic resources from both
languages. The ReadyGEN Biliteracy Pathway provides a complete set of learning
resources to help students develop literacy and linguistic skills in both languages.
Spanish Leveled Text Library
Up to 50 Leveled Texts per grade help students develop
self-extending reading and thinking strategies.
•Texts are connected to unit concepts or selection topics.
•Texts cover a wider range of text complexities at
each grade level.
Covers
Coming
Soon!
•Texts serve as an on-ramp for struggling student or
extension activities for students needing more challenge.
Sigue el camino hacia la lectura
cuidadosa usando los consejos
de un superdetective . . .
ino hacia la lectura
ando los consejos
etective . . .
s
so
Sigue el camino hacia la lectura
cuidadosa usando los consejos
de un superdetective . . .
■
Reúne evidencias
■
Haz preguntas
■
Justifica tu caso
■
¡Demuéstralo!
■
Busca pistas
Sigue el camino hacia la lectura
cuidadosa usando los consejos
de un superdetective . . .
■
Haz preguntas
■
Reúne evidencias
■
Justifica tu caso
■
Haz preguntas
■
¡Demuéstralo!
■
Justifica tu caso
■
¡Demuéstralo!
Sigue el camino hacia la lectura
cuidadosa usando los consejos
de un superdetective . . .
•A collection of short,
high-interest fiction and
nonfiction selections used
to sharpen students’
critical thinking skills.
Sigue el camino hacia la lectura
cuidadosa usando los consejos
de un superdetective . . .
■
Reúne evidencias
Haz preguntas
■
■
Reúne evidencias
Justifica tu caso
■
■
Haz preguntas
¡Demuéstralo!
■
■
Justifica tu caso
■
¡Demuéstralo!
Note: Grade K Detective will appear at the back of the Grade K Biliteracy
Pathway Teacher’s Guide.
2
Detective
•3- two page selections
per unit in Grades K-2 and
4- two page selections
per unit in Grades 3-6.
Authentic
Spanish Texts
•One trade book per unit
(6 trade books per grade at
Grades K–2 and 4 trade books
per grade at Grades 3–6)
•Spanish trade books offer
a collection of full-length
authentic literary and
informational texts to engage
students in multiple close
readings of appropriately
complex text.
K–6
Pathway
GRADES
Biliteracy
TEACHER’S
GUIDE
Biliteracy Pathway Handbook
2
Biliteracy Pathway
HANDBOOK
VOLUME 1
Biliteracy Pathway
HANDBOOK
■
■
■
GRADES
K–6
■
FPO
Implementation support for the
Biliteracy Pathway
P
rofessional development articles
on biliterate learners and biliteracy
instruction
S trategies and routines to support
biliteracy
Contrastive analysis of language
features in English and Spanish
Biliteracy Pathway
Teacher’s Guide
Biliteracy Pathway
Handbook
•Two volumes per grade, built
upon a Spanish Text Set.
Detailed information on
biliteracy, with support for
the strategies and routines
incorporated into the lessons.
•Offers a rich array of biliteracy
strategies and activities including
bridging activities and suggestions
for extension activities in English.
3
Instructional Model
The Biliteracy Pathway respects the unique features of Spanish by providing
engaging, authentic text and literacy instruction that reflects the internal structures
of Spanish phonology, grammar, syntax, and discourse patterns. When students
analyze similarities and differences in two languages, their language and literacy
skills can exceed those of monolingual children.
A Biliteracy Pathway Unit consists of a Pathway Module (Module P) paired with
an English-language ReadyGEN module.
The Sequential Approach
The Integrated Approach
The Pathway module is taught first, followed
by the paired English module.
Daily instruction is split between the Pathway
Module and the paired English module.
Both approaches are designed to support a 90-120 minute literacy block.
Biliteracy Pathway • Options for Instruction
The Biliteracy Unit: Sequential Approach
The Pathway Module is taught first, followed by the Paired English Module. Each Biliteracy Pathway Module will be paired with an
English Module to form a Biliteracy Pathway Unit.
90–120 min per day
Pathway Module (Module P)
Spanish Literacy Instruction
(8 Spanish literacy lessons
in K-2)*
Spanish Language Development
Paired English Module (Module A or Module B)
Spanish
PBA
Cross-language
Connections
(4 lessons)
Optional ELA/ELD Instruction: Print and digital resources from
ReadyGEN
English Literacy Instruction
English Language Development
English
PBA
Biliteracy
Unit
Wrap-up
Optional SLA/SLD Instruction: Print and digital
resources from the ReadyGEN Biliteracy Pathway
and alternative resources
* In Grades 3-6, there are 9 Spanish Literacy lessons and a Literacy Project that is done over 5 lessons.
The Biliteracy Unit: Integrated Approach
Daily instruction is split between the Pathway Module and the Paired English Module; students receive instruction simultaneously in
Spanish literacy and English literacy.
90–120 min per day
Pathway Module (Module P)
4
Spanish Literacy Instruction
Spanish Language Development
Strategically Integrated Cross-language Connections
Spanish
PBA
Optional SLA/SLD
Instruction
Biliteracy
Unit
Wrap-up
Paired English Module (Module A or Module B)
Optional ELA/ELD
Instruction
English Literacy Instruction
English Language Development
English
PBA
Students read authentic Spanish texts connected
to the unit themes addressed in ReadyGEN.
BILITERACY
PATHWAY
Entender las comunidades
Understanding Communities
UNIT
MODULE P
Vocabulary to Unlock the Text ........................… 4
Module Planner ............................................… 6
Spanish Literacy Lessons …..........................…. 8
Performance-Based Assessment ...................... 72
Biliteracy Pathway Resources .......................... 77
Cross-Language Connections .......................... 78
Suggestions for the Paired Module ................... 82
Biliteracy Pathway Unit Wrap-Up ....................… 84
Biblioteca de textos nivelados
Leveled Text Library
Lexile 300L–880L
Colección de textos en línea
Online Text Collection
OPTIONAL RESOURCE
Palabras a su paso
UNIDAD
Biliteracy Pathway Unit Overview ....................… 2
Module P (for Pathway) pairs with Module A to form Biliteracy Pathway Unit 1.
MODULE A
1
3
5
Instructional Model
(CONTINUED)
The Module Overview identifies the instructional focus, or what readers, writers,
and learners are expected to know and do. These expectations fall in line with the
goals for the Performance-Based Assessment.
UNIDAD 1
UNIT 1
Entender las comunidades
Overview
MÓDULO P
Understanding Communities
MODULE A
Literacy Lessons 1–8
Performance-Based Assesment (Narrative)
Cross-Language Connections Lessons CLC 1–4
English Language Support for Module A
MODULE P
Literacy Lessons 1–13
Performance-Based Assesment (Narrative)
TEXT SET
TEXT SET
ANCHOR TEXT
SUPPORTING TEXTS
ANCHOR TEXT
QUANTITATIVE MEASURES
Lexile
630L
Word Frequency
Average Sentence Length
13.22
Page Count
?
32
QUALITATIVE MEASURES
Chato y su
cena
Lexile 630L
Literary Text
Levels of Meaning
humorous animal fantasy; figurative language;
idioms; accessible concept
Structure
Illustrated narrative with clear setting; events
happen chronologically
Language Conventionality
and Clarity
mostly simple and compound sentences;
conversational language; colloquialisms;
dialogue; some challenging vocabulary (limosina,
selvático, cobardemente)
Theme and Knowledge
Demands
simple theme; text assumes some prior
knowledge of animal relationships and behaviors;
common experiences
DETECTIVE
“La búsqueda del anillo de
Amelia”
Lexile 490L
“Una sorpresa de cumpleaños”
Lexile 560L
“Amistad poco probable”
Lexile 620L
Trouble at the Sandbox
Lexile 470L
Literary Text
SLEUTH
Biblioteca de textos nivelados
Leveled Text Library
Lexile 300L–820Ls
Colección de textos en línea
Online Text Collection
“A Hunt for Amelia’s Ring”
Lexile 510L
“A Birthday Surprise”
Lexile 570L
OPTIONAL
RESOURCE
Leveled Text Libaray
Lexile 260L – 560L
Palabras a
su paso
COMPRENSIONES DURADERAS |
PREGUNTAS ESENCIALES | ESSENTIAL QUESTIONS
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
ENDURING UNDERSTANDINGS
¿Cómo identifican los lectores la manera en que los personajes en
los cuentos responden a los sucesos? | How do readers identify
characters’ responses to events?
• Readers understand that characters in
stories have unique points of view.
How do readers understand a character’s point of view?
• Los lectores comprenden que los
personajes en los cuentos responden a los
sucesos de maneras diferentes. | Readers
understand that story characters respond to
events in different ways.
• Los escritores comprenden que los
pensamientos, sentimientos y acciones
de un personaje se revelan a través de
los detalles. | Writers understand that a
character’s thoughts, feelings, and actions
are revealed through details.
• Los alumnos comprenden que las
relaciones entre los miembros de una
comunidad son importantes. | Learners
understand that relationships within a
community are important.
2
¿Cómo usan los escritores detalles para describir los pensamientos,
sentimientos y acciones de los personajes? | How do writers use
details to describe the thoughts, feelings, and actions of characters?
• Writers understand that signal words tell
the sequence of events in a story.
• Learners understand that relationships
within a community are important.
Los escritores crearán una narrativa que incluye detalles sobre los
pensamientos, sentimientos y acciones de los personajes. | Writers will
create a narrative that includes details about the thoughts, feelings, and
actions of the characters.
Los alumnos
identificarán las relaciones entre miembros de una comunidad. |
Learners will identify community relationships.
MODULE GOALS
Readers will use dialogue and actions to identify the points of view of
characters in stories.
EXPLORE CONTENT
Los lectores usarán diálogo y acciones para identificar lo que piensan,
sienten y hacen los personajes de un cuento. | Readers will use dialogue
and actions to identify what story characters think, feel, and do.
EXPLORAR EL CONTENIDO | EXPLORE CONTENT
How do writers create a clear sequence of events in a story?
Writers will create a narrative using a clear sequence of events.
METAS DEL MÓDULO | MODULE GOALS
mini of G2
U1 cover
to come
Learners will identify community relationships.
Instructional support for Module A is found in the
ReadyGEN Teacher’s Guide for Grade 2, Unit 1.
Unidad 1
Unit 1
Enduring Understandings and
Essential Questions from both
modules guide student thinking and
allow students to deeply explore
concepts in Spanish and in English.
6
Snowshoe Hare’s
Winter Home
Lexile 540L
Literary Text
3
Suggested Pacing helps teachers
flexibly integrate the Biliteracy Pathway
lessons into their instruction.
UNIDAD 1 • MÓDULO P
Suggested
Pacing
LECCIÓN
LESSON
SMALL GROUP
30–40 minutes
WHOLE GROUP
30–40 minutes
1
Teacher’s Guide,
pp. 8–15
• Opciones para los grupos
pequeños | Small Group Options
LECCIÓN
LESSON
Entender las comunidades
Planner
UNIT 1 • MODULE P
• Desarollar la oralidad | Build Oracy
• Desarrollar la comprensión | Build
Understanding
• Lectura atenta | Close Read
• Vocabulario esencial | Benchmark
Vocabulary
• Análisis del texto | Text Analysis
The lessons within the module
prepare students for the
Performance-Based Assessment
with opportunities to practice new
skills and deepen understanding.
2
Teacher’s Guide,
pp. 16–23
Understanding Communities
WHOLE GROUP
WRITING WORKSHOP
30–40 minutes
PERFORMANCE-BASED ASSESSMENT
LECCIÓN
LESSON
3
LANGUAGE AND FOUNDATIONAL SKILLS
LESSONS IN THIS MODULE
Teacher’s Guide, pp. 72-76
• Escribir una narrativa | Write a
Narrative
• Práctica de escritura | Writing
Practice
NARRATIVE TASK: WRITE A NEW STORY
Children will write a narrative in which they write a new
story using the characters from Chato y su cena.
Children will:
• draw or describe the characters and setting.
• write a short sequence of events with a beginning,
middle, and end.
• use temporal words to signal event order.
Teacher’s Guide,
pp. 24–31
Language Simple Sentences; Verb Tenses;
Modal Auxiliaries; Adjectives; Adverbs;
Capitalization; Prepositional Phrases;
Quotation Marks; Compound Sentences
Word Analysis Multiple-Meaning Words;
Suffixes; Latin Roots; Prefixes
OPTIONAL RESOURCE Palabras a su paso, La
ortografía de consonantes, Grupo 12; Préfijos y más
sufijos, Grupo 23.
READ Trade Book pp. 4–9
Chato y su cena
READ Trade Book pp. 10–17
Chato y su cena
READ Trade Book pp. 18–23
Chato y su cena
BENCHMARK VOCABULARY
aguzaron, vibraron, maullido,
petrificados
BENCHMARK VOCABULARY
mordiscos, destellaban, descendió,
elegante
BENCHMARK VOCABULARY
amasaba, acomodando, alargado,
selvático
CROSS-LANGUAGE CONNECTIONS LESSONS
READING ANALYSIS Usar
ilustraciones y palabras para
comprender personajes | Use
Illustrations and Words to Understand
Characters
READING ANALYSIS Usar
ilustraciones para comprender
el ambiente | Use Illustrations to
Understand Setting
READING ANALYSIS Identificar las
reacciones de los personajes | Identify
Characters’ Responses
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.
WRITING Describir personajes |
Describe Characters; Dictado
LECCIÓN
LESSON
4
Teacher’s Guide,
pp. 32–39
WRITING Usar detalles descriptivos |
Use Descriptive Details; Dictado
Teacher's Guide, pp. 78-81
WRITING Entender punto de vista |
Understand Point of View; Dictado
CLC 1 Analyze Past-Tense Verbs in Spanish and English
CLC 2 Analyze Cognates
LECCIÓN
LESSON
5
Teacher’s Guide,
pp. 40–47
LECCIÓN
LESSON
6
CLC 3 Punctuate Dialogue in Spanish and English
Teacher’s Guide,
pp. 48–55
CLC 4 Compare Figurative Language in Spanish and English
READ Trade Book pp. 24–32
Chato y su cena
READ Detective pp. 8–9
La búsqueda del anillo de Amelia
READ Detective pp. 10–11
Una sorpresa de cumpleaños
BENCHMARK VOCABULARY
domicilio, raspando, balanceando,
cauteloso
BENCHMARK VOCABULARY
arrastró, vencida
BENCHMARK VOCABULARY
golpeó, inclinó, aterrizó
READING ANALYSIS Usar palabras
clave para comprender detalles
importantes | Use Key Words to
Understand Important Details
READING ANALYSIS Describir
cómo los personajes responden a los
sucesos | Describe How Characters
Respond to Events
WRITING Usar palabras y frases
clave para escribir | Use Key Words
and Phrases to Write; Dictado
Assessment
WRITING Crear una escena narrativa |
Create a Narrative Scene
READING ANALYSIS Describir
cómo los personajes responden a los
sucesos | Describe How Characters
Respond to Events
WRITING Usar palabras que indican
orden | Use Sequence Words; Dictado
LECCIÓN
LESSON
7
Teacher’s Guide,
pp. 56–63
READ Detective pp. 12–13
Amistad poco probable
BENCHMARK VOCABULARY
complacida, amorosamente,
terciopelo
READING ANALYSIS Comprender
personajes y ambiente | Understand
Characters and Plot
WRITING Escribir un borrador | Write
a Draft
LECCIÓN
LESSON
8
Teacher’s Guide,
pp. 64–71
COMPARE
 Chato y su cena
 Una sorpresa de cumpleaños
BENCHMARK VOCABULARY
descendió, balanceando, aterrizó
READING ANALYSIS Use Details and
Examples to Talk About Text | Usar
detalles y ejemplos para conversar
sobre textos
WRITING Publicar un escrito | Publish
Writing
CENTER OPTIONS
During Small Group Time, children 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.
