BPT PVR All ancillaries by Okapi

Preview–Vista–Review Advanced Biliteracy Biliteracy

Target Language Spanish

para todos

Teaching for language connections

Biliteracy

Vocabulary Anchor Chart

para todos

Set 8: Level T (50)

Biliteracy

Teaching for language connections

para todos

Teaching for language connections

English Biliteracy para todos

Español

English

Español

Teaching for language connections

Biliteracy para todos

animal

Teaching for language connections Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed

Biliteracy para todos Teaching for language connections

partnership Lorem ipsum

mutualistic relationship

honey hunters

hunter-gathered society

honeyguide bird

beehive

honeycomb

journalist

bark

sap

Biliteracy para todos Preview-Vista-Review Set 8: Level T (50) Advanced Biliteracy Stage Target language Spanish Animal Partnerships / Recolectores de miel

Vista previa–View–Repaso Biliteracidad avanzada Biliteracy para todos

Teaching for language connections

Biliteracy

Lenguaje de enfoque: Inglés

Cartel didáctico de vocabulario

para todos

Set 8: Nivel T (50)

Biliteracy

Teaching for language connections

para todos

Teaching for language connections

Español Biliteracy para todos

English

Español

English

Teaching for language connections

Biliteracy para todos

alianza entre Teaching for language connections Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed

Biliteracy para todos Teaching for language connections

animales Lorem ipsum

relación mutualista

recolectores de miel

colmena

panal de miel

periodista

comunidad cazadora-

corteza

recolectora

pájaro indicador

Biliteracy para todos Biliteracidad avanzada

savia

Vista previa-View-Repaso Set 8: Nivel T (50) Lenguaje de enfoque: Inglés Alianzas entre los animales / Honey Hunters

Vista Previa-View-Repaso Advanced Biliteracy Biliteracy para todos

Teaching for language connections

Biliteracy

Set 8: Level T (50)

para todos

Biliteracy

Teaching for language connections

para todos

Teaching for language connections

Biliteracy para todos

En la ______ ______ entre ______ y ______ ambos ______ porque Biliteracy para todos ambos se ______.

Teaching for language connections

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Biliteracy para todos Teaching for language connections Lorem ipsum

PVR Advanced Biliteracy Set 8 Level T (50) Activar el conocimiento previo Guías de discusión

Some setting words in the ______ are ______ and ______. PVR Advanced Biliteracy Set 8 Level T (50) Before reading discussion prompt

I am thinking that ______ is feeling ______ because ______. PVR Advanced Biliteracy Set 8 Level T (50) During reading discussion prompt

It was ______ for ______ and ______ to ______ because ______. PVR Advanced Biliteracy Set 8 Level T (50) Talking about the book Inferential discussion prompt

I can relate to ______ in that we both ______. PVR Advanced Biliteracy Set 8 Level T (50) Talking about the book Synthesizing discussion prompt

I do/ do not ______ because ______. PVR Advanced Biliteracy Set 8 Level T (50) Talking about the book Critical discussion prompt

Vista Previa-View-Repaso Advanced Biliteracy Biliteracy para todos

Teaching for language connections

Biliteracy

Set 8: Level T (50)

para todos

Biliteracy

Teaching for language connections

para todos

Teaching for language connections

Biliteracy para todos

Agree/Disagree: I agree/disagree with ______ because ______.

Teaching for language connections

Biliteracy para todos

Clarify: What do you mean by ______? Teaching for language connections Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed

Biliteracy para todos

Teaching for language connections Lorem ipsum

Describe: Words in the story that suggest positive feelings include ______, ______, and ______. Predict: I predict that ______ because ______. Summarize: The author is really saying ______. To sum it up, ______. PVR Advanced Biliteracy Set 8 Level T (50) Listening and speaking discussion prompt

El pueblo ______ y el pájaro ______ tienen una relación ______ porque ambos ______. PVR Advanced Biliteracy Set 8 Level T (50) Repaso Guías de discusión

Preview-Vista-Review Advanced Biliteracy Biliteracy para todos

Teaching for language connections

Biliteracy

Set 8: Level T (50)

para todos

Biliteracy

Teaching for language connections

para todos

Teaching for language connections

Biliteracy para todos

In the ______ ______ between ______ and ______ both ______ Biliteracy para todos because both ______.

