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Alma Flor Ada and F. Isabel Campoy Literacy Collection Authentic Literature in Spanish and English

NEW Frog Street is proud to announce the Alma Flor Ada and F. Isabel Campoy Bilingual Literacy Collection filled with their great stories, poems, and music. The collection includes authentic literature, bilingual story folders, music and listening CDs, and a bilingual Instruction Guide. In addition, the Spanish Literacy­‑‑Strategies for Young Learners Resource Guide supports teachers with excellent instruction in phonological awareness, alphabet knowledge, phonics, and syllable work through cultural songs, rhymes, and chants. When asked What advice would you share for teachers who are choosing books and lessons for bilingual readers? Alma Flor Ada responded: “Look for authentic voices. Believe in books that make you cry or laugh, books that you will remember forever, books that make you look at yourself, at others, at life with new eyes.”

Alma Flor Ada and F. Isabel Campoy Literacy Collection is a must have in every Spanish Bilingual classroom!

• Spanish Literacy­Resource

Guide provides phonics instruction in a syllabic approach. • Authentic literature and story folders feature rich language and robust vocabulary. • Cantarín Music CD supports traditional Spanish music in the classroom. • Strategy Cards guide teachers with specific examples in foundational skills. • Instruction Guide provides engaging activities that support learning goals.


• Strategy Card N (Multisensory Letter Writing) supports young students in forming letters and makes a great Tier 2 Intervention for kindergarten and first grade students. • Strategy Card L (Alphabet) and Strategy Card M (Letter Knowledge) provide strong intervention ideas for students who are still learning the alphabet.

Once Upon a Time in Dragon Land • Había una vez en Dragolandia

Print Awareness • Write the sentence one word at a time. Have students say each word with you. Demonstrate leaving a space between the words. • Strategy Card C (Syllables) supports this lesson. Independent or Partner Workstation – Read for Details, Writing Learning Goals Reading – Ask and respond to questions about texts read aloud. Reading – Analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and

Whole Class Lesson – Comprehension – Vocabulary Learning Goals Reading – Understand new vocabulary and use it correctly when reading

contemporary contexts and provide evidence from the text to support their understanding.

and writing. Reading – Identify elements of a story including setting, character, and key events. Reading – Recognize recurring phrases and characters in traditional fairy tales, lullabies, and folktales from various cultures. Reading – Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.

Materials: Listening CD

• Encourage students to listen to the story. • Suggest that they identify all the vehicles the dragons eat. • Invite partners to compare their lists. Reflect: Which vehicles did you see in the book? ¿Qué vehículos ven en el libro? Independent or Partner Workstation – Listening, Speaking, Art

Key Vocabulary: make-believe • fantasía, dragons • dragones, locomotive • locomotora, appetite • apetito, imagination • imaginación • Display the cover of the book. Ask if the cover provides any clues as to what this story may be about. • Introduce the author, Alma Flor Ada, and the illustrator. Explain that authors use their imagination to write stories, and illustrators use their imagination to illustrate stories. This is especially true when writers and illustrators are working with make-believe characters like dragons. • Explain that since there is no such thing as a dragon, no one knows what a dragon might look like. Sometimes authors and illustrators use what they know about real things to create imaginary things. Ask students to look at the illustration of the dragons and think about how the dragons remind them of real animals (e.g., crocodiles, dinosaurs). • Point out that fantasy stories often begin with the phrase Once upon a time • Había una vez. • Read the story. • Ask students to identify silly events and exaggerated events in the story. Explain that readers enjoy make-believe stories because they stimulate our imaginations with impossible events. Modeled Writing Learning Goals Reading – Demonstrate the one-to-one correspondence between a spoken word and a printed word in text. Reading – Recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of

word boundaries. Reading – Identify a sentence made up of a group of words. Reading – Identify syllables in spoken words. Reading – Recognize the distinguishing features of a sentence.