READING/WRITING CENTER
• Have children write a description
of a character from an
independent reading book.
Children should give examples of
adjectives, verbs, and dialogue
wherever possible. Tell them to
note specific words that describe
the character's appearance,
thoughts, and actions. Have
children share their writing with a
partner.
VOCABULARY CENTER
• Give pairs a list of Benchmark
Vocabulary words. Partners
should write word on a note card
and clues that tell about the word
on the other side. Have partners
take turns reading the clue and
guessing the word.
6 Unidad 1 • Módulo P
ORACY CENTER
• Have children work in pairs or
small groups to discuss who
their favorite story characters are
and why. Give children sentence
frames they can complete to
express their opinions and give
supporting reasons.
Unit1•ModuleP 7
Cross Language Connections develop
students’ metalinguistic awareness as they
compare and contrast language features
of Spanish and English.
7
Lesson Walkthrough
WHOLE GROUP READING
Chato
Chatoyysu
sucena,
cena,pp.
pp.4–9
4–9
Introducción Introduction
e Illustrations and Words to Understand
Characters
Introducción
Introducción || Introduction
Introduction
1
Desarrollar
comprensión
DevelopOracy
Oracy
Desarrollar
la
la oralidad
oralidad || Develop
|Desarrollar
Develop
Oracy
Desarrollar
la oralidad la
ACTIVATE
ACTIVATEBACKGROUND
BACKGROUNDKNOWLEDGE
KNOWLEDGE Tell
Tellchildren:
children:Vamos
Vamosaa
FIRST READ
Build
Understanding
leer
leerun
un
cuento
cuento
que
quetrata
tratade
de
un
ungato
gatoyyauna
unafamilia
familiade
deratones.
ratones.Habla
Hablacon
con
ACTIVATE BACKGROUND KNOWLEDGE
Tell
children:
Vamos
PRIMERA LECTURA
tu
tupareja
parejasobre
sobrecómo
cómose
sellevan
llevanlos
losgatos
gatosyylos
losratones.
ratones.| |We’re
We’regoing
going
leer un cuento que trata de un gato y unatotofamilia
deabout
ratones.
Habla
read
readaastory
story
about
aacat
catand
and
aafamily
familycon
of
ofmice.
mice.Talk
Talkto
toyour
yourpartner
partner
about
how
cats
catsand
andmice
mice
get
getalong.
along.
Provide
Providethese
theselanguage
languageframes:
frames:
| We’re
tu pareja sobre
cómo se llevan los gatosabout
y loshow
ratones.
going
OBJETIVOS
OBJETIVOS
Cuando
Cuandoun
ungato
gatove
veun
unratón,
ratón,elelgato
gato___.
___.Cuando
Cuandoun
unratón
ratónve
veun
ungato,
gato,
Enfoque
Usan
Usan
ilustraciones
ilustraciones
to read a storyEnfoque
about
alaslas
cat
and a family of
mice.
Talk
to
yourhave
partner
elelratón
ratón___.
___.After
Afterpartners
partnershave
shared
sharedideas,
ideas,lead
leadaaclass
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yypalabras
palabrasen
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textopara
para
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how
howthe
thecat
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andthe
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mice
ininthe
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mightget
getalong.
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about how cats
and comprensión
mice
getdedealong.
Provide
language
frames:
demostrar
demostrar
comprensión
los
los
s y el
o.
MINI-LESSON
MINI-LESSON
THE PURPOSE Say: Vamos a leer varios textos en esta unidad y así aprender
o los personajes en cada cuento tienen un punto de vista único, o individual. El
o de vista deCuando
un personaje
significa
lo que opina
ounloratón
que
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ese personaje.
personajes
personajes
yydel
del
argumento.
argumento.
un gato
ve un
ratón,
el gato ___.PRETEACH
Cuando VOCABULARY
veThe
unfollowing
gato, words
PRETEACH
VOCABULARY
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following
wordswill
willbe
behelpful
helpfulfor
for
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Describen
Describencómo
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lospersonajes
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children
children
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reading
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deslizándose,
deslizándose,agazapado,
agazapado,
are going to elread
stories
in
this
unit
andtolead
learn
how
the
characters
in
ratónseveral
___. After
partners
have
shared
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abefore
class
discussion
un
un
cuento
cuento
responden
responden
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a
sucesos
sucesos
ara
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Writeeach
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onthe
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boardand
andintroduce
introduceititby
bybriefly
briefly
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outififpossible,
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and
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story
have unique,
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Oralidad
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that
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nto.a character’s opinions
frases
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quecuentan
cuentan
sentences.
sentences.
For
For
example,
example,
for
fordeslizándose,
deslizándose,
say:
say:
Cuando
Cuandoun
unanimal
animalva
va
ns
or
feelings.
Focus
the
instruction
for
the
lesson
PRETEACH VOCABULARY
The
following
words
will
be
helpful
for
acerca
acercade
delos
lospersonajes
personajesyysucesos
sucesos
deslizándose,
deslizándose,se
semueve
mueveasí.
así.| |When
Whenan
ananimal
animalglides
glidesalong,
along,ititgoes
goes
onajes de
en
enun
unbefore
cuento.
cuento. reading the story: deslizándose, agazapado,
children toEnduring
know
like
likethis.
this.
Show
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aagliding
glidingmotion
motioncomprenden
with
withyour
yourhand.
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animales
van
haring
the following
Understanding:
Los
lectores
quevan
Usan
Usanvarios
variosadjetivos
adjetivosyyadverbios
adverbios
ucesos
deslizándose
cuando
cuandose
se
mueven?
(culebras,
(culebras,tigres)
tigres)| |What
Whatanimals
animals
and espiar. Write
each verbalmente
word on the boarddeslizándose
and introduce
itmueven?
by briefly
para
paradescribir
describirverbalmente
glide
glideas
asthey
they
move?
(snakes,
(snakes,
tigers)
tigers)
ersonajes enexplaining
los cuentos
enfrentan
responden
amove?
los
desafíos
de maneras
personas
en
enuna
unaacting
comunidad
comunidad
its personas
meaning,
itoout
if possible, and
asking
a question
así
asícomo
como//los
lospersonajes
personajesyyelel
abras
y [Readers
entes.
that
characters
stories
respond to challenges
that understand
uses the argumento
word.
Encourage
children toin
answer
in complete
argumento
de
deun
uncuento.
cuento.
|Foundational
uentan
Destrezas
Destrezas
fundamentales
fundamentales
FoundationalSkills
Skills
sentences. For
example,
for deslizándose,
say:
Cuando
un Chato
animal |va
ferent
leer
las primeras
seisPalabras
páginas
de
y su cena para
y sucesosways.] Vamos a OBJECTIVES
OBJECTIVES
Palabras
con
conc,c,s,along,
s,zz| |Words
Words
with
c,c,s,s,zz
deslizándose, se mueve así. | When an animal
glides
itwith
goes
Focus
Focusal
Use
Useillustrations
illustrationsand
and
••Start
Startaaword
word
wall
wallwith
withlas
the
thecolumn
column
headings
headingsc,c,s,s,z.z.Write
these
theseare
|Write
o que podemos
aprender
observar
losyour
dibujos
y leer
palabras.
We
like this.
Showwords
a gliding
motion
with
hand.
¿Qué
animales
vanandz,z,respectively.
words
ininaatext
textto
to
demonstrate
demonstrate
words:
words:cena,
cena,seis,
seis,zarpar
zarparunder
underc,c,s,s,and
respectively.Have
Have
dverbios
understanding
understanding
the
thecharacters
characters (culebras,children
children
brainstorm
brainstorm
other
other
words
wordsthey
theyknow
know
with
withthe
the/s/
/s/sound
soundand
and
| What
deslizándose
cuando
seofofsee
mueven?
tigres)
animals
g
to
read
Chato
y
su
cena
and
what
we
can
learn
about
the
characters
by
and
andplot.
plot.
list
listthem
themininthe
theappropriate
appropriatecolumns.
columns.
nte
glide as they move?
(snakes,
tigers)
••After
Afterchildren
childrenhave
havecompleted
completedtheir
theirfirst
firstread
readof
ofthe
thestory,
story,say:
say:
Describe
Describehow
how
the
thecharacters
characters
ininaa
dad
ng at the pictures
and reading
the
words.
Vuelvan
Vuelvanaamirar
mirarlas
lasprimeras
primerasdos
dospáginas
páginasdel
delcuento.
cuento.Busquen
Busquen
story
storyrespond
respondto
tomajor
majorevents.
events.
Oracy
OracyIdentify
Identifydescribing
describingwords
words
palabras
palabrasque
quecontengan
contenganlalaccde
decena.
cena.| |Look
Lookback
backatatthe
thefirst
firsttwo
two
pages
pagesof
ofthe
thestory.
story.Look
Lookfor
forwords
wordsthat
thatcontain
containccas
asinincena.
cena.Have
Have
MINI-LESSON
and
andphrases
phrasesthat
thattell
tellabout
aboutstory
story
children
childrenname
namethe
the
words
wordsand
andadd
addthem
them
to
tothe
theword
wordwall.
wall.Repeat
Repeatthe
the
GAGE CHILDREN
Tell children
they
should
keep
the
following
Essential
characters
characters
and
andevents.
events.
| Foundational
Destrezas
fundamentales
Skills
activity
activityfor
forthe
theletters
letters
ssand
andz.z.Say:
Say:Busquen
Busquenpalabras
palabrasque
quecontengan
contengan
Use
Useaavariety
varietyof
ofadjectives
adjectivesand
and
lalassde
de
de
deseis.
seis.Luego
Luego
busquen
busquenpalabras
palabrasque
que
contengan
contenganlalazzde
de
stions in mind as they read
and
write
about the
texts
in
this
unit:
¿Cómo
adverbs
adverbsto
to
orally
orallydescribe
describe
people
people
zarpar.
zarpar.| |Look
Lookfor
forwords
wordsthat
thatcontain
containssas
asininseis.
seis.Then
Thenlook
lookfor
forwords
words
Palabras con
s, z | Words
with
ininac,
acommunity
community
as
aswell
wellas
as
story
story c, s, z
that
thatcontain
containzzas
asininzarpar.
zarpar.
tifican
los lectores
la manera
en
characters
charactersand
and
plot.
plot.que los personajes en los cuentos
nd
• Start a word
wall with
the column headings c,For
s,cross-language
z. Write these
For
cross-language
support,
support,see
seep.p.XXX
XXXininthis
thisTeacher's
Teacher'sGuide
Guide
and
p.p.enfrentan?
XXX
XXXininthe
theBiliteracy
Biliteracy
Pathway
Handbook.
Handbook.usan los
nstrate
words: cena,
seis, desafíos
zarpar under c,
s, and
z,and
respectively.
HavePathway
onden a los sucesos
y a los
que
ellos
¿Cómo
aracters
children brainstorm other words they know with the /s/ sound and
tores detalles para
describir
los
pensamientos,
sentimientos
y
acciones de
list them in the appropriate columns.
| How
ersonajes?
dochildren
readers
identifytheir
characters'
responses
to events and
• After
have completed
first read of the
story, say:
ters
in a
a mirar las primeras dos páginas del cuento. Busquen
vents.
enges?
How do Vuelvan
writers
use details to describe the thoughts, feelings, and
palabras que contengan la c de cena. | Look back at the first two
g words
88 story.
Unidad
UnidadLook
11••Módulo
Módulo
PP••Lección
Lección
11 contain cvamos
ons
of
characters?
Tell
children:
En
lección,
usar las palabras y
pages
of
the
for esta
words
that
as in cena.aHave
out story
children name the words and add them to the word wall. Repeat the
ibujos en nuestro
libro para comprender cómo se sienten los personajes y
activity for the letters s and z. Say: Busquen palabras que contengan
es
o and
responden a los
También
aprenderemos
la s sucesos.
de de seis. Luego
busquen palabras
que contengancómo
la z de los escritores usan
e people
zarpar. | Look for words that contain s as in seis. Then look for words
lles
s storypara describir lo que piensan, sienten y hacen los personajes. | In this
that contain z as in zarpar.
on we are going use
the words and pictures in our book to understand how
For cross-language support, see p. XXX in this Teacher's Guide
p. XXX
the Biliteracy
Pathway
Handbook.
acters feel and and
react
toinevents.
We
will also
learn about how writers use details
escribe what characters think, feel, and do.
READ Use the
appropriate reading
from pp.
TR 2–18. In this first
Foundational
Skillsroutine
coverage
is provided
ing, children should be reading for an understanding of what the text is mainly
through authentic, opportunistic
ut.
lo P • Lección 1
instruction that directly relates to the
TURN AND TALK After reading, have children turn to a partner and discuss
texts students are reading.
e questions using details from the text: ¿Qué palabras y dibujos indican dónde
nes son los personajes del cuento? | Which words and pictures tell you who
e of the story characters are? Use the Rutina para compartir y comentar en
8
jas | Think-Pair-Share
Routine on pp. TR 4–5.
1
LECCIÓN
LESSON
Biliteracy Path
Teacher's Gui
Biliteracy Path
Handbook
Biliteracy
BiliteracyPathway
Pathway
Teacher's
Teacher'sGuide
Guide
Biliteracy
BiliteracyPathway
Pathway
Handbook
Handbook
Usar ilustraciones y palabras para
Usar
Usar ilustraciones
ilustraciones yy palabras
palabras para
para |
comprender
lospersonajes
personajes
||
comprender
comprender los
los
personajes
WHOLE GROUP READING
1
|
omprender los personajes
|
LECCIÓN
LECCIÓN
LESSON
LESSON
1
Chato y su cena, pp. 4–9
Biliteracy Pathway
Handbook
WHOLE GROUP READING
1 ilustraciones y palabras para
sar
Log on to PearsonRealize.com
to access the following Biliteracy
Pathway components.
Biliteracy Pathway
Teacher's Guide
LECCIÓN
LECCIÓN
LESSON
LESSON
LECCIÓN
LESSON
Full-length, authentic Spanish
literature engages students
in multiple close readings of
appropriately complex text.
1
Biliteracy Pathway lessons were designed on the principles of the gradual release
of responsibility framework with the goal of building independent readers and writers.
