biliteracy pathway handbookreadygennewmexico.weebly.com/uploads/7/2/0/6/72060547/...6...

Biliteracy Pathway HandBook

■ Implementation support for the Biliteracy Pathway

■ Professional development articles on biliterate learners and biliteracy instruction

■ Strategies and routines to support biliteracy

■ Contrastive analysis of language features in English and Spanish

2/17/16 12:57 PM

GENAbc

Biliteracy PathwayHANDBOOK

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. Printed in the United Statesof America. This publication is protected by copyright, and permission should be obtained from the publisherprior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise. The publisher hereby grants permission to reproduce pages 39, 59, 62-63, and 67-73, in part or in whole, for classroom use only, the number not to exceed the number of students in each class. Notice of copyright must appear on all copies. For information regarding permissions, request forms, and the appropriate contacts within the Pearson Education Global Rights & Permissions department, please visit www.pearsoned.com/permissions/.

PEARSON, ALWAYS LEARNING, and READYGEN are exclusive trademarks owned by Pearson Education, Inc. or its affiliates in the U.S. and/or other countries.

Unless otherwise indicated herein, any third-party trademarks that may appear in this work are the property of their respective owners and any references to third-party trademarks, logos, or other trade dress are for demonstrative or descriptive purposes only. Such references are not intended to imply any sponsorship, endorsement, authorization, or promotion of Pearson’s products by the owners of such marks, or any relationship between the owner and Pearson Education, Inc. or its affiliates, authors, licensees, or distributors.

ISBN-13: 978-0-328-89001-9ISBN-10: 0-328-89001-4

1 2 3 4 5 6 7 8 9 10 V003 20 19 18 17 16

Glenview, Illinois • Boston, Massachusetts • Chandler, Arizona • New York, New York

RGEN16_Bilit_HB_Title_COP.indd 1 10/03/16 5:43 PM

CO

NT

EN

TS

2 Contents

CONTENTS

Introduction 4–7

Moving Toward Biliteracy by Olivia Ruiz-Figueroa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Research-Based Features of the Biliteracy Pathway by Sharon Vaughn . . . . . . . . . . . . . . . 6

Part 1: Implementation Guide 8–28

Walk-Through of a Biliteracy Pathway Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Suggestions for Various Program Models

(Sequential, Integrated, 50/50, 60/40, 70/30, 80/20, 90/10) . . . . . . . . . . . . . . . . . . . . . 22

Connecting the Biliteracy Pathway with Content-Area Learning . . . . . . . . . . . . . . . . . . . . 29

Part 2: Biliteracy Toolkit 30–71

What the Research Says . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Building a Biliteracy Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Developing Academic Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Developing Academic Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Total Physical Response (TPR) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Language Experience Approach (LEA) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Building Metalinguistic Awareness

Cognate Analysis (with Reproducible) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Contrastive Language Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Working with Bilingual Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Reading Routines

Picture Walk Routine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Echo Reading Routine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Choral Reading Routine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Collaborative Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Leveled Text Lesson Plan: Informational Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Leveled Text Lesson Plan: Literary Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Strategies for Independent Center Activities (with Reproducible) . . . . . . . . . . . . . . . . . . . 58

RGEN16_Bilit_HB_TOC_Intro.indd 2 09/03/16 10:09 AM

co

nt

en

ts

3

Supporting Biliterate Writerst (with Reproducibles) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

The Dictado (with Reproducibles) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Rubrics

Rubric for the Dictado . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Rubric for Biliterate Readers: Process Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Rubric for Biliterate Readers: Strategy Focus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Rubric for Biliterate Writers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

Rubric for Biliterate Learners: Oral Language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

Part 3: Biliteracy Resources 74–96

Contrastive Analysis Chart: Phonics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

Contrastive Analysis Chart: The Written Accent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

Contrastive Analysis Chart: Language Conventions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

Articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

Capitalization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Comparatives and Superlatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Contractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Negation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Nouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

Prepositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

Punctuation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

Word Order . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

Bilingual Glossary/Glosario bilingüe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Suggested Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96


INT

RO

DU

CT

ION

Research has shown that bilingualism in any form sharpens the mind and creates a cognitive advantage. With today’s communication systems giving access to the world, bilingualism has become more than an advantage; it’s an economic necessity. My dedication to bilingual instruction for over forty years has given me the opportunity to work with children in programs that support emerging bilingual children on their journey to becoming biliterate in Spanish and English. It has led me to be part of a team of colleagues, directed by Dr. Kathy Escamilla, who have developed Literacy Squared®, an instructional approach founded on research and professional development, in an effort to support a trajectory toward biliteracy.

Today, educators and researchers are changing how we look at educational approaches based on the growing need to prepare our diverse student population for the 21st century. In many states, English Language Learners are the fastest growing sector of the student population. Approximately 80% of ELL students come from Spanish-speaking homes, and over 77% of those students were born in the United States. Given these trends, how can schools best support emerging bilinguals? How can we use what emerging bilingual children know in their two languages to set them on a trajectory toward biliteracy?

Current research provides us with new ways of looking at the basic instructional components in Spanish/English learning environments. Through research and new understandings, these components have evolved to better support the acquisition of literacy in two languages, and to create a realistic trajectory for emerging bilinguals.

Oracy and MetalanguageOral language development has moved toward an emphasis on oracy, which focuses on the oral language skills and structures that are necessary for a child to successfully interact with text. Oracy work develops the language that supports reading and writing. It includes the use of metalanguage, the ability to think and talk about language. As biliterate students are given opportunities to talk about how each language works, they begin to make connections across Spanish and English, allowing them to classify, organize, and manipulate languages efficiently.

Moving Toward Biliteracyby Olivia Ruiz-Figueroa

Educational ConsultantCo-Author, Literacy Squared® in Action

4 Introduction


INT

RO

DU

CT

ION

Literacy-Based Language DevelopmentMany students in biliteracy classrooms are English Language Learners. Traditional ESL/ELD instruction has focused on strategies that support comprehension and vocabulary development in the content areas. In the early grades, these techniques primarily emphasized oral language development, which was done separately from literacy instruction. But we have discovered that learning to read and write in a second language requires the inclusion of language structures, dialogue, and vocabulary development to build oracy and make decoding meaningful. The scaffolded use of modeling, visuals, movement, and oral repetition helps students keep meaning at the forefront of learning to read and write. For students acquiring Spanish as a second language, the same scaffolded supports provide a meaningful context for reading and writing in Spanish.

Authentic Approaches with Cultural RelevanceLiteracy approaches have mainly been developed from research studies carried out in monolingual English settings. These strategies have been used for literacy instruction both Spanish and English without knowing if they are effective for biliterate learners. In contrast, authentic Spanish literacy strategies make learning fluid and meaningful. Two such strategies include the use of dictados, a dictation technique used in many Latin American countries, and phonics instruction that reflects the transparency of the Spanish decoding system. Cultural relevance is also critical. Incorporating bilingual books and other texts that reflect students’ language and culture allows for a deeper and more meaningful exploration of the text.

Rethinking Assessment: A Holistic ApproachWith emerging bilinguals, we have found that we must look at assessment holistically. When we only look at the knowledge that students can express in one language, we overlook information that could inform our instruction in both languages. Using “side by side” analysis tools in both languages provides information about the concepts students know across languages, the concepts they can express in only one language, and the concepts that are not evident in either.

This holistic approach also helps teachers provide efficient and relevant instruction. Research on biliterate learners has established that what is known and understood in one language contributes to what is known and understood in the other. Knowledge may originate with one linguistic input, but it can come together in the brain as a whole concept that can be accessed in either language. Once children learn a concept in one language, it doesn’t need to be retaught step by step in the other language. Instead, instruction can focus on making connections across the languages. The teacher helps students see the similarities and explicitly teaches the differences in how the concept is expressed in either language. This encourages students to access their “bilingual brains” in ways that will enhance and further deepen their knowledge of language, literacy, and content.

5


6 Introduction

int

ro

du

ct

ion

The ReadyGen Biliteracy Pathway provides a progressive program designed to capitalize on the research in reading instruction while enhancing bilingual literacy. I’m excited to be part of this innovative program designed to support literacy acquisition in Spanish and English.

What makes Biliteracy Pathway so engaging for students? Every lesson is designed to bolster language and literacy development in both languages with the necessary scaffolds, models, practice, and products to assure success. This program provides the structure you need to make teaching reading and writing successful in both languages—and the flexibility you need to deliver the reading instruction tailored to your students. I am confident that you will find this new program to be the “just right” fit to enhance the literacy acquisition of your students, building reading and writing in both languages and providing them with the expertise to read more.

What are some of the research-based instructional features integrated throughout the program to enhance outcomes in both languages?

1. Oral Language Enhancements with a Focus on Academic VocabularyImproving students’ literacy skills relies on a strong language foundation in both languages. Central to success is building English and Spanish vocabulary including:

•Using engaging texts in which key vocabulary are pretaught, promoted through instruction, text reading, and writing.

