First Grade/eFL/BisO
LessOns
2012 – 2013
COntents:
Year at a Glance
Articulation: Gr 1 p.3
Centers: Gr 1 p. 20
Weekly Lesson Plan Templates: Gr 1 p. 21
Daily Lesson Plans For Quarter 1
Lessons p.66
Handouts p. 112
First Grade/eFL/BisO
MateriaLs
FOr
Quarter 1
Year at a GLance
articuLatiOn
centers
Semana
(Week)
Dificultad
fonética
( Phonics & Word
recognition)
Texto:
Scott
Foresman
Lectura 1.
(Core Textbook)
Material
Suplementario:
De Canciones a Cuentos B
Cartilla Fonética
Destrezas de
comprensión de
lectura
(Reading
Comprehension Skills)
Lenguaje/
Redacción
(Language/Writing)
Estándares
Estatales
Comunes
(Common Core State Standards)#1
Repaso de las
vocales
Ortografía;
Palabras con a,e,I,o,u
N/A
De Canciones a Cuentos B
Letras en desfile
Pgs. 6‐7 TG 26‐27
Es un Elefante
PC. Ruedas/Orejas/Los
sentidos/Abuelita y yo
Cartilla
Repaso de las vocales
Claves de Contexto
Clasificar
Género literario
Portada y título
Redacción;
Hacer un cartel con
una leyenda
Gramática
Oraciones
completas
;
L.1.1a Print many upper‐
and lowercase letters. SL.1.6 Produce complete sentence when appropriate to task and situation. RF.1.3 Know and apply grade‐level phonics and word analysis skills in decoding words RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).Semana
(Week)
Dificultad
fonética
( Phonics & Word
recognition)
Texto:
Scott
Foresman
Lectura 1.
(Core Textbook)
Material
Suplementario:
De Canciones a Cuentos B
Elefonética Pan y CanelaCartilla Fonética
Destrezas de
comprensión de
lectura
(Reading
Comprehension Skills)
Lenguaje/
Redacción
(Language/Writing)
Estándares
Estatales
Comunes
(Common Core State Standards)#2
Repaso de las
consonantes m y p
Ortografía;
Palabras con a,e,I,o,u
N/A
De Canciones a Cuentos B
La muñeca pgs 8‐9
Los regalos de Pepe pgs
10‐11 TG pags.28‐31
Elefonética‐
Mami, mami
Papas
Pan y Canela
Los regalos de mi abuelita
¿Quién soy yo?
¿Quién pasó por aquí?
Cartilla
Repaso de las letras m y p
Causa /Efecto
Ambiente
Redacción;
Escribir una oración
sobre un personaje
Lenguaje/
Gramát
Sujetos
ica;
L.1.1a Print many upper‐
and lowercase letters. SL.1.6 Produce complete sentence when appropriate to task and situation. RF.1.3 Know and apply grade‐level phonics and word analysis skills in decoding words RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). W.1.2 Write informative / expository texts in which they name a topic, supply some facts about the topic, and provide some sense of closure#3
Repaso de las letras
s y n
N/A
De Canciones a Cuentos BVen a mi huerto pgs.
TG 20‐21
Serafina y su sapo
pgs.14‐15 TG pgs 34‐35,
Elefonética‐ Sale un patito
Pan y Canela
La Sandía
Papi y yo
Cartilla
Letras “s’ y “n’
Predecir Recurso literario: Ritmo y cadencia
Redacción;
Escribir en un diarioLenguaje/ Gramática; Predicado
L.1.1a Print many upper‐
and lowercase letters. SL.1.6 Produce complete sentence when appropriate to task and situation. RF.1.3 Know and apply grade‐level phonics and word analysis skills in decoding words W.1.2 Write informative / expository texts in which they name a topic, supply some facts about the topic, and provide some sense of closure#4
Repaso de las letras“l” y “d’ N/A De Canciones a Cuentos B
Libros pgs. 18-19
Las damas de Dina
pgs.16-17
Elefonética-La Sandía
¡Olas de alegría!
Me gusta leer.
Juegos de dedos
TG. Pgs. 36-39
Pan y Canela Los Sentidos Chiles Cartilla Letras “l” y “d’Ambiente
Secuencia
Género literario:
Ficción realista
Redacción;
Escribir un poema
con toda la clase
Lenguaje/ Gramática;
El orden de las
palabras en una
oración.
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.
RI.1.3 Describe
the connection between two individuals, events, ideas, or pieces of information in a text. RI.1.4 Ask and answer questions to help determine or clarify the meaning of unknown words in a text.
RI.1.9 (New) Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
#5
Repaso de las sílabasabiertas con“t“ y “f”
N/A
De Canciones a Cuentos BEl títere pgs. 12-13
TG 32-33
Josefina y su foca pgs.
36-37 TG 56-57
Elefonética-
Me gusta todo rojo
Focas
Pan y Canela
Chiles
Cartilla
Letras “t” y “f’
Propósito del autor
Secuencia
Género Literario:
No-ficción (contenido)
Redacción;
Escribir acerca de las focas basándose en la información que les dio el maestro.
Lenguaje/ Gramática;
Construcción de
oraciones completas
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.
RI.1.3 Describe
the connection between two individuals, events, ideas, or pieces of information in a text. RI.1.9 (New) Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
W.1.2 Write informative / expository texts in which they name a topic, supply
#6
Repaso de las sílabasga, go, gu
Y sílabas abiertas
ba,be, bi, bo, bu
N/A
De Canciones a Cuentos BGalletas para Magaly –
pgs 28-29
El buque pgs. 30-31
TG pgs. 48-51
Elefonética-El baño de Benito
El pollito y los gusanos
Pan y CanelaChiles
Cartilla
Sílabas: Ga,go, gu, ba,be,bi,bo, bu
Causa y efecto
Propósito del autor
Género Literario:
Ficción
Redacción;
Aplicar el proceso de la escritura al texto informativo o narrativo Lenguaje/ Gramática -Antónimos-Preguntas claves;
¿Quién?, ¿Qué? ,
¿Dónde? ¿Cuándo?
