Reading Intervention for K 3 Spanish Speaking Students

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2 Reading Intervention for K–3 Spanish Speaking Students

Voyager Pasaporte is a targeted, Spanish intervention program that helps K–3 Spanish-speaking struggling readers

master critical reading skills and build the confidence they need to be fluent grade-level readers. Research indicates that a strong reading foundation in a student’s primary language can accelerate the transition to reading in English.

Voyager Pasaporte builds that foundation with research-based, instruction tailored to meet the needs of

Spanish-speaking students.

• Strengthen all core reading programs

• Provide immediate, ongoing analysis of student performance • Close the achievement gap for struggling English learners

Through targeted, research-based instruction, Voyager Pasaporte targets the five essential components of reading. Daily lessons emphasize word study and vocabulary to ensure students have a firm foundation for future reading success. The small-group format includes teacher-directed instruction as well as opportunities for students to learn and practice reading and writing skills with their peers during group activities.

Improve student achievement with Voyager Pasaporte!

• Systematic, scaffolded instruction in the five essential components of reading • Embedded assessment system to measure growth and track progress • Small-group lesson format

• Leveled passages in Spanish

• Engaging content with familiar cultural references

• Detailed lesson plans with teacher directions in English and teacher dialogue in Spanish • Built-in correction procedures and re-teaching opportunities

• Take-home readers to extend learning and promote parent involvement

Voyager Pasaporte A

Word Study (20 minutes)

• Phonemic Awareness • Phonics - Letter ID/Letter Sounds - Word Reading - Syllable Practice - Spelling • Sentence and Story Reading • Automaticity and Fluency Vocabulary/Comprehension (10 minutes) • Listening Comprehension • Narrative and Expository Passages • High-Utility Words in Context • Multiple Exposures

Voyager Pasaporte B

Word Study/Comprehension (30 minutes)

• Phonemic Awareness • Phonics - Letter ID/Letter Sounds - Word Reading - Syllable Practice - Word Building - Spelling • Daily Story Reading • Reading Comprehension • Fluency Vocabulary/Comprehension (10 minutes) • Listening Comprehension • Narrative and Expository Passages • High-Utility Words in Context • Multiple Exposures

Voyager Pasaporte

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3 Voyager Pasaporte C

Comprehension/Vocabulary/Word Study (30 minutes) • Phonemic Awareness and Phonics (Adventures 1-2) - Letter ID/Letter Sounds - Word Reading • Advanced Word Study - Word Building - Spelling • Narrative and Expository Passage Reading • Vocabulary • Explicit Comprehension Strategies Fluency (10 minutes) • Scaffolded Fluency Practice • Timed Reading • Partner Reading • Daily Passages

Voyager Pasaporte D

Comprehension/Vocabulary/Word Study (30 minutes) • Phonemic Awareness and Phonics (Adventures 1-2) - Letter ID/Letter Sounds - Word Reading • Advanced Word Study - Word Building - Spelling • Narrative and Expository Passage Reading • Vocabulary • Explicit Comprehension Strategies Fluency (10 minutes) • Differentiated Fluency Passages • Timed Reading • Partner Reading • Content-Area Topics

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Palabras de uso frecuente (Sight Word Cards)

These cards should be used as often as needed to help students build automaticity in word reading for these high frequency Spanish words. There are a total of 180 words (nine words per page on perforated cards) that students should know by sight to improve fluency.

Libritos para llevar a casa

(Take Home Readers )

Take Home Readers contain one narrative or expository passage per Adventure that students can take home and read alone and with family members to practice fluency. Each reader has a reading log, so students can track their reading outside of school. A summer reading log is also included to encourage students and their families to continue reading well after the school year ends.

Voyager Pasaporte C

Voyager Pasaporte Level C targets second-grade students who

struggle with reading in Spanish. The program systematically integrates the five essential components of reading into a coherent instructional routine. Student interest is sparked by engaging narrative and expository text that increase domain knowledge and provide connections to science and social studies.

• Fluency Readers provide instructional-level text to build fluency, vocabulary, and comprehension.

• The easy-to-follow Teacher’s Editions provide explicit teacher instructions in English and dialogue to students in Spanish. • The first sets of lessons provide explicit phonics instruction

to support the foundation that students need to access text. • Advanced word study strengthens word knowledge and

builds academic vocabulary.

• Correction procedures give immediate feedback, redirect instruction, and establish accuracy.

• Benchmark Assessments and weekly evaluations enable teachers to monitor student progress and make informed instructional decisions.

Voyager

Pasaporte

™

_C

Sample Lessons

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Pasaporte C

80 Aventura 3

Lección 7

1. En la Lección 6, leímos sobre “El Festival de

los Faroles”. ¿En qué país se celebra este

festival? ¿Qué hace la gente para celebrar

este festival?

_{(Este festival se celebra en China.}

Es como un segundo Año Nuevo que se celebra

en la primavera. Toda la gente hace faroles

para decorar árboles, casas y templos. También

hay fuegos artificiales y hacen actividades y

comida especial.)

2. ¿Cuál es el nombre del río que se menciona

en la lectura?

_{(Río Amarillo)}

¿Recuerdan

dónde ponen faroles para que floten por el

río?

_{(en balsas y pequeños botes)}

Vocabulary Review

3. _{Write the vocabulary words from Lesson 6}

on the board. Read the words. Then, have

students say the meaning of the words in their

own words.

4. _{Have students turn to page 34 in the Student}

Book. Read each sentence aloud. Have students

choose the word that best completes each

sentence, and have them write it in the blank.

Then call on individuals to read a sentence.

Assist students as needed.

significar:

_{tener valor o importancia}

pintoresco(a):

_{que llama la atención por su}

belleza; con muchos colores

templo:

_{un edificio donde se practica la religión}

simbolizar:

_{cuando una cosa representa otra}

especialista:

_{persona que sabe mucho}

sobre algo

Antes de leer

Before Reading

5 minutes

pintorescas significan especialista

templo simboliza

05 PC CVWS-TE Adv03 lesson7.qxd:PP C-Adv. 01 Lessons 01-05 1/14/09 2:23 PM Page 80

Lesson Sampler

21 Aventura 3: Lección 7

Teacher’s Edition Lesson Sampler

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Comprensión, vocabulario y estudio de palabras

81 Aventura 3

Lección 7

1. _{Have students turn to page 32 in the Student}

Book.

La lectura “Festival de los Faroles” nos

cuenta de un festival en China. Nos cuenta

hechos verdaderos, es decir, cosas que son

ciertas. Este tipo de lectura se llama lectura

expositiva porque podemos obtener hechos o

información verdadera sobre diferentes cosas.

2. _{Remind students that expository text often}

includes signal words that are clues to the order

in which things happen.

A veces las lecturas

expositivas tienen las palabras

_{primero, luego,}

entonces, después y al final para indicar el

orden en que pasan los hechos. Mientras leen

piensen en el orden en que pasan las cosas.

Pongan atención para ver si encuentran

algunas de estas palabras.

Building Fluency

3. _{Have students choose a partner and reread the}

story together each taking a turn reading the

paragraphs aloud as the other partner follows

along. As partners read, informally assess their

reading and offer guidance as necessary. Help

with words that are still difficult and model

reading the story with fluency and expression.

Leer para entender

Reading for Understanding

5 minutes

Reading Practice

22 Voyager Pasaporte

Aventura 3: Lección 7

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Pasaporte C

82 Aventura 3

Lección 7

1. _{Have students turn to page 35 in the Student}

Book.

Al terminar la lectura hemos

aprendido cosas nuevas. Usaremos la tabla

que usamos en la Lección 6 para ayudarnos a

recordar lo que aprendimos en la lectura.

2. _{Remind students that they recorded things}

they already know and questions about things

they would like to know. Explain that thinking

about what you know and what you would like

to find out are good strategies when reading

expository text.

• Reread the first two columns from the class

S-Q-A chart aloud. Invite students to add

other ideas from their individual charts.

• Have students read the selection chorally,

stopping after each section to tell what they

learned.

• Cuando termino de leer la lectura me

doy cuenta que aprendí mucha

información acerca de los faroles y

de las cosas que hacen en este festival.

Write facts in the third column of the class

chart. Have students fill in their own charts

at the same time.

• ¿Qué ocurre en la lectura? Es decir, ¿qué

cosas aprendimos?

• Hay un festival de faroles en China.

• El festival se hace en la primavera.

• La gente fabrica faroles con diseños y

los cuelgan en todas partes.

• La gente se junta a escuchar

adivinanzas.

• Hay fuegos artificiales y comida

especial.

• La gente pone faroles en balsas y botes

que flotan por el Río Amarillo.

Ask students if what they thought they knew

was accurate (first column—

Lo que sé

_{), and}

which of their questions were answered (second

column—

Lo que quisiera saber

_{). Discuss}

where students might find the answers to

unanswered questions.

3. Algunas lecturas expositivas usan palabras

que indican la secuencia en que ocurren

los hechos. Estas palabras también pueden

explicar un proceso, o cómo se puede

hacer algo.

• ¿Recuerdan cuáles son las palabras que

usamos para describir el orden en que

ocurrieron los hechos en un cuento?

(primero, luego, entonces, después, al final)

• ¿En cuál párrafo aparecen algunas de

estas palabras?

_{(en el segundo párrafo)}

• ¿Cuáles son las palabras que indican el

orden en el que suceden los hechos en este

párrafo?

_{(primero, luego, entonces, al final)}

Have students circle these words in the text.

Después de leer

After Reading

5 minutes

Algunos se hacen de papel de colores y adentro tienen una vela.

(Answers will vary.) Festival de los Faroles

Hay un festival de faroles en China. El festival se hace en la primavera. La gente fabrica faroles con diseños y los cuelgan en todas partes. La gente se junta a escuchar adivinanzas. Hay fuegos artificiales y comida especial. La gente pone faroles en balsas y botes que flotan por el Río Amarillo.

Reading Intervention for K 3 Spanish Speaking Students

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