Compartimos la fruta

Despegando hacia la lectura Un enfoque de lectura compartida

Lesson Plan Levels A & B Despegando hacia la lectura

Juego: Mi familia y yo

Shared Book

Student Version

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Early Emergent reading stage

Vocabulary Starter

Compartimos la fruta is a photographic book about two children who share a variety of fruits. They find different amounts of each type of fruit and they work out how to share them evenly. Compartimos la fruta is written in rhyming verses with a catchy refrain on every double-page spread.

Vocabulary Oral vocabulary cerezas crujientes deliciosas dulces jugosas limón manzanas moradas moras naranjas pequeñas plátanos ricas rojas uvas

High-frequency words a al dan el es la lo los hay mí nos se te ti tú un una y yo

Key concepts • F ruit can look and taste different.

• F ruit is good for you and it is a healthy choice.

Texas Essential Knowledge and Skills Reading K(2) (D) (iii) Demonstrate print awareness by recognizing that sentences are comprised of words separated by spaces and recognizing word boundaries.

K(3) (C) Identify and use words that name actions; directions; positions; sequences; categories; and locations.

K(5) (F) Make inferences and use evidence to support understanding with adult assistance.

Phonics and Phonemic Awareness K(2) (A) (ii) Demonstrate phonological awareness by recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound.

K(2) (B) (i) Demonstrate and apply phonetic knowledge by identifying and matching the common sounds that letters represent.

Writing K(6) (B) Provide an oral, pictorial, or written response to a text.

Speaking and Listening K(1) (B) Restate and follow oral directions that involve a short, related sequence of actions.

Compartimos la fruta

Introducing the book

Second reading of the book

Ask: ¿Cuál es su fruta favorita? Provide time for students to talk about which fruits they like best and why.

Read the book a second time to the students. This time, encourage the students to read along with you. Before reading each double-page spread, prepare the students by giving a brief overview. For example, on pages 2 and 3, say: Dos manzanas rojas cuelgan ahí. Let’s read the words together.

Show the front cover of the shared book Compartimos la fruta.

Say: En este libro aparecen muchas frutas diferentes y dice cómo dos niños las comparten equitativamente. ¿Qué quiere decir compartir algo equitativamente? Draw out that when things are shared evenly every person gets the same amount.

Demonstrate how to share things evenly between two students, such as a collection of four soft toys, a pile of six books, or a packet of twelve pencils.

Ask: ¿Cómo podemos asegurarnos que repartimos algo equitativamente? Draw out that each person can count the number of things that they have.

First reading of the book Read the book to the students through with very few stops along the way. Focus on reading aloud using expression and rhythm. Highlight the rhyming words in each verse.

When reading the refrain on each double-page spread, use facial expressions to emphasize how delicious each piece of fruit is. Accentuate the words nos dan energía as you read. On page 15, when you read the words No, gracias. ¡Tú solo lo puedes disfrutar! make your face look like you are eating something sour.

After reading each double-page spread, talk about the number concepts involved. Allow time for students to count the fruit. Ask them to work out if the fruit was shared evenly. For example, after reading pages 2 and 3, ask: ¿Cuántas manzanas hay en total? ¿Cuántas manzanas le tocaron a cada niño? ¿Cómo saben si las manzanas se repartieron equitativamente? As you read, ask students to come to the book and count the fruit.

Remind students that when it comes to fruit, vegetables, and food, there are many different words used in Spanish.

Talk about some of the most common synonyms: plátano/ banana/banano, manzana/poma, cereza/capulina, etc.

If appropriate, complete the retelling activity on the inside back cover of the shared book.

Talking about the book Invite students to respond to the book and to talk about their thinking.

Ask: ¿Qué aprendimos sobre la fruta en este libro? ¿Qué nos enseña sobre compartir?

Al leer el libro, ¿a quién le dieron ganas de comer fruta? ¿Por qué? ¿Qué nos dice la cara del niño en la página 15? ¿De qué otras frutas podría escribir el autor de este libro?