Use
Use Illustrations
Illustrations and
and
Words
to
to Understand
Understand
Characters
Characters Characters
Use Illustrations
andWords
Words
to Understand
Desarrollar
Desarrollar
la
la
comprensión
comprensión
L1
L1
PRIMERA
LECTURA
Desarrollar
Build
Build
Understanding
Understanding la comprensión
L1
PRIMERA
PRIMERALECTURA
LECTURA
FIRST
FIRSTREAD
READ
Build Understanding
FIRST
READ
SET
SETTHE
THEPURPOSE
PURPOSE Say:
Say:Vamos
Vamosaaleer
leervarios
variostextos
textosen
enesta
estaunidad
unidadyyasí
asíaprender
aprender
cómo
cómolos
lospersonajes
personajesen
encada
cadacuento
cuentoresponden
respondenaasucesos
sucesosde
demaneras
manerasdiferentes.
diferentes.
|
|
We
We
are
are
going
goingto
toread
read
several
several
stories
storiesinin
this
unit
unitvarios
and
andlearn
learn
how
howthe
thecharacters
characters
in
SET THE PURPOSE
Say:
Vamos
athis
leer
textos
en
esta inunidad
y así aprender
each
eachstory
storyrespond
respondto
toevents
eventsinindifferent
differentways.
ways.Focus
Focusthe
theinstruction
instructionfor
forthe
thelesson
lesson
cómo los
personajes
enEnduring
cada cuento
responden
a comprenden
sucesos
de
by
bysharing
sharingthe
thefollowing
following
Enduring
Understanding:
Understanding:
Los
Loslectores
lectores
comprendenque
que maneras diferentes.
los
los
personajes
personajes
en
en
los
los
cuentos
cuentos
responden
responden
a
a
los
los
sucesos
sucesos
de
de
maneras
maneras
diferentes.
diferentes.
| We are going to read several stories in this unit and learn how the characters in
[Readers
[Readersunderstand
understandthat
thatcharacters
charactersininstories
storiesrespond
respondto
toevents
eventsinindifferent
different
each story
respond
tolas
events
different
Focus
the
for the lesson
ways.]
ways.]
Vamos
Vamosaaleer
leer
las
primeras
primerasin
seis
seis
páginas
páginasde
deways.
Chato
Chatoyysu
su
cena
cenapara
para
ver
verinstruction
loloque
que
|We
podemos
podemos
aprender
alalobservar
observar
los
losdibujos
dibujos
yyleer
leerlas
laspalabras.
palabras.|Los
Weare
are
going
goingto
to comprenden que
by sharing
theaprender
following
Enduring
Understanding:
lectores
read
readthe
thefirst
firstsix
sixpages
pagesof
ofChato
Chatoyysu
sucena
cenaand
andsee
seewhat
whatwe
wecan
canlearn
learnabout
aboutthe
the
los personajes
en
los cuentos
responden
athelos
sucesos de maneras diferentes.
characters
charactersby
bylooking
looking
atatthe
thepictures
pictures
and
andreading
readingthe
words.
words.
[Readers understand that characters in stories respond to events in different
ENGAGE
ENGAGECHILDREN
CHILDREN Tell
Tellchildren
childrenthey
theyshould
shouldkeep
keepthe
thefollowing
followingEssential
Essential
ways.] Vamos
leer
las
primeras
seis
páginas
Chato
y su cena para ver lo que
Questions
Questionsa
ininmind
mindas
asthey
they
read
readand
andwrite
write
about
about
the
thetexts
textsde
ininthis
this
unit:
unit:¿Cómo
¿Cómo
comprenden
comprenden
los
loslectores
lectores
aalos
lospersonajes
personajes
alalleer
leeracerca
acerca
de
desus
sus
pensamientos,
podemos
aprender
al observar
los dibujos
y leer
laspensamientos,
palabras. | We are going to
sentimientos
sentimientosyyacciones?
acciones?¿Cómo
¿Cómousan
usanlos
losescritores
escritoresdetalles
detallespara
paradescribir
describirlos
los
read thepersonajes
first
six
pages
of
Chato
y
su
cena
and
see
what
we can learn about the
personajesyysucesos
sucesosen
enun
uncuento?
cuento?| |How
Howdo
doreaders
readersunderstand
understandcharacters
characters
through
through
reading
about
about
their
their
thoughts,
thoughts,
feelings,
feelings,
and
and
actions?
actions?How
How
do
writers
writersuse
use
characters
byreading
looking
at
the
pictures
and
reading
thedo
words.
details
detailsto
todescribe
describestory
storycharacters
charactersand
andevents?
events?Tell
Tellchildren:
children:En
Enesta
estalección,
lección,
vamos
vamosaausar
usarlas
laspalabras
palabrasyylos
losdibujos
dibujosen
ennuestro
nuestrolibro
libropara
paracomprender
comprendercómo
cómose
se
ENGAGE
CHILDREN
children
shouldTambién
keepaprenderemos
the following Essential
sienten
sienten
los
lospersonajes
personajesyTell
ycómo
cómo
responden
respondenthey
aalos
lossucesos.
sucesos.
También
aprenderemos
cómo
cómo
los
escritores
escritores
usan
detalles
detalles
para
describir
describir
que
quepiensan,
piensan,
sientenyyin
hacen
hacen
Questions
inlos
mind
asusan
they
readpara
and
writeloloabout
the sienten
texts
this unit: ¿Cómo
los
lospersonajes.
personajes.| |InInthis
thislesson
lessonwe
weare
aregoing
goinguse
usethe
thewords
wordsand
andpictures
picturesininour
ourbook
book
comprenden
los lectores
a los
al leer
acerca
de
sus pensamientos,
to
tounderstand
understand
how
howcharacters
characters
feel
feelpersonajes
and
andreact
reactto
toevents.
events.
We
Wewill
will
also
alsolearn
learn
about
about
how
how
writers
writers
use
use
details
details
to
to
describe
describe
what
what
characters
characters
think,
think,
feel,
feel,
and
and
do.
do.
sentimientos y acciones? ¿Cómo usan los escritores detalles para describir los
|this
personajesREAD
y sucesos
en unpages
cuento?
How
do use
readers
understand characters
READ
As
Asyou
youintroduce
introduce
pages
4–9
4–9of
ofthis
new
newtext,
text,
usethe
theappropriate
appropriate
reading
routine
routine
from
frompp.
pp.
TR
TR2–18.
2–18.
InInthis
thisfirst
firstfeelings,
reading,
reading,children
children
should
be
bereading
reading
throughreading
reading
about
their
thoughts,
andshould
actions?
How do writers use
for
foran
anunderstanding
understandingof
ofwhat
whatthe
thetext
textisismainly
mainlyabout.
about.
details to describe story characters and events? Tell children: En esta lección,
TURN
TURNAND
ANDTALK
TALK After
Afterreading,
reading,have
havechildren
childrenturn
turnto
toaapartner
partnerand
anddiscuss
discuss
vamos this
athisusar
las
palabras
y
los
dibujos
en
nuestro
libro
para
comprender cómo se
question
questionusing
usingdetails
detailsfrom
fromthe
thetext:
text:¿Qué
¿Quépalabras
palabrasyydibujos
dibujosindican
indicanquiénes
quiénes
son
algunos
de
delos
lospersonajes
personajes
del
delcuento?
cuento?| |Which
Whicha
words
words
and
pictures
picturestell
tell
you
youwho
who aprenderemos
sientenson
losalgunos
personajes
y cómo
responden
losand
sucesos.
También
some
someof
ofthe
thestory
storycharacters
charactersare?
are?Use
Usethe
theRutina
Rutinapara
paracompartir
compartiryycomentar
en
en
cómo los
escritores
usan detalles
para
describir
lo quecomentar
piensan,
sienten y hacen
parejas
parejas| |Think-Pair-Share
Think-Pair-ShareRoutine
Routineon
onpp.
pp.TR
TR4–5.
4–5.(palabras/words:
(palabras/words:gato
gatode
deseis
seis
| In
los personajes.
this
lesson
are
going useelelthe
words
and pictures in our book
rayas,
rayas,gorrión
gorrión
[p.
[p.4],
4],cinco
cinco
ratones
ratoneswe
[p.
[p.6];
6];
dibujos/pictures:
dibujos/pictures:
gorrión/the
gorrión/the
sparrow
sparrow
[p.
[p.4],
4],elelgato/the
gato/thecat
cat[pp.
[pp.5,5,8];
8];los
losratones/the
ratones/themice
mice[pp.
[pp.6–9])
to understand
how characters
feel
and react
to6–9])
events. We will also learn about
how writers use details to describe what characters think, feel, and do.
READ As you introduce pages 4–9 of this new text, use the appropriate
reading routine from pp. TR 2–18. In this first reading, children should be reading
for an understanding of what the text is mainly about.
Unit
Unit11••Module
ModulePP••Lesson
Lesson11 99
TURN AND TALK After reading, have children turn to a partner and discuss
this question using details from the text: ¿Qué palabras y dibujos indican quiénes
son algunos de los personajes del cuento? | Which words and pictures tell you who
some of the story characters are? Use the Rutina para compartir y comentar en
parejas | Think-Pair-Share Routine on pp. TR 4–5. (palabras/words: gato de seis
rayas, gorrión [p. 4], cinco ratones [p. 6]; dibujos/pictures: el gorrión/the sparrow
[p. 4], el gato/the cat [pp. 5, 8]; los ratones/the mice [pp. 6–9])
Oracy activities develop the language
needed to interact with texts and
enhance students’ metalinguistic skills.
Supportive Routines suggested throughout
each lesson help you encourage thoughtful
conversations, clarify understandings, and
unpack text specifics.
Unit 1 • Module P • Lesso
1
Develop students’ conceptual
knowledge and oral discourse
through Benchmark Vocabulary
and By-the-Way words.
Usan
Usanlalainformación
información
obtenida
obtenidade
delas
las
ilustraciones
ilustracionesen
enun
un
texto
textopara
parademostrar
demostrar
lalacomprensión
comprensiónde
de
los
lospersonajes.
personajes.
Escriben
Escribenoraciones
oraciones
completas.
completas.
OBJECTIVES
OBJECTIVES
Determine
Determineor
orclarify
clarify
the
themeaning
meaningof
of
unknown
unknownwords
words
based
basedon
ongrade
grade22
reading
readingand
andcontent.
content.
Use
Useinformation
information
gained
gainedfrom
fromthe
the
illustrations
illustrationsininaa
text
textto
tounderstand
understand
characters
charactersor
orsetting.
setting.
Produce
Producecomplete
complete
sentences.
sentences.
L1
L1
SEGUNDA
SEGUNDALECTURA
LECTURA
SECOND
SECONDREAD
READ
Lectura
Lectura atenta
atenta
Close
CloseRead
Read
CITE
CITETEXT
TEXTEVIDENCE
EVIDENCE Engage
Engagethe
theclass
classininaadiscussion
discussionabout
aboutwhat
whatthey
theyjust
just
read.
read.Remind
Remindchildren
childrenthat
thatreaders
readersuse
useinformation
informationfrom
fromboth
bothwords
wordsand
andpictures
pictures
to
tounderstand
understandcharacters
charactersor
orevents
eventsininaatext.
text.Use
Usethese
thesequestions
questionsto
toguide
guidethe
the
discussion,
discussion,and
andask
askchildren
childrento
tosupport
supporttheir
theiranswers
answerswith
withevidence.
evidence.
•• ¿Qué
¿Quépalabras
palabrascuentan
cuentanacerca
acercade
deChato?
Chato?| |Which
Whichwords
wordstell
tellabout
aboutChato?
Chato?
(Possible
(Possibleanswers:
answers:un
ungato
gatode
deseis
seisrayas;
rayas;caminar
caminararrastrado;
arrastrado;agazapado)
agazapado)
¿Cómo
¿Cómoreacciona
reaccionaChato
Chatoalalver
verelelgorrión
gorriónyylos
losratones?
ratones?¿Qué
¿Quépalabras
palabras
describen
describensu
sureacción?
reacción?| |How
Howdoes
doesChato
Chatoreact
reactto
toseeing
seeingthe
thesparrow
sparrowand
and
the
themice?
mice?Which
Whichwords
wordsdescribe
describehis
hisreactions?
reactions?(Se
(Seentusiasma
entusiasmamucho;
mucho;p.
p.1:1:
“se
“seleleaguzaron
aguzaronlas
lasorejas;
orejas;elelrabo
rabose
seleleempezó
empezóaamover
moveralalcompás;
compás;p.
p.2:2:“los
“los
bigotes
bigoteslelevibraron
vibraronde
deplacer;”
placer;”“se
“sepasó
pasólalalengua
lenguapor
porlos
loslabios”)
labios”)
•• Observen
Observenlas
lasilustraciones
ilustracionesen
enlas
laspáginas
páginas1–2
1–2yy3–4.
3–4.¿Qué
¿Quémuestran?
muestran?| |Look
Look
atatthe
thepictures
pictureson
onpages
pages1–2
1–2and
and3–4.
3–4.What
Whatdo
dothey
theyshow?
show?(un
(ungato
gato[Chato]
[Chato]
siguiendo
siguiendoaaun
ungorrión;
gorrión;Chato
Chatoespiando
espiandoaacinco
cincoratones)
ratones)¿Cómo
¿Cómomuestran
muestran
las
lasilustraciones
ilustracionesloloque
queChato
Chatotiene
tienepensado?
pensado?| |How
Howdo
dothe
thepictures
pictureshelp
helptell
tell
about
aboutChato’s
Chato’sintentions?
intentions?(Chato
(Chatose
sedesliza
deslizaagazapado
agazapadoporque
porqueestá
estátratando
tratando
de
deatrapar
atraparalalgorrión;
gorrión;se
seesconde
escondede
delos
losratones
ratonesporque
porquequiere
quiereatraparlos
atraparlos
también.
también.| |Chato
Chatohides
hidesby
bycrouching
crouchingbecause
becausehe
hewants
wantsto
tocatch
catchthe
thesparrow;
sparrow;
he
heisishiding
hidingfrom
fromthe
themice
micebecause
becausehe
healso
alsowants
wantsto
tocatch
catchthem.)
them.)
| BY-THE-WAY-WORDS During
PALABRAS
PALABRASCURIOSAS
CURIOSAS| BY-THE-WAY-WORDS
Duringclose
closereading,
reading,define
definethe
the
following
followingwords
wordsfor
forchildren
childreninvolving
involvingknown
knownconcepts
conceptsthat
thatcan
canimpede
impedetext
text
comprehension.
comprehension.
Scaffolded
Instruction
arrastrado,
arrastrado,p.p.4:4:Arrastrado
Arrastradoes
esuna
unaforma
formadel
delverbo
verboarrastrar,
arrastrar,que
quesignifica
significa
“llevar
“llevaraaalgo
algopor
porelelsuelo”.
suelo”.| |Arrastrado
Arrastradoisisaaform
formofofthe
theverb
verbarrastrar
arrastrar(to
(todrag),
drag),
which
whichmeans
means“to
“topull
pullor
ormove
movesomething
somethingacross
acrossthe
thefloor.”
floor.”
SPANISH
SPANISHLANGUAGE
LANGUAGEDEVELOPMENT
DEVELOPMENT
STRATEGIC
STRATEGICSUPPORT
SUPPORT
VOCABULARY
VOCABULARY InInaddition
additiontotodefining
definingthe
the
UNDERSTAND
UNDERSTANDPUNCTUATION
PUNCTUATION Point
Pointout
out
the
thethird
thirdparagraph
paragraphofofp.p.8.8.Remind
Remindchildren
children
that
thatem-dashes
em-dashesatatthe
thebeginning
beginningand
andend
end
ofofaasentence
sentenceor
orphrase
phraseare
areused
usedtotosignal
signal
aacharacter’s
character’sspoken
spokenwords
wordsand
andtell
tellwhen
when
the
thespeech
speechbegins
beginsand
andwhen
whenititends.
ends.Have
Have
children
childrenwork
workininpairs
pairstotopractice
practicereading
reading
the
theparagraph
paragraphaloud
aloudand
andspeaking
speakingininaa
different
differentvoice
voicetotodistinguish
distinguishChato's
Chato'swords
words
from
fromthe
theother
otherwords
wordsininthe
theparagraph.
paragraph.Call
Call
on
onvolunteers
volunteerstotoread
readaloud
aloudthe
theparagraph
paragraph
totothe
theclass.
class.