Teaching for language connections

Teaching for language connections Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed

Biliteracy para todos Teaching for language connections Lorem ipsum

PVR Advanced Biliteracy Set 8 Level T (50) Activate prior knowledge discussion prompt

Algunas palabras sobre el escenario en el ______ son ______ y ______. PVR Advanced Biliteracy Set 8 Level T (50) Antes de la lectura Guías de discusión

Pienso que ______ se sentía ______ porque ______. PVR Advanced Biliteracy Set 8 Level T (50) Durante la lectura Guías de discusión

Fue ______ para ______ y ______ ______ porque ______. PVR Advanced Biliteracy Set 8 Level T (50) Hablar acerca del libro Inferencia Guías de discusión

Me puedo identificar con ______ en que ambos ______. PVR Advanced Biliteracy Set 8 Level T (50): Hablar acerca del libro: Sintetizar Guías de discusión

A mí (no) ______ porque ______. PVR Advanced Biliteracy Set 8 Level T (50) Hablar acerca del libro: Crítico Guías de discusión

Preview-Vista-Review Advanced Biliteracy Biliteracy para todos

Teaching for language connections

Biliteracy

Set 8: Level T (50)

para todos

Biliteracy

Teaching for language connections

para todos

Teaching for language connections

Biliteracy para todos

De acuerdo/en desacuerdo: Estoy de acuerdo/en desacuerdo Biliteracy para todos con ______ porque ______.

Teaching for language connections

Teaching for language connections Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed

Biliteracy para todos

Clarificar: ¿Qué quieres decir con ______? Teaching for language connections Lorem ipsum

Me pregunto, ¿ ______? Describir: Las palabras en esta historia que sugieren sentimientos positivos incluyen ______, ______ y ______. Predicción: Yo predigo que ______ porque ______. Resumir: En realidad la autora está diciendo que ______. En resumen, primero ______. PVR Advanced Biliteracy Set 8 Level T (50) Escuchar y hablar Guías de discusión

The ______ village and the ______ bird have a ______ relationship because both ______. PVR Advanced Biliteracy Set 8 Level T (50) Review discussion prompt

Graphic Organizer: Focus on emotions Name/s:

Character

Significant emotion

What words and phrases did the author use?

How did this help you to understand the character?

Koyobe

Jemma

Flying Start to Literacy Lesson Plans Animal Partnerships / Honey Hunters © 2021–2022 EC Licensing Pty Ltd. © 2021–2022 EC Licensing Pty Ltd. This work is protected by copyright law, Developed by and under international copyright conventions, applicable in the jurisdictions Eleanor Curtain Publishing in which it is published. The trademark “Flying Start to Literacy” and Star Text: Kerrie Biliteracy para todos Vista Previa-View-Repaso Set 8: Nivel T (50) Lenguaje deShanahan enfoque: Inglés device is a registered trademark of EC Licensing Pty Ltd in the US. Consultants: Susan Hill and Lyn Reggett Designed by Derek Schneider In addition to certain rights under applicable copyright law to copy partsAlianzas entre los animales / Honey Biliteracidad avanzada Hunters of this work, the purchaser may make copies of those sections of this work displaying the footnote: “©2021–2022 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further

Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436

Organizador gráfico: Concentrados en las emociones Nombre/s:

Personaje

Emoción importante

¿Qué palabras y frases usó la autora?

¿Cómo ayudó esto a entender al personaje?

Koyobe

Jemma

Despegando hacia la lectura Lesson Plans Alianzas entre animales/Recolectores de miel © 2021 EC Licensing Pty Ltd. © 2021 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.