Vocabulary support Encourage the students to name and talk about other types of fruit they will come across in the book, such as lemons, cherries, and grapes. For example, say: Este es un limón amarillo. Los limones crecen en árboles. Son amarillos por dentro y por fuera y son agrios. Use the Despegando hacia la lectura Vocabulary Starter Frutas to discuss different types of fruit. Show and talk about the labeled photographs.

Returning to the book Return to the book on multiple occasions, inviting the students to join in. Encourage them to take increasing responsibility for reading the text to themselves. Select the focus for subsequent lessons based on your students’ strengths and needs.

Phonemic awareness Focus on the use of letter blends in the text. For example, crujientes on page 3, cuatro and plátanos on page 4, and tres on page 6, cuatro on page 8.

Say: Voy a decir las palabras cuatro y traías. Escuchen bien y díganme en qué se parecen estas palabras – tres, tra-ías. Draw out that they both have a syllable with the /tr/ sound. Ask students to think about some other words that have the same letter blend either at the beginning or in a different syllable either from the book (cua-tro, encont-tré) or words they can think of (tra-je, o-tro, etc.)

Extending oral language Focus on the words in the book that describe the different types of fruit: rojas, ricas, crujientes, dulces, jugosas, redondas, deliciosas, pequeñas, moradas, ricas, verdes, jugosas. Talk about the meaning of each word. For example, on pages 2 and 3, say: Dice aquí que estas manzanas son ricas y crujientes. ¿Qué quiere decir crujiente? Si algo es crujiente quiere decir que hace ruido cuando se muerde. ¿Qué otras palabras podemos usar para describir una manzana?

Fluency In small groups, have students choose a verse from the book to practice reading fluently. For example: Manzanas, manzanas comemos al mediodía, son ricas y crujientes y nos dan energía.

Model reading fluently and with rhythm, then encourage each group to read in this way.

Print concepts

Phonics Write the word fruta on a chart. Circle the letter “f.” Say: Esta palabra dice fruta y empieza con la letra “f.” Así es la letra “f.”

Say: Vamos a decir todos juntos la palabra fruta. ¿Qué sonido se oye al principio de la palabra? Have all students make the /f/ sound.

Say: La letra “f” hace el sonido /f/ en la palabra fruta. Talk about other words that begin with the /f/ sound. Begin with students’ names, if applicable. Have students look around or think of objects/feelings beginning with the /f/ sound, for example, foco, falda, fresa, familia, feliz.

Model the concept of one-to-one correspondence between the written and spoken word. Say: Voy a leer las palabras.

Fíjense que cada palabra que digo está escrita aquí en la página.

Point to each word as you read it aloud. Say: Fíjense que hay un espacio entre cada palabra. Have students come to the book and point to each word as everyone reads the words together.

Writing – Modeled

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Model writing a sentence that says: Mi fruta favorita es el mango porque es jugoso. Talk aloud as you write. Say: La primera palabra de esta oración es mi. Puedo oír el sonido /m/ al principio de esta palabra, por eso sé que empieza con la letra “m.”

Después de la “m” viene la letra “i.” La siguiente palabra es fruta; como dijimos, empieza con la letra “f,” igual que la siguiente palabra que es favorita. ¿Escuchan el sonido? Pronounce fruta and favorita emphasizing the /f/. Continue to talk aloud as you write the sentence.

Mi fruta favorita es _____________ porque es _____________.

Independent practice Despegando hacia la lectura

Select students to listen and read along to Compartimos la fruta independently. Provide each student with a small book and a reading pen. Encourage students to listen and read along from start to finish and then to revisit their favorite pages.

Tarjeta de actividades Compartimos la fruta Necesitas: crayones, tijeras, pegamento

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Ilumina la fruta. Recorta cada fruta. Pega los dibujos en los cuadros para repartir la fruta equitativamente.

Despegando hacia la lectura Lesson Plans Compartimos la fruta © 2017–2019 EC Licensing Pty Ltd.

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Texto: Kerrie Shanahan Consultora: Susan Hill & Lyn Reggett Diseñado por Derek Schneider Impreso en China por Colorcraft Ltd, Hong Kong Distribuido en los EE. UU. por Okapi Educational Publishing Inc. Teléfono: 866-652-7436 Fax: 800-481-5499 Correo electrónico: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com