Palabra
Palabracuriosa,
curiosa,you
youmay
maywant
wanttotofurther
furtheraid
aid
comprehension
comprehensionby
bypreteaching
preteachingthe
themeanings
meanings
ofofthe
thefollowing
followingwords
wordsand
andphrases
phrasesusing
using
TPR
TPRor
orsimple
simplesynonyms:
synonyms:deslizándose,
deslizándose,
apoderarse,
apoderarse,caderas,
caderas,salió
saliódisparado,
disparado,
retumbar,
retumbar,pertenencias,
pertenencias,ronroneando.
ronroneando.Check
Check
children's
children'sunderstanding
understandingby
byasking
askingyes/no
yes/no
questions
questionsor
orhave
havethem
themdemonstrate
demonstratemeaning
meaning
using
usingTPR.
TPR.
10
10 Unidad
Unidad11••Módulo
MóduloPP••Lección
Lección11
Embedded support at point
of use allows Spanish learners
to successfully participate in
and progress through the daily
lesson with their peers.
VOCABULARIO
VOCABULARIOESENCIAL
ESENCIAL| |BENCHMARK
BENCHMARKVOCABULARY
VOCABULARY
aguzaron,
aguzaron,p.
p.44
vibraron,
vibraron,p.
p.77
maullido,
maullido,p.
p.99
vibrated
vibrated
petrificados,
petrificados,p.
p.99
petrified
petrified
•• Have
Havechildren
childrenfind
findand
andread
readsentences
sentencesfrom
fromthe
thetext
textthat
thatcontain
containthe
theBenchmark
Benchmark
Vocabulary.
Vocabulary.Discuss
Discussthe
theEnglish
Englishcognates
cognatesvibrated
vibratedand
andpetrified.
petrified.
Use
Usethe
theRutina
Rutinapara
paraelelVocabulario
Vocabularioesencial
esencialpara
paratextos
textosliterarios
literarios| |
Benchmark
BenchmarkVocabulary
VocabularyRoutine
Routinefor
forLiterary
LiteraryText
Texton
onpp.
pp.TR9–10
TR9–10to
toteach
teachthe
the
meaning
meaningof
ofthe
thewords.
words.
•• Use
Usethe
theinformation
informationon
onpp.
pp.XX–XX
XX–XXininthis
thisTeacher’s
Teacher’sGuide
Guideto
todiscuss
discuss
other
otherwords
wordsconnected
connectedto
toeach
eachof
ofthe
theVocabulario
Vocabularioesencial
esencial| |Benchmark
Benchmark
Vocabulary
Vocabularywords.
words.
PRACTICE
PRACTICE Have
Havechildren
childrenwrite
writesentences
sentencesusing
usingthe
theBenchmark
BenchmarkVocabulary
Vocabularyto
to
show
showcontextual
contextualunderstanding
understandingof
ofthe
thewords.
words.
Análisis
Análisis de
de la
la lectura
lectura || Reading
ReadingAnalysis
Analysis
CONVERSAR
CONVERSARSOBRE
SOBREEL
ELTEXTO
TEXTO| |TEXT
TEXTTALK
TALK
Biliteracy
BiliteracyPathway
Pathway
Teacher's
Teacher'sGuide
Guide
Biliteracy
BiliteracyPathway
Pathway
Handbook
Handbook
WHOLE GROUP READING
Determinan
Determinanyy
aclaran
aclaranelelsignificado
significado
de
depalabras
palabras
desconocidas
desconocidasen
en
base
baseaalalalectura
lecturayyelel
contenido
contenidoacadémico
académico
de
desegundo
segundogrado.
grado.
LECCIÓN
LECCIÓN
LESSON
LESSON
OBJETIVOS
OBJETIVOS
ILLUSTRATIONS
ILLUSTRATIONS Discuss
Discusswith
withchildren
childrenhow
howillustrations
illustrationscan
canhelp
helpreaders
readers
understand
understandstory
storyelements.
elements.Provide
Providecopies
copiesof
ofthe
theT-Chart
T-Charton
onpage
pageTRXXX.
TRXXX.Have
Have
children
childrenwrite
writethe
thetitles
titlesatatthe
thetop
topof
ofthe
thechart.
chart.
MODEL
MODEL Vamos
Vamosaaobservar
observareleldibujo
dibujo
Detalles
Detallesde
delalailustración
ilustración
en
enlas
laspáginas
páginas66yy7.7.¿Qué
¿Quénos
nosindica
indica
eleldibujo
dibujosobre
sobrelos
lospersonajes
personajesyyelel
ambiente?
ambiente?Veo
Veoque
queChato,
Chato,un
ungato
gato
Personajes
Personajes
Ambiente
Ambiente
grande,
grande,está
estáescondido
escondidodetrás
detrásde
deuna
una
cerca
cercade
deun
unpatio.
patio.También
Tambiénveo
veocinco
cinco
Chato,
Chato,un
ungato
gato
dos
dospatios
patiosvecinos
vecinos
ratones
ratonescaminando
caminandoalalotro
otrolado
ladode
delala
grande
grande
separados
separadospor
poruna
una
cerca.
cerca.Voy
Voyaaescribir:
escribir:“Chato,
“Chato,un
ungato
gato
cerca
cerca
una
unafamilia
familiadede
grande”
grande”yy“una
“unafamilia
familiade
decinco
cincoratones”
ratones”
cinco
cincoratones
ratones
en
enlalaprimera
primeracolumna.
columna.Esto
Estotoma
tomalugar
lugar
en
endos
dospatios
patiosvecinos.
vecinos.Hay
Hayuna
unacerca
cerca
entre
entrelos
lospatios.
patios.Voy
Voyaaescribir:
escribir:“dos
“dospatios
patiosvecinos
vecinosseparados
separadospor
poruna
unacerca”
cerca”
en
enlalasegunda
segundacolumna.
columna.| |Let’s
Let’slook
lookatatthe
thepicture
pictureon
onpp.
pp.6–7.
6–7.What
Whatcan
canitittell
tellus
us
about
aboutthe
thecharacters
charactersand
andsetting?
setting?I Ican
cansee
seethat
thatChato,
Chato,aabig
bigcat,
cat,isishiding
hidingbehind
behind
aafence.
fence.I Ialso
alsosee
seefive
fivemice
micewalking
walkingon
onthe
theother
otherside
sideof
ofthe
thefence.
fence.I Iam
amgoing
goingto
to
write,
write,“Chato,
“Chato,aabig
bigcat”
cat”and
and“a
“afamily
familyof
offive
fivemice”
mice”ininthe
thefirst
firstcolumn.
column.This
Thistakes
takes
place
placeinintwo
twoyards
yardsthat
thatare
areside
sideby
byside
sidewith
withaafence
fenceininbetween.
between.I Iam
amgoing
goingto
to
write,
write,“two
“twoyards
yardsseparated
separatedby
byaafence”
fence”ininthe
thesecond
secondcolumn.
column.
PRACTICE/APPLY
PRACTICE/APPLY Have
Havechildren
childrenwork
workindependently
independentlyor
orininsmall
smallgroups
groups
to
tocomplete
completethe
thegraphic
graphicorganizer.
organizer.Use
Usethe
theRutina
Rutinapara
paracomentar
comentaren
engrupos
grupos
pequeños
pequeños| |Small
SmallGroup
GroupDiscussion
DiscussionRoutine
Routineon
onp.
p.TR4
TR4to
tohave
havechildren
childrendiscuss
discuss
the
thewords
wordsand
andillustrations
illustrationsfrom
fromthe
thetext
textthat
thatsupport
supporttheir
theirideas.
ideas.
Keystones
Keystones Reading
Reading
and
andWriting
Writing
Keystones
Keystonesare
areaaquick
quick
check
checkto:
to:
••assess
assesschildren’s
children’s
understanding
understandingof
of
key
keylanguage,
language,key
key
text
textstructures,
structures,and
and
key
keyideas.
ideas.
••indicate
indicatechildrens’
childrens’
progress
progresstoward
toward
the
thePerformancePerformanceBased
BasedAssessment.
Assessment.
••inform
informyour
yourSmall
Small
Group
GroupTime
Time
decisions.
decisions.
Unit
Unit11••Module
ModulePP••Lesson
Lesson11 11
11
Use Keystones to help
students make progress
toward the PerformanceBased Assessment.
9
Lesson Walkthrough
(CONTINUED)
SMALL GROUP TIME
Lectura
Lectura independiente
independiente enfocada
enfocada || Focused
FocusedIndependent
Independent
Reading
Reading
Lectura independiente enfocada | Focused Independent
While
Whilechildren
childrenare
arereading
readingindependently,
independently,use
usethe
theSmall
SmallGroup
GroupOptions
Optionsbelow
belowor
oron
onp.
p.13.
13.
Reading
BUILD
BUILDACCOUNTABILITY
ACCOUNTABILITY Announce
Announcethe
thetwo
twofocus
focuspoints
pointsthat
thatchildren
childrenwill
willapply
applyto
totheir
their
self-selected
self-selectedtexts.
texts.Guide
Guidechildren
childrenininapplying
applyingthe
thestrategies
strategiesthey
theyused
usedto
tounderstand
understandtoday’s
today’s
Benchmark
Vocabulary
lessons
lessonsto
totheir
their
self-selected
self-selected
texts.
texts.Apliquen
Apliquen
una
unaOptions
de
delas
lasestrategias
estrategias
While children areBenchmark
readingVocabulary
independently,
use
the Small
Group
below or on p. 13.
que
quehan
hanaprendido
aprendidopara
paraaveriguar
averiguarooadivinar
adivinarelelsignificado
significadode
decada
cadapalabra
palabraque
queno
noconocen.
conocen.
Useone
oneofofthe
thestrategies
strategiesyou
you
Coloquen
Coloquenuna
unapestaña
pestañaalallado
ladode
decada
cadapalabra
palabraque
queaveriguaron.
averiguaron.| |Use
have
havelearned
learnedto
tofigure
figureout
outor
orguess
guessthe
themeaning
meaningofofeach
eachword
wordthat
thatyou
youdo
doknow.
know.Place
Placeaatab
tab
next
nextto
toeach
eachword
wordyou
you
figured
figuredout.
out. the two focus points that children will apply to their
BUILD ACCOUNTABILITY
Announce
• Process
Process
Focus:
Focus:Independence
Independence
Children
should
should
record
record
the
thetitle
titleand
andauthor
authorof
ofthe
thebook
book
they
self-selected •texts.
Guide
children inChildren
applying
the
strategies
they
used
tothey
understand today’s
read
readand
andalso
alsorecord
recordwhether
whetherthey
theyfound
foundititeasy,
easy,medium,
medium,or
ordifficult
difficultto
toread
readindependently.
independently.
Benchmark Vocabulary
lessons
to their
self-selected
texts.aabook
Apliquen
unaharder,
de las estrategias
Then
Thenhave
havethem
them
write
writeaasentence
sentence
telling
telling
whether
whetherthey
theywill
willchoose
choose
bookthat
thatisiseasier,
easier,
harder,
or
or
at
at
about
about
the
the
same
same
level
level
for
for
their
their
next
next
self-selected
self-selected
text.
text.
que han aprendido para averiguar o adivinar el significado de cada palabra que no conocen.
•• Strategy
StrategyFocus:
Focus:
Decoding
Decoding
and
Word
Word
Recognition
Recognition
Have
Have
children
childrenreview
reviewwith
with
you
youthe
the
tabs
tabs
| Use
one
of the strategies you
Coloquen una
pestaña
al lado
deand
cada
palabra
que
averiguaron.
they
theyplaced
placedinintheir
theirbook.
book.Ask
Askthem
themto
toshare
sharethe
themeaning
meaningthey
theyguessed
guessedfor
foreach
eachword
wordand
and
have learned to
figure
out
orthey
guess
explain
explain
the
thestrategy
strategy
they
used.
used. the meaning of each word that you do know. Place a tab
next to each word
you
figured
out.
See
Seethe
theRutina
Rutinapara
paralalalectura
lecturaindependiente
independiente| |Independent
IndependentReading
ReadingRoutine
Routineon
onp.p.TR10.
TR10.
COLLABORATIVE
COLLABORATIVEREADING
READING To
Tohelp
helpstudents
studentsengage
engageininthe
theshared
sharedresponsibilities
responsibilitiesofofreading
reading
• Process Focus:
Independence
Children
should
record
the
title
and
author
of the book they
more
morecomplex
complextext
textthan
thanthey
theymight
mightread
readon
ontheir
theirown,
own,have
havethem
themfollow
followthe
theRutina
Rutinapara
paralala
lectura
lecturacompartida
compartida
| |Shared
Shared
Reading
Routine
on
onp.
p.TR15.
TR15.
read and also record
whether
theyReading
foundRoutine
it easy,
medium,
or difficult to read independently.
Then have them write a sentence telling whether they will choose a book that is easier, harder,
or at about the same level for their next self-selected text.
Opciones
Opciones para
para grupos
grupos pequeños
pequeños || Small
SmallGroup
GroupOptions
Options
• Strategy Focus: Decoding and Word Recognition Have children review with you the tabs
UNLOCK
UNLOCK THE
THE TEXT
TEXT
they placed in LEVELS
their
book.
Ask them
to
share
the meaning
they meaning
guessed
for each word and
LEVELSOF
OFMEANING
MEANING See
Seep.p.XX
XXofofthis
thisTeacher’s
Teacher’sGuide
Guidefor
forlevels
levelsofofmeaning
and
and
explain the strategy
they used.
text
textpurpose.
purpose.
STRUCTURE
STRUCTURELANGUAGE
LANGUAGE Preview
Previewthe
thetext.
text.Present
Presentthe
thetitle
titleand
andhave
havechildren
childrenlook
lookatatthe
the
| Independent
See the Rutinapictures
paraon
lapp.
lectura
independiente
Routine
on p. TR10.
pictures
on
pp.
4–9.
4–9.Según
Según
eleltítulo
títuloyylas
lasilustraciones,
ilustraciones,
¿de
¿dequé
quécreen
creenque
queReading
se
setrata
trataeste
estecuento?
cuento?
¿Quiénes
¿Quiénesson
sonalgunos
algunosde
delos
lospersonajes?
personajes?| |Based
Basedon
onthe
thetitle
titleand
andthe
theillustrations,
illustrations,what
whatdo
doyou
you
COLLABORATIVE
READING
To
help
students
engage in the shared responsibilities of reading
think
thinkthis
this
story
storyisisabout?
about?Who
Whoare
aresome
some
ofofthe
thecharacters?
characters?
more complexCONVENTIONALITY
text than they might
read Use
on
their
own,
them| |follow
the Rutina para la
CONVENTIONALITY
AND
ANDCLARITY
CLARITY
Usethe
theRutina
Rutina
para
parahave
elelvocabulario
vocabulario
Vocabulary
Vocabulary
Routine
Routineon
onp.p.TR6
TR6to
toassess
assesschildren’s
children’sunderstanding
understandingofofaguzaron,
vibraron,
vibraron,maullido,
maullido,and
and
lectura compartida
| Shared
Reading
Routine
on XX
p.aguzaron,
TR15.
petrificados.
petrificados.Also
Alsouse
usethe
thelist
listofofEnglish
Englishcognates
cognateson
onp.p.XX
ofofthis
thisTeacher’s
Teacher’sGuide
Guideto
toguide
guideyour
your
English-speaking
English-speakingstudents
studentsas
asthey
theyread.
read.