Desarrollado por Eleanor Curtain Publishing

de aquellas secciones de la obra que muestren la nota al pie “© 2021 EC Licensing Pty Ltd” siempre y cuando: (a) la cantidad de copias realizadas no supere la cantidad razonablemente requerida por el comprador para sus fines de enseñanza; (b) dichas copias solo se hagan como fotocopias y no se vuelvan a copiar, almacenar o transmitir a través de ningún otro

Colorcraft Ltd, Hong Kong Distribuido en los EE. UU. por Okapi Educational Publishing Inc. Teléfono: 866-652-7436 Fax: 800-481-5499

Texto: Kerrie Shanahan

Consultoras: Susan Hill y Lyn Reggett Biliteracy para todos © 2022 EC Licensing Pty Ltd. Preview-Vista-Review Set 8: Level T (50) Target language Spanish Diseñado por Derek Schneider Además de ciertos derechos, establecidos en la ley aplicable de los derechos de propiedad Impreso en China por Advanced Biliteracy www.biliteracy-para-todos.com Animal Partnerships / Recolectores de miel intelectual, que autorizan la copia de partes de esta obra, el comprador puede hacer copias

Record of Reading Behaviors Animal Partnerships Guided reading level T (50) Read the title to the student. Ask the student to tell you what the book is about. Name:

Date: Analysis of errors and self-corrections

Count Page

Text

Information used E

Error MSV

SC MSV

Some animals live most or all their lives in close contact with an animal from another species. This ongoing relationship between different types of animals is called a symbiotic relationship. Why would animals do this? Why would they spend their whole life with another type of animal? Most animals do it because they get something out of the relationship. They might get an easy meal, protection, shelter, or help with grooming.

There are different types of animal partnerships. In some partnerships, both animals benefit. In others, one animal benefits, and the other isn’t affected in either a good or bad way. But sometimes, one animal benefits while the other is harmed. This is good for the one, but bad for the other. The world is full of weird and wonderful animal partnerships!

Sometimes, both animals in a partnership benefit by living together. This type of relationship is called a mutualistic relationship. 150 words

Total

Record of Reading Behaviors analysis sheet Animal Partnerships Guided reading level T (50) Name:

Date:

Information sources used Errors – What did the student use? Meaning Structure Visual cues Self-corrections – What did the student use? Meaning Structure Visual cues

Accuracy rate Errors

Level of difficulty

Easy

15 +

90 or less

Fluency Reads smoothly at an appropriate rate Uses appropriate phrasing Reads expressively Attends to punctuation

Comprehension After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below. hat is a symbiotic relationship? (Literal) W How are all symbiotic relationships similar? In what ways can they be different? (Inferential) What things might the author have considered when choosing the examples of animal relationships to include in this book? (Critical)

Planning Focus Instructional

What the student needs to learn next

Problem-solving strategies Fluency Comprehension Phonics

Hard

Vocabulary

Self-correction ratio E + SC SC

=1:

Record of Reading Behaviors Honey Hunters Guided reading level T (50) Read the title to the student. Ask the student to tell you what the book is about. Name:

Date: Analysis of errors and self-corrections

Count Page

Text

Information used E

Error MSV

SC MSV

The Hadza people of Tanzania, in Africa, are one of the last remaining hunter-gatherer societies in the world. They are nomadic – they have no permanent homes, and they move from place to place to hunt and gather their food. They hunt animals such as giraffes, zebras, baboons, and birds, and they gather fruits, berries, and nuts. A big part of their diet is wild honey that they collect from beehives. The problem is, these beehives are often hidden in the cavities of tall trees. But the wild honeyguide bird helps the hunters find the beehives. When the Hadza want to find a beehive, they make a specialized call, and the honeyguide bird responds. It whistles and chatters back with the honey hunters following, until it reaches a beehive.

The honey hunters then open up the beehive and collect the honey from inside. Meanwhile, the honeyguide bird waits around for any scraps. 150 words

Total

Record of Reading Behaviors analysis sheet Honey Hunters Guided reading level T (50) Name:

Date:

Information sources used Errors – What did the student use? Meaning Structure Visual cues Self-corrections – What did the student use? Meaning Structure Visual cues

Accuracy rate Errors

Level of difficulty

Easy

15 +

90 or less

Fluency Reads smoothly at an appropriate rate Uses appropriate phrasing Reads expressively Attends to punctuation

Comprehension After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below. here does this story take place? (Literal) W Why was it difficult at first for Koyobe and Jemma to become friends? Why did this change? (Inferential) Do you enjoy stories that are based on facts and set in real settings? Why? (Critical)

Planning Focus

Instructional

What the student needs to learn next

Problem-solving strategies Fluency Comprehension Phonics Vocabulary

Hard

Self-correction ratio E + SC SC

=1:

Record of Reading Behaviors Alianzas entre animals Guided reading level T (50) Read the title to the student. Ask the student to tell you what the book is about. Name:

Date: Analysis of errors and self-corrections

Count Page

Text

Information used E

Error MSV

SC MSV

Algunos animales viven toda su vida o parte de ella en estrecho contacto con un animal de otra especie. Esta relación constante entre distintos animales se llama relación simbiótica. ¿Por qué hacen esto los animales? ¿Por qué pasan toda su vida con otro tipo de animal? La mayoría de los animales lo hacen porque consiguen algo de la relación. Pueden conseguir alimento de forma sencilla, protección, refugio o ayuda para acicalarse.

