What did you do? / Going Places Spanish Lesson Plan (¿Qué hiciste? / Ir a lugares)

Hojas para fotocopiar ¿A dónde fuiste?

Ir a lugares

Haz un libro con tiras de palabras. Usa las palabras del banco de palabras para formar una oración. Recorta las oraciones y grápalas para hacer un libro.

✂ granja

Lesson Plans

Tarjeta de actividades

✂

tienda piscina

Necesitarás: revistas, tijeras, lápices, papel, pegamento.

1. Busca una fotografía de un lugar al que te gustaría ir.

2. Recorta la fotografía.

3. Habla con un compañero acerca de lo que harías en ese lugar si estuvieras allí.

4. Dibújate a ti mismo haciendo esta actividad.

5. Recorta la fotografía y pégala en tu dibujo.

6. Escribe acerca de lo que estás haciendo.

zoológico escuela parque

Early Emergent reading stage Level B (2)

En ¿Qué hiciste?, los niños le hablan al lector acerca de lo que hicieron en diferentes lugares. En el libro, se incorpora vocabulario utilizado previamente en los libros Ir por todas partes y Animales de la granja.

Running words: 56 Text type: Personal narrative (first person)

En Ir a lugares, una variedad de niños va a lugares con diferentes familiares. En el libro, se incluye el vocabulario utilizado en los libros Escóndete y Mi cumpleaños.

Running words: 50 Text type: Personal narrative (first person)

Vocabulary Starter

Vocabulary

playa yo fui a

Fui a las montañas con Jess.

Yo fui en telesilla y Jess fue en trineo.

la/el

Evaluación ¿Puede el estudiante coincidir una palabra con la imagen apropiada? ¿Puede el estudiante leer la palabra sin la ayuda de una imagen?

Despegando hacia la lectura Lesson Plans ¿Qué hiciste?/Ir a lugares © 2015-2017 EC Licensing Pty Ltd.

Despegando hacia la lectura Lesson Plans ¿Qué hiciste?/Ir a lugares © 2015-2017 EC Licensing Pty Ltd.

© 2015-2017 EC Licensing Pty Ltd. Este trabajo está protegido por la ley de derechos de autor de los EE. UU., y en virtud de las convenciones internacionales de derechos de autor, se aplica en las jurisdicciones en las que se publica.

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okapi

educational publishing

Desarrollado por Eleanor Curtain Publishing Texto: Jenny Feely y Lyn Reggett Consultora: Susan Hill Diseñado por Derek Schneider Illustration by Bettina Guthridge 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

High-frequency words

Key vocabulary

un en mi el/la a fui con al me subí

abuela abuelo autobús auto bote caballo columpio escuela granja hermana hermano madre padre parque piscina playa tienda tobogán tren vaca zoológico

Phonics

•• I dentifying the /t/ as in tobogán, tren, tienda •• Identifying the /p/ as in padre, parque, playa, piscina

Text features

•• Caption book: two or three lines of text per double-page spread •• Photographs •• Word bank (page 16)

Reading strategies

•• Checking on oneself when reading – cross-checking for information •• Predicting the meaning of words by looking at the letters

Correlations with State Standards Informational texts K.RI.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic.

Foundational skills K.RF.1c Understand that words are separated by spaces in print.

Writing K.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Speaking and listening K.SL.1a Follow agreed-upon rules for discussions.

Language K.L.1d Understand and use question words (interrogatives).

Lesson 1

Lesson 2

¿Qué hiciste?

Key concept • P eople like to go to a range of places with their friends and family.

• A t each place, different activities are available.

Before reading

During reading

Getting ready to read

Ask each student to read the text independently. Monitor the students as they read and support them where appropriate. If necessary, ask the students to stop reading and remind them to use the reading strategies you are focused on. Check that the students are cross-checking.

Are they looking at the photograph and the first letter of the word to make sense of what they are reading?

Encourage students to activate their prior knowledge.

Show the students the Vocabulary Starter Lugares a los que voy. Focus on the picture of the pool. Ask: ¿Qué es esto? ¿Qué podrías hacer en una piscina? Encourage the students to talk about what is happening in each picture.

Vocabulary building As needed, introduce the vocabulary from the book. This can be done using the Vocabulary Starters Lugares a los que voy, Transporte, and Animales de granja. Refer to the teacher notes on the back of the Vocabulary Starters for ideas about using these resources.

Introducing the book Show the students a copy of the book ¿Qué hiciste? Turn to the title page. Ask: ¿Dónde está el niño de la primera imagen? ¿Cómo podríamos responder a la pregunta “¿Qué hiciste?”? Give each student a copy of the book. Repeat the questions with the other pictures to establish the patterns, “Me subí en un _______” y “al/a la _______”.

After reading Talking about the book Ask the students to talk about the book. Promote discussion by choosing questions that are appropriate for your students. Ask them to support their answers by referring to the photographs and the text in the book. ¿En qué se subió el niño en la tienda? (Literal) ¿A dónde podría ir el niño en el autobús? ¿Por qué las escuelas usan autobuses? (Inferential) ¿En qué se parecen las cosas en las que viajaron los niños?