Learning Goals Art – Expresses ideas through original artworks, using a variety of media with appropriate skill. Reading – Determine what words mean from how they are used in a sentence, either heard or read.

empty paper towel tubes, streamers, tape • Display the book. Turn to pages that illustrate dragons flying. • Tell students that you are going to make “dragon wings.” Give each student two empty paper towel tubes and 24” strips of crepe paper streamers in a variety of colors. • Encourage students to tape streamers to their tubes to create dragon wings. • Invite students to tell a partner how they constructed their wings as they demonstrate using their wings. • Encourage students to pay attention to the clever ways that their classmates have constructed their wings and their explanations. Materials:

Read-Aloud Time – Reread to Locate Key Details Learning Goals Reading – Identify different parts of a book (e.g., front and back covers, title page). Reading – Students analyze, make inferences and draw conclusions about theme and genre in different cultural,

historical, and contemporary contexts and provide evidence from the text to support their understanding.

• Display the book cover. Introduce the name of the author and illustrator again and read their biographies. • Read the book. • Ask questions: Which dragon ate the biggest things? ¿Qué dragón se comió las cosas más grandes? Why did the baby fly away? ¿Por qué se fue volando el bebé? According to the text, what creates the lightning and thunder? De acuerdo al cuento, ¿qué produce los rayos y los truenos? Shared Writing – Sequence Events

Sentences Dragons live in Dragon Land. Los dragones viven en Dragolandia. What makes this book a fantasy? ¿Qué es lo que hace este libro fantasía?

Learning Goals Writing – Dictate or write sentences to tell a story and put the sentences in chronological sequence. Writing – Write brief stories that include a beginning, middle, and end.

Phonological Awareness • Say dragon one syllable at a time (dra-gon or dra-gón) and have students guess the word. • Invite students to clap and then count the syllables for dra-gon or dra-gón. Have them clap the syllables for other words in the sentence. • Ask: Why did we clap once for the word live and twice for the word dragon? ¿Por qué damos dos palmadas por la palabra vivir y cuatro palmadas por la palabra Dragolandia? • Say each syllable slowly and have students repeat the syllables.

• Place self-stick notes over the text of Once Upon a Time in Dragon Land and encourage students to retell the story in their own words. • Record their sentences on the self-stick notes. • Read their story aloud. Challenge: Invite students to continue the story. Do the parents catch the baby? What happens next? Invite volunteers to draw the illustrations and then write or dictate the continuation of the story.

7

6 FSPK0004411

Alma Flor Ada and F. Isabel Campoy Authentic Literature Guide

© 2013 Frog Street Press, Inc.

FSPK0004411

Alma Flor Ada and F. Isabel Campoy Authentic Literature Guide

© 2013 Frog Street Press, Inc.


• Strategy Card N (Multisensory Letter Writing) supports young students in forming letters and makes a great Tier 2 Intervention for kindergarten and first grade students. • Strategy Card L (Alphabet) and Strategy Card M (Letter Knowledge) provide strong intervention ideas for students who are still learning the alphabet.

Once Upon a Time in Dragon Land • Había una vez en Dragolandia

Print Awareness • Write the sentence one word at a time. Have students say each word with you. Demonstrate leaving a space between the words. • Strategy Card C (Syllables) supports this lesson. Independent or Partner Workstation – Read for Details, Writing Learning Goals Reading – Ask and respond to questions about texts read aloud. Reading – Analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and

Whole Class Lesson – Comprehension – Vocabulary Learning Goals Reading – Understand new vocabulary and use it correctly when reading

contemporary contexts and provide evidence from the text to support their understanding.

and writing. Reading – Identify elements of a story including setting, character, and key events. Reading – Recognize recurring phrases and characters in traditional fairy tales, lullabies, and folktales from various cultures. Reading – Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.

Materials: Listening CD

• Encourage students to listen to the story. • Suggest that they identify all the vehicles the dragons eat. • Invite partners to compare their lists. Reflect: Which vehicles did you see in the book? ¿Qué vehículos ven en el libro? Independent or Partner Workstation – Listening, Speaking, Art

Key Vocabulary: make-believe • fantasía, dragons • dragones, locomotive • locomotora, appetite • apetito, imagination • imaginación • Display the cover of the book. Ask if the cover provides any clues as to what this story may be about. • Introduce the author, Alma Flor Ada, and the illustrator. Explain that authors use their imagination to write stories, and illustrators use their imagination to illustrate stories. This is especially true when writers and illustrators are working with make-believe characters like dragons. • Explain that since there is no such thing as a dragon, no one knows what a dragon might look like. Sometimes authors and illustrators use what they know about real things to create imaginary things. Ask students to look at the illustration of the dragons and think about how the dragons remind them of real animals (e.g., crocodiles, dinosaurs). • Point out that fantasy stories often begin with the phrase Once upon a time • Había una vez. • Read the story. • Ask students to identify silly events and exaggerated events in the story. Explain that readers enjoy make-believe stories because they stimulate our imaginations with impossible events. Modeled Writing Learning Goals Reading – Demonstrate the one-to-one correspondence between a spoken word and a printed word in text. Reading – Recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of

word boundaries. Reading – Identify a sentence made up of a group of words. Reading – Identify syllables in spoken words. Reading – Recognize the distinguishing features of a sentence.

Learning Goals Art – Expresses ideas through original artworks, using a variety of media with appropriate skill. Reading – Determine what words mean from how they are used in a sentence, either heard or read.

empty paper towel tubes, streamers, tape • Display the book. Turn to pages that illustrate dragons flying. • Tell students that you are going to make “dragon wings.” Give each student two empty paper towel tubes and 24” strips of crepe paper streamers in a variety of colors. • Encourage students to tape streamers to their tubes to create dragon wings. • Invite students to tell a partner how they constructed their wings as they demonstrate using their wings. • Encourage students to pay attention to the clever ways that their classmates have constructed their wings and their explanations. Materials:

Read-Aloud Time – Reread to Locate Key Details Learning Goals Reading – Identify different parts of a book (e.g., front and back covers, title page). Reading – Students analyze, make inferences and draw conclusions about theme and genre in different cultural,

historical, and contemporary contexts and provide evidence from the text to support their understanding.

• Display the book cover. Introduce the name of the author and illustrator again and read their biographies. • Read the book. • Ask questions: Which dragon ate the biggest things? ¿Qué dragón se comió las cosas más grandes? Why did the baby fly away? ¿Por qué se fue volando el bebé? According to the text, what creates the lightning and thunder? De acuerdo al cuento, ¿qué produce los rayos y los truenos? Shared Writing – Sequence Events

Sentences Dragons live in Dragon Land. Los dragones viven en Dragolandia. What makes this book a fantasy? ¿Qué es lo que hace este libro fantasía?

Learning Goals Writing – Dictate or write sentences to tell a story and put the sentences in chronological sequence. Writing – Write brief stories that include a beginning, middle, and end.

Phonological Awareness • Say dragon one syllable at a time (dra-gon or dra-gón) and have students guess the word. • Invite students to clap and then count the syllables for dra-gon or dra-gón. Have them clap the syllables for other words in the sentence. • Ask: Why did we clap once for the word live and twice for the word dragon? ¿Por qué damos dos palmadas por la palabra vivir y cuatro palmadas por la palabra Dragolandia? • Say each syllable slowly and have students repeat the syllables.

• Place self-stick notes over the text of Once Upon a Time in Dragon Land and encourage students to retell the story in their own words. • Record their sentences on the self-stick notes. • Read their story aloud. Challenge: Invite students to continue the story. Do the parents catch the baby? What happens next? Invite volunteers to draw the illustrations and then write or dictate the continuation of the story.

7

6 FSPK0004411

Alma Flor Ada and F. Isabel Campoy Authentic Literature Guide

© 2013 Frog Street Press, Inc.

FSPK0004411

Alma Flor Ada and F. Isabel Campoy Authentic Literature Guide

© 2013 Frog Street Press, Inc.