Hay diferentes tipos de alianzas entre animales. En algunas, ambos animales se benefician. En otras, uno se beneficia y el otro no se ve afectado, ni para bien ni para mal. Pero, a veces, uno se beneficia mientras que el otro sale perjudicado. Esto es bueno para uno, pero malo para el otro. ¡El mundo está lleno de extrañas y maravillosas alianzas entre animales!

A veces, los dos animales aliados se benefician de vivir juntos. Este tipo de relación se llama relación mutualista.

150 words

Total

Record of Reading Behaviors analysis sheet Alianzas entre animals Guided reading level T (50) Name:

Date:

Information sources used Errors – What did the student use? Meaning Structure Visual cues Self-corrections – What did the student use? Meaning Structure Visual cues

Accuracy rate Errors

Level of difficulty

Easy

15 +

90 or less

Fluency Reads smoothly at an appropriate rate Uses appropriate phrasing Reads expressively Attends to punctuation

Comprehension After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below. ¿ Qué es una relación simbiótica? (Literal) ¿En qué son similares todas las relaciones simbióticas? ¿En qué formas pueden ser diferentes? (Inferential) ¿Qué cosas creen que haya considerado la autora cuando escogió los ejemplos de las relaciones animales que incluyó en este libro? (Critical)

Planning Instructional

Focus

What the student needs to learn next

Problem-solving strategies Fluency Comprehension Phonics

Hard

Vocabulary

Self-correction ratio E + SC SC

=1:

Record of Reading Behaviors Recolectores de miel Guided reading level T (50) Read the title to the student. Ask the student to tell you what the book is about. Name:

Date: Analysis of errors and self-corrections

Count Page

Text

Information used E

Error MSV

SC MSV

El pueblo hadza, originario de Tanzania, en África, es una de las últimas comunidades cazadorasrecolectoras que quedan en el mundo. Son nómadas, es decir, no tienen un hogar permanente y se mueven de un lugar a otro en busca de alimento. Cazan animales, como jirafas, cebras, babuinos y aves, y recolectan frutas, bayas y nueces. La miel silvestre que recolectan de las colmenas representa una parte importante de su dieta. El problema es que las colmenas suelen estar escondidas en las copas de los árboles. El pájaro indicador ayuda a los recolectores a encontrar las colmenas. Cuando los hadza quieren encontrar una colmena, hacen un llamado especial y el pájaro indicador les responde. Silba y canta mientras los recolectores lo siguen hasta llegar a la colmena.

Luego, los recolectores de miel abren la colmena y se llevan la miel de su interior. Mientras tanto, el pájaro indicador se queda esperando las sobras. 150 words

Total

Record of Reading Behaviors analysis sheet Recolectores de miel Guided reading level T (50) Name:

Date:

Information sources used Errors – What did the student use? Meaning Structure Visual cues Self-corrections – What did the student use? Meaning Structure Visual cues

Accuracy rate Errors

Level of difficulty

Easy

15 +

90 or less

Fluency Reads smoothly at an appropriate rate Uses appropriate phrasing Reads expressively Attends to punctuation

Comprehension After the student has finished reading, have him/her talk about the book. If appropriate, prompt the student by using the questions below. ¿ Dónde tiene lugar esta historia? (Literal) ¿Por qué fue difícil al principio que Koyobe y Jemma se hicieran amigos? ¿Por qué cambió eso? (Inferential) ¿Les gustan las historias basadas en información y lugares de la vida real? ¿Por qué? (Critical)

Planning Focus Instructional

What the student needs to learn next

Problem-solving strategies Fluency Comprehension Phonics

Hard

Vocabulary

Self-correction ratio E + SC SC

=1: