Scope and Sequence at a Glance Focus on plurals and on using a Venn diagram to categorize information and then write about recalled information Genre • Informational text Frequently Used Words • Recognizing and using the words y, e, mas, and pero Comprehension Skills and Strategies • Categorizing characteristics into a Venn diagram Listening Skills • Developing listening skills by hearing text read aloud Writing • Writing about information recalled from a text Unit Guide for Iguales y diferentes (Same and Different) Copyright 2007 Riverdeep Interactive Learning. All rights reserved. Destination Reading Course I – Spanish OVERVIEW Focus on: • Instructional Terms: Genre Study – Informational text • Instructional Terms: School Words – conjunción, diagrama de Venn • Lesson with scripting in Spanish for Los frailecillos y los pingüinos (Puffins and Penguins) • List of thematically-related books written in Spanish • ¡Ojo! – Things to keep in mind when teaching Spanish • Exploring language through regionalisms: hair and eye colour • Exploring language through cognates: pingüino, grupo, persona PREPARE TO TEACH Los frailecillos y los pingüinos (Puffins and Penguins) Synopsis: Learn about the ways puffins and penguins are alike and different. INSTRUCTIONAL TERMS Genre Study: Informational Text Informational text provides specific information about a subject. The kind of information and the author’s purpose determine how the writer organizes the concepts and ideas in the text. To comprehend informational text, children need to identify the major concepts in the selection and the important details that support each major concept. The way in which the author organizes these ideas in the text may vary. There are four basic patterns used to organize informational text: 1. Description: A major idea is supported by a list of details or examples. 2. Sequential Order: A main idea is supported by details that must be in a particular sequence. 3. Comparison and Contrast: The supporting details of two or more main ideas indicate how those concepts are similar or different. 4. Cause and Effect: The supporting details give the causes of a main idea or the supporting details are the results produced by the main idea.
Transcript
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Scope and Sequence at a Glance
Focus on plurals and on using a Venn diagram to categorize information and then write about recalled information
Genre• Informational text
Frequently Used Words• Recognizing and using the words
y, e, mas, and pero
Comprehension Skills and Strategies• Categorizing characteristics into
a Venn diagram
Listening Skills• Developing listening skills by
hearing text read aloud
Writing• Writing about information
recalled from a text
Unit Guide for Iguales y diferentes (Same and Different)
Copyright 2007 Riverdeep Interactive Learning. All rights reserved.
Destination Reading Course I – Spanish
OVERVIEW
Focus on: • Instructional Terms: Genre Study – Informational text • Instructional Terms: School Words – conjunción, diagrama de Venn• Lesson with scripting in Spanish for Los frailecillos y los pingüinos (Puffins
and Penguins) • List of thematically-related books written in Spanish • ¡Ojo! – Things to keep in mind when teaching Spanish• Exploring language through regionalisms: hair and eye colour• Exploring language through cognates: pingüino, grupo, persona
PREPARE TO TEACH
Los frailecillos y los pingüinos (Puffins and Penguins)
Synopsis: Learn about the ways puffins and penguins are alike and different.
InSTRUCTIOnAL TERmS
Genre Study: Informational Text
Informational text provides specific information about a subject. The kind of information and the author’s purpose determine how the writer organizes the concepts and ideas in the text. To comprehend informational text, children need to identify the major concepts in the selection and the important details that support each major concept. The way in which the author organizes these ideas in the text may vary.
There are four basic patterns used to organize informational text:
1. Description: A major idea is supported by a list of details or examples.
2. Sequential Order: A main idea is supported by details that must be in a particular sequence.
3. Comparison and Contrast: The supporting details of two or more main ideas indicate how those concepts are similar or different.
4. Cause and Effect: The supporting details give the causes of a main idea or the supporting details are the results produced by the main idea.
2
School Words: conjunción, diagrama de Venn
Ensure students are familiar with “school” words used in this unit. Say: Las conjunciones son palabras pequeñas que unen a las oraciones. Algunos ejemplos de conjunciones son y, pero, mas y o. (Conjunctions are the small words that join sentences together. Some examples of conjunctions are and, but, and or (y, e, mas, pero, o).
Draw an empty Venn diagram on the board and say: Esto se llama diagrama de Venn. Es un tipo de dibujo que inventó John Venn. A él le interesaban las matemáticas y la lógica. Un diagrama de Venn es una manera fácil de ver en qué dos cosas pueden ser iguales o diferentes. (This is called a Venn diagram. It is a drawing made by John Venn. He was interested in math and logic. A Venn diagram is an easy way to see where two things are the same and different.)
If appropriate for your classroom, teach children the English version of the words.
• conjunción (conjunction)
• diagrama de Venn (Venn diagram)
BEFORE READInG
Vocabulary Strategy: Pre-teaching using context clues
Have visuals of a madriguera (burrow), acantilado (cliff), and surco (furrow, groove) handy. You can print them from an Internet image search. Write the words on the board. Read each word twice followed by the sentence. After reading each sentence twice, ask children: ¿Qué creen que quiere decir la palabra _____? (What do you think the word _____ means?) If children cannot infer the meaning of the word, use the visuals for support.
VOCABULARy
1. acantilado (noun, m.) cliff
• La familia miró desde lo alto del acantilado del Gran Cañón. (The family looked over the edge of the cliff at the Grand Canyon.)
2. surco (noun, m.) furrow, groove, wrinkle
• El jardinero hace un surco en la tierra para sembrar las semillas. (The gardener makes indentations in the earth to sow the seeds.)
3. madriguera (noun, f.) burrow
• Algunos animales hacen madrigueras para sobrevivir el invierno. (Some animals make burrows in order to survive the winter.)
If appropriate for your classroom, teach children the English versions of the words.
This is a list of books related to penguins written in Spanish. Children will enjoy hearing these books read aloud.
Los pingüinos by JoAnn macken. 2003. Stevens Gareth Incorporated. All about penguins.
Los pingüinos son padres modelos by Arthur morton. 1994. Delma’s Creations. How male penguins take care of their eggs.
Pingüino Pedro by Marcus Pfister. 1996. Sagebrush Education Resources. Pedro receives flying lessons from a bird friend who has to leave. His mother comes to the rescue.
Copyright 2007 Riverdeep Interactive Learning. All rights reserved.
Unit 16: Iguales y diferentes
Destination Reading Course I – Spanish
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Building Background
Start a conversation with children about birds and bird parts to build on their background knowledge. Display a picture of a bird or two. You could use the images of the puffin and penguin from the reading. Have students make word cards for the following words: pico (beak), garras (claws), alas (wings), aletas (fins), patas (feet), plumas (feathers), espalda (back), and panza (belly). Have children tape their word cards onto the appropriate bird part.
Comprehension Strategy/Skill: Compare and Contrast
Compare and contrast is the process of identifying how things are alike and different. Comparison refers to how two things are alike; contrast refers to how they are different. Children need to learn how to find and evaluate similarities and differences that are embedded in informational text. They also need to learn how to write texts that compare and contrast ideas.
Set Purpose for Reading
Tell children: Ahora van a leer un cuento sobre dos clases de aves. Van a leer para averiguar dónde vive cada una de ellas. (Now you are going to read a story about two kinds of birds. You are going to read to find out where each one lives.)
DURInG READInGAs children read this long informational text, have pairs work together to fill in a chart like the one here with notes, and then say if the birds are similar or different.
Frailecillos Pingüinos ¿Igualito o diferente?
nadan sí sí igualitosVuelan sí no diferentesPico colorido oscuro diferentesAlas para volar para nadar diferentes
Differentiated Instruction
Special needs Children: Use the illustrations in the selection. Point to the beaks of each bird and ask: ¿Parecen iguales estos picos? (Do these look the same?) Extra Support: As children read the story, pause after each page and ask a supporting question, such as: ¿Los frailecillos pueden volar lejos? (Can puffins fly very far?)Dual Language Classroom: Challenge children to write a bilingual list of bird parts.
Unit 16: Iguales y diferentes
¡OJO! (Watch out for . . .)
• A few words in Spanish use the dieresis over the U, such as lingüística, pingüino, agüita. The two dots over the U indicate that the U and the E or I after it need to be pronounced as a diphthong.
• Students may not know that the conjunction y (meaning and) becomes e before words beginning with the /i/ sound, as in: Julio e Irma.
• The word mas (not to be confused with más, meaning more) is a formal way of saying pero (or but). It is probably not yet a part of young students’ vocabulary.
Copyright 2007 Riverdeep Interactive Learning. All rights reserved.
Destination Reading Course I – Spanish
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AFTER READInG
Ask students the question under the light bulb icon in the reading as an informal way of checking their comprehension. ¿En qué dos aspectos se parecen los frailecillos y los pingüinos? ¿En qué dos aspectos se diferencian los frailecillos y los pingüinos? (What are two ways puffins and penguins are alike? What are two ways they are different?) Ask students to use the charts they have filled out to talk through how the two birds are alike and different.
EXPLORInG LAnGUAGE
y tú, ¿cómo dices...?
Regionalisms
The unit theme Iguales y diferentes affords many opportunities for exploring the richness of the Spanish language when it comes to how things look. Tap into students’ diverse language backgrounds by commenting on the different word choices that are possible for words presented in this unit. Say to students: y en tu casa, ¿cómo dicen (o cómo le llaman) a…?
• cabello rubio (blond hair) Also known as: cabello güero (Mexico); cabello canche (Guatemala)
Ask students if they know other ways of saying...
• ojos pardos (hazel eyes ) Also known as: ojos color avellana, ojos color miel
• ojos azules (blue eyes ) Also known as: ojos celestes
• cabello liso (straight hair ) Also known as: cabello lacio
La misma raíz
Cognates
Cognates, or words in English and Spanish that share the same origin, offer a natural scaffolding that children can use to “grow” their vocabulary in both languages. Help children see these links between the two languages by commenting on the words presented in this unit that are examples of cognates.
Display the words below and say to children: Hay palabras en esta unidad que son muy parecidas en inglés y en español. Vamos a estudiar algunas de ellas. (There are words in this unit that are very similar in English and in Spanish. Let’s study some of them now.)
• pingüino (penguin) • grupo (group) • persona (person)
Unit 16: Iguales y diferentes
Copyright 2007 Riverdeep Interactive Learning. All rights reserved.
Destination Reading Course I – Spanish
Copyright 2007 Vernet, Inc. / Riverdeep �
Help children recite this riddle. Ask them to guess what it refers to.
En la nieve me crío. (I grow up in the snow.
Guardo mi polluelo del frío. My chick I guard from the cold.
Aunque ave, no vuelo I’m a bird, but I don’t fly.
Con mi familia me quedo With my family I stay.
¿Quién soy? (el pingüino) Who am I?) (a penguin)
THE READInG-WRITInG COnnECTIOn
Writing sentences
Write the following sentence frames on the board for students.
Ambas aves _____.
Los frailecillos _____, pero los pingüinos _____.
Ask students to copy the sentence frames and fill them in, using information from the selection.
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