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.
RI.1.3 Describe
the connection between two individuals, events, ideas, or pieces of information in a text. W.1.2 Write informative / expository texts in which they name a topic, supply some facts about the topic, and provide some sense of closure .
W.1.3 Write narrative in which they recount two or more appropriately sequences events, include some details regarding what
happened, use temporal words to signal events order, and provide some sense of closure
Semana
(Week)
Dificultad
fonética
( Phonics & Word
recognition)
Texto:
Scott
Foresman
Lectura 1.3
(Core Textbook)
Material
Suplementario:
De Canciones a Cuentos B
Elefonética Pan y CanelaCartilla Fonética
Destrezas de
comprensión
a
de lectur
(Reading
Comprehension
Skills)
Lenguaje/
Redacción
(Language/Writing)
Estándares
Estatales
Comunes
(Common Core State Standards)#7
Repaso de las sílabas
va, ve, vi, vo, vu,
gue‐gui
¡Vaya guiso! Pgs 10‐17
La gallina Paulina
Pgs 18‐41
TGpgs 10a‐43e
De Canciones a Cuentos B
La vaca de Vicente
pgs 24‐25
TG.44‐45
Elefonética‐ ¡Vamos!
Pan y Canela
Días de alegría
Abuelita y yo
Cartilla
Sílabas: va,ve,vi,vo vu
gue‐gui
Comparar y
Contrastar
Recordar/contar
Recontar
Redacción;
Escribir un resumen
de un cuento
Lenguaje/
Gramática;
Nombres propios y comunesL.1.1a Print many upper‐
and lowercase letters. SL.1.6 Produce complete sentence when appropriate to task and situation. RF.1.3 Know and apply grade‐level phonics and word analysis skills in decoding words RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson#8
Repaso de las letras
Sílabas cha,
che,chi,cho, chu y ña,
ñe, ñi, ño, ñu
El niño dibuja la
noche pgs. 44‐49
El papalote
Pgs. 50‐65
TG 44a‐67e
De Canciones a Cuentos BChelo va de visita
Pgs 42‐43
Tijeras y papel
Pgs. 22‐23
Elefonética‐
Las piñatas
Cochinita bien vestida
TG pgs 42‐43
62‐63
Pan y Canela
Sacar conclusionesSecuencia
Redacción;
Escribir lo que pasó
en el cuento “El
niño dibuja la
noche”
Lenguaje/ Gramática;
Nombres
Singular y plural
L.1.1a Print many upper‐
and lowercase letters. SL.1.6 Produce complete sentence when appropriate to task and situation. RF.1.3 Know and apply grade‐level phonics and word analysis skills in decoding words RL.1.2 Retell stories, including key details, and demonstrate#9
Y
#10
Repaso de las sílabas;Lla,lle,lli, llo, llu,
ca,co, cu
Un perro llamado Coco pgs. 68‐75El león y el ratón
pgs. 36‐97
TG 68a‐99e
De Canciones a Cuentos B
La lluvia
Pgs 44‐45 TG 54‐55
La casita de cartón
Pgs 34‐35 TG 64‐65
ElefonéticaDoña coneja
LLegó la banda
Pan y Canela En el restaurante de mis tíos Uno, dos, tres y cuatro CartillaRepasar las sílabas lla, lle,
lli, llo, llu, ca, co, cu
Idea principal
Sacar conclusiones
Secuencia
Redacción;
Escribir un superlibro de la clase (1 página por estudiante)Lenguaje/ Gramática;
Vocabulario
Homófonos
Nombres propios
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.1.4 Ask and answer questions to help determine or clarify the meaning of unknown words in a text. RL.1. 1 Ask and answer questions about key details in a text. W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question#11
Repaso de las sílabasQue‐qui, ca,co, cu
Una máquina de trabajo pgs. 100‐ 107TG. 100a‐108b
Las comunidades
pgs. 108‐119
TG pgs. 108‐109
De Canciones a Cuentos B
Querido Quico pgs 46‐47
TG 66‐67
ElefonéticaRiqui y el carnaval
Pan y Canela De compras Cartilla Repasar las sílabas que‐qui, ca,co,cuClasificar
Género Literario:
No‐ficción
informativo
Redacción;
Escribir listas de
palabras
Lenguaje/ Gramática;
Títulos personales
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.1.9 (New) Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). W.1.2 Write informative / expository texts in which they name a topic, supply#12
Repaso de las sílabasJa, je, ji, jo, ju
Y repasar que‐qui,
ca,co, cu
Rafael el rey gigante
Pgs. 122‐128
TG 122‐128
De Canciones a Cuentos B
Fiesta de juguetes
pgs 32‐33
ElefonéticaLas ovejitas
Pan y Canela Orejas Cartilla Repasar las sílabas
Ja, je, ji,
jo, ju y que‐qui, ca, co, cu
Propósito del autor
(informative)
Género Literario:
No ficción
Redacción;
Redactar anuncios
Lenguaje/ Gramática ‐
Títulos personales
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. W.1.2 Write informative / expository texts in which they name a topic, supply some facts about the topic, and provide some sense of closure .#13
Repage,gi so de las sílabas Zorro y Osa miran la luna pgs 128‐141 TG pgs. 122a‐143 e De Canciones a Cuentos B
¡Qué ruido Rufino!
Pg 26‐27
Mi carrito pgs.50‐51
TG. 46‐47 y 70‐71
ElefonéticaRatita y Ratón
Pan y Canela Recortes Cartilla Sílabas ge‐giClaves de context
Sacar conclusiones
Redacción;
Escribir una
descripción
Lenguaje/ Gramática Escribir oraciones completas SL.1.6 Produce complete sentence when appropriate to task and situation. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. W.1.3 Write narrative in which they recount two or more appropriately sequences events, include some details regarding what happened, use temporal words to signal events order, and provide some sense of closure
#14
Repaso de las sí Palabras con k labas Kico lee pgs. 144‐151me gusta leer pgs.
152‐171
De Canciones a Cuentos B
Mis amigos pgs. 52‐53
TG pgs.72‐73
Elefonética Kique el taxista Cartilla Palabras con la letra KPersonajes
Recordar y volver a
contar
Redacción;
El proceso de la escrituraRecontar la historia
Lenguaje/ GramáticaLos días de la
semana y
RI.1.4 Ask and answer questions to help determine or clarify the meaning of unknown words in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of theirPregunta Esencial: ¿Por qué algunas cosas son nuestras favoritas y otras no?
#18
Repaso de las sílabas xa, xe, xi, xo, xuy sílabas con la “r’
suave como: corazón,
careta, Corina, cara,
La visita de Ximena y ArturoPgs. 72‐77
Nuestra reunión
familiar
Pgs. 78‐95
TG 72a‐97e
De Canciones a Cuentos BMi carrito
Pgs 50‐51
Mis amigos
Pgs. 52‐53
TG 70‐73
ElefonéticaNA
Pan y Canela NA Cartilla Letras “r’ suave y XxAmbiente
Idea Principal
Redacción;
Escribir noticias para el mural del aula.Lenguaje/ Gramática;
Verbos con sujetos
plurals:
Corren mucho,
aman a su mamá,
quieren a sus
mascotas,
Compraron una
tienda
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.1.4 Ask and answer questions to help determine or clarify the meaning of unknown words in a text. RI.1.9 (New) Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).#19/
20
Repaso de las sílabas ya, ye, yi, yo yu y las sílabas inversas as, es, is, os, us El hoyo escondidoPgs. 98‐105
La rata y el gato
Pgs. 106‐121
TG pgs. 98a—123 e
De Canciones a Cuentos BEl títere pgs. 12‐13
TG 32‐33
Josefina y su foca pgs. 36‐
37 TG 56‐57
Elefonética Me gusta todo rojoFocas
Pan y Canela Chiles Cartilla Leer palabras, frases, u oraciones con ya, ye, yi , yo yu Y con sílabas inversas as,es, is, os usPropósito del autor
Opinión
Idea principal
Género Literario:
Cuento fantástico con
animales
Redacción;
Hacer comparaciones de comidas favoritas.Dar su opinión
acerca de su comida
favorita y por qué.
Lenguaje/ Gramática;
El tiempo presente:
Amo, escribo, amas,
escribes, ama,
escribe , amamos
escribimos, aman,
escriben
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.1.9 (New) Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). W.1.2 Write informative / expository texts in which they name a topic, supply some facts about the topic,Pregunta Esencial: ¿Por qué algunas cosas son nuestras favoritas y otras no?
Semana
(Week)
Dificultad
fonética
( Phonics & Word
recognition)
Texto:
Scott
Foresman
Lectura 1.4
(Core Textbook)
Material
Suplementario:
De Canciones a Cuentos B
Elefonética Pan y CanelaCartilla Fonética
Destrezas de
comprensión de
lectura
(Reading
Comprehension Skills)
Lenguaje/
Redacción
(Language/Writing)
Estándares
Estatales
Comunes
(Common Core State Standards)#15/
16
Repaso de las sílabas
za‐zo‐zu y rr
Ortografía;
Palabras zorro, zurra,
zapato, carroza
El zorro que quería ser lechuza pgs. 10‐15
La mejor manera
de cargar agua
Pgs. 16‐35
TG pgs. 10a‐37e
De Canciones a Cuentos B
Zapatos pgs. 38‐39
Elefonética‐
¿Qué hizo Zoe Zapata?
Perrín
Pan y Canela
En la mañanita
Uno, dos, tres y cuatro
Cartilla
Repaso de las sílabas za,
zo, zu y las rr doble
Claves de contexto
Realismo y fantasía
Redacción;
Escribir oraciones
con palabras de
acción
Lenguaje/
Gramá
verbos
tica;
L.1.1a Print many upper‐
and lowercase letters. SL.1.6 Produce complete sentence when appropriate to task and situation. RF.1.3 Know and apply grade‐level phonics and word analysis skills in decoding words RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).#17
Repaso de las sílabas
ce‐ci
y palabras con h
De Canciones a Cuentos B
Ceci habla con su abuelo
Pgs 38‐45
La hamaca de la vaca pgs.
46‐69
TG 38a‐71e
Elefonética‐ Hector tiene
hipo
Pan y Canela
Chiles
¿Quién soy yo?
Cartilla
Sílabas ce‐ci y palabras
Tema Comparar/Contrastar Recursos literarios: • Rimas • Gráficas de barrasRedacción;
Escribir una carta
Lenguaje/ Gramática; Verbos con sujetos singulares e.g. como mucho, corre solo, escribió una carta, cantará en el coro
L.1.1a Print many upper‐
and lowercase letters. SL.1.6 Produce complete sentence when appropriate to task and situation. RF.1.3 Know and apply grade‐level phonics and word analysis skills in decoding words W.1.2 Write informative / expository texts in which they name a topic, supply some facts about the topic, and provide some sense of closurePregunta Esencial: ¿Por qué algunas cosas son nuestras favoritas y otras no?
#21
Repaso de las sílabasCerradas con m.
La m antes de p y b:
Tambor, tempera
Y repasar las sílabas
Cerradas as, es, is, os,
us
La sombra de Miguel
Pgs. 124‐129
Tengo miedo
Pgs. 130‐161
TG. Pgs. 124a‐163e
Cartilla/ Oraciones Sílabascerradas con m.
La m antes de p y b:
tambor, tempera
y repasar las sílabas
cerradas as, es, is, os, us
Oraciones con estas
sílabas
Argumento
Predecir
Redacción;
Escribir una tarjeta postalLenguaje/ Gramática ‐Sinónimos; chistoso=cómico, simpático ‐Verbos en pasado; corrió, caminó, caminaron, caminaste.
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. W.1.2 Write informative / expository texts in which they name a topic, supply some facts about the topic, and provide some sense of closure . W.1.3 Write narrative in which they recount two or more appropriately sequences events, include some details regarding what happened, use temporal words to signal events order, and provide some sense of closure
#22
Repasar sílabas cerradas con n: an, en, in on unSílabas cerradas con r:
ar, er, ir, or, ur
Adivina, adivinador
Pgs. 164‐169
¿Ya ves?
Pg. 170‐183
TG. Pgs. 164a‐195e
Cartilla/ Oraciones Oraciones con las sílabas: n, en, in on un aa
r, er, ir, or, ur
Comparar/ContrastarRealismo y fantasía
Redacción;
El poceso de la
escritura
Lenguaje/ Gramática ‐Sinónimos:
Enojado=molesto
‐Verbos en futuro;
Ir a caminar
Ir a jugar
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. W.1.2 Write informative / expository texts in which they name a topic, supply some facts about the topic, and provide some sense of closure .Pregunta Esencial: ¿Adónde vamos? ¿Cómo crecemos?
Semana
(Week)
Dificultad
fonética
( Phonics & Word
recognition)
Texto:
Scott
Foresman
Lectura 1.5
(Core Textbook)
Material
Suplementario:
De Canciones a Cuentos B
Elefonética Pan y CanelaCartilla Fonética
Destrezas de
comprensión de
lectura
(Reading
Comprehension Skills)
Lenguaje/
Redacción
(Language/Writing)
Estándares
Estatales
Comunes
(Common Core State Standards)#23
Repaso de las sílabas
bra, bre, bri, bro bru
Ortografía;
Palabras brazo, abre,
brilla, broma, brillante
El brillante día de Nayeli
Pgs 10‐17
Arturo y la carrera
de lectura
Pgs. 18‐41
TG. 10a‐43e
Cartilla/Oraciones
Leer oraciones que
contengan las sílabas bra,
bre, bri, bro, bru
Predecir
Argumento
Redacción;
Escribir sobre una
película o programa
de TV
Lenguaje/
Gramátic
Adjetivos
a;
Plurales con s
SL.1.6 Produce complete sentence when appropriate to task and situation. RF.1.3 Know and apply grade‐level phonics and word analysis skills in decoding words RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
#24
Repaso de las sílabas
tra, tre, tri, tro, tru
Ortografía;
trabajo, trillo, Trujillo,
trajo, trebol, Trini
Flores para abuela
y Trini
Pgs 44‐49
Abuela
Pgs. 50‐87
TG 44a‐89e
Cartilla/Oraciones
Leer oraciones con palabras que contengan las sílabastra, tre, tri, tro, tru
Ambiente Comparar/Contrastar
Redacción;
Escribir una noticia
Lenguaje/ Gramática;
‐Vocabulario‐
antónimos
‐adjetivos plurales
con es
L.1.1a Print many upper‐
and lowercase letters. SL.1.6 Produce complete sentence when appropriate to task and situation. RF.1.3 Know and apply grade‐level phonics and word analysis skills in decoding words W.1.2 Write informative / expository texts in which they name a topic, supply some facts about the topic, and provide some sense of closurePregunta Esencial: ¿Adónde vamos? ¿Cómo crecemos?
#25
Repaso de las sílabaspra, pre, pri, pro, pru
y cra, cre, cri, cro, cru
La princesa y las
peras con crema
Pgs. 90‐95
El huerto
Pgs. 96‐117
TG. 90a‐119e
Cartilla/Oraciones Leer oraciones que contengan las sílabaspra,
pre, pri, pro, pru
y cra, cre, cri, cro, cru
Ambiente
Idea Principal
Redacción;
Escribir una reseña sobre un cuentoLenguaje/ Gramática;
Vocabulario:
palabras
desconocidas
Adjetivos plurales
con s y con es
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.1.4 Ask and answer questions to help determine or clarify the meaning of unknown words in a text. RI.1.9 (New) Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
#26
Repaso de las sílabas gra, gre, gri, gro, gru yfra, fre, fri, fro, fru
Ortografía:
Frida, fresa, Gregorio,
grasa, frito,
Frida y Gregorio
van al museo
Pgs. 120‐127
Fred el pez
Pgs. 128‐147
TG. Pgs. 120a‐151e
Cartilla/Oraciones Leer palabras, frases, u oraciones con gra, gre, gri, gro, gru , fra, fre, fri, fro, fru
Causa y efecto
Personajes
Redacción;
Hacer una tabla
para libros
Lenguaje/ Gramática;
Adjetivos
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.1.9 (New) Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). W.1.2 Write informative / expository texts in which they name a topic, supply some facts about the topic,Pregunta Esencial: ¿Adónde vamos? ¿Cómo crecemos?
#27,
#28,
Y #29
Repaso de las sílabas
güe‐güi
Y repasar las sílabas
dra, dre, dri, dro, dru
Güirito y su madre
Pgs. 152‐159
Crías de
dinosaurios
Pgs. 160‐181
TG pgs. 152a‐185e
(Texto Complejo)
Seguir los pasos de
análisis de un texto
complejo.
Cartilla/ OracionesOraciones con estas
sílabas güe‐güi, dra, dre,
dri, dro, dru
Secuencia
Causa/Efecto
Género; Texto
informativo
Redacción;
Escribir una descripciónLenguaje/ Gramática ‐Escribir oraciones enunciativas Vocabulario‐ Homófonos .
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. W.1.2 Write informative / expository texts in which they name a topic, supply some facts about the topic, and provide some sense of closure .
#30
Repasar palabras con Wwy los sufijos ito, ita
Walter y Willy
Pgs. 186‐191
La gata más
valiente
Pgs. 192‐213
TG pgs‐186a‐215e
Cartilla/ Oraciones Oraciones con palabras con Ww y palabras con los sufijos ito, ita. Causa/EfectoIdea principal
Redacción;
El proceso de la
escritura
Lenguaje/ Gramática ‐Vocabulario‐ palabras conocidas
‐Escribir con
adjetivos
concordancia entre
nombre/adjetivo
Oraciones
afirmativas
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. W.1.2 Write informative / expository texts in which they name a topic, supply some facts about the topic, and provide some sense of closure .Semana
(Week)
Dificultad
fonética
( Phonics & Word
recognition)
Texto:
Scott
Foresman
Lectura 1.6
(Core Textbook)
Material
Suplementario:
De Canciones a Cuentos B
Elefonética Pan y CanelaCartilla Fonética
Destrezas de
comprensión de
lectura
(Reading
Comprehension Skills)
Lenguaje/
Redacción
(Language/Writing)
Estándares
Estatales
Comunes
(Common Core State Standards)#31
Repaso de las sílabas
bla,ble, bli, blo, blu
Sufijos: ada, ado, ido,
ida
Ortografía;
Palabras blanco, habla,
blusa, obligo,
Un sembrado
increible
Pgs. 10‐17
El jardín
Pgs. 18‐29
TG pgs.10a‐33e
Cartilla/Oraciones
Leer oraciones que
as
contengan las sílab
bla,ble, bli, blo, blu
y palabras con los sufijos:
ada, ado, ido, ida
Secuencia
Realismo/Fansasía
Redacción;
Escribir oraciones
informativas sobre
el jardín.
Lenguaje/
Gramática;
Oraciones
completas con
sujeto, predicado, y
complementos
Uso de Preguntas
claves
SL.1.6 Produce complete sentence when appropriate to task and situation. RF.1.3 Know and apply grade‐level phonics and word analysis skills in decoding words RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Calibri (Body) W.1.2 Write informative / expository texts in which they name a topic, supply some facts about the topic, and provide some sense of closure
#32
Repaso de las sílabas
fla, fle, fli, flo, flu
S
ufijos osa‐oso
Ortografía;
Palabras con fl: flores,
flan, flamboyan, flecha,
flauta,
Florencio el
muñeco amistoso
Pgs. 34‐41
Julieta y su caja de
colores
Pgs. 42‐61
TGpgs. 34a‐65e
Cartilla/Oraciones
Leer oraciones con palabras que contengan las sílabasfla, fle, fli, flo, flu y los
sufijos osa‐oso
Tema Comparar/Contrastar
Redacción;
Escribir un reporte
sobre un libro
(puede ser
informativo o
narrativo)
Lenguaje/ Gramática;
‐oraciones negativas
–oraciones
exclamativas
SL.1.6 Produce complete sentence when appropriate to task and situation. RF.1.3 Know and apply grade‐level phonics and word analysis skills in decoding words W.1.2 Write informative / expository texts in which they name a topic, supply some facts about the topic, and provide some sense of closure
#33
Repaso de las sílabasgla, gle, gli, glo glu
Ortografía;
Palabras compuestas:
portarretrato,
cumpleaños,
rascacielos,
portaviones
El rascacielos y el
globo
Pgs. 66‐71
¿Vives en un nido?
Pgs. 72‐87
TG. Pgs. 66a‐91e
Cartilla/Oraciones Leer oraciones que contengan las sílabasgla,
gle, gli, glo glu
Sacar conclusiones
Tema
Palabras de varios
significados: palma‐
palma
Redacción;
Escribir los pasos para montar una obra teatralLenguaje/ Gramática;
Vocabulario:
palabras
desconocidas
Adjetivos plurales
con s y con es
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.1.4 Ask and answer questions to help determine or clarify the meaning of unknown words in a text. RI.1.9 (New) Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
#34
Repaso de las sílabas pla, ple, pli, plo, plupluma, plato, plena,
Ortografía:
Diptongo ie
Viene, Diego, riega,
La playa de soñar
Pgs. 92‐97
El cumpleaños de
Sulín
Pgs. 98‐121
TG. Pgs. 92a‐125c
Cartilla/Oraciones Leer palabras, frases, u oraciones con palabras que contengan las sílabas pla, ple, pli, plo, plu y el diptongo ie
Argumento
Personajes
Redacción;
Escribir un anuncio
Lenguaje/ Gramática;
Pronombres
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.1.9 (New) Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). W.1.2 Write informative / expository texts in which they name a topic, supply some facts about the topic,#35/
36
Repaso de las sílabas
sílabas cla, cle, cli, clo,
clu
Sufijos mente, ando,
iendo
Clementina,
Clotilde, y
Clodomeo
Pgs. 126‐131
La flor silestre
Pgs. 132‐147
TG pgs. 126a‐151e
Cartilla/ OracionesOraciones con estas
sílabas cla, cle, cli, clo, clu
Sufijos mente, ando,
iendo
Material Suplementario
“El flamboyán amarillo”
Tema
Realismo/Fantasía
Palabras con varios
significados
Redacción;
Descripción de una
fotografía
Lenguaje/ Gramática Vocabulario‐ pronombres posesivos
.