Alma Flor Ada and F. Isabel Campoy Literacy Collection

Sample Lesson Page

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a Time Once Upon ragolandia vez en D a un • Había ocabulary ension – V

English Big Book Titles Spanish Big Book Titles • Abeceloco • Salta, Saltarin • Once Upon a Time in Dragon Land • Habia una vez en Dragonlandia • The Rooster Who Went to His Uncle’s Wedding • El gallo que fue a la boda de su tío • The Song of the Teeny Tiny Mosquito • El canto del mosquito • In the Cow’s Backyard • La hamaca de la vaca • Cristina and the Frog • Cristina y la rana • Before and Now • Antes y ahora

Compreh s Lesson – Whole Clas when reading als use it correctly Go ing arn Le vocabulary and events. Understand new Reading – racter, and key cha g, luding settin tales, and writing. nts of a story inc characters in traditional fairy me ele fy nti Ide and Reading – urring phrases me Recognize rec s cultures. sions about the e Reading – tales from variou vid and draw conclu lullabies, and folk ts analyze, make inferences temporary contexts and pro con den Stu and – l, ica ing tor ad his Re erent cultural, standing. and genre in diff text to support their under ve • the gones, locomoti evidence from ía, dragons • dra tas fan • believe kema ón : aci ry gin at this story ula ima Key Vocab etite • apetito, imagination • er provides any clues as to wh locomotora, app er of the book. Ask if the cov en rs use their cov ho ecially true wh lain that aut • Display the ries. This is esp illustrator. Exp to illustrate sto may be about. hor, Alma Flor Ada, and the ir imagination the es ns. aut use etim s go the tor dra Som illustra k like. ters like • Introduce write stories, and g with make-believe charac ws what a dragon might loo students to imagination to rkin Ask e kno strators are wo dragon, no on to create imaginary things. l animals (e.g., writers and illu there is no such thing as a rea ngs of thi l m rea the ut ind ce abo sin at they know the dragons rem • Explain that strators use wh nk about how . authors and illu tion of the dragons and thi • Había una vez stra ce upon a time look at the illu On e ras ). ph urs believe osa h the s enjoy makecrocodiles, din tasy stories often begin wit der lain that rea t fan in the story. Exp • Point out tha nts eve ted era gg • Read the story. identify silly events and exa ns with impossible events. to • Ask students they stimulate our imaginatio e stories becaus d word in text. riting s of rd and a printe Modeled W te the awarenes en a spoken wo ndence betwe and demonstra po als ces res Go spa cor ing by ne arn Le e-to-o separated rds wo of sed • Strategy Card ading – Demonstrate the on compri Re N ultisenso t sentences are ize Intervention for (M Let ogn tertha – Recry Writing) adinggar rts you words. teniesand • Strategy Card Rekinder . first grade suppo ngup stuof den undar of a gro ts in forming lett up Lwo de stu (Alrdphbo ma den ce abe ts. ten t)Ide ers and makes and sen who are still lea fy aate ntiStr gy Card spo rds. a great Tier 2 rniad ken Re nging ttewo the–alphabfy ce. r Knowled les in M (Le lab senten syl a et. of ge) nti pro vide strong int ing features ish Once Upo Reading – Ide gu tin ervention ideas dis ize the ogn n Rec a for students – T ing ime in D Read

Bilingual Story Folders • Half Chicken • Mediopollito • My Mother Plants Strawberries • Mi mamá siembra fresas • The Corn Seed • Semillita de maiz Spanish Literacy-Strategies for Young Learners

ragon Land • Había un a vez en Dd.ragoland Sentences Lan n go Dra in ia Whole Clas Dragons live s Dragolandia.

Lesson en en m nes –vivCo Learning y?sio tas eh Goals Los drago en a fan okpr ía?– Vocabulary Reading – at makes this bo este libro fantasn UnderWh stand hace new lo qu voceabu and writing. ¿Qué es rd. lary and use it cor ts guess the wo p the syllables for other Reading – ess rectly when rea -gógn) and have studen them cla Identify eleme al Awaren time (dra-gon or dradin gic dra-gón. Have nts of or n onolo -go Reading – a a Ph sto dra at ry le inc lab luding setting, nt the syllables for Recognize rec dragon one syl la palmadas por • Sayurring phrases lullabies, and and then coucharacter, and key events clap cha r qué damos dos folktales fro dents to and racters in tradit stu • Invmitevar wo.rd dragon? ¿Po iou Reading – ion s cul ce. faircey for ten es. Students anawo sentur talethe andaltwi the s, live in rd rds wo lyz the e, and genre in diff make infe e for andia? onc clapces y did we ren and palabra Dragol syllables. Wh la clu draw por • Ask tur:al, con evidence from erent cul madas histor y cua sio the tro pal eatut l, and repabo tsns the text topal contemhav theme den a vivir ica abr e stu sup y con po and porar rt syl wly texts and provid thelab ir un le slo der sta h nd eac e ing t Press, Inc. . • Say Key Vocab © 2013 Frog Stree e Literature Guid poy Authentic locomotora, appulary: make-believe • fan and F. Isabel Cam tasía, drago etite • apetito, Alma Flor Ada ima • Display the cov FSPK0004410 ns • dragones, loc omotive • er of the book. gination • imaginación may be about. Ask if the cover provides any clu • Introduce the es as to what thi aut s story imagination to hor, Alma Flor Ada, and the write stories, and illustrator. Exp writers and illu lain tha illustrators use stra their imaginatio t authors use their • Explain that sin tors are working with ma n to illustrate kece authors and illu there is no such thing as a believe characters like drago stories. This is especially tru dragon, no on strators use wh ns. e when e look at the illu stration of the at they know about real thi knows what a dragon might ngs to create ima dragons and thi crocodiles, din look like. Som etim osaurs). nk gin abo es ary ut thi how the drago ngs. Ask studen • Point out tha ns remind the t fan m of real anima ts to • Read the story. tasy stories often begin wit ls (e.g., h the ph ras e Once upon a • Ask students time • Había un to identify silly a vez. events and exa stories becaus gg e they stimula te our imaginatio erated events in the story. Explain that rea ns wit h impossible eve Modeled W ders enjoy ma nts . ke-believe riting

Cantarín Music CD Listening CD Sequence Cards Set Bilingual Instruction Guide

6

Strategy Cards Alma Flor Ada and F. Isabel Campoy Literacy Collection FSPK0004410 $379.99 FSPK0004415 $499.99 includes 24 small books

Learning Goals Reading – Demonstrate the one-to-one Reading – cor

Recog respondence between a spo word boundar nize that sentences are com ken word and ies. prised

of words separa a printed word Reading – ted by spaces in text. Identify a senten and demonstra ce made up of Reading – te the awarenes a group of wo Identify syllab s of rds les . in spoken words Reading –

Recognize the . distinguishing features of a sen tence. Sentences Dragons live in Dragon Land. Los dragones viv What makes thi en en Dragolandia. s ¿Qué es lo que book a fantasy? hace este libro fantasía? Phonologic al • Say dragon on Awareness e • Invite studen syllable at a time (dra-gon ts to or dra-gón) and hav words in the sen clap and then count the syl lables for dra-go e students guess the word. tence. • Ask: Why did n or dra-gón. Ha we clap once for ve them clap the the palabra vivir y syllables for oth cuatro palmadas word live and twice for the er • Say each syllab word dragon? por la palabra ¿Por qué damos le slowly and hav Dra dos palmadas e students rep golandia? por la eat the syllables .

Introductory Price

Alma Flor Ada and F. Isabel Campoy Literacy Collection

329.99*

$

6

.99* 449 Includes 24 small books $

FSPK0004410

Alma Flor Ada

and F. Isabel Cam

poy Authentic

Literature Guid

e

© 2013 Frog Stree

t Press, Inc.

Bonus Books

F. Isabel Campoy Before and Now • Antes y ahora

*Introductory price effective through 12-15-13

FROG STREET 800-884-3764 www.frogstreet.com

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Alma Flor Ada and F. Isabel Campoy Literacy Collection