KNOWLEDGE
KNOWLEDGEDEMANDS
DEMANDS Activate
Activatechildren’s
children’sbackground
backgroundknowledge.
knowledge.Explain
Explainthat
thatthe
thestory
story
isisabout
aboutaacat
catwho
whogets
getsvery
veryexcited
excitedwhen
whenhe
hespots
spotsaafamily
familyofofmice
micemoving
movinginto
intothe
thehouse
housenext
next
door.
door.¿Qué
¿Quésaben
sabenacerca
acercade
derelación
relaciónque
quehay
hayentre
entrelos
losgatos
gatosyylos
losratones
ratonesen
enlalanaturaleza?
naturaleza?
Whatdo
doyou
you
¿Por
¿Porqué
quécreen
creenque
queChato
Chatose
seentusiasma
entusiasmatanto
tantoalalencontrar
encontrarlalafamilia
familiade
deratones?
ratones?| |What
know
knowabout
aboutthe
therelationship
relationshipbetween
betweencats
catsand
andmice
miceininnature?
nature?Why
Whydo
doyou
youthink
thinkChato
Chatoisisso
so
excited
excitedto
tocome
comeacross
acrossthe
thefamily
familyofofmice?
mice?
Opciones para grupos pequeños | Small Group Options
UNLOCK THE TEXT
LEVELS OF MEANING See p. XX of this Teacher’s Guide for levels of meaning and
12
12 Unidad
Unidad11••Módulo
MóduloPP••Lección
Lección11
text purpose.
STRUCTURE LANGUAGE Preview the text. Present the title and have children look at the
pictures on pp. 4–9. Según el título y las ilustraciones, ¿de qué creen que se trata este cuento?
¿Quiénes son algunos de los personajes? | Based on the title and the illustrations, what do you
think this story is about? Who are some of the characters?
CONVENTIONALITY AND CLARITY Use the Rutina para el vocabulario | Vocabulary
Routine on p. TR6 to assess children’s understanding of aguzaron, vibraron, maullido, and
petrificados. Also use the list of English cognates on p. XX of this Teacher’s Guide to guide your
English-speaking students as they read.
KNOWLEDGE DEMANDS Activate children’s background knowledge. Explain that the story
is about a cat who gets very excited when he spots a family of mice moving into the house next
door. ¿Qué saben acerca de relación que hay entre los gatos y los ratones en la naturaleza?
¿Por qué creen que Chato se entusiasma tanto al encontrar la familia de ratones? | What do you
know about the relationship between cats and mice in nature? Why do you think Chato is so
excited to come across the family of mice?
12 Unidad 1 • Módulo P • Lección 1
Unlock the Text supports a deeper understanding of language
and comprehension.
10
1
Biliteracy
BiliteracyPathway
Pathway
Teacher's
Teacher'sGuide
Guide
Biliteracy
BiliteracyPathway
Pathway
Handbook
Handbook
LECCIÓN
LESSON
Leveled
LeveledText
Text
Library
Library
Biblioteca
Bibliotecade
detextos
textos
nivelados
nivelados
READING
READING ANALYSIS
ANALYSIS SUPPORT
SUPPORT
Use
Usethis
thismini-lesson
mini-lessonwith
withchildren
childrenwho
whostruggle
strugglewith
withusing
usingillustrations
illustrationsto
to
understand
understandstory
storyelements
elementsininChato
Chatoyysu
sucena.
cena.
SMALL GROUP TIME
Leveled Text
Library
LECCIÓN
LECCIÓN
LESSON
LESSON
1
The Biliteracy Pathway provides a clear choice of both independent
and teacher-directed options for engaging students during Small Group Time.
READING ANALYSIS SUPPORT
ILLUSTRATIONS
ILLUSTRATIONS Use
Useguiding
guidingquestions
questionsto
tohelp
helpchildren
childrenmake
makeobservations
observations
about
aboutthe
theillustration
illustrationon
onpp.
pp.6–7
6–7and
anduse
useititto
tounderstand
understand
characters.
Use characters.
this mini-lesson
WhatisisChato
Chatostarting
starting
at?
at?(los
(losratones)
ratones)
••¿Qué
¿Quémira
miraChato
Chatotan
tanfijamente?
fijamente?| |What
understand
story
••¿Qué
¿Quéhacen
hacenlos
losratones?
ratones?| |What
Whatare
arethe
themice
micedoing?
doing?(Caminan
(Caminanjuntos;
juntos;andan
andan
cargando
cargandovarias
variascosas)
cosas)
ILLUSTRATIONS
with children who struggle with u
elements in Chato y su cena.
Use guiding questions to help children
and use it to understand
| |What
What
••¿Qué
¿Quépistas
pistasen
enlalailustración
ilustraciónles
lesindica
indicahacia
haciadónde
dónde
van
vanlos
losratones?
ratones?
about
the illustration
on pp. 6–7
clues
cluesininthe
thepicture
picturetell
tellyou
youwhere
wherethe
themice
miceare
aregoing
going(la
(lamaleta
maletalas
lascajas
cajasyylala
mochila
mochilaque
quecargan
carganlos
losratones
ratonesme
mehacen
hacenpensar
pensarque
quese
seestán
estánmudando)
mudando)Use
Use
•Invite
¿Qué
mira
Chato
tan fijamente?
the
theThink-Pair-Share
Think-Pair-ShareRoutine
Routineon
onpp.
pp.TR9–10.
TR9–10.Invite
children
childrento
tonote
notedetails
details
about
aboutthe
thesetting
settingfrom
fromthe
theillustration
illustrationinintheir
theirT-Charts.
T-Charts.
| What is Chato starting
• ¿Qué hacen los ratones? | What are the mice doing? (Ca
cargando varias cosas)
READING
READING ANALYSIS
ANALYSIS EXTENSION
EXTENSION
Use
Usethis
thismini-lesson
mini-lessonwith
withchildren
childrenwho
whocan
caneasily
easily
use
illustrations
illustrations
to
to
•use
¿Qué
pistas
understand
understandstory
storyelements
elementsininChato
Chatoyysu
sucena.
cena.
en la ilustración les indica hacia dónde van
clues in the picture tell you where the mice are going (la
ACCURACY
ACCURACY Ask
Askchildren
childrento
toreread
rereadpp.
pp.4–5.
4–5.Have
Havethem
themwork
workininpairs
pairsto
to
mochila
que
cargan
los ratones me hacen pensar que se
decide
decidewhat
whatillustration
illustrationthey
theycould
coulddraw
drawto
tohelp
helpreaders
readersunderstand
understandsomething
something
QUICK
QUICK CHECK
CHECK
the
Think-Pair-Share
Routine on pp. TR9–10. Invite chi
about
aboutthe
thecharacters
charactersor
orplot
plotatatthis
thispoint
pointininthe
thestory.
story.
Have
Have
them
themanswer
answerthe
the
Verificar
Verificarelelprogresso
progresso
following:
following:
about the setting from theMonitor
illustration
Monitor
Progress
Progress in their T-Charts.
Whichcharacters
characterswill
willthe
thepicture
picture
•• ¿Cuáles
¿Cuálespersonajes
personajesmostrará
mostraráeleldibujo?
dibujo?| |Which
show?
show?
IfIf. .. .. .children
children
are
arereading
readingwith
with
mistakes,
mistakes,
Whatwill
willeach
eachcharacter
characterininthe
the
•• ¿Qué
¿Quéva
vaaahacer
hacercada
cadapersonaje
personajeen
eneleldibujo?
dibujo?| |What
picture
picturebe
bedoing?
doing?
then
then. .. .. .have
havethem
them
READING ANALYSIS
EXTENSION
record
recordthemselves
themselves
Whichpart/s
part/sofofthe
theplot
plot
•• ¿Qué
¿Quéparte
parteoopartes
partesdel
delambiente
ambientemostrará
mostraráeleldibujo?
dibujo?| |Which
Use this mini-lesson
will
willthe
thepicture
pictureshow?
show?
as
asthey
theypractice
practice
withreading
children
reading
aloud.
aloud.who
Have
Have can easily use illu
understand
story
inareas
Chato
y su cena.
Have
Havepairs
pairsshare
sharetheir
theirpictures
pictureswith
withthe
theclass.
class.Children
Children
should
shouldexplain
explainhow
how
their
theirelements
what
whatareas
they
theyhad
had
illustrations
illustrationswill
willhelp
helpreaders
readersunderstand
understandthe
thecharacters
charactersor
orsetting
settingatatthis
thispoint
pointinin
trouble
troublewith
withand
andhave
have
the
thestory.
story.
them
them
practice
making
making
ACCURACY Ask children
topractice
reread
pp. 4–5. Have
them
themlisten
listentotosee
see
them
those
thosecorrections
corrections
several
several
times.
times. draw to help readers
decide what illustration they
could
FLUENCY
FLUENCY
IfIf. .. .. .at
children
children
are
about the characters or plot
thisare
point in the story. Hav
reading
readingaccurately,
accurately,
ACCURACY
ACCURACY Explain
Explainthat
thatreading
readingwith
withaccuracy
accuracymeans
means
reading
readingwith
withfew
fewor
orno
no
following:
but
buttoo
tooslowly,
slowly,
mistakes.
mistakes.Reading
Readingwith
withaccuracy
accuracykeeps
keepsthe
thelistener
listenerinterested
interestedand
andhelps
helpsthe
the
listener
listenerunderstand
understandmore
moreclearly.
clearly.Have
Havechildren
childrentake
taketurns
turnsreading
readingaloud
aloudfrom
from
•each
¿Cuáles
personajes
pp.
pp.4–9
4–9ofofChato
Chatoyysu
sucena
cenato
toaapartner.
partner.Have
Haveeach
partner
partnerpractice
practice
two
twoor
or
three
threetimes.
times.
show?
then
then. .. .. .encourage
encourage
| Which characte
them
themtotoel
listen
listen
totoaa
mostrará
dibujo?
• ¿Qué va a hacer cada
picture be doing?
recording
recordingofofaashort
short
poem
poemor
orstory
storyas
asaa
model,
model,then
thenpractice
practice
reading
reading
the
the
same
same
personaje
en
el dibujo?
piece
pieceout
outloud,
loud,with
with
no
nomistakes,
mistakes,atatthe
the
right
rightpace.
pace.
| What wil
• ¿Qué parte o partes del ambiente mostrará el dibujo? | W
will the pictureUnit
show?
Unit11••Module
ModulePP••Lesson
Lesson11 13
13
Have pairs share their pictures with the class. Children sho
illustrations will help readers understand the characters or
the story.
Quick Checks provide
FLUENCY
formative
assessment
ACCURACY Explain that reading with accuracy means
mistakes. Reading with accuracy keeps the listener inter
opportunities
to measure
listener understand more clearly. Have children take turn
pp.
4–9
of
Chato
y
su
cena to a partner. Have each part
progress
on a trajectory
three times.
toward biliteracy.
WHOLE GROUP WRITING WORKSHOP
Write
Writeaanarrative
narrative
about
aboutcharacters
charactersand
and
their
theirresponses
responsesto
to
others.
others.
oraciónsencilla
sencilla
oración
ElElgato
gatoregresó
regresóaasu
sucasa.
casa.
ave children write about how the mice might
n that he is a nice cat. (“Yo soy un gato chulo y low
As an alternative to having children write
pair stronger writers with less proficient writers so
deling and support.
ers to share their writing with the class.
1
LECCIÓN
LESSON
1
pronombre
pronombre
Esto
Estoes
esun
unejemplo
ejemplode
deuna
unaoración
oraciónsencilla.
sencilla.
Contiene
Contieneun
unsujeto
sujeto(el
(elgato)
gato)yyun
unpredicado
predicado
PRACTICE Model writing a simple sentence and underlining the sections
appropriately. Then have
children write simple sentences telling what they did in
Dictado
Dictado
their neighborhood yesterday.
||
••Write
WriteBegin
Beginthe
thewriting
writingyourself
yourselfand
andhave
havechildren
childrenvolunteer
volunteerto
todirect
directthe
the
14
14 Unidad
Unidad11••Módulo
MóduloPP••Lección
Lección11
sustantivo
sustantivo
(regresó
(regresó
aasu
sucasa).
casa).
verbo
verbooración
en
enelelpredicado
predicado
Esto es un
ejemplo
deElEluna
sencilla.
es
esregresó.
regresó.| |This
Thisisisan
anexample
exampleof
ofaasimple
simple
Contienesentence.
un sujeto
(el gato)
y(el(el
un
predicado
sentence.
ItItcontains
contains
aasubject
subject
gato)
gato)
and
andaa
(regresó
(regresó
sucasa).
casa).The
Theverb
verb
ininthe
the
(regresó predicate
apredicate
su casa).
Elaasu
verbo
en
el predicado
predicate
predicateisisregresó.
regresó.
es regresó. | This is an example of a simple
Modelwriting
writingaasimple
simplesentence
sentenceand
andunderlining
underliningthe
thesections
sections
PRACTICE
PRACTICE Model
sentence. It contains a subject (el gato) and a
appropriately.
appropriately.Then
Thenhave
havechildren
childrenwrite
writesimple
simplesentences
sentencestelling
tellingwhat
whatthey
theydid
didinin
predicate (regresó a su casa). The verb in the
their
theirneighborhood
neighborhoodyesterday.
yesterday.
predicate is regresó.
MINI-LESSON
writing
writing
and
choose
choosewhich
whichdetails
detailsto
toinclude.
include.Direct
Directthem
themto
tothe
theclass
classword
wordwall
wall
ren will write a narrative about Chato
andand
his
you
youstarted
startedbefore
beforereading
readingthe
thetext
textand
andto
toexpress
expresstheir
theirthoughts
thoughtsas
ascomplete
complete
mals in his neighborhood. Have them
share ideas
sentences.
sentences.
ura | Writing Practice
predicado
predicado
El gato regresó a su casa.
about
aboutwhat
whatcould
couldhappen.
happen.
SHARE
SHAREWRITING
WRITING Ask
Askvolunteers
volunteersto
toshare
sharetheir
theirwriting
writingwith
withthe
theclass.
class.
sujeto
sujeto
simple
sentence
subject
sentence
predicate
noun
pronoun expresses
noun
pronoun
TEACH AND MODELsimple
Explain
that asubject
simple predicate
sentence
(oración
sencilla)
a complete thought. TEACH
ItTEACH
is made
up ofExplain
a subject
(sujeto)
and
predicate
(predicado).
AND
ANDMODEL
MODEL
Explain
that
thataasimple
simple
sentence
sentence
(oración
(oración
sencilla)
sencilla)expresses
expresses
complete
thought.
ItItisismade
madeup
upof
ofaaSpanish
subject
subject(sujeto)
(sujeto)
and
andpredicate
predicate
(predicado).
(predicado).
Start an anchor chartaacomplete
and
listthought.
the English
and
academic
terms
side by
Start
Startan
ananchor
anchorchart
chartand
andlist
listthe
theEnglish
Englishand
andSpanish
Spanishacademic
academicterms
termsside
sideby
by
side. Explain that a subject
isthat
often
a noun
(sustantivo)
orororaaapronoun
pronoun
(pronombre)
side.
side.Explain
Explain
that
aasubject
subject
isisoften
often
aanoun
noun(sustantivo)
(sustantivo)
pronoun(pronombre)
(pronombre)
and
andthat
thatititisisthe
theperson,
person,animal,
animal,or
orthing
thingthat
thatperforms
performsan
anaction.
action.The
Thepredicate
predicate
and that it is the person,
animal,
or thing
that performs
an action. The predicate
completes
completesthe
thesentence
sentenceand
andcontains
containsaaverb
verb(verbo).
(verbo).
completes the sentence and contains a verb (verbo).
••Organize
OrganizeModel
Modelstarting
startingaanarrative
narrativeabout
aboutChato
Chatoand
andone
oneof
ofthe
thecharacter’s
character’s
responses
responsesto
toseeing
seeinghim.
him.Ask
Askvolunteers
volunteershow
howto
tocontinue
continuethe
thescene.
scene.
urself and have children volunteer
to direct thePRACTICE As
COLLABORATIVE
COLLABORATIVEPRACTICE
Asan
analternative
alternativeto
tohaving
havingchildren
childrenwrite
write
independently,
youmay
maywall
want
wantpair
pairstronger
strongerwriters
writerswith
withless
lessproficient
proficientwriters
writersso
so
details to include. Direct them toindependently,
the class you
word
they
theycan
canbenefit
benefitfrom
frompeer
peermodeling
modelingand
andsupport.
support.
the text and to express their thoughts as complete
Biliteracy
BiliteracyPathway
Pathway
Handbook
Handbook
pronombre
pronoun
VOCABULARIO
VOCABULARIOACADÉMICO
ACADÉMICO| |ACADEMIC
ACADEMICVOCABULARY
VOCABULARY
TEACH
TEACHAND
ANDMODEL
MODEL Guide
Guidechildren
childrento
toidentify
identifyon
onpages
pagesthat
thatthey’ve
they’veread
read
rider…Soy
rider…SoyOK.”)
OK.”)
LECCIÓN
LECCIÓN
LESSON
LESSON
oración sencilla Oraciones
sujeto sencillas
predicado
sustantivo
|| Simple
Oraciones
sencillas
SimpleSentences
Sentences
simple sentence
subject
predicate
noun
when
whenhe
hesees
seesthe
thesparrow?
sparrow?And
Andthe
themice?
mice?What
Whatdoes
doesChato’s
Chato’sreaction
reactiontell
tellyou
you
about
aboutChato?
Chato?
Práctica
Práctica de
de escritura
escritura || Writing
WritingPractice
Practice
narrative about Chato and one of
the character’s
INDEPENDENT
INDEPENDENTPRACTICE
PRACTICE Have
Havechildren
childrenwrite
writeabout
abouthow
howthe
themice
micemight
might
respond
respond
to
toChato’s
Chato’sexplanation
explanationthat
thathe
heisisaanice
nicecat.
cat.(“Yo
(“Yosoy
soyun
ungato
gatochulo
chuloyylow
low
Ask volunteers how to continue the
scene.
Biliteracy
BiliteracyPathway
Pathway
Teacher's
Teacher'sGuide
Guide
|| Conventions
Convenciones
Convenciones
Conventions
| ACADEMIC VOCABULARY
VOCABULARIO ACADÉMICO
children to identify on pages that examples
they’ve
examplesof
ofread
sentences
sentences(including
(includingdialogue)
dialogue)and
andpictures
picturesthat
thatdescribe
describeChato's
Chato's
Demonstrate
actions,
actions,thoughts,
thoughts,
and
andfeelings
feelingsas
aswell
wellas
asthose
thoseof
ofthe
themice.
mice.Help
Helpthem
themclassify
classify
ng dialogue) andDemonstrate
pictures
that describe
Chato's
command
commandof
ofthe
the
the
theexamples
examplesininaafour-column
four-columnchart
chartwith
withthe
thecolumn
columnheadings
headingsPersonaje,
Personaje,Acción,
Acción,
conventions
of
of
as well as those conventions
of
the
mice.
Help
them
classify
Pensamiento,
Pensamiento,and
andSentimiento.
Sentimiento.(“El
(“Elrabo
rabose
seleleempezó
empezóaamover
moveralalcompás;
compás;ElEl
standard
standardSpanish
Spanish
movimiento
movimientoasustó
asustó
alalgorrión,
gorrión,que
quesalió
saliódisparado…;
disparado…;Los
Losbigotes
bigoteslelevibraron
vibraronde
de
grammar
grammarand
andusage
usage
chart with the column
headings
Personaje,
Acción,
placer;
placer;Los
Losratones
ratonesse
sequedaron
quedaronpetrificados,”
petrificados,”etc.)
etc.)Model
Modelhow
howto
tofill
fillinineach
each
when
whenwriting
writingor
or
(“El rabo se le empezó
al
compás;
El
column
using
usingan
anexample:
example:
Personaje:
Personaje:Chato;
Chato;Acción:
Acción:Se
Seleleempezó
empezóaamover
mover
speaking.
speaking. a mover column
elelrabo.;
rabo.;Pensamiento:
Pensamiento:“Hay
gorriónen
enelelpatio.”;
patio.”;Sentimiento:
Sentimiento:Se
Sequedó
quedó
Identify
Identifywords
words
que salió disparado…;
Los bigotes
le vibraron
de“Hayunungorrión
entusiasmado.
entusiasmado.
with
withinconsistent
inconsistent
n petrificados,” etc.)
Model how to fill in each
but
butcommon
common
LEAD
LEADAASHARED
SHAREDWRITING
WRITINGACTIVITY
ACTIVITY
spelling-sound
spelling-sound
sonaje: Chato; Acción:
Se le empezó a mover
correspondences
correspondences
••Prepare
PrepareExplain
Explainthat
thatchildren
childrenwill
willwrite
writeaanarrative
narrativeabout
aboutChato
Chatoand
andhis
his
(c-s-z).
(c-s-z). Sentimiento: Se
gorrión en el patio.”;
quedówith
interactions
interactions
withother
otheranimals
animalsininhis
hisneighborhood.
neighborhood.Have
Havethem
themshare
shareideas
ideas
CTIVITY
Oraciones sencillas | Simple Sentences
Dictado
Biliteracy Pathway
Handbook
WHOLE GROUP WRITING WORKSHOP
escritores dan detalles sobre qué hacen, qué
Demuestrana
dominio
dominio
personajes para Demuestran
ayudar
los lectores
a comprender
Escribir
Escribir
una
una narración
narración || Narrative
Narrative Writing
Writing
de
delas
lasnormativas
normativas
eaders to understand
characters
by
giving details
de
delalagramática
gramática
del
del
Describir
Describir
personajes
personajes || Describe
DescribeCharacters
Characters
español
españolyysu
suuso
usoalal
es, thinks, and feels.
Explain
that
writers
also
show
SET
SETTHE
THEPURPOSE
PURPOSE Say:
Say:Los
Losescritores
escritoresdan
dandetalles
detallessobre
sobrequé
quéhacen,
hacen,qué
qué
escribir
escribiryyalalhablar.
hablar.
piensan
piensanyycómo
cómose
sesienten
sientenlos
lospersonajes
personajespara
paraayudar
ayudaraalos
loslectores
lectoresaacomprender
comprender
elling how he or she
interacts
Identifican
Identifican
palabras
palabras with other characters
los
lospersonajes.
personajes.| |Writers
Writershelp
helpreaders
readersto
tounderstand
understandcharacters
charactersby
bygiving
givingdetails
details
que
quecontienen
contienenelel
los personajes que
aparecen
en las
primeras
seis does,
about
about
the
thewhat
whataacharacter
character
does,thinks,
thinks,and
andfeels.
feels.Explain
Explainthat
thatwriters
writersalso
alsoshow
show
mismo
mismofonema
fonemapero
pero
character’s
point
point
of
ofview
viewby
bytelling
tellinghow
howhe
heor
orshe
sheinteracts
interactswith
withother
othercharacters
characters
distinto
distinto
grafema
acciona Chato al ver
elgrafema
gorrión? ¿yaacharacter’s
al
ver los
ratones?
(c-s-z).
(c-s-z).
ininthe
thestory.
story.Ask:
Ask:¿Quiénes
¿Quiénesson
sonlos
lospersonajes
personajesque
queaparecen
aparecenen
enlas
lasprimeras
primerasseis
seis
hato sobre sus intenciones? | How
does
react
páginas
páginas
del
delChato
cuento?
cuento?¿Cómo
¿Cómoreacciona
reaccionaChato
Chatoalalver
verelelgorrión?
gorrión?¿y
¿yalalver
verlos
losratones?
ratones?
¿Qué
¿Quéteteindica
indica
reacción
reacciónde
deChato
Chatosobre
sobresus
susintenciones?
intenciones?| |How
Howdoes
doesChato
Chatoreact
react
d the mice? WhatOBJECTIVES
does Chato’s reaction
telllalayou
OBJECTIVES
Convenciones | Conventions
MINI-LESSON
MINI-LESSON
Escriben
Escribenuna
una
narración
narraciónsobre
sobre
personajes
personajesyysus
sus
reacciones.
reacciones.
MINI-LESSON
MINI-LESSON
OBJETIVOS
OBJETIVOS
ajes | Describe Characters
Biliteracy Pathway
Teacher's Guide
PUNTOS
PUNTOSAAENSEÑAR
ENSEÑAR TEACHING
TEACHINGPOINTS
POINTS
mayúsculas
mayúsculas
capitalization
capitalization
oraciones
oracionesenunciativas
enunciativas
declarative
declarativesentences
sentences
palabras
palabrascon
conc,c,s,s,zz
words
wordswith
withc,c,s,s,zz
Read
Readaloud
aloudthe
thefollowing
followingDictado
Dictadoatataanormal
normalrate
rateand
andhave
havechildren
childrenlisten
listenfor
forthe
the
number
numberof
ofwords
wordsand
andsentences
sentencesininthe
theDictado.
Dictado.
ElElsábado
sábadopasado
pasadoalmorzamos
almorzamosen
encasa
casade
demis
mis
vecinos.
vecinos.ElEldomingo
domingocenamos
cenamosen
encasa
casade
demis
misprimos.
primos.
WHOLE GROUP WRITING WORKSHOP
arración | Narrative Writing
MINI-LESSON
In every lesson, students are taught to carefully analyze, synthesize,
write to sources, or defend claims.
| TEACHING
PUNTOS A ENSEÑARRead
POINTS
Read
aloud
aloudthe
theDictado
Dictado
aasecond
secondtime
timeand
andhave
havechildren
childrenwrite
writethe
thewords
wordsand
and
mayúsculas
capitalization
sentences.
sentences.Then
Thenwrite
writethe
theDictado
Dictadoand
andaddress
addressthe
thegrammar,
grammar,punctuation,
punctuation,and
and
oraciones
enunciativas
palabras
con c,
spelling
spellingTeaching
TeachingPoints
Pointsas
asyou
youtalk
talkthrough
throughthe
thewriting
writingwith
withchildren.
children.
declarative sentences
s, z
words with c, s, z
For
Formore
moredetailed
detailedguidance,
guidance,see
seep.
p.TR21
TR21and
andpp.
pp.12–13
12–13ininthe
theBiliteracy
BiliteracyPathway
Pathway
Handbook.
Handbook.
Read aloud the following Dictado at a normal rate and have children listen for the
number of words and sentences in the Dictado.
Unit
Unit11••Module
ModulePP••Lesson
Lesson11 15
15
El sábado pasado almorzamos en casa de mis
vecinos. El domingo cenamos en casa de mis primos.
Read aloud the Dictado a second time and have children write the words and
sentences. Then write the Dictado and address the grammar, punctuation, and
spelling Teaching Points as you talk through the writing with children.
For more detailed guidance, see p. TR21 and pp. 12–13 in the Biliteracy Pathway
Handbook.
Unit 1 • Module
The Dictado is an authentic instructional routine
fromP • Lesson 1
Latin America that builds knowledge of print concepts,
letter-sound correspondences, the written accent,
spelling, punctuation, and grammar. The Biliteracy
Pathway provides Dictados in Spanish and English for
side-by-side comparisons of language knowledge.
15
11
Assessment
A Performance-Based Assessment (PBA) appears at the end of each
Biliteracy module in the same genre as in English (narrative, informative,
or opinion). The Biliteracy PBA was designed to provide a meaningful
comparison if students complete PBAs in both English and Spanish.
UNIDAD
UNIDAD
UNIT
UNIT
OBJETIVOS
OBJETIVOS
Escriben
Escribenuna
una
narración
narraciónoriginal.
original.
Write
Writean
anoriginal
original
narrative
narrativestory.
story.
Use
Usedigital
digitaltools
toolsto
to
produce
produceand
andpublish
publish
writing.
writing.
Ask
Askand
andanswer
answer
questions
questionsabout
about
what
whataaspeaker
speaker
says
saysto
toclarify
clarify
comprehension,
comprehension,
gather
gatherinformation,
information,
or
ordeepen
deepen
understanding
understandingof
of
aatopic.
topic.
Add
Addvisual
visualdisplays
displays
to
tostories
storiesto
toclarify
clarify
ideas,
ideas,thoughts,
thoughts,and
and
feelings.
feelings.
Crear
Crear || Create
Create
MATERIALS
MATERIALS notebooks
notebooksor
orpaper
paperfor
fornote
notetaking;
taking;pencils;
pencils;text:
text:Chato
Chatoyysu
sucena;
cena;
computers;
computers;cameras;
cameras;scanners
scanners(optional)
(optional)
TAREA
TAREA DE
DE NARRACIÓN
NARRACIÓN || NARRATIVE
NARRATIVETASK
TASK
ESCRIBIR
ESCRIBIRUN
UNCUENTO
CUENTONUEVO
NUEVO| |WRITE
WRITEAANEW
NEWSTORY
STORY
Children
Childrenwill
willwrite
writeaanarrative
narrativeininwhich
whichthey
theywrite
writeaanew
newstory
storyabout
aboutthe
the
characters
charactersChato
Chatoand
andhis
hisfriend
friendNovio
NovioBoy.
Boy.
Children
Childrenwill:
will:
••draw
drawor
ordescribe
describeboth
bothcharacters
charactersand
andsetting.
setting.
••write
writeaashort
shortsequence
sequenceof
ofevents
eventswith
withaabeginning,
beginning,middle,
middle,and
andend.
end.
••use
usetemporal
temporalwords
wordsto
tosignal
signalevent
eventorder.
order.
See
Seep.
p.74
74for
forreproducible
reproduciblecopy
copyininSpanish
Spanishfor
fordistribution
distributionto
tochildren.
children.
NOTE
NOTE You
Youmay
mayadminister
administerthis
thisassessment
assessmentover
overmultiple
multiplelessons.
lessons.
Preparar
Preparar || Prepare
Prepare
REVIEW
REVIEW Discuss
Discussthe
theEssential
EssentialQuestions:
Questions:¿Cómo
¿Cómocomprenden
comprendenlos
loslectores
lectoresque
que
los
lospersonajes
personajesde
deun
uncuento
cuentoresponden
respondenooreaccionan
reaccionanaasucesos
sucesosde
demaneras
maneras
diferentes?
diferentes?¿Cómo
¿Cómousan
usanlos
losescritores
escritoresdetalles
detallespara
paradescribir
describirlas
lasacciones,
acciones,
los
lospensamientos
pensamientosyylos
lossentimientos
sentimientosde
delos
lospersonajes?
personajes?| |How
Howdo
doreaders
readers
understand
understandthat
thatstory
storycharacters
charactersrespond
respondor
orreact
reactto
toevents
eventsinindifferent
differentways?
ways?
How
Howdo
dowriters
writersuse
usedetails
detailsto
todescribe
describethe
theactions,
actions,thoughts,
thoughts,and
andfeelings
feelingsof
of
characters?
characters?
REVISIT
REVISITTHE
THETEXT
TEXT Ask
Askchildren
childrento
toname
nameall
allthe
thecharacters
charactersininChato
Chatoyysu
su
cena
cena(Chato,
(Chato,elelgorrión,
gorrión,los
losratones,
ratones,Novio
NovioBoy,
Boy,Chorizo).
Chorizo).Remind
Remindchildren
children
of
ofthe
theillustrations
illustrationsand
andsentences
sentencesthat
thatdescribe
describethe
thevarious
variousstory
storycharacters,
characters,
including
includingChato
Chatoand
andNovio
NovioBoy.
Boy.Say:
Say:Piensen
Piensenen
entodas
todaslas
laspartes
partesdel
delcuento.
cuento.
¿Qué
¿Quéacciones
accionesyyqué
quépalabras
palabrascuentan
cuentanacerca
acercade
deChato
ChatoyyNovio
NovioBoy?
Boy?¿Qué
¿Qué
les
lesindican
indicanlos
losdibujos
dibujosyylas
laspalabras
palabrassobre
sobrecómo
cómoson
sonChato
ChatoyyNovio
NovioBoy
Boyasí
así
como
comosobre
sobresus
susacciones,
acciones,pensamientos
pensamientosyysentimientos?
sentimientos?| |Think
Thinkabout
aboutall
allparts
parts
of
ofthe
thestory.
story.Which
Whichactions
actionsand
andwords
wordstells
tellsabout
aboutChato
Chatoand
andNovio
NovioBoy?
Boy?What
What
do
dothe
thepictures
picturesand
andwords
wordstell
tellabout
aboutwhat
whatChato
Chatoand
andNovio
Noviolook
looklike,
like,as
aswell
well
as
asabout
abouttheir
theiractions,
actions,thoughts,
thoughts,and
andfeeling?
feeling?Remind
Remindchildren
childrenhow
howthey
theyused
used
descriptive
descriptivedetails
detailsand
andspecial
specialwords
wordsand
andphrases
phrasesto
todevelop
developaanarrative
narrativescene
scene
ininearlier
earlierlessons.
lessons.Then
Thenremind
remindthem
themhow
howthey
theyplanned,
planned,drafted,
drafted,and
andedited
editedaa
story
storyabout
aboutcharacters
charactersand
andtheir
theirresponses
responsesto
toevents.
events.Review
Reviewthe
theimportance
importance
of
ofwriting
writingaaclear
clearbeginning,
beginning,middle,
middle,and
andend
endand
andof
ofdrafting
draftingand
andediting
editingwriting
writing
before
beforecreating
creatingaafinal
finalversion.
version.Remind
Remindchildren
childrento
tofollow
followthese
thesesteps
stepsininthe
thewriting
writing
process
processas
asthey
theywork
workthrough
throughthis
thistask.
task.
72
72 Unidad1•MóduloP
Unidad1•MóduloP
WRITE
WRITE Have
Havechildren
childrenwho
whoprefer
preferto
towork
workalone
alonework
workatattheir
theirdesks.
desks.Have
Havechildren
children
who
whoneed
needsupport
supportor
ormay
maybe
bestrugging
struggingmeet
meetininsmall
smallgroups
groupsfor
for10
10minutes
minutesto
totalk
talk
about
abouttheir
theirstory
storyideas.
ideas.Provide
Providethe
theSecuencia
Secuenciadel
delcuento:
cuento:BB(Story
(StorySequence
SequenceB)
B)
graphic
graphicorganizer
organizerfor
forchildren
childrento
tonote
notedetails
detailsabout
aboutcharacters,
characters,setting,
setting,and
andevents
events
as
asthey
theybrainstorm
brainstormininaagroup
groupor
oras
asthey
theywrite
writeindividually.
individually.Then
Thenhave
havechildren
childrenwrite
write
their
theirnarrative.
narrative.
DIGITAL
DIGITALOPTION
OPTION You
Youmay
mayincorporate
incorporatetechnology
technologyinto
intothe
thePerformance-Based
Performance-Based
Assessment.
Assessment.Have
Havechildren
childrentype
typetheir
theirstories
storiesusing
usingword-processing
word-processingsoftware.
software.
They
Theycan
canadd
addillustrations
illustrationsby
byprinting
printingout
outthe
thepages
pagesand
anddrawing
drawingpictures
picturesabove
aboveor
or
below
belowthe
thetext.
text.
Apoyo
Apoyo por
por andamiaje
andamiaje || Scaffolded
ScaffoldedSupport
Support
InInorder
orderfor
forall
allchildren
childrento
toaccess
accessthe
thePerformance-Based
Performance-BasedAssessment,
Assessment,additional
additional
supports
supportscan
canbe
beprovided
providedas
asnecessary.
necessary.
CHECKLIST
CHECKLIST Provide
Provideaachecklist,
checklist,such
suchas
asthe
theone
onesupplied
suppliedon
onp.
p.74,
74,that
thatdetails
details
expectations
expectationsfor
forthis
thisproject.
project.ItItwill
willclarify
clarifyfor
forchildren
childrenwhat
whatisisbeing
beingassessed
assessedthat
that
details
detailsexpectations
expectationsfor
forthis
thisproject.
project.Have
Havechildren
childrenreview
reviewall
allthe
theitems
itemson
onchecklist
checklist
before
beforethey
theyproduce
producethe
thefinal
finalversion
versionof
oftheir
theirstory.
story.
GRAPHIC
GRAPHICORGANIZER
ORGANIZER Work
Workwith
withsmall
smallgroups
groupsto
touse
usethe
theSecuencia
Secuenciadel
delcuento:
cuento:
BB(Story
(StorySequence
SequenceB)
B)graphic
graphicorganizer
organizerto
tocreate
createaawriting
writingplan
planfor
fortheir
theirnew
newstory
story
before
beforethey
theybegin
beginto
towrite
writetheir
theirdraft.
draft.
Story
StorySequence
SequenceBB
Title
Title
Characters
Characters
Setting
Setting
Events
Events
1. 1.
First
First
2. 2.
Next
Next
3. 3.
Then
Then
4. 4.
Last
Last
SPANISH
SPANISHLANGUAGE
LANGUAGEDEVELOPMENT
DEVELOPMENT Encourage
Encouragelearners
learnersof
ofSpanish
Spanishto
touse
use
aabilingual
bilingualdictionary
dictionaryor
orbilingual
bilingualthesaurus
thesaurusto
tolook
lookup
upSpanish
Spanishequivalents
equivalentsfor
for
vocabulary
vocabularythey
theyknow
knowinintheir
theirnative
nativelanguage.
language.You
Youmay
maywish
wishto
todistribute
distributethe
the
Apoyo
Apoyopor
porandamiaje
andamiajepara
paralalaescritura
escritura| |Scaffolded
ScaffoldedSupport
Supportfor
forWriting
Writingform
form
on
onp.
p.TR18
TR18that
thatstudents
studentscan
canfill
fillout
outas
asthey
theyplan
plantheir
theirwritten
writtenresponse
responseto
tothe
the
narrative
narrativetask.
task.
Unit1•ModuleP
Unit1•ModuleP 73
73
Clear objectives for the
Performance-Based Assessment
are provided at point-of-use in
English and Spanish.
12
Biliteracy
BiliteracyPathway
Pathway
Handbook
Handbook
Performance-Based
Performance-Based Assessment
Assessment
Hacen
Hacenyycontestan
contestan
preguntas
preguntassobre
sobrelolo
que
quedice
dicequien
quienhabla
habla
aafin
finde
deaclarar
aclararlala
comprensión,
comprensión,obtener
obtener
información
informaciónadicional
adicional
ooprofundizar
profundizaren
enlala
comprensión
comprensióndel
del
tema
temaooasunto.
asunto.
OBJECTIVES
OBJECTIVES
Biliteracy
BiliteracyPathway
Pathway
Teacher's
Teacher'sGuide
Guide
PERFORMANCE-BASED
PERFORMANCE-BASEDASSESSMENT
ASSESSMENT
Evaluación
Evaluación de
de rendimiento
rendimiento ||
Usan
Usanuna
unavariedad
variedadde
de
herramientas
herramientasdigitales
digitales
para
paraproducir
produciryy
publicar
publicarescritos.
escritos.
Añaden
Añadendibujos
dibujosuu
otros
otrosefectos
efectosvisuales
visuales
aalos
loscuentos
cuentosoo
relatan
relatanexperiencias
experiencias
para
paraaclarar
aclararideas,
ideas,
pensamientos
pensamientosyy
sentimientos.
sentimientos.
11
Step-by-step instructions
guide students to
accomplish the tasks.
Rubrics offer teachers
a simple way to evaluate
student writing.
UNIDAD
UNIDAD
UNIT
UNIT
1
Biliteracy
Pathway
Biliteracy
Pathway
Teacher's
Teacher's
GuideGuide
PERFORMANCE-BASEDASSESSMENT
ASSESSMENT
PERFORMANCE-BASED
Biliteracy
Pathway
Biliteracy
Pathway
Handbook
Handbook
TAREA DE
DE NARRACIÓN
NARRACIÓN
TAREA
Narrative
Writing
Rubric
Narrative
Writing
Rubric
ESCRIBIRUN
UNCUENTO
CUENTONUEVO
NUEVO
ESCRIBIR
Score
Score
Escribe una
una narración
narraciónen
enlalaque
quecreas
creasun
uncuento
cuentonuevo
nuevousando
usandolos
los
Escribe
personajes Chato
Chato yysu
suamigo,
amigo,Novio
NovioBoy.
Boy.Determina
Determinadónde
dóndetomará
tomará
personajes
lugar tu
tu cuento
cuento yy qué
quéles
lessucederá
sucederáaalos
lospersonajes.
personajes.Acúerdate
Acúerdatede:
de:
lugar
•dibujar oo describir
describiren
endetalle
detallelos
lospersonajes
personajesyyelelambiente.
ambiente.
•dibujar
•escribir una
una secuencia
secuenciade
desucesos
sucesoscorta
cortacon
conun
uncomienzo,
comienzo,nudo
nudoy y
•escribir
final.
final.
•usar palabras
palabras que
queindican
indicanorden
ordenpara
paraseñalar
señalaruna
unasecuencia
secuenciadede
•usar
sucesos.
sucesos.
4 4
Luego comparte
comparte tu
tuescrito
escritocon
conlalaclase
clasecomo
comoparte
partede
deuna
unacelebración
celebración
Luego
de autores.
autores.
de
F
FFF ¿Usé
¿Usé datos
datos sobre
sobrelos
lospersonajes
personajesde
deChato
Chatoy ysu
sucena?
cena?
1
UNIDAD
F
FFF ¿Describí
¿Describí lo
lo que
quehicieron
hicieronyyloloque
quedijeron
dijeronlos
lospersonajes?
personajes?
UNIT
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
F
FFF ¿Describí
¿Describí el
el ambiente?
ambiente?
2 2
PERFORMANCE-BASED ASSESSMENT
F
FFF ¿Incluí
¿Incluí detalles
detallesque
quecuentan
cuentanacerca
acercade
delos
lospensamientos
pensamientosy y
sentimientos
sentimientos de
delos
lospersonajes?
personajes?
Development
Development
Language
Language
and and
Vocabulary
Vocabulary
Conventions
Conventions
Narrative
Narrative
Narrative
includesNarrative
Narrative
includesNarrative
has has
uses uses Narrative
includes
Narrative
includes
correct
grammar,
precise,
concretecorrect
characters
thorough
grammar,
precise,
concrete
characters
fromfrom
the the
thorough
and and
usage,
spelling,
sensory
languageusage,
selection
and hassensory
effective
spelling,
language
selection
and has
effective
use use
capitalization,
as as
well
as temporal
a well-developed,as well
of details
capitalization,
temporal
a well-developed,
of details
and and
and punctuation.
words.
easy-tofollow words.
description.
and punctuation.
easy-tofollow
description.
plot with
a strong
plot with
a strong
beginning,
middle,
beginning,
middle,
and end.
and end.
Narrative
Narrative
is is
mostly
focused
mostly
focused
developed
andand
developed
throughout.
throughout.
Narrative
Narrative
Narrative
includesNarrative
Narrative
includesNarrative
has a has a
uses uses Narrative
includes
Narrative
includes
few errors
adequate
sensoryfew errors
adequate
characters
but but
adequate
sensory
use use
characters
fromfrom adequate
is completely
language
of details
the selection,
is completely
language
and and
of details
and and
the selection,
understandable.
temporal
words. understandable.
description.
a plot, description.
temporal
words.
and and
has has
a plot,
but there
but there
maymay
a lack
be abe
lack
of of
clarity,
unrelated
clarity,
unrelated
events,
a weak
events,
or a or
weak
beginning,
middle,
beginning,
middle,
and and
end.end.
3 3
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
LISTA
LISTADE
DEREPASO
REPASO
Organization
Organization
Narrative
Narrative
is is
clearly
focused
clearly
focused
developed
andand
developed
throughout.
throughout.
ESCRIBIR UN
UN CUENTO
CUENTONUEVO
NUEVO
ESCRIBIR
F
FFF ¿Empecé
¿Empecé con
con un
uncomienzo
comienzofuerte
fuerteeeincluí
incluíun
unnudo
nudoy yfinal
finalclaros?
claros?
Focus
Focus
Narrative
has has
includes
in
Narrative
includes
Narrative
is is
Narrative
Narrative
includesLanguage
Language
in
Narrative
includesNarrative
Narrative
errorserrors
in
only only
a fewa details
is notis not somesome
at least
one one
somewhat
in
few details narrative
narrative
at least
somewhat
usage,
grammar,
or sensory;
fromfrom and descriptions.
developed
but but
maymaycharacter
usage,
grammar,
and descriptions. precise
precise
or sensory;
character
developed
and/ or
lackslacks
temporal
but but
occasionally
loselose the selection,
spelling,
and/ or
temporal spelling,
the selection,
occasionally
punctuation.
words.
the plot
is difficult
focus.
punctuation.
words.
the plot
is difficult
focus.
to follow,
and and
to follow,
ideas
are not
ideas
are well
not well
connected;
therethere
is is
connected;
an ending.
an ending.
Narrative
is hard
includes
in
Narrative
doesdoes Narrative
Narrative
maymay
Narrative
is hard
Narrative
includesLanguage
Language
in
Narrative
Narrative
to follow
because
noordetails
or or
narrative
is
not contain
any any few or
be confusing,
to follow
because
few
no details
narrative
is
not contain
be confusing,
errors.errors.
vague,
unclear,
or orof frequent
fromfrom description.
unfocused,
or too
of frequent
description.
vague,
unclear,
characters
unfocused,
or too characters
AUTHOR CELEBRATION Children share their writing with the class.
Children
confusing.
the
selection,
and
short.
1
confusing.
the
selection,
and
short.
1
¿Usé
¿Usé palabras
palabrasyyfrases
frasesque
queseñalan
señalanelelorden
ordende
delos
lossucesos?
sucesos?
have
worked hard writing, so now it is time to celebrate! Have children write
has has
littlelittle
or noor no
apparent
plot.plot.
or type their narratives and get ready for the celebration.
apparent
¿Usé sustantivos y pronombres y los verbos correspondientes
Presentar | Present
F
FFF ¿Organicé
¿Organicé la
la secuencia
secuenciade
desucesos
sucesosen
enun
unorden
ordenlógico?
lógico?
F
FFF
F
FFF ¿Usé sustantivos y pronombres y los verbos correspondientes
• Organize the classroom: Find one big chair to be the author’s chair.
correctamente?
correctamente?
Children will take turns sitting in the author’s chair when it is his or her
Possible
characteristics
that that
would
warrant
a 0: a 0:
F
Possible
characteristics
would
warrant
FFF ¿Revisé
¿Revisé mi
mi trabajo
trabajopara
paraverificar
verificareleluso
usocorrecto
correctode
demayúsculas,
mayúsculas,
turn to read.
•childdoesnotwriteanarrative
•childdoesnotwriteanarrative
puntuación
0 0what
puntuación yy ortografía?
ortografía?
•childdoesnotdemonstrateadequatecommandofnarrativewritingtraits
•childdoesnotdemonstrateadequatecommandofnarrativewritingtraits
• Have children take turns sitting in the author’s chair and reading
they have written.
•responseisunintelligible,illegible,oroff-topic
•responseisunintelligible,illegible,oroff-topic
• As children read, encourage them to speak clearly and slowly.
YouYou
maymay
wishwish
to conduct
a qualitative
analysis
to evaluate
linguistic
aspects
of your
biliterate
students’
to conduct
a qualitative
analysis
to evaluate
linguistic
aspects
of your
biliterate
students’
writing.
SeeSee
the the
Rubric
for Biliterate
Writers
on p.on84p.of84
this
Guide
for guidance
on how
• Have the rest of the class ask the author questions if something
is
writing.
Rubric
for Biliterate
Writers
of Teacher’s
this Teacher’s
Guide
for guidance
on to
how to
synthesize
student
scores
andand
assess
theirtheir
progress
on the
Trajectory.
synthesize
student
scores
assess
progress
on Bilingual
the Bilingual
Trajectory.
unclear.
74
74 Unidad1•MóduloP
Unidad1•MóduloP
DIGITAL OPTION If you chose to incorporate technology into the
Performance-Based Assessment, then have children read their new stories
aloud to the class while projecting their work on a screen. Children can email
or use a digital sharing tool to share their stories at home.
Unit1•ModuleP
75
Unit1•ModuleP
75
Reflexionar y responder | Reflect and Respond
LOOKING AHEAD For children who received a score of 0, 1, or 2 on the
rubric, use the following suggestions to support them with specific elements
of the Performance-Based Assessment. Graphic organizers and other
means of support will help guide children to success as they complete other
Performance-Based Assessments throughout the school year.
If . . . children need extra support organizing a story sequence that unfolds
naturally,
then . . . provide them with a graphic organizer to help them visualize story
structure.
If . . . children need extra support using sequence words,
then . . . make a list of words and post it in the classroom for easy reference
to help them when they write narratives in the future.
If . . . children need extra support describing characters’ thoughts, feelings,
and actions,
then . . . give them examples of characters from familiar stories that will help
them better understand those characters’ thoughts, feelings, and actions.
If . . . children need extra support using a word processing application to
draft their writing,
Progress monitoring
checks give teachers
opportunities to
differentiate or
extend learning.
then . . . provide step-by-step instructions for creating, editing, formatting,
printing, and saving a document.
76 Unidad1•MóduloP
13
Cross-Language Connections
Making connections across languages supports English learners, Spanish learners,
and heritage-language learners in dual-language classrooms.
CONEXIONES ENTRE IDIOMAS | CROSS-LANGUAGE CONNECTIONS
OBJETIVO
OBJECTIVE
OBJETIVO
Comparan y contrastan patrones que indican
el tiempo pasado en español e inglés.
Compare and contrast patterns that indicate
the past tense in Spanish and English.
Comparan y contrastan p
el tiempo pasado en esp
CLC 1. Los verbos en el pasado | Past-Tense Verbs
CLC 2. Los v
30
ENGAGE CHILDREN Ask children: ¿Qué sabemos sobre los verbos en el pasado? | What do
we know about past-tense verbs? Guide a discussion about what they learned about past-tense
verbs (see Lesson X, p. XX) and refer to any anchor charts that were created. Then say: Ahora
vamos a comparar cómo se forman los verbos en el pasado en español e inglés. | Now we’ll
compare how past-tense verbs are formed in Spanish and English. Set up an anchor chart titled
Los verbos/Verbs. Label the left and right columns El pasado and The Past, respectively. Have
children work in pairs to ask each other what they and their families did last week. Offer children
examples of sentences as well as frames they can use to express their answers as complete
sentences. (El jueves caminé dos millas. El sábado, mi hermano ______. El domingo, mi familia
y yo _______.) Invite children to share their answers with the class. List the past-tense verbs that
they name on the anchor chart under El pasado. To support Spanish learners, go through the list
and invite children to make up a movement for each verb.
Remind children that in Spanish, verb endings tell if something is happening now, in the past,
or in the future. They also tell who or what did something. Circle some verb endings on the anchor
chart and discuss what they tell. For example: En la palabra compré, la terminación -é indica que
yo hice algo en el pasado. Si digo compró, la terminación –ó indica que otra persona hizo algo
en el pasado. | In the word compré, the ending –é shows that I did something in the past. If I say
compró, the ending –ó shows that someone else did something in the past.
ENGAGE CHILDREN As
we know about past-tens
verbs (see Lesson X, p. X
vamos a comparar cómo
compare how past-tense
Los verbos/Verbs. Labe
children work in pairs to a
examples of sentences a
sentences. (El jueves cam
y yo _______.) Invite child
they name on the anchor
and invite children to mak
Remind children that i
or in the future. They also
chart and discuss what th
yo hice algo en el pasado
en el pasado. | In the wor
compró, the ending –ó sh
25
CONNECT LANGUAGES Read aloud one of the Spanish past-tense verbs on the chart. Ask
children if they know how to say it in English. Alternately, give children the English equivalent.
Then reinforce its meaning through TPR by asking children to act out the verb as they say it in
English. List the verb in the column labeled The Past. Repeat the activity with the remaining
Spanish verbs. Have children work in small groups of mixed language development levels to
generate lists of past-tense verbs in English. Then call on each group to share a few verbs with
the class. To support English learners, have children act out the meanings of the verbs.
List the English past-tense verbs on the chart. Say: Sabemos que los verbos en español tienen
patrones que afectan el significado. Los verbos en inglés también tienen patrones con significado.
| We know that Spanish verbs have patterns that show meaning. Verbs in English also have
patterns that show meaning. Point out the –ed ending of any regular English verbs on the list.
Circle the ending and guide children to recognize that –ed tells that the action or event that the
verb describes happened in the past.
CONNECT LANGUAGE
children if they know how
Then reinforce its meanin
English. List the verb in th
Spanish verbs. Have child
generate lists of past-ten
the class. To support Eng
List the English past-t
patrones que afectan el s
| We know that Spanish v
patterns that show mean
Circle the ending and gui
verb describes happened
20
COMPARE AND CONTRAST LANGUAGES Distribute the Diagrama de Venn graphic
organizer (p. TRXX). Have children label the circles Español and English. Have them write in the
overlapping area how past-tense verbs in the two languages are alike. Then have them write how
they are different in the corresponding circles.
COMPARE AND CONTR
organizer (p. TRXX). Have
overlapping area how pas
they are different in the c
15
PRACTICE Have children work individually or in pairs to write two sentences in Spanish and
two sentences in English that tell about something they did in the past. Invite children to share
their answers with the class. Have children add their sentences to their journals.
PRACTICE Have chil
two sentences in English
their answers with the cla
min
min
min
min
78 Unidad 1 • Módulo P • Lección CLC 1
Four Cross-Language Connections lessons in each unit
develop students’ metalinguistic skills through explicit
comparisons of language features in Spanish and English.
14
Biliteracy Pathway Handbook
Additional teacher resources provide professional development articles
and resourceful tools to bring lessons to life.
THE
THE DICTADO
DICTADO
ARTICLE 1
ARTICLE 1
ARTICLES
ARTICLES
ItItalso
alsoimproves
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vehiclefor
for
honing
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students’metalinguistic
metalinguisticskills
skillsand
andawareness
awarenessof
ofhow
howthey
theythink
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andlearn.
learn.
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A Language-Learning
Language-Learning Device
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Dictado,
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put,isisSpanish
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for“dictation.”
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longbeen
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recognized
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byeducators
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asan
aneffective
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andlanguagelanguageteaching
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routine,conducted
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onmost
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ofthe
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toexplicitly
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ages.InInthe
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methodology
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beenadopted
adoptedand
andcustomized
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any
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andititisisnot
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settingsto
todeliver
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Dictadosinin
both
bothlanguages
languagesof
ofinstruction.
instruction.
During
Duringaatypical
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theteacher
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dictatesaafew
fewpurposefully
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phrases
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orsentences
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thatstudents
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orconceptually
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related
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ofstudy,
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andlanguage
languagestructures—
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toas
asteaching
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othertexts.
texts.After
Afterstudents
studentsfinish
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theirown
ownwriting,
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aboutthe
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pointsto
toreinforce
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eachlesson
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does,
with
withthe
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intoaamore
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activity(such
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andculminates
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The
TheDictado
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biliteratetrajectory—or
trajectory—orininother
otherwords,
words,of
oftheir
theirprogress
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towardsdeveloping
developing
writing
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competencyininboth
bothlanguages.
languages.
InInsum,
sum,when
whenembraced
embracedas
asaarecurring
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andfamiliar
familiarpractice
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thebiliteracy
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classroom,
the
theDictado
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functionsas
asaamultipurpose
multipurposedevice
devicefor
forlearner
learnerand
andeducator
educatoralike.
alike. As
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text
textthat
thatisisread
readaloud,
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to,transcribed,
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andeventually
eventuallydiscussed,
discussed,the
theDictado
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targets
targetsthe
thesimultaneous
simultaneousdevelopment
developmentof
ofall
allfour
fourlanguage
languagedomains.
domains.As
Asan
anexemplar
exemplarof
of
correctly
correctlywritten
writtentext,
text,ititreflects
reflectsthe
thenatural
naturalpatterns
patternsand
andstructures
structuresof
ofthe
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language
and
andreinforces
reinforcesthe
therules
rulesof
ofgrammar,
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spelling,and
andpunctuation.
punctuation.As
Asaapiece
pieceof
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beenconstructed
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andreinforce
reinforcediscrete
discretelanguage
languageskills,
skills,ititcan
canaid
aid
teachers’
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oflanguage
languagedevelopment
developmentareas
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thatpose
poseproblems
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forstudents.
students.
See
SeePart
Part33of
ofthis
thisHandbook
Handbookfor:
for:
•• aadetailed
detaileddescription
descriptionof
ofaatypical
typicalweekly
weeklyDictado
Dictadoplan
planand
andsuggested
suggestedvariations;
variations;
•• instructions
instructionson
onhow
howto
toincorporate
incorporateteaching
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pointsinto
intoaaDictado
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toaddress
addressstudents’
students’
literacy
literacyneeds
needsinineither
eitherlanguage
language
•• suggestions
suggestionsfor
forcustomizing
customizingfor
fordifferent
differentlevels
levelsof
oflanguage
languageproficiency
proficiencylevels
levels
A
A Device
Device for
for Developing
Developing Biliteracy
Biliteracy Skills
Skills and
and
Metalinguistic
Metalinguistic Awareness
Awareness
When
Whenadministered
administeredinindual-language
dual-languageinstructional
instructionalsettings,
settings,the
theDictado
Dictadoisisaaparticularly
particularly
effective
effectivetool
toolfor
fortraining
trainingsecond-language
second-languagelearners—“emerging
learners—“emergingbilinguals”
bilinguals”as
aswell
wellas
as
“developing
“developingbilinguals”—to:
bilinguals”—to:
•• listen
listenfor
forand
anddistinguish
distinguishsounds
sounds(including
(includingsound
soundchanges
changesproduced
producedby
byassimilation
assimilation
or
orelision);
elision);
•• improve
improvetheir
theirreceptive
receptiveproficiency,
proficiency,or
orlistening
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andreading
readingcomprehension
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of
meaningful
meaningfultext;
text;
•• write
writeand
andanalyze
analyzetheir
theirown
ownwriting,
writing,and
andthereby
therebyanalyze
analyzespeech,
speech,and;
and;
•• compare
compareand
andcontrast
contrastthe
therules
rulesof
ofspelling,
spelling,grammar,
grammar,and
andconventions
conventionsinin
both
bothlanguages
languages. .
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important,the
theact
actof
ofdecoding
decodingwords
wordsand
andphrases
phrasesfor
forsounds,
sounds,encoding
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themfor
for
meaning,
meaning,and
andrecoding
recodingthem
themas
aswriting
writingfosters
fostersstudents’
students’thinking
thinkingininaasecond
secondlanguage.
language.
22 Part
Part11••Articles
Articles
33
GRADES
K–6
The Biliteracy Pathway Handbook includes:
•Professional development articles on biliteracy instruction
Biliteracy Pathway Handbook
Biliteracy Pathway
HANDBOOK
■
■
■
■
FPO
Implementation support for the
Biliteracy Pathway
P
rofessional development articles
on biliterate learners and biliteracy
instruction
S trategies and routines to support
biliteracy
Contrastive analysis of language
features in English and Spanish
•Biliteracy strategies, routines, and rubrics
•Leveled text instructional plans
•A contrastive analysis of language features in Spanish and English
•Implementation support for the ReadyGEN Biliteracy Pathway
•Bibliography and glossary
15
Authentic Spanish Texts
The trade books for each grade were chosen
according to a range of criteria, including:
•Grade-level appropriateness and quality of the literature
•Providing an appropriate mix of fiction and nonfiction
•Providing a balance of male and female protagonists
•Providing representation across Latino cultural group
•Providing a mix of Performance-Based Assessments
(narrative, informative/explanatory, opinion) in proportion
to the English Performance-Based Assessments at a grade level
16
KINDERGARTEN
GRADE 1
17
Authentic Spanish Texts
(CONTINUED)
GRADE 2
GRADE 3
Las tornados
18
GRADE 4
GRADE 5
GRADE 6
19
Overview
Text Complexity Rubric
Literacy Lessons 1–8
The Text Complexity rubric, which is located in the front of the Teacher’s Guide,
Performance-Based Assesment (Narrative)
is a three-part model for measuring text complexity based on:
Cross-Language
Connections Lessons CLC 1–4
1) Quantitative Measures
English Language
2) Qualitative Support
Analysis for Module A
3) Reader and Task Considerations
QUANTITATIVE MEASURES
Lexile
630L
Word Frequency
Average Sentence Length
13.22
Page Count
?
32
QUALITATIVE MEASURES
Chato y su
ena
exile 630L
iterary Text
Levels of Meaning
humorous animal fantasy; figurative language;
idioms; accessible concept
Structure
Illustrated narrative with clear setting; events
happen chronologically
Language Conventionality
and Clarity
mostly simple and compound sentences;
conversational language; colloquialisms;
dialogue; some challenging vocabulary (limosina,
selvático, cobardemente)
Theme and Knowledge
Demands
simple theme; text assumes some prior
knowledge of animal relationships and behaviors;
common experiences
Biblioteca de textos nivelados
a del anillo de
Leveled Text Library
Lexile 300L–820Ls
sa de cumpleaños”
co probable”
Colección de textos en línea
Online Text Collection
OPTIONAL
RESOURCE
Palabras a
su paso
DERAS |
PREGUNTAS ESENCIALES | ESSENTIAL QUESTIONS
GS
¿Cómo identifican los lectores la manera en que los personajes en
los cuentos responden a los sucesos? | How do readers identify
characters’ responses to events?
20
los
onden a los
Grade 2
Volume 1
S AMP L E L ES S O N
The following is a sample from Grade 2, Volume 1.
All content and images are subject to change.
21
SAMPLE PAGE
22
ES TO COME
23
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ISBN: 9780328902101
BiBro581L341
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