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. W.1.2 Write informative / expository texts in which they name a topic, supply some facts about the topic, and provide some sense of closure .
#37/
#38/
#39
Repasar palabras con las sílabas ax, ex, ix, ox, uxDitongo ua
Juanita y Alex
Pgs. 152‐159
León y Bob
Pgs. 160‐179
(Texto complejo)
TG. Pgs. 152a‐183e
Cartilla/ Oraciones Leer oraciones con palabras que contengan las sílabas ax, ex, ix, ox, ux y
el diptongo
a
u
Sacar Conclusiones
Personajes
Género Literario:
Ficción realista
Redacción;
El proceo de la
escritura
Lenguaje/ Gramática Plurales con s y con es
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. W.1.2 Write informative / expository texts in which they name a topic, supply some facts about the topic, and provide some sense of closure .
Centro de compresión auditiva
Elefonética (verde/ naranja)
Centro de palabras/
escritura/composición
Elefonética (verde/ naranja)
Lectura Guiada
Pan y Canela
Los niños escucharán la historia, siguiendo
la lectura del libro seleccionado.
Los niños aplicarán en la escritura lo
aprendido en fonética (Elefonética)
EJEMPLOS
• Completar palabras con las sílabas
aprendidas.
• Dibujar y escribir los nombres de
los personajes de la historia.
• Escribir la historia en orden, que
pasó al principio, medio, y final,
usando palabras de transición,
como Primero, Después,
Finalmente.
•
Pueden escribir la parte que más
les gusto de la historia e ilustrarla.
A través de la lectura guiada, los niños
adquieren la fonética y las estrategias de
lectura que después aplicarán en la
lectura independiente y en la
comprensión.
• Leer el título de la historia y
recorrer las ilustraciones e inferir
de qué se tratará la historia.
• Usar estrategias de fonética para
mejorar la lectura mecánica y
adquirir fluidez.
• Preguntar la idea central de la
historia.
• Dirigir preguntas para identificar:
-La idea central.
-Los personajes
-El orden cronológico.
• Preguntas claves: ¿Qué?, ¿Quién?,
¿Cuándo?, ¿Cómo?, ¿Dónde?,
¿Por qué?
First Grade/eFL/BisO
MateriaLs
FOr
Quarter 1
WeekLy LessOns
Essential Question: ¿ Dónde están las hermanitas vocales ?
Theme: Vowels review/ Letras en defiles
Las Hermanitas Vocales
Common Core State Standards
Speaking/Listening
Reading Standards: Foundational
Speaking and Listening StandardsComprehension and Collaboration SL.1.1 Participate in collaborative
conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.3 Ask and answer questions
about what a speaker says in order to gather additional information, or clarify something that is not understood.
Presentation of Knowledge and Ideas SL.1.4 Describe familiar people,
places, things, and events with relevant details, expressing ideas and feelings clearly. SL.1.6 Produce complete sentence when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations)
Language Standards
Conventions of Standards Spanish L.1.1a Print many upper-and
lowercase letters
Vocabulary acquisition and use L.1.4a Use sentence-level context as a
clue to the meaning of a word or phrase.
Reading Standards: Foundational Skills
Phonics and Word Recognition
__ Retelling
__ Sharing
__Listening to others
__Speaking clearly
__Conversation
__Ask/Answer questions for
clarification
__Ask/Answer questions about details
__Describe people/places/things
__Add drawing to clarify
ideas/thoughts/feeling
__Produce complete sentences
Standard – Concepts of Print:
__ L to R, T to B, P by B
__ Spoken words represented by letters __Words separated by spaces
__ Recognize /name upper & lower case letters
Phonological/ Phonemic Awareness: __Rhyme: Recognition or Production
__Alliteration: Initial Sounds
__Syllables; Blending/Segmenting/Deletion
__Phoneme: Matching/Isolating Initial Sound/Syllable
__Phoneme Manipulation: Initial/Final Phoneme Deletion
Blend Deletion, Phoneme Substitution,
Standard- Phonics:
Letter-Sound Correspondences __Vowel Letter Names/ Sounds __Consonant Letter Names/Sounds __Hard & Soft Cc & Gg
Consonant Blends & Diagraphs
__Consonant Diagraphs/ Consonant Blends __Silent Letter
Variant Vowels
_Vowel Digraphs, _ Diphthongs
Syllable Patterns
_ Closed, _ Open, ,_Vowel Team,
Structural Analysis
__ Compound Words, _ Suffixes __ Prefixes, __Base/Root Words
RF.1.3 Know and apply grade-level phonics and word analysis
Skills in decoding words.
Fluency
RF.1.4a Read on-grade level text with
purpose and understanding
Reading Standards for Literature/informational Key Ideas and Details
RL.1. 1 Ask and answer questions about
key details in a text .
RL.1.2 Retell stories, including key details,
and demonstrate
understanding of their central message or lesson.
RL.1.3 Describe characters, settings, and
major events in a story, using key details.
Craft and Structure
RL.1.4 Identify words and phrases in
stories or poems that suggest feelings or appeal to the senses..
Integration of Knowledge and Ideas RL.1.7 Use illustrations and details in a
story to describe its characters, setting, or events.
RI.1.2 Identify the main topic and retell
key details of a text.
Writing Standards
Production and Distribution of writing
W.1.5 With guidance and support from adults, focus in a topic, respond to
questions and suggestions from peers, and add details to strengthen writing as needed.
Reading Comprehension Skills
Literary analysis
Fiction/Nonfiction
Informational Text
Research Process
Key Ideas & Details
__Main Idea
__Relevant Details
__Retell Stories
__Describe characters/settings/major
events
Craft and Structure
__ Identify words for feelings
__Differences/Similarities between story
books/Informational books
__Author’s purpose
Integration of Knowledge and ideas
__Describe characters/setting/events
thought illustrations
__Cause/Effect
__Compare/Contrast
__Predictions
__Read prose and poetry (Exemplar text)
Key Ideas & Details
__Main Topic
__Relevant Details
__Retell Key Details
__Describe connection between two
individuals/events/ideas/pieces of information.
Craft and Structure
__Determine meaning of unknown words
__Use Text Features
__Gather information by pictures/illustrations/Text
Integration of Knowledge and Ideas
__Key ideas throughout illustrations and Text details
__Argument/Support
__Similarities/Differences between two texts
Range of Reading and Level of Text Complexity
__Read informational Text complex for Grade level
Language Standards
Writing Standards
__Print upper-lowercase letters
--Use common/proper nouns
__Use singular/plural nouns
__Use masculine/feminine nouns
__Use singular/plural nouns with
matching verbs
__Use personal/possessive/indefinite
pronouns
__Use verbs in present, past and future
time
__Use adjectives /nouns in agreement
__Use frequent conjunctions
__Use determiners articles
__Use prepositions
__Produce and expand complete
simple/compound sentences
(declarative, exclamatory,
interrogative/imperative)
__Command Conventions of Standard
Spanish
Capitalization/Punctuation
__Capitalize proper names
__End punctuation for sentences
__Use conventional spelling/spelling rules
Genre: Text Types __Opinion -I think, I know __Informative/Expository __Narrative ___Research: _Shared Research/Writing _Gather Info to Answer Questions
Targeted Skills: Organizing _Sorting details _Sequencing (BME) _Topic sentence _Beginnings ( Questions) _Endings (Feeling/Reaction) Composing/Literary Skills: _Strong Verbs - _Descriptive Attributes
-color, number, size, age, shape, made from words _Specificity
-use names for people & pets _use where or when phrase _Alliteration , Rhyming, Noise words _Sentence Variation -ask a question Writing Process: __ Prewrite/Plan: List/Graphic Organizer __Draft:
Tell/write what happened
__ Revise __ Edit: __Publish
Resources/Materials for Week #__
Core Textbook
De canciones a cuentos “B” Hampton Brown
pgs .6-7 Letras en desfile Teacher’s Manual pgs. 26-27
Cartilla de Gretel Flip Chart pg.1
Teacher ‘s Manual pgs 1-3
Related materials
Hampton-Brown/National Geographic School Publisher:
Alfarrimas Vocabuláminas
Vocabulary
ojo, oreja, abeja abanico, iglú, iguana, elefante, espejo, uno, unicornio
High Frequency Words:
Technology
Audio Tapes/CDs from Cartilla de Gretel.
Cancionero B (EFL)
Links
www.musica.com//letras.asp?print
Essential Question: ¿ Qué palabras sabemos con las letras Mm y Pp ? Theme: Phonemes Review
Mi muñeca/ Los regalos de Pepe/ La letra Mm/ La letra Pp
Common Core State Standards
Speaking/Listening
Reading Standards: Foundational
Comprehension and Collaboration SL.1.1a
Follow agreed- upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion
SL.1.1c Ask questions to clear up any
confusion about the topics and texts under discussion
SL.1.2 Ask and answer questions about key
details in a text read aloud or information presented orally or through other media.
Presentation of Knowledge and Ideas SL.1.4 Describe familiar people, places,
things, and events with relevant details, expressing ideas and feelings clearly. .
SL.1.6 Produce complete sentence when
appropriate to task and situation.
Language Standards
Conventions of Standards SpanishL.1.1a
Print many upper-and lowercase letters).
Vocabulary acquisition and use
L.1.4a Use sentence-level context as a clue
to the meaning of a word or phrase.
RF.1.2a Identify open syllables blending studied phonemes (sounds) + vowels. RF.1.2d Segment spoken multi-syllable
words into syllables.
Phonics and Word Recognition
__ Retelling
__ Sharing
__Listening to others
__Speaking clearly
__Conversation
__Ask/Answer questions for
clarification
__Ask/Answer questions about details
__Describe people/places/things
__Add drawing to clarify
ideas/thoughts/feeling
__Produce complete sentences
Standard – Concepts of Print:
__ L to R, T to B, P by B
__ Spoken words represented by letters __Words separated by spaces
__ Recognize /name upper & lower case letters
Phonological/ Phonemic Awareness: __Rhyme: Recognition or Production
__Alliteration: Initial Sounds
__Syllables; Blending/Segmenting/Deletion
__Phoneme: Matching/Isolating Initial Sound/Syllable
__Phoneme Manipulation: Initial/Final Phoneme Deletion
Blend Deletion, Phoneme Substitution,
Standard- Phonics:
Letter-Sound Correspondences __Vowel Letter Names/ Sounds __Consonant Letter Names/Sounds __Hard & Soft Cc & Gg
Consonant Blends & Diagraphs
__Consonant Diagraphs/ Consonant Blends __Silent Letter
Variant Vowels
_Vowel Digraphs, _ Diphthongs
Syllable Patterns
_ Closed, _ Open, ,_Vowel Team,
Structural Analysis
__ Compound Words, _ Suffixes __ Prefixes, __Base/Root Words
RF.1.3 Know and apply grade-level
phonics and word analysis
RF.1.3d Use knowledge that every
syllable must have a vowel to
determine the number of syllables in a printed word.
RF.1.3e Decode two and more-syllable
words following basic patterns by breaking the words into syllable.
Fluency.
RF.1.4a Read on-grade level text with
purpose and understanding
RF.1.4c Use context to confirm or
self-correct word recognition and understanding, rereading as necessary.
Reading Standards for Literature/ Informational Text
Key Ideas and Details
RL.1. 1 Ask and answer questions
about key details in a text .
RL.1.2 Retell stories, including key
details, and demonstrate
understanding of their central message or lesson.
Craft and Structure
RL.1.4 Identify words and phrases in
stories or poems that suggest feelings or appeal to the senses.
RI.1.6 Distinguish between information
provided by
pictures or other illustrations and information provided by the words in a text.
Integration of Knowledge and Ideas RL.1.7 Use illustrations and details in a
story to describe its characters, setting, or events.
RI.1.7 Use the illustrations and details
in a text to describe
Reading Comprehension Skills
Literary analysis
Fiction/Nonfiction
Informational Text
Research Process
Key Ideas & Details
__Main Idea
__Relevant Details
__Retell Stories
__Describe characters/settings/major
events
Craft and Structure
__ Identify words for feelings
__Differences/Similarities between story
books/Informational books
__Author’s purpose
Integration of Knowledge and ideas
__Describe characters/setting/events
thought illustrations
__Cause/Effect
__Compare/Contrast
__Predictions
__Read prose and poetry (Exemplar text)
Key Ideas & Details
__Main Topic
__Relevant Details
__Retell Key Details
__Describe connection between two
individuals/events/ideas/pieces of information.
Craft and Structure
__Determine meaning of unknown words
__Use Text Features
__Gather information by pictures/illustrations/Text
Integration of Knowledge and Ideas
__Key ideas throughout illustrations and Text details
__Argument/Support
__Similarities/Differences between two texts
Range of Reading and Level of Text Complexity
__Read informational Text complex for Grade level
Language Standards
Writing Standards
__Print upper-lowercase letters
--Use common/proper nouns
__Use singular/plural nouns
__Use masculine/feminine nouns
__Use singular/plural nouns with
matching verbs
__Use personal/possessive/indefinite
pronouns
Genre: Text Types __Opinion -I think, I know __Informative/Expository __Narrative ___Research: _Shared Research/Writing _Gather Info to Answer Questions
its key ideas.
Writing Standards
Production and Distribution of writing W.1.5 With guidance and support from
adults, focus in a topic, respond to
questions and suggestions from peers, and add details to strengthen writing as needed.
__Use verbs in present, past and future
time
__Use adjectives /nouns in agreement
__Use frequent conjunctions
__Use determiners articles
__Use prepositions
__Produce and expand complete
simple/compound sentences
(declarative, exclamatory,
interrogative/imperative)
__Command Conventions of Standard
Spanish
Capitalization/Punctuation
__Capitalize proper names
__End punctuation for sentences
__Use conventional spelling/spelling rules
Organizing _Sorting details _Sequencing (BME) _Topic sentence _Beginnings ( Questions) _Endings (Feeling/Reaction) Composing/Literary Skills: _Strong Verbs - _Descriptive Attributes
-color, number, size, age, shape, made from words _Specificity
-use names for people & pets _use where or when phrase _Alliteration , Rhyming, Noise words _Sentence Variation -ask a question Writing Process: __ Prewrite/Plan: List/Graphic Organizer __Draft:
Tell/write what happened
__ Revise __ Edit: __Publish:
Core Textbook
De canciones a cuentos “B” Hampton Brown.
Mi muñeca pg. 8-9
De canciones a cuentos “B” Hampton Brown.
Los regalos de Pepe pgs 10-11 Teacher’s Manual pgs 28-31
Cartilla de Gretel
Flip Chart. Letras Mm/Pp pg. 7-12 Teacher’s Manual pgs 19-26
Hampton-Brown/National Geographic School Publisher:
Alfarrimas, Vocabuláminas
Vocabulary
mamá, mío, Mimí, Memo, Mumi, amo, me, Pepe, puma,pomo,mapa.
DICTATION
mapa, amo, Memo, mamá, puma, yo. .High Frequency Words: y, yo
Technology
Audio Tapes/CDs from Cartilla de Gretel.
Cancionero B (EFL)
Links
First grade assessment and Teacher ‘s Manual to be used as a Pre-Test:
http://bilingual.dadeschools.net/BEWL/pdfs12/EOY_assess_ student_formA_gr1_sp.pdf
http://bilingual.dadeschools.net/BEWL/pdfs12/EOY_assess_ teacher_manual_gr1_sp.pdf
Link for second language strategies:
http://bilingual.dadeschools.net/BEWL/pdfs/ESOL_Strategies _Matrix.pdf
Links for additional stories, poems and riddles related to theme and letter sounds:
http://www.primeraescuela.com/ http://www.une.edu.ve/kids/index.htm http://childtopia.com
Home Learning:
Practice decoding words with controlled letter sound + vowel associations/Practice reading for fluency
Sentences for fluency practice published in the Bilingual Website
http://bilingual.dadeschools.net/BEWL/pdfs12/Fluency_phras es_gr1_sp.pdf
