COMPATIBILIDAD CON LOS CONTRATOS DE ESTABILIDAD JURÍDICA

In Unit 4, the teacher helps students make predictions and inferences while reading Evermore Dragon. The teacher stops reading and focuses on the characters’ facial expressions. Students Think, Pair, Share to infer which emotions the characters are feeling on the following pages: Girl and Dragon decide to play hide and seek; Dragon is hiding behind the small rock; Girl finds Dragon and wraps her arms around him. The teacher asks the students how they know the characters are feeling those emotions. The material includes quality questions that encourage students to make connections to text. During the read-aloud My Friend Is Sad, the teacher explains that Piggie is trying to help Gerald feel better and that when friends are sad, we can try to cheer them up or help them feel better. The teacher asks the students, “Have you ever felt sad?” “Did anybody cheer you up?” “How?” The students connect to the text by sharing about their past experiences with feeling sad.

In Unit 6, the teacher reads aloud Kindergarten Rocks and discusses how Dexter and his dog are going to kindergarten. The teacher makes connections by helping students identify their

feelings about transitioning to kindergarten. The teacher asks the students, “What are you excited about?” “What do you fear about kindergarten?” This allows students to connect texts to their experiences at home and at school. Before going on a “Nature Walk,” the teacher asks students to make predictions about what they might see outside. The teacher writes down the students’ responses on a T-chart and hangs it up for them to see and refer to after their walk.

Spanish Evidence 5.6

Evidence includes but is not limited to:

The materials provide guidance to support teachers’ understanding of the various ways to support comprehension development through making predictions, inferring, asking and answering questions, comparing and contrasting information, and categorizing. Most of the texts used in the materials are in English, and the teacher interacts with students in Spanish after the English read-alouds, which can hinder student understanding. The materials provide teachers with guidance on connecting students’ home and school experiences through texts. In the Unit 1 read-aloud, “Bienvenida y lectura en voz alta,” of the book Otto goes to school, the teacher reads the book in English, and the students answer questions in Spanish about how

Kaplan

English and Spanish Prekindergarten Program Summary

they felt coming to school for the first time. The students make connections and compare their experience about coming to school for the first time with Otto’s (the dog) experiences.

Throughout the read-alouds, students predict and infer about situations in the stories as they compare many situations with their real-life experiences. Later in the same unit, the teachers read the story Owl Babies; the teacher reads the book in English and then asks students in Spanish to compare the similarities and differences between the role of the baby owls and the role of their families. Teachers say, “Comente las semejanzas y diferencias entre la familia de los búhos y las familias de los niños.”

In Unit 2, “Nuestro medio ambiente,” the materials provide examples of asking questions to support student comprehension development and help move from simple to more complex questions. During the read-aloud, “Bienvenida y lectura en voz alta,” of the book People and the Environment, the teacher reads the book in English, and then in Spanish, the teacher pauses and directs students to look at the illustrations to help answer simple questions. The materials guide teachers to stop and ask questions: “deténgase en la página 9 y pregúnteles a los niños qué alimentos están obteniendo de los animales las personas de la foto.” Students have the opportunity to observe the pictures and process the questions by using the illustrations in the story as a support for comprehension before they answer the questions. In another example, the teacher models for the students by saying, “Por ejemplo, vuelva a la página 4 y pregunte:

“¿Qué sucede aquí? Veo plantas, una persona y la tierra. ¿Cómo se relacionan las plantas y el suelo?” Later in the unit, the questions become more complex as the students become more familiar with the plants, animals, and elements of the Earth.

The materials provide few examples of support for the teacher in scaffolding the lessons for students at a variety of language proficiency levels. In the Unit 3 read-aloud, “Bienvenida y lectura en voz alta,” of Albert’s Alphabet, the teacher reads the book in English and then has students retell the story in Spanish. The materials guide the teacher to pay close attention to student responses: “Esté atenta a si los niños pueden volver a contar lo que está sucediendo a partir de las imágenes.” If students cannot retell the story, the teacher is to scaffold the activity by prompting and using sentence stems: “En el caso de que los niños necesiten más apoyo, use palabras secuenciales como pistas para volver a contar el cuento. Señale explícitamente el orden numérico de cada uno de los cuatro pasos, y use números si fuera necesario.” If the students need additional support, they are to repeat after the teacher: “También puede decir un paso y hacer que los niños repitan el paso después de usted para ayudarlos en el aprendizaje del vocabulario de volver a contar historias.” The materials also guide teachers to challenge students that can retell the story to think of another way they would build a letter: “A los niños que puedan volver a contar el cuento a partir de las imágenes, desafíelos a pensar en otras formas de hacer la misma letra. ¿Cómo la harían y qué usarían?”

In Unit 5, materials include recommendations for quality questions that will encourage children to make connections to the text. During a read-aloud of Zinnia’s Flower Garden, the teacher reads the book in English, and then the children learn about planting and gardening in Spanish.

Kaplan

English and Spanish Prekindergarten Program Summary

During the lesson, the teacher asks open-ended questions to elaborate on the theme and guides students to make connections with events in their own life. Questions include “¿Alguna vez vieron una huerta? ¿Qué cosas pueden encontrar en una huerta? ¿Crecerían zapatos en una huerta? ¿Por qué sí o por qué no? ¿Pueden crecer verduras en una huerta? ¿Por qué sí o por qué no?” The questions provide opportunities for students to relate their own experiences with the story as they expand their knowledge about planting and caring for a garden. Later In Unit 5, students learn about plants and the needs of plants by reading English books such as Bean’s Life Cycle, Do You Know Which Ones Will Grow? and Plants We Eat and How They Grow.

The materials include suggestions for classroom experiences that will help children make connections to planting seeds and seeing them grow in the classroom. In this Unit, during the read-aloud of the book Our Community Garden, the teacher reads the book in English and then explains that they are going to create a project at the end of the unit in Spanish. Students have the opportunity to invite their parents to come and see their garden. Students plant seeds and have the opportunity to record their observations in their science journals while the seeds grow. Lessons provide suggestions for experiences that help children connect to specific aspects of a story plot or information, such as planting seeds after reading a book about how plants grow.

Kaplan

English and Spanish Prekindergarten Program Summary

5.7 Materials include appropriate strategies for supporting English Learners (ELs) in their development of emergent reading skills.

● Materials include a variety of strategies for supporting English Learners (ELs) (English only).

● Strategies include use of the child’s knowledge of literacy in their primary language and ensure that knowledge is used to help them transfer to English language and literacy skills (English only).

● Materials provide opportunities for students to make cross-linguistic connections (Spanish only).

● Materials guide the teacher to leverage the student’s knowledge of literacy in each language as an asset (Spanish only).

5.7 Materials

& Score 5.7 Rationale

5.7 English IM Meets 4/4

The materials include appropriate strategies for supporting English Learners (ELs) in their development of emergent reading skills as laid out in the Texas Prekindergarten Guidelines. Throughout, the units provide a variety of strategies to support ELs and strategies to use the students’

knowledge of literacy in their primary language to ensure that those skills are used to help them transfer to the English language.

5.7 Spanish IM Partially Meets

2/4

The materials include few appropriate strategies for supporting English Learners (ELs) in their development of emergent reading skills as laid out in the Texas Prekindergarten Guidelines. There is no evidence that supports the guidance for teachers to leverage the use of student’s knowledge of literacy in each language as an asset.