(Synthesizing) ¿En qué quiere la autora que pienses? (Critical)

Reviewing reading strategies Give positive feedback on the problem-solving strategies the students used as they read the book. For example, say: Observé que cuando te trabaste, te acordaste de mirar la foto y la primera letra de la palabra. Eso es lo que hacen los buenos lectores.

Returning to the book

Use the teacher notes on the back of the Vocabulary Starter Lugares a los que voy to support students’ vocabulary.

Key concept • People like to go to a range of places with their friends and family.

Provide multiple opportunities for the students to read and interact with the book again – with teacher support, with a partner, and independently. Choose activities that are appropriate for your students.

• At each place, different activities are available.

Returning to the book Provide multiple opportunities for the students to read and interact with the book again – with teacher support, with a partner, and independently. Choose activities that are appropriate for your students.

Developing fluency

Developing fluency

Ask the students to read the book in small groups. One student could be the reader while the other students act out the book. The students could then swap roles.

Encourage the students to read in a clear, loud voice.

Intenten leer para que el público pueda escuchar cada palabra con claridad.

Ask the students to work with a partner to practice reading the book. Have the students discuss what fluent reading should sound like. Ask the students to sit facing each other and to give each other feedback about the fluency of their reading.

Word work Phonemic awareness and phonics Focus on the sound /t/ as in “tobogán”. Ask students to sit next to a partner and to find the words from the book that start with “t”. Students could draw pictures of things that start with “t”. Display these on a chart.

Exploring words Provide the students with word cards made from the blackline master. Lay the cards out in front of the students. Ask: ¿Pueden encontrar “en”? Focus on the letters in the word. Students could make the word using magnetic letters.

Writing Modeled writing Use the photographs of the beach from the book. Ask the students to talk about going to the beach with their families. Say: Voy a escribir “Nos divertimos mucho en la playa porque...” ¿Qué podría escribir después?

Independent writing Provide the students with paper that is folded in half to make a card. On the front of the card, ask the students to write the question, “¿Qué hiciste en...?”

On the inside, students could write about what they did.

Sharing and presenting Ask the students to tell the group about what they have written on their cards.

Vocabulary support: ¿Qué hiciste?/Ir a lugares

Ir a lugaress

Before reading

During reading

Getting ready to read

Ask each student to read the text independently. Monitor the students as they read and support them where appropriate.

If necessary, ask the students to stop reading and remind them to use the reading strategies you are focused on. Are the students checking on themselves as they read? For example, do the students notice that they have run out of words (when finger pointing and reading do not match)? Do the students notice that they can hear sounds in the words, then check that the letters in the words match the sounds?

Do they make second attempts?

Encourage students to activate their prior knowledge.

Show the students a photograph of a place that you like to visit. Say: Háblenme acerca de algunos lugares en los que han estado con sus madre o su padre. Encourage students to respond in complete sentences. For example: Fui al parque.

Fui con mis primos. On a chart, list the places that the students have been to and who they went with.

Vocabulary building As needed, introduce the vocabulary from the book. This can be done using the Vocabulary Starters Mi familia and Lugares a los que voy. Refer to the teacher notes on the back of the Vocabulary Starters for ideas about using these resources.

Introducing the book Show the students a copy of the book Ir a lugares. Say: En este libro, se nos habla acerca de algunos lugares a los que distintos niños van con sus familias. Give each student a book. Talk them through the book. For each double-page spread, establish the pattern by asking: ¿En dónde estuvieron estas personas? ¿Con quién fueron? ¿Qué creen que nos dirá esta niña?

After reading Talking about the book Ask the students to talk about the book. Promote discussion by choosing questions that are appropriate for your students.

Ask them to support their answers by referring to the photographs and the text in the book. ¿A dónde fue el niño/la niña con su abuelo? (Literal) ¿Por qué los niños del libro siempre van con otra persona?

(Inferential) ¿Por qué a las personas les gusta ir a lugares con otras personas?

(Synthesizing) ¿Todos los niños van a lugares con su familia? (Critical)

Reviewing reading strategies Give positive feedback on the problem-solving strategies the students used as they read the book. For example, say: Te diste cuenta cuando las palabras que dijiste y las palabras en el libro no coincidían.

Word work Phonemic awareness and phonics Refer the students to the book and ask: ¿Pueden encontrar en el libro cosas que empiecen con el sonido /p/? Show students how to articulate the sound correctly (unvoiced, with a gentle explosion of breath from closed lips). List other words that start with the sound. Discuss how the letter “p” is used to represent the sound in these words.

Exploring words Provide the students with cards made from the Blackline master. Encourage them to match the pictures and words.

Discuss how students might remember each word. For example: Miren la primera letra. Fíjense que varias palabras terminan en “a”.

Writing Modeled writing Refer to the chart that you made with the students prior to reading. Select a place that the students have all been to. Invite them to share their ideas about that place. Model how we write about ideas. For example, say: Escribiré: “Hay muchas actividades divertidas para hacer en el centro comercial”.

Independent writing Ask the students to choose a place from the book to draw and write about.

Sharing and presenting Ask the students to share how they are remembering a word on the BLM word cards.

Synthesizing: Talk about the pair Review both books. Ask: ¿Qué sabemos acerca de los lugares en estos libros? ¿Qué se puede hacer en la piscina? ¿Con quién

podrían ir allí? ¿Qué otras actividades se podrían hacer en este lugar? ¿Con quién más podrían ir allí?