•Providing students with structured opportunities to discuss their reading and make connections.

•Teaching key vocabulary intensely and revisiting these words frequently.

•Demonstrating how to identify unfamiliar words in text and use strategies for determining word meaning.

Research-Based Features of the Biliteracy Pathway by Sharon Vaughn

University of Texas at Austin, Manuel J. Justiz Endowed Chair in Education Co-Author, ReadyGEN


7

int

ro

du

ct

ion

2. Using Multiple Text Types Including Content-Rich Texts to Enhance Oral and Written Language•Using multiple pathways to enhance content knowledge, vocabulary development,

and language building, including visual images, graphic organizers, and multiple text types.

•Providing opportunities for multiple groupings (e.g., pairs, small groups, cooperative groups) to extend opportunities for reading, writing, and oral language development.

3. Developing Writing and Reading Simultaneously and in Support of Each Other•Writing and reading are developed systematically in both languages in ways that

relate to and enhance each other.

•Language-based supports are used to develop writing activities and to enhance understanding of texts.

•Small groups and pairs are used strategically to enhance language, literacy, and writing.

4. Intervention Practices that Support Literacy and Language Development•Ongoing assessment is used to guide instructional decisions including identifying

students who need additional intervention.

•Small-group instruction enhances opportunities to target students’ language and literacy needs in both languages.

These are just a few of the research-based practices that prepare you and your students

for success. Because students are provided with opportunities to learn authentic

foundational skills (e.g., phonemic awareness and phonics) as well as more complex

learning (e.g., vocabulary and comprehension) in both languages, they are truly on the

pathway to biliteracy —a huge advantage as they proceed in school and life!


IMP

LEM

EN

TAT

ION

GU

IDE

8 Part 1 • Implementation Guide

UNIT OPENER

Biblioteca de textos niveladosLeveled Text Library

Colección de textos en líneaOnline Text Collection

UN

IDA

D

BILITERACY PATHWAY

1

UNITEntender las comunidadesUnderstanding Communities

OPTIONAL RESOURCE

You may wish to use Palabras a su paso™ to reinforce and expand foundational skills instruction in Spanish. See page 7 for lesson suggestions.

MODULE AMODULE P

+ } Module P pairs with Module A to form Biliteracy Pathway Unit 1.

MODULE PUnit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Vocabulary to Unlock the Text . . . . . . . . . . . . . . . . . 4

Module Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Spanish Literacy Lessons . . . . . . . . . . . . . . . . . . . . . 8

Performance-Based Assessment . . . . . . . . . . . . . . 72

Biliteracy Pathway Resources . . . . . . . . . . . . . . . . 77

▸ Cross-Language Connections Lessons . . . . . . . . 78

▸ Paired Literacy Support . . . . . . . . . . . . . . . . . . . . 82

▸ Unit Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

Students read authentic Spanish texts connected to the unit themes addressed in ReadyGEN.

The Biliteracy Pathway combines the engaging, rigorous pedagogy of ReadyGEN with authentic biliteracy instruction. Each Biliteracy Pathway Unit consists of a Pathway Module (Module P) paired with an English-language ReadyGEN module (Module A or Module B). The Unit Opener shows the literature, lessons, and instructional resources for Module P. It also shows the pairing of Module P with an English ReadyGEN module to form a biliteracy unit.

Grade 2, Unit 1

RGEN16_Bilit_HB_ImpGuide.indd 8 09/03/16 10:07 AM

IMP

LEM

EN

TAT

ION

GU

IDE

9

UNIT OVERVIEW

QUANTITATIVE MEASURES

Lexile 630L Page Count 32

QUALITATIVE MEASURES

Levels of Meaning humorous animal fantasy; figurative language; idioms; accessible concept

Structure illustrated narrative with clear setting; events happen chronologically

Language Conventionality and Clarity

mostly simple and compound sentences; conversational language; colloquialisms; dialogue; some challenging vocabulary (limosina, selvático, cobardemente)

Theme and Knowledge Demands

simple theme; text assumes some prior knowledge of animal relationships and behaviors; common experiences

OverviewUNIDAD 1UNIT 1

MÓDULO PMODULE P

TEXT SET

DETECTIVE

ANCHOR TEXT

Literacy Lessons 1–8Performance-Based Assessment (Narrative)Cross-Language Connections Lessons CLC 1–4English Language Support for Module A

Chato y su cenaLexile 630LLiterary Text

Colección de textos en líneaOnline Text Collection

Biblioteca de textos niveladosLeveled Text Library

OPTIONAL RESOURCEPalabras a su paso™

COMPRENSIONES DURADERAS | ENDURING UNDERSTANDINGS• Los lectores comprenden que los

personajes en los cuentos responden a los sucesos de maneras diferentes. | Readers understand that characters in stories respond to events in different ways.

• Los escritores comprenden que los pensamientos, sentimientos y acciones de un personaje se revelan a través de los detalles. | Writers understand that a character’s thoughts, feelings, and actions are revealed through details.

• Los alumnos comprenden que las relaciones entre los miembros de una comunidad son importantes. | Learners understand that relationships within a community are important.

METAS DEL MÓDULO | MODULE GOALSLos lectores usarán diálogo y acciones para identificar lo que piensan, sienten y hacen los personajes de un cuento. | Readers will use dialogue and actions to identify what story characters think, feel, and do.

Los escritores crearán una narrativa que incluye detalles sobre los pensamientos, sentimientos y acciones de los personajes. | Writers will create a narrative that includes details about the thoughts, feelings, and actions of the characters.

EXPLORAR EL CONTENIDO | EXPLORE CONTENT Los alumnos identificarán las relaciones entre miembros de una comunidad. | Learners will identify community relationships.

PREGUNTAS ESENCIALES | ESSENTIAL QUESTIONS¿Cómo comprenden los lectores a los personajes al leer acerca de sus pensamientos, sentimientos y acciones? | How do readers understand characters through reading about their thoughts, feelings, and actions?

¿Cómo usan los escritore s detalles para describir los personajes y sucesos en un cuento? | How do writers use details to describe story characters and events?

“La búsqueda del anillo de Amelia”Lexile 520L“Una sorpresa de cumpleaños”Lexile 480L“Amistad poco probable”Lexile 700L

2 Unidad 1

Entender las comunidades Understanding Communities

MODULE A

TEXT SET

ANCHOR TEXT SUPPORTING TEXTS

SLEUTH

Literacy Lessons 1–13Performance-Based Assessment (Narrative)

Trouble at the SandboxLexile 370LLiterary Text

Snowshoe Hare’s Winter HomeLexile 530LLiterary Text

Leveled Text Library

Instructional support for Module A is found in the ReadyGEN Teacher’s Guide for Grade 2, Unit 1.

ESSENTIAL QUESTIONSHow do readers understand a character’s point of view?

How do writers create a clear sequence of events in a story?

MODULE GOALSReaders will use dialogue and actions to identify the points of view of characters in stories.

Writers will create a narrative using a clear sequence of events.EXPLORE CONTENT Learners will identify community relationships.

ENDURING UNDERSTANDINGS• Readers understand that characters in

stories have unique points of view.

• Writers understand that signal words tell the sequence of events in a story.

• Learners understand that relationships within a community are important.

“The Hunt for Amelia’s Ring”Lexile 500L“A Birthday Surprise”Lexile 460L

Unit 1 3

The Unit Overview identifies the instructional focus, or what readers, writers, and learners are expected to know and do, in Module P and in the paired English module. These expectations fall in line with the goals for the Performance-Based Assessment in each module.

Enduring Understandings and Essential Questions from both modules guide student thinking and allow students to deeply explore concepts in Spanish and in English.

Grade 2, Unit 1


IMP

LEM

EN

TAT

ION

GU

IDE


Informational TextANCHOR TEXT Ahí viene el lobo gris

BenchmarkVocabulary

Possible Morphological

Links

Possible Semantic

Links

English Cognates

Narrative Links

resguardar guardar, resguardado vigilar, proteger Topic

temibles temer, temido respetados, impresionantes Topic

vigilan vigilar, vigilante cuidan, protegen vigil Topic

distingue distinguir, distinguido diferencia, identifica distinguish Unit Theme

contrincantes contra, contrario contrarios, rivales Topic

fiereza ferocidad, fiero agresividad, salvajismo, hostilidad fierce Topic

apretujan apretar, apretado, apretujar aplastan, apiñan Topic

disputas (n) disputar luchas, combates, peleas dispute Topic

escombros escombrar, escombrera desechos, residuos Topic

deambulaban deambular, deambulante

caminaban, vagabundeaban ambulate Unit Theme

idearon idear, idea pensaron, planearon ideated Unit Theme

artimañas mañas trampas, engaños Topic

comarca comarcar territorio, región Topic

abundancia abundar, abundante exceso, cantidad abundance Topic

nocturnas nocturno, noctámbulo noche, anochecer nocturnal Topic

arbolada (adj) árbol, arboleda boscoso, bosque Topic

VOCABULARIO ESENCIAL | BENCHMARK VOCABULARY Use these charts as a starting point for your class to generate related words. There may be more words in each cluster than those listed here. As words are generated, discuss related English cognates as well as false cognates to support the vocabulary development of biliterate learners. Go to www.PearsonSchool.com/ReadyGEN to read more about generative vocabulary instruction in ReadyGEN.

Vocabulary to Unlock Text

UNIDAD 1 • MÓDULO PUNIT 1 • MODULE P

4 Unidad 1

Literary TextSUPPORTING TEXT “Cómo organizarse”

BenchmarkVocabulary


Links

Possible Semantic

Links

English Cognates

Narrative Links

vuelco (n) volcar, volcadura vuelta, cambio Actions or Movement

lamentarte lamentar, lamentado, lamento

quejarte, llorar, sollozar lament Emotions

interfiera interferir, interferencia

cruzarse, interponerse interfere Topic

Observar el mundo a nuestro alrededorObserving the World Around Us

SUPPORTING TEXT “La lección de Lin”

BenchmarkVocabulary


Links

Possible Semantic

Links

English Cognates

Narrative Links

soporto soportar, soporte aguanto, tolero, sostengo, apoyo

partial cognate: support Actions of Movement

inofensivas ofensivo inocuas, quietas inoffensive Plot

SUPPORTING TEXT “Safari en el patio”

BenchmarkVocabulary


Links

Possible Semantic

Links

English Cognates

Narrative Links

devoré devorar comí, consumí devoured Actions of Movement

neumático (adj) neumática inflado pneumatic Setting

SUPPORTING TEXT “Rescate de ballenas”

BenchmarkVocabulary


Links

Possible Semantic

Links

English Cognates

Informational Links

varada varar, varado estancada, parada, detenida Topic

agotar agotado, agotador cansar, debilitar Topic

desorienta desorientar, desorientado pierde, confunde disorient Topic

Literary Text

Informational Text

Literary Text

Unit 1 5

Grade 3, Unit 1

VOCABULARY TO UNLOCK TEXT

The ReadyGEN Biliteracy Pathway provides systems for understanding how words work. Generative vocabulary instruction helps students recognize the critical features and functions of words, as well as connections among words.

Narrative and informational links help students understand the roles that words play in a particular story or nonfiction text.

Students explore morphological and semantic links to expand vocabulary by understanding relationships among words.

Identifying cognates, partial cognates, and false cognates helps biliterate learners make connections across languages and uncover basic underlying features of Spanish and English.


IMP

LEM

EN

TAT

ION

GU

IDE

11

Sug

ges

ted

P

acin

g

Planner

Teacher’s Guide, pp. 72–79








LECCIÓNLESSON 1

READ Trade Book pp. 5–9 Ahí viene el lobo gris

BENCHMARK VOCABULARY resguardar, terribles, vigilan, distingue

READING ANALYSIS Determinar la idea principal de un texto | Determine the Main Idea of a Text

WRITING Presentar un tema | Introduce a Topic; Dictado

LECCIÓNLESSON 2


BENCHMARK VOCABULARY contrincantes, fiereza, apretujan, disputas

LANGUAGE ANALYSIS Comprender el vocabulario clave | Understand Key Vocabulary

WRITING Desarrollar un tema | Develop a Topic; Dictado

LECCIÓNLESSON 3


BENCHMARK VOCABULARY escombros, deambulaban, idearon, artimañas

READING ANALYSIS Hacer y contestar preguntas sobre un texto | Ask and Answer Questions About a Text

WRITING Usar ilustraciones para apoyar la comprensión | Use Illustrations to Aid Comprehension; Dictado

LECCIÓNLESSON 4


BENCHMARK VOCABULARY comarca, abundancia, nocturnas, arbolada

READING ANALYSIS Identificar el mensaje principal y los detalles clave | Determine Central Message and Key Details

WRITING Agrupar información relacionada | Group Related Information; Dictado

LECCIÓNLESSON 5

READ Detective pp. 8–9 “Cómo organizarse”

BENCHMARK VOCABULARY vuelco, lamentarte, interfiera

READING ANALYSIS Determinar el mensaje principal de un texto | Determine the Central Message of a Text

WRITING Usar palabras de enlace para conectar ideas | Use Linking Words to Connect Ideas; Dictado Assessment

LECCIÓNLESSON 6

READ Detective pp. 10–11 “La lección de Lin”

BENCHMARK VOCABULARY soporto, inofensivas

LANGUAGE ANALYSIS Determinar el significado de palabras | Determine Word Meaning

WRITING Planificar antes de escribir | Plan and Prewrite

LECCIÓNLESSON 7

READ Detective pp. 12–13 “Rescate de ballenas”

BENCHMARK VOCABULARY varada, agotar, desorienta

READING ANALYSIS Usar detalles para comentar sobre textos | Use Details to Talk About Text

WRITING Hacer un borrador y revisar | Draft and Revise

LECCIÓNLESSON 8

READ Detective pp. 14–15 “Safari en el patio”

BENCHMARK VOCABULARY devoré, neumático

READING ANALYSIS Hallar el mensaje principal de un texto a través de los detalles | Find a Text’s Central Message Through Details

WRITING Corregir un ensayo | Edit an Essay

LECCIÓNLESSON 9

COMPARE▶ Lobo gris: Canis lupus baileyi▶ “Un cuento: El regreso de los lobos”

BENCHMARK VOCABULARY terribles, idearon, nocturnasREADING ANALYSIS Comparar y contrastar textos sobre el mismo tema | Compare and Contrast Texts on a TopicWRITING Publicar y presentar un escrito | Publish and Present Your Writing


WHOLE GROUPWRITING WORKSHOP

30–40 minutes

• Escritura informativa/explicativa | Informative/Explanatory Writing

• Práctica de escritura | Writing Practice

SMALL GROUP30–40 minutes

• Opciones para grupos pequeños | Small Group Options

WHOLE GROUP30–40 minutes

• Desarrollar la oralidad | Develop Oracy• Desarrollar la comprensión | Build

Understanding• Lectura atenta | Close Read• Vocabulario esencial | Benchmark

Vocabulary• Análisis del texto | Text Analysis

UNIDAD 1 • MÓDULO PUNIT 1 • MODULE P

6 Unidad 1 • Módulo P

VOCABULARY CENTERREADING/WRITING CENTER ORACY CENTER

OPTIONAL RESOURCE Palabras a su paso™, Level 3: Grupo 7; Grupo 22; Level 4: Grupos 4–5

CENTER OPTIONS

• Have students work in pairs or small groups to come up with a plan to help wild animals keep their natural habitats. Give students sentence frames they can complete to develop the plan. Invite students to explain their plan to the class.

• Have students create “Sequence” vocabulary lists. As they read books during independent reading, have students add interesting linking words and phrases to their lists that help them determine the sequence of events of an informational text.

• Have students determine the main idea of an independent reading book. Then have them create a list of illustrations from the book that helped them master the content. Students should create captions for these illustrations to further illuminate the concept.

During Small Group Time, students can use independent center activities to practice and apply standards while you work with individuals or groups. Options for activities focusing on both concepts and learning objectives for this unit are included here. To hold students accountable and ensure their active participation, refer to the Strategies for Independent Center Activities in the Biliteracy Pathway Handbook.

CROSS-LANGUAGE CONNECTIONS LESSONSTeacher's Guide, pp. 90–93

These in-depth contrastive analysis lessons develop students´ metalinguistic awareness in Spanish and English and support students´ cross-linguistic transfer of literacy skills covered in the paired module. Depending on your needs, the CLC Lessons may be flexibly integrated over the course of the Biliteracy Pathway Unit.

CLC 1. Prefixes

CLC 2. Suffixes

CLC 3. Subject-Verb Agreement

CLC 4. Cognates

Students will write poems in small groups and present them to the whole class.

Students will:• analyze and appreciate poems.

• work collaboratively to plan and write poems about the natural world.

• perform multimedia presentations of their poems for the class.

LITERACY PROJECTPERFORMANCE-BASED ASSESSMENT


INFORMATIVE/EXPLANATORY TASK: WRITE A COMPARE-AND-CONTRAST ESSAY

Students will use what they have learned from the selections to compare and contrast two animals.

Students will:• introduce the topic and group related information

together.• develop the topic with facts, definitions, and details.• use linking words and phrases to connect ideas.• provide a conclusion.

Observar el mundo a nuestro alrededor Observing the World Around Us

LANGUAGE AND FOUNDATIONAL SKILLS LESSONS IN THIS MODULE

Language Identify and Use Nouns; Form and Use Nouns; Form and Use Irregular Plural Nouns; Identify Pronouns; Define Compound Sentences; Coordinating Conjunctions; Start Sentences with Capital Letters; Written Accent; Consult Reference Materials

Word Analysis Word Parts: Prefixes; Word Parts: Suffixes; Prefixes and Suffixes; Words with c, s, and z; Diminutives and Augmentatives

POETRY WORKSHOP AND PRESENTATION

Unit 1 • Module P 7

Grade 3, Unit 1

MODULE PLANNER

The Module Planner provides at-a-glance information about the Spanish literacy instruction and metalinguistic strategies developed in the Pathway Module (Module P).

Cross-Language Connections develop students’ metalinguistic awareness as they compare and contrast language features of Spanish and English.

Suggested Pacing helps teachers flexibly integrate the Biliteracy Pathway lessons into their instruction.

The lessons within the module prepare students for the Performance-Based Assessment with opportunities to practice new skills and deepen understanding.

In Grades 3-6, the Literacy Project builds oracy, literacy, and research skills through extended collaborative learning opportunities.


IMP

LEM

EN

TAT

ION

GU

IDE


MIN

I-L

ES

SO

N

Introducción | Introduction

Chato y su cena, pp. 4–9Since this book has no page numbers, count the title page as page 1.

LECCIÓNLESSON 1

Destrezas fundamentales | Foundational Skills

Palabras con c, s, z | Words with c, s, z• Start a word wall with the column headings c, s, z. Write these

words: cena, seis, zarpar under c, s, and z, respectively. Have children brainstorm other words they know with the /s/ sound and list them in the appropriate columns.

• After children have completed their first read of the story, say: Vuelvan a mirar las primeras dos páginas del cuento. Busquen palabras que contengan la c de cena. | Look back at the first two pages of the story. Look for words that contain c as in cena. Have children name the words and add them to the word wall. Repeat the activity for the letters s and z. Say: Busquen palabras que contengan la s de seis. Luego busquen palabras que contengan la z de zarpar. | Look for words that contain s as in seis. Then look for words that contain z as in zarpar.

For cross-language support, see the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

OBJETIVOSOralidad Identifican palabras y frases descriptivas que cuentan acerca de los personajes y sucesos en un cuento.

Enfoque Usan las ilustraciones y palabras en un texto para demostrar comprensión de los personajes y del argumento.

Describen cómo los personajes de un cuento responden a sucesos importantes.

OBJECTIVESOracy Identify describing words and phrases that tell about story characters and events.

Focus Use illustrations and words in a text to demonstrate understanding of the characters and plot.

Describe how the characters in a story respond to major events.

Text Complexity Rubric, p. 2

Desarrollar la oralidad | Develop Oracy

BUILD BACKGROUND KNOWLEDGE Tell children: Vamos a leer un cuento que trata de un gato y una familia de ratones. Habla con tu compañero sobre cómo se llevan los gatos y los ratones. | We’re going to read a story about a cat and a family of mice. Talk to your partner about how cats and mice get along. Provide language frames such as these: Cuando un gato ve un ratón, el gato ___. Cuando un ratón ve un gato, el ratón ___. After partners have shared ideas, lead a class discussion about how the cat and the mice in the story might get along.

PRETEACH VOCABULARY The following words will be helpful for children to know before reading the story: deslizándose, agazapado, and espiar. Write each word on the board and introduce it by briefly explaining its meaning, acting it out if possible, and asking a question that uses the word. Encourage children to answer in complete sentences. For example, for deslizándose, say: Cuando un animal va deslizándose, se mueve así. | When an animal glides along, it goes like this. Show a gliding motion with your hand. ¿Qué animales van deslizándose cuando se mueven? (culebras, tigres) | What animals glide as they move? (snakes, tigers)

8 Unidad 1 • Módulo P • Lección 1

Biliteracy Pathway Teacher’s Guide

Biliteracy Pathway Handbook

leC

CIó

nle

ssO

n1

WH

OLE

GR

OU

P R

EA

DIN

G

Usar ilustraciones y palabras para comprender los personajes Use Illustrations and Words to Understand Characters

Desarrollar la comprensiónL1PRIMERA LEctuRA

FIRSt REAd Build Understanding

SEt thE PuRPoSE Focus the instruction for the lesson by sharing the following Enduring Understanding: Los lectores comprenden que los personajes en los cuentos responden a los sucesos de maneras diferentes. [Readers understand that characters in stories respond to events in different ways.] Vamos a leer las primeras seis páginas de Chato y su cena para ver lo que podemos aprender al observar los dibujos y leer las palabras. | We are going to read the first six pages of Chato y su cena to see what we can learn about the characters by looking at the pictures and reading the words.

ENGAGE chILdREN Tell children they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿Cómo comprenden los lectores a los personajes al leer acerca de sus pensamientos, sentimientos y acciones? ¿Cómo usan los escritores detalles para describir los personajes y sucesos en un cuento? | How do readers understand characters through reading about their thoughts, feelings, and actions? How do writers use details to describe story characters and events? Tell children: En esta lección, vamos a usar las palabras y los dibujos en nuestro libro para comprender cómo se sienten los personajes y cómo responden a los sucesos. También aprenderemos cómo los escritores usan detalles para describir lo que piensan, sienten y hacen los personajes. | In this lesson we are going use the words and pictures in our book to understand how characters feel and react to events. We will also learn about how writers use details to describe what characters think, feel, and do.

REAd As you introduce pages 4–9 of this new text, use the appropriate reading routine from pp. TR2–14. In this first reading, children should be reading for an understanding of what the text is mainly about.

tuRN ANd tALK After reading, have children turn to a partner and discuss this question using details from the text: ¿Qué palabras y dibujos indican quiénes son algunos de los personajes del cuento? (palabras, pág. 4: gato de seis rayas, gorrión, pág. 6: cinco ratones; dibujos pág. 4: el gorrión, pág. 5: el gato, págs. 6–9: los ratones) | Which words and pictures tell you who some of the story characters are? (words: See answers above.; pictures p. 4: the sparrow, p. 5: the cat, pp. 6–9: the mice) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

Unit 1 • Module P • Lesson 1 9

WHOLE GROUP READING



leC

CIó

nle

ssO

n1

Biliteracy Pathway lessons were designed on the principles of the gradual release of responsibility framework with the goal of building independent readers and writers.

Full-length, authentic Spanish literature engages students in multiple close readings of appropriately complex text.

Foundational Skills coverage is provided through authentic, opportunistic instruction that directly relates to the texts students are reading.

Oracy activities develop the language needed to interact with texts and enhance students’ metalinguistic skills.

Log on to PearsonRealize.com to access these Biliteracy Pathway components.

Supportive Routines suggested throughout each lesson help you encourage thoughtful conversations, clarify understandings, and unpack text specifics.

MIN

I-L

ES

SO

N

Destrezas fundamentales | Foundational Skills

Palabras con c, s, z | Words with c, s, z• Start a word wall with the column headings c, s, z. Write these

words: cena, seis, zarpar under c, s, and z, respectively. Have children brainstorm other words they know with the /s/ sound and list them in the appropriate columns.

• After children have completed their first read of the story, say: Vuelvan a mirar las primeras dos páginas del cuento. Busquen palabras que contengan la c de cena. | Look back at the first two pages of the story. Look for words that contain c as in cena. Have children name the words and add them to the word wall. Repeat the activity for the letters s and z. Say: Busquen palabras que contengan la s de seis. Luego busquen palabras que contengan la z de zarpar. | Look for words that contain s as in seis. Then look for words that contain z as in zarpar.


Grade 2, Unit 1


IMP

LEM

EN

TAT

ION

GU

IDE

13

OBJETIVOSUsan la información obtenida de las ilustraciones en un texto para demostrar la comprensión de los personajes o del escenario.

Determinan el significado de palabras académicas y de dominio específico en un texto y las usan.

OBJECTIVESUse information gained from the illustrations in a text to understand characters or setting.

Determine the meaning of academic and domain-specific words in a text and use them.

Scaf

fold

ed

Inst

ruct

ion

SPANISH LANGUAGE DEVELOPMENT

VOCABULARY In addition to defining the Palabra curiosa, you may want to further aid comprehension by preteaching the meanings of the following words and phrases, using TPR or simple synonyms: deslizándose, apoderarse, caderas, salió disparado, retumbar, pertenencias, ronroneando. Check children’s understanding by asking yes/no questions or have them demonstrate meaning using TPR.

STRATEGIC SUPPORT

UNDERSTAND PUNCTUATION Point out the third paragraph of p. 8. Remind children that em-dashes at the beginning and end of a sentence or phrase are used to signal a character’s spoken words and tell when the speech begins and when it ends. Have children work in pairs to practice reading the paragraph aloud and speaking in a different voice to distinguish Chato’s words from the other words in the paragraph. Call on volunteers to read aloud the paragraph to the class.

PALABRA CURIOSA | BY-THE-WAY WORD During close reading, define the following word involving a known concept that can impede text comprehension.

arrastrado, p. 4: una forma del verbo arrastrar, que significa “llevar a algo por el suelo” | a form of the verb arrastrar (to drag), which means “to pull or move something across the floor”

L1SEGUNDA LECTURA

SECOND READ

Lectura atenta Close Read

CITE TEXT EVIDENCE Engage the class in a discussion about what they just read. Remind children that readers use information from both words and pictures to understand characters or events in a text. Use these questions to guide the discussion, and ask children to support their answers with evidence.

• ¿Qué palabras cuentan acerca de Chato? (un gato de seis rayas; caminar arrastrado; agazapado) | Which words tell about Chato? (See answers above.) ¿Cómo reacciona Chato al ver el gorrión y los ratones? ¿Qué palabras describen su reacción? (Se entusiasma mucho; pág. 4: “se le aguzaron las orejas; el rabo se le empezó a mover al compás”; págs. 2–9 “los bigotes le vibraron de placer”; “se pasó la lengua por los labios”) | How does Chato react to seeing the sparrow and the mice? Which words describe his reactions? (See answers above.)

• Observen las ilustraciones en las páginas 4–5 y 6–7. ¿Qué muestran? (un gato [Chato] siguiendo a un gorrión; Chato espiando a cinco ratones) | Look at the pictures on pages 4–5 and 6–7. What do they show? (a cat, Chato, following a sparrow; Chato spying on five mice) ¿Cómo muestran las ilustraciones lo que Chato tiene pensado? (Chato se desliza agazapado porque está tratando de atrapar al gorrión; se esconde de los ratones porque quiere atraparlos también). | How do the pictures help tell about Chato’s intentions? Chato hides by crouching because he wants to catch the sparrow; he is hiding from the mice because he also wants to catch them.)


WH

OLE

GR

OU

P R

EA

DIN

G



LEC

CIÓ

NLE

SSO

N1

Detalles de la ilustración

Personajes

Chato, un gato grandeuna familia de cinco ratones

Escenario

dos patios vecinos separados por una cerca

VOCABULARIO ESENCIAL | BENCHMARK VOCABULARY

aguzaron, p. 4 vibraron, p. 7 maullido, p. 9 petrificados, p. 9vibrated petrified

• Have children find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the English cognates vibrated and petrified.

Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to teach the meaning of the words.

• Use the information on pp. 4–5 in this Teacher’s Guide to discuss other words connected to each of the Vocabulario esencial | Benchmark Vocabulary words.

PRACTICE Have children write sentences using the Benchmark Vocabulary to show contextual understanding of the words.

Análisis de la lectura | Reading Analysis

CONVERSAR SOBRE EL TEXTO | TEXT TALK

ILLUSTRATIONS Discuss with children how illustrations can help readers understand story elements. Provide copies of the T-Chart on p. TR23.

MODEL Vamos a observar el dibujo en las páginas 6 y 7. ¿Qué nos indica el dibujo sobre los personajes y el escenario? Veo que Chato, un gato grande, está escondido detrás de una cerca de un patio. También veo cinco ratones caminando al otro lado de la cerca. Voy a escribir: “Chato, un gato grande” y “una familia de cinco ratones” en la primera columna. Esto toma lugar en dos patios vecinos. Hay una cerca entre los patios. Voy a escribir: “dos patios vecinos separados por una cerca” en la segunda columna. | Let’s look at the picture on pages 6 and 7. What can it tell us about the characters and setting? I can see that Chato, a big cat, is hiding behind a fence. I also see five mice walking on the other side of the fence. I am going to write “Chato, a big cat” and “a family of five mice” in the first column. This takes place in two yards that are side by side with a fence in between. I am going to write “two yards separated by a fence” in the second column.

PRACTICE/APPLY Have children work independently or in small groups to complete the graphic organizer. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have children discuss the words and illustrations from the text that support their ideas. Circulate among children to check their understanding.

Keystones Reading and Writing Keystones are a quick check to:• assess children’s

understanding of key language, key text structures, and key ideas.

• indicate children’s progress toward the Performance-Based Assessment.

• inform your Small Group Time decisions.


Grade 2, Unit 1

Develop students’ conceptual knowledge and oral discourse through Benchmark Vocabulary and By-the-Way words.

Embedded support at point of use allows Spanish learners to successfully participate in and progress through the daily lesson with their peers.

Use Keystones to help students make progress toward the Performance-Based Assessment.


IMP

LEM

EN

TAT

ION

GU

IDE


UNLOCK THE TEXT

Opciones para grupos pequeños | Small Group Options

Leveled Text Library

Lectura independiente enfocadaFocused Independent Reading

While children are reading independently, use the Small Group Options below or on p. 13.

LEVELS OF MEANING See p. 4 of this Teacher’s Guide for levels of meaning and text purpose.

STRUCTURE Present the title of the text and have children look at the pictures on pp. 4–9. Según el título y las ilustraciones, ¿de qué creen que se trata este cuento? ¿Quiénes son algunos de los personajes? | Based on the title and the illustrations, what do you think this story is about? Who are some of the characters?

LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to assess children’s understanding of aguzaron, vibraron, maullido, and petrificados. Also use the list of English cognates on p. 11 of this Teacher’s Guide to guide your English-speaking children as they read.

THEME AND KNOWLEDGE DEMANDS Activate children’s background knowledge. Explain that the story is about a cat who gets very excited when he spots a family of mice moving into the house next door. ¿Qué saben acerca de la relación que hay entre los gatos y los ratones en la naturaleza? ¿Por qué creen que Chato se entusiasma tanto al encontrar la familia de ratones? | What do you know about the relationship between cats and mice in nature? Why do you think Chato is so excited to come across the family of mice?

BUILD ACCOUNTABILITY Announce the two focus points that children will apply to their self-selected texts. Guide children in applying the strategies from today’s Reading Analysis lesson to their self-selected texts. Apliquen una de las estrategias que han aprendido para averiguar o adivinar el significado de cada palabra que no conocen. Coloquen una nota adhesiva al lado de cada palabra que averiguaron. | Use one of the strategies you have learned to figure out or guess the meaning of each word that you do not know. Place a tab next to each word you figured out.

• Process Focus: Independence Children should record the title and author of the book they read and also record whether they found it easy, medium, or difficult to read independently. Then have them write a sentence telling whether they will choose a book that is easier, harder, or at about the same level for their next self-selected text.

• Strategy Focus: Decoding and Word Recognition Have children review with you the tabs they placed in their book. Ask them to share the meaning they guessed for each word and explain the strategy they used.

See the Rutina de lectura independiente | Independent Reading Routine on pp. TR7–9.

COLLABORATIVE READING To help children engage in the shared responsibilities of reading more complex texts than they might read on their own, have them follow the Collaborative Reading Routine in the Biliteracy Pathway Handbook.


SM

ALL G

RO

UP

TIM

E



Biblioteca de textos nivelados

LEC

CIÓ

NLE

SSO

N

READING ANALYSIS SUPPORT

FLUENCY

READING ANALYSIS EXTENSION

QUICK CHECK

VERIFICAR EL PROGRESOMONITOR PROGRESS

If . . . students stumble as they read,

then . . . encourage them to plan for extra preparation and practice time when they need to familiarize themselves with a text. Show them how to move their fingers along the line as they read, to help them keep their places.

If . . . students do not read the text exactly as written,

then . . . ask them to work with a partner. The partner should follow along in the book as the student reads and raise a hand each time the reader strays from the written text so he or she can practice that portion again.

ACCURACY Explain that reading with accuracy means reading aloud without making a lot of pronunciation mistakes or changing the wording of the text. Have students follow along as you model reading aloud from La calle es libre with accuracy so that they can see that you are reading exactly what is written. Ask students to choose a passage and prepare to read it aloud for the class; circulate among them to answer their questions before having them read their chosen passages with accuracy.

Use this mini-lesson with students who can easily identify the point of view in La calle es libre.

POINT OF VIEW Use the following questions.

• Vuelvan a leer las páginas 12 y 15. Ubiquen las oraciones que el narrador comienza con “pero”. ¿Qué indica el uso de “pero” sobre la actitud del narrador frente a los sucesos? (Respuesta posible: El narrador usa la palabra “pero” para presentar las distintas dificultades que tienen los niños para jugar.) | Reread pages 12 and 15. Locate the sentences the narrator begins with “but.” What does the use of “but” show about the narrator’s attitude towards the events? (Possible response: The narrator uses the word “pero” to present the various difficulties the children face when playing.)

• ¿Qué podemos inferir a partir de la palabra “cabizbajos” (pág. 17) sobre la actitud de los niños? (Respuesta posible: que se sienten desanimados) | What can we infer from the word “cabizbajos” (p. 17) about the children’s attitude? (Possible response: they feel disheartened)

Use this mini-lesson with students who struggle with understanding how point of view influences event descriptions in La calle es libre.

POINT OF VIEW Use the following questions.

• Lean la descripción que hace el narrador en las páginas 9 y 10. ¿Creen que es una descripción positiva o negativa del cambio? ¿Qué palabras o frases nos ayudan a darnos cuenta? (Es una descripción negativa; “se volvieron cloacas”, “se llenaron de basura”, “se convirtió en barro”, “desaparecieron las flores”, “sólo quedaron unos cuantos árboles”, “los niños no tenían dónde jugar”) | Read the narrator’s description on pages 9 and 10. Do you think it is a positive or a negative description of the change? Which words or phrases help us realize it? (It’s a negative description.)

• ¿Cómo muestra el narrador que los cambios que hubo en el cerro afectaron a los niños? (Respuesta posible: describiendo los problemas que tienen cuando quieren jugar) | How does the narrator show that the changes on the hill affected the children? (Possible response: describing the problems they have when they want to play) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

1


SMALL GROUP TIME

UNLOCK THE TEXTLEVELS OF MEANING See p. 4 of this Teacher’s Guide for levels of meaning and text purpose.

STRUCTURE Present the title of the text and have children look at the pictures on pp. 4–9. Según el título y las ilustraciones, ¿de qué creen que se trata este cuento? ¿Quiénes son algunos de los personajes? | Based on the title and the illustrations, what do you think this story is about? Who are some of the characters?

LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to assess children’s understanding of aguzaron, vibraron, maullido, and petrificados. Also use the list of English cognates on p. 11 of this Teacher’s Guide to guide your English-speaking children as they read.

THEME AND KNOWLEDGE DEMANDS Activate children’s background knowledge. Explain that the story is about a cat who gets very excited when he spots a family of mice moving into the house next door. ¿Qué saben acerca de la relación que hay entre los gatos y los ratones en la naturaleza? ¿Por qué creen que Chato se entusiasma tanto al encontrar la familia de ratones? | What do you know about the relationship between cats and mice in nature? Why do you think Chato is so excited to come across the family of mice?

The Biliteracy Pathway provides a clear choice of both independent and teacher-directed options for engaging students during Small Group Time.

Quick Checks provide formative assessment opportunities to measure progress on a trajectory toward biliteracy.

Unlock the Text supports a deeper understanding of language and comprehension.

Grade 5, Unit 1

RGEN16_Bilit_HB_ImpGuide.indd 14 10/03/16 6:15 PM

IMP

LEM

EN

TAT

ION

GU

IDE

15

Escritura narrativa | Narrative WritingEstablecer el punto de vista del narrador | Establish a Narrator’s Point of View

SET THE PURPOSE Explain the three most commonly used points of view: En una narración en primera persona, el cuento se relata desde la perspectiva de uno de los personajes. En una narración limitada en tercera persona, el narrador no aparece en el cuento y tiene acceso a los pensamientos de un personaje. En una narración omnisciente en tercera persona, el narrador no aparece en el cuento y tiene acceso a los pensamientos de todos los personajes. | In a first–person narration, the story is told from the perspective of one of the characters. In a third–person limited narration, the narrator is not in the story and has access to one character’s thoughts. In a third–person omniscient narration, the narrator is not in the story and has access to all the characters’ thoughts.

TEACH AND MODEL Help students see how the writer establishes a third-person-omniscient point of view. Have them review pp. 2–17 of La calle es libre. Say: El narrador no aparece en el cuento y tiene acceso a los pensamientos de todos. | The narrator is not in the story and has access to everyone’s thoughts.

LEAD A SHARED WRITING ACTIVITY

• Prepare Explain that students will freewrite a third–person omniscient narrative. Have them consider what the narrator will say about how the characters think and feel.

• Organize Help students identify examples of precise language for describing a character’s thoughts and feelings. Tell students that as they choose words, they should think about ones that describe what only one character saw or felt.

• Write Model using various types of writing to enhance pacing. For example, write: Notó algo grande y peludo detrás de la silla. Se preguntaba qué podría ser. Cuando miró de cerca, gritó “¡Ay!”.

Práctica de escritura | Writing Practice

INDEPENDENT PRACTICE Ask students to freewrite, using the third-person-omniscient point of view to explain the characters’ motivations.

COLLABORATIVE PRACTICE Pair stronger writers with less proficient writers so they can benefit from peer modeling and support.

SHARE WRITING Ask volunteers to share their writing with the class.

OBJETIVOSOrientan al lector al establecer una situación y presentar al narrador y/o a los personajes; organizan una secuencia de sucesos que se desarrolla de forma natural.

Demuestran dominio de las normativas de la gramática del español y su uso al escribirlo o hablarlo.

Determinan o aclaran el significado de palabras o frases desconocidas y de significados múltiples basándose en lecturas de contenido académico.

OBJECTIVESOrient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on academic reading and content.


MIN

I-L

ES

SO

NM

INI-

LE

SS

ON

WH

OLE

GR

OU

P W

RIT

ING

WO

RK

SH

OP


Biliteracy Pathway Handbookle

CC

Ión

less

On

1

Joaquín se levanta cuando amanece para ir a la escuela con su hermanito Carlos. Joaquín y Carlos toman el autobús cerca de la autopista. En cuanto suben, Ramiro, el conductor, les pregunta cómo están. Él siempre está de buen humor. En la autopista, el sol se refleja en los parabrisas de los carros. Como siempre, Carlos pregunta cuánto falta. Joaquín mira hacia los rascacielos del centro. Allí queda su escuela, que se llama Gabriela Mistral.

DictadoPUNTOS A ENSEÑAR | TEACHING POINTS

homófonoshomophones

sustantivos comunes y propioscommon and proper nouns

palabras compuestascompound words

Read aloud the mentor text to accurately convey meaning, phrasing, intonation, and expression. Then reread the text, pausing after a phrase or sentence to have students echo the words of the text.

Convenciones | Conventions

sustantivos comunes y propios | Common and Proper Nouns

VOCABULARIO ACADÉMICO | ACADEMIC VOCABULARY

sustantivosnouns

mayúsculacapital, uppercase

propiosproper

comunescommon

TEACH AND MODEL Write your name on the board for the class, but do not use any capitalization. ¿En qué me equivoqué al escribir mi nombre? Mi nombre es un sustantivo propio y debe ir en mayúscula. | What is wrong with how I wrote my name? My name is a proper noun, which means that it must be capitalized. Remind students that a common noun names a general or nonspecific person, place, thing, or idea. A proper noun names a specific person, place, thing, or idea and is always capitalized.

PRACTICE Have students review a page of La calle es libre and make a list of all the proper and common nouns they find.


Read aloud the mentor text a third time, pausing to repeat appropriate sections as needed, as students write what you dictate. Have them reread their writing and correct any errors they find. Then reconstruct the mentor text and talk through the Teaching Points while students check and correct their writing.For more guidance, see p. TR16 and pp. 64–69 in the Biliteracy Pathway Handbook.


MIN

I-L

ES

SO

N

Joaquín se levanta cuando amanece para ir a la escuela con su hermanito Carlos. Joaquín y Carlos toman el autobús cerca de la autopista. En cuanto suben, Ramiro, el conductor, les pregunta cómo están. Él siempre está de buen humor. En la autopista, el sol se refleja en los parabrisas de los carros. Como siempre, Carlos pregunta cuánto falta. Joaquín mira hacia los rascacielos del centro. Allí queda su escuela, que se llama Gabriela Mistral.

DictadoPUNTOS A ENSEÑAR | TEACHING POINTS

homófonoshomophones

sustantivos comunes y propioscommon and proper nouns

palabras compuestascompound words

Read aloud the mentor text to accurately convey meaning, phrasing, intonation, and expression. Then reread the text, pausing after a phrase or sentence to have students echo the words of the text.

Read aloud the mentor text a third time, pausing to repeat appropriate sections as needed, as students write what you dictate. Have them reread their writing and correct any errors they find. Then reconstruct the mentor text and talk through the Teaching Points while students check and correct their writing.For more guidance, see p. TR16 and pp. 64–69 in the Biliteracy Pathway Handbook.

In every lesson, students are taught to carefully analyze, synthesize, write to sources, or defend claims through Modeled, Shared, Independent, and Collaborative Writing. In the first five lessons, a Dictado Mini-Lesson builds knowledge of spelling, grammar, and language conventions, culminating in an assessment.

The Dictado is an authentic instructional routine from Latin America. The Biliteracy Pathway provides Dictados in Spanish and English for side-by-side comparisons of language knowledge.

WHOLE GROUP WRITING WORKSHOP

Grade 5, Unit 1

A Conventions Mini-Lesson authentically and explicitly teaches the structures and features of Spanish.

RGEN16_Bilit_HB_ImpGuide.indd 15 10/03/16 6:15 PM

IMP

LEM

EN

TAT

ION

GU

IDE


PERFORMANCE-BASED ASSESSMENTUNIDADUNIT

OBJETIVOEscriben una narración, contando dos sucesos con detalles en secuencia.

OBJECTIVEWrite a narrative, recounting two sequenced events with details.

Evaluación de rendimientoPerformance-Based Assessment

TAREA DE NARRACIÓN | NARRATIVE TASKESCRIBIR SOBRE LA NATURALEZA | WRITE ABOUT THE OUTDOORS

Children will think about story characters and how they explored nature. They will then illustrate and write sentences about the story. They will include details that tell about where the characters went and what they found.

Children will:• illustrate two events in the order in which they occurred in the story.

• write a sentence to tell about each event and how Ricardete and his friends explore the outdoors.

• use correct end punctuation.

1

See p. 74 for reproducible copy in Spanish for distribution to children.

NOTE You may administer this assessment over multiple lessons.

Preparar | Prepare

REVIEW Discuss the Essential Questions: ¿De qué manera usan los lectores palabras descriptivas y detalles clave para comprender textos? ¿Cómo usan los escritores palabras para señalar el orden de los sucesos? | How do readers use describing words and key details to understand text? How do writers use words to show the order of events?

REVISIT THE TEXT Remind children that in the story, the characters visit many different outdoor places. Remind them of the illustrations and sentences that describe the various places the characters went. Say: ¿A qué lugares de la naturaleza fueron los personajes? ¿Qué palabras de los sentidos usó la escritora para dar detalles de esos lugares? ¿De qué manera las ilustraciones ayudan al lector a comprender qué les parece cada lugar a los personajes? | What places outdoors did the characters go? What sense words did the writer use to tell the reader details about those places? How do the illustrations help the reader understand how the characters feel about each place? Tell children that before they draw their pictures and write their sentences, they should think about what they learned about outdoor places in Los cazadores de monstruos. Remind children how the author used descriptive details and special words and phrases to develop the narrative. Then remind them of the steps in the writing process they learned; such as planning, drafting, and editing. Review the importance of writing sentences in the order in which story events take place. Remind children to follow these steps in the writing process as they work through this task.




Crear | Create

MATERIALS notebooks or paper; pencils, crayons, or markers; text: Los cazadores de monstruos

WRITE Have children work independently on their writing tasks, but circulate to assist them if they need help. Provide the Secuencia del cuento: A (Story Sequence A) graphic organizer for children to use in noting ideas for the two events in their story as they brainstorm. Then have children write their narratives.

DIGITAL OPTION If desired, you may incorporate technology into the Performance-Based Assessment. Once children have completed their pictures and sentences, scan their work into a computer. You may then project their work when they share their writing with the class.

Apoyo por andamiaje | Scaffolded Support

In order for all children to benefit from the Performance-Based Assessment, additional support can be provided as necessary.

CHECKLIST Provide a checklist, such as the one supplied on p. 74, that details expectations for this project. It will clarify for children what is being assessed.

GRAPHIC ORGANIZER Work with small groups to use the Story Sequence A graphic organizer. Have children cross out the middle box. Guide them to fill in the beginning box to show when Ricardete’s parents came home with a gift. Then guide them to complete the end box to show the events that took place later in the story.

SPANISH LANGUAGE DEVELOPMENT Encourage learners of Spanish to brainstorm words that describe outdoor places in their native language. Begin a word web on the board and ask volunteers to suggest words in Spanish that are related to outdoor places. You may wish to provide a writing model or writing framework for Spanish learners. See the Biliteracy Pathway Handbook for additional guidance on providing scaffolded writing support.

Secuencia del cuento: A

Comienzo

Desarrollo

Final

Título


Grade 1, Unit 1

PERFORMANCE-BASED ASSESSMENT

A Performance-Based Assessment (PBA) appears at the end of each Biliteracy Pathway module, and it matches the genre of the PBA in the paired English module (narrative, informative, or opinion). The Biliteracy Pathway PBA is designed to provide a meaningful comparison if students complete PBAs in both Spanish and English.

It is suggested that the PBA be administered over multiple sessions. Consider the following factors when establishing time allocations:

• Prior experience: How many PBAs have students taken up to this point?

• More complex PBAs in the intermediate grades are likely to require additional time on task.

• Scaffolding: If a teacher is using all the scaffolded support that is provided, the PBA will take longer to administer.

Clear objectives for the Performance-Based Assessment are provided at point-of-use in English and Spanish.

Step-by-step instructions guide the completion of the tasks.


IMP

LEM

EN

TAT

ION

GU

IDE

17

Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.


ESCRIBIR SOBRE LA NATURALEZALISTA DE REPASO

== ¿Usé la información de Cazadores de monstruos?

== ¿Incluí sucesos en los que se explora la naturaleza?

== ¿Puse los sucesos en el orden correcto?

== ¿Incluí una oración por cada dibujo?

== ¿Usé la puntuación final correcta?

TAREA DE NARRACIÓNESCRIBIR SOBRE LA NATURALEZA

Piensa en las personajes y en cómo exploraban la naturaleza. Vas a hacer dibujos y escribir oraciones sobre el cuento. Incluirás detalles que se tratan de dónde se fueron las personajes y qué encontraron allí.

Acuérdate de:• hacer dos dibujos en el orden en que los sucesos sucedieron en el cuento.

• por cada suceso escribir una oración que relata que pasó y como Ricardete y sus amigos exploraban la naturaleza.

• usar la puntuación final correcta.

1


Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.



You may wish to conduct a qualitative analysis to evaluate linguistic aspects of your biliterate children’s writing. See p. 85 of this Teacher’s Guide for guidance on how to synthesize children’s scores and assess their progress on a bilingual trajectory.

Narrative Writing Rubric

Score Focus Organization DevelopmentLanguage

and Vocabulary

Conventions

4

Narrative is clearly focused on the outdoor places the characters visited, using details from the text.

Narrative recounts two sequenced events. Sentences and pictures correspond.

Narrative effectively shows the theme of the outdoors through pictures and sentences.

Narrative includes two or more details that clearly describe characters, settings, or events.

Narrative includes two complete sentences with end punctuation; untaught words are spelled phonetically.

3

Narrative is about outdoor places visited in the text.

Narrative recounts two events. Sentences and pictures correspond.

Narrative shows some evidence of the theme of the outdoors through pictures and sentences.

Narrative includes one or more details that describe characters, settings, or events.

Narrative includes two sentences without end punctuation; untaught words are spelled phonetically.

2

Narrative is about one outdoor place visited in the text.

Narrative recounts one event. Sentence and picture correspond.

Narrative shows limited evidence of a theme of the outdoors or other theme through pictures or sentences.

Narrative includes one detail that tells the characters, settings, or events.

Narrative includes one sentence without end punctuation; untaught words are spelled phonetically.

1

Narrative is not about outdoor places visited in the text.

Narrative recounts one event. Sentence and picture do not correspond.

Narrative shows no evidence of a theme through pictures or sentences.

Narrative includes no details that tell the characters, settings, or events.

Narrative includes one fragment; untaught words are unintelligible.

0

Possible characteristics that would warrant a 0:• child does not write a narrative• narrative does not recount an event• narrative lacks any sense of organization


Grade 1, Unit 1

Rubrics offer teachers a simple way to evaluate student writing.


Presentar | Present

AUTHOR CELEBRATION Children share their writing with the class. Children have worked hard writing about the outdoors. They may be curious to hear what their classmates had to say about the theme. Have children share their work with the class.

• Organize the classroom: Find one big chair to be the author’s chair.

• Have children take turns sitting in the author’s chair and reading what they have written.

• As children read, encourage them to speak clearly and slowly.

• Post children’s work in the library corner or in another prominent place in the classroom. Title the display with wording from the selection, such as: “We’re not afraid of the outdoors.”

DIGITAL OPTION If you chose to incorporate technology into the Performance- Based Assessment, then use a computer, projector, and screen to display the scanned versions of children’s work. As authors share their writing with the class, project their pictures and sentences on a screen for the audience to see.

Reflexionar y responder | Reflect and Respond

LOOKING AHEAD For children who received a score of 0, 1, or 2 on the rubric, use the following suggestions to support them with specific elements of the Performance-Based Assessment. Graphic organizers and other means of support will help guide children to success as they complete other Performance-Based Assessments throughout the school year.

If . . . children struggle with writing events in sequence,

then . . . provide them with a story sequence graphic organizer to help them visualize the order of the events.

If . . . children need extra support with focusing on the outdoors theme,

then . . . give them other examples of outdoor places to help them better understand the theme.

If . . . children have trouble adding details about characters,

then . . . share and discuss books with strong character development to help children transfer their understandings to their own writing.

If . . . children need extra support with providing details about settings or events,

then . . . point out details of settings and events during read-alouds to help children transfer this understanding to their own writing.

1


Progress monitoring checks give teachers opportunities to differentiate or extend learning.

A student-facing reproducible page provides a description of the performance task and a checklist.


IMP

LEM

EN

TAT

ION

GU

IDE


LITERACY PROJECT

In Grades 3-6, a Literacy Project in every Biliteracy Pathway Unit provides students with an extended opportunity to work collaboratively on a meaningful task. Projects such as poetry workshops, research presentations, and Reader's Theater performances engage students and foster their ability to communicate in Spanish for academic purposes.

LITERACY PROJECTUNIDADUNIT

WRITE AND REVISE When students begin writing their stanzas, say: Recuerden usar algunos de los elementos de la poesía que incluyeron en sus tablas, así como las palabras sensoriales que escribieron en sus redes de palabras. Esto intensificará la descripción de la naturaleza. Traten de pintar una imagen con las palabras que elijan. | Remember to use some of the elements of poetry that you listed in your charts, as well as the sense words you wrote in your word webs. These will strengthen your description of the natural world. Try to paint a picture with the words you choose.

After students have completed a draft, encourage them to revise their work. Say: Lean sus estrofas y asegúrense de elegir las palabras que expresen mejor sus ideas. Traten de usar un lenguaje conciso, preciso y claro. Lean sus estrofas en voz alta para escuchar cómo suenan las palabras. Presten atención al ritmo y la fluidez. | Read your stanzas and make sure you chose the best words to express your ideas. Try to use precise, concise, and clear language. Read your stanzas aloud to hear how the words sound. Listen for rhythm and flow. Invite students to experiment and explore as they revise.

Review the list of poetic elements on the four-column chart that you created. Have students check that they have used at least one of the listed features. Remind them to use words that come from the five senses. Then have students edit for spelling, grammar, and punctuation as they combine their stanzas to create their group’s poems.

CREATE RECORDINGS AND VISUAL DISPLAYS Allow the groups time to practice reading their poems for the presentation. Have each group member read one stanza of the poem. Encourage students to read slowly and to enunciate their words, adding expression and drama to their voices. If possible, have students make audio or video recordings of their poems. Encourage them to add visuals or gestures that enhance the meaning of their poems.

DIGITAL OPTIONS Groups can prepare audio and/or visual representations of their poems in a slide format on a computer, and can then project their work for the class.

Presentar | Present

POETRY PERFORMANCE Have each group present its nature poem to the class, incorporating the audio/video recording and any other visuals or gestures. If they do a live performance, students should speak clearly and loudly as the rest of the class listens attentively. Encourage more reluctant readers to choral read their stanzas with a partner.

You can celebrate students’ poetry in a variety of ways, such as by inviting parents or another class to a Poetry Café. Arrange the classroom with desks set like café tables, with tablecloths and battery powered candles. Dim the lights and have groups take turns presenting their poems.

1


Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.



Poetry Workshop and Presentation Rubric

Score Collaboration Content/ Organization

Oral Presentation Skills

Language and

VocabularyConventions

4

Student participated actively in the group, making effective contributions and motivating others.

Stanza strongly reflects the topic, incorporates one or more poetic elements, and works effectively as part of the group’s poem.

Student speaks very clearly, smoothly, and at an appropriate volume, with effective use of eye contact and gestures.

Stanza includes precise, descriptive, sensory language.

Stanza has correct grammar, usage, spelling, capitalization, and punctuation.

3

Student participated actively in the group and made mostly effective contributions.

Stanza reflects the topic, incorporates a poetic element, and works as part of the group’s poem.

Student speaks fairly clearly, smoothly, and at an appropriate volume, with some use of eye contact and gestures.

Stanza includes adequate sensory language.

Stanza has a few errors but is completely understandable.

2

Student participated somewhat in the group but did not make effective contributions.

Stanza only minimally reflects the topic, does not clearly incorporate a poetic element, and does not work well within the group’s poem.

Student does not speak smoothly or clearly, is difficult to hear, and makes minimal use of eye contact and gestures.

Language in the stanza is not precise or sensory.

Stanza has some errors in usage, grammar, spelling, and/ or punctuation.

1

Student's participation in the group was minimal.

Stanza does not reflect the topic or include a poetic element. It does not work within the group’s poem.

Student is very hard to understand and does not make eye contact or use gestures.

Language in the stanza is vague, unclear, or confusing.

Stanza is hard to follow because of frequent errors.

0

Possible characteristics that would warrant a 0:• student does not write a stanza for the group poem• writing is unintelligible, illegible, or off-topic• student does not participate in group work and/or in the oral presentation

See the Biliteracy Pathway Handbook for additional guidance on supporting and evaluating the work of biliterate students.


Grade 3, Unit 1

Clear guidance and scaffolded support help all students participate successfully in the Literacy Project.

LITERACY PROJECTUNIDADUNIT

Preparar | PrepareBUILD BACKGROUND KNOWLEDGE Read aloud the poems “Sandía,” “Un mono,” and “Peces voladores” on p. TR33. Point out the name of the author and explain that Juan José Tablada was a famous Mexican poet. Then say: Vamos a volver a leer estos poemas como lo haría un poeta. | Let’s read these poems again the way a poet would. Lead a choral reading of the poems. Then discuss the elements of poetry. Ask: ¿En qué se diferencia la poesía de otros tipos de escritura? | How is poetry different from other kinds of writing? Create a four-column chart with the head “Elementos de la poesía” in the first column, and the titles of the three poems in the other columns. Have students look closely at the poems to identify poetic elements, such as the separate lines of text and rhymes (in “Sandía,” fría/sandía and carcajada/rebanada; in “Peces voladores,” solar/mar). List these examples in the corresponding rows and columns of the chart.

Add a row labeled “Palabras que describen los sentidos” to the chart. Say: Busquen en los poemas palabras sensoriales o palabras que describan uno o más de los cinco sentidos: la vista, el tacto, el olfato, el oído y el gusto. | Look for sensory words, or words that describe one or more of the five senses, in the poems: sight, touch, smell, sound, and taste. Add examples to the appropriate column. Next, read aloud the poem “Versos sencillos” by José Martí (p. TR34). Ask: ¿En qué se diferencia este poema de los otros poemas que acabamos de leer? | How is this poem different from the other poems we just read? Point out that this poem is longer and has three sections, called stanzas, and that each stanza has four lines. Discuss how the stanzas work together to tell about the traveler who is speaking in the poem.

Proyecto de lectoescrituraLiteracy Project

1

OBJETIVOSLeen poemas y reconocen elementos de la poesía.

Colaboran con otros para escribir, redactar y presentar poemas originales.

OBJECTIVESRead poems and recognize elements of poetry.

Collaborate with others to write, revise, and orally present original poems.

MATERIALS• copies of p. TR18

(Four-Column Chart), TR27 (Web A), and pp. TR33–TR35 (Poems)

• realia from nature, such as small stones, leaves, and flowers; and/or photos of nature such as landscapes or animals in the wild

• chart paper and writing journals

• pencils and art supplies

• computers and a printer

TAREA DEL PROYECTO | PROJECT TASKTALLER DE POESÍA Y PRESENTACIÓN | POETRY WORKSHOP AND PRESENTATION

Students will write poems in small groups and present them to the whole class.

Students will:• analyze and appreciate poems.

• work collaboratively to plan and write poems about the natural world.

• perform multimedia presentations of their poems for the class.

NOTE Allow three to five class sessions for students to complete the project.




ANALYZE POETRY Provide copies of the Four-Column Chart on p. TR18, after writing in “Elementos de la poesía” as the head of the first column and the titles of the three poems on p. TR35 as the heads of the other columns (“Los gansos,” “Los sapos,” and “La araña”). Choral-read the poems with students. Then have students work in small groups to analyze the poems and list examples of poetic elements on their charts. Then discuss the poetic elements that they identified.

Producir | Produce

PLAN IN SMALL GROUPS Explain to students that they will now work in small groups to write poems about the natural world. Say: Primero, cada grupo debe elegir un tema, por ejemplo, la vida en el océano. Cada miembro del grupo escribirá una estrofa del poema. Cada estrofa dirá algo sobre el tema. Por ejemplo, un estudiante podría escribir una estrofa sobre un arrecife de coral, y otro podría escribir una estrofa sobre las tortugas marinas. Trabajarán juntos para pensar en ideas, imágenes y palabras para sus poemas. | First, each group should choose a topic, such as life in the ocean. Each group member will write one stanza of the poem. Each stanza will tell something about the topic. For example, one student could write a stanza about a coral reef, and another could write a stanza about sea turtles. You will work together to brainstorm ideas, images, and words for your poems.

Provide the realia from and/or photos of nature and discuss how to plan the poems together. Say: Los poetas a menudo usan fotos u objetos de la vida real como fuente de inspiración para empezar a escribir. Una vez que hayan elegido un tema, pueden usar una red de palabras para hacer una lista de palabras descriptivas, imágenes y otras ideas para sus poemas. | Poets often use photos or real objects for inspiration as they begin to write. Once you choose a topic, you can use a word web to brainstorm descriptive words, imagery, and other ideas for your poems. You may wish to provide copies of Web A on page TR27. Circulate among the groups to help them generate and organize their ideas.

DIGITAL OPTIONS Have students find visual inspiration by using school-approved search engines to look for images of animals in nature. In addition, students can use a word-processing program to write the poems.

Scaf

fold

ed

Inst

ruct

ion

SPANISH LANGUAGE DEVELOPMENT

You can use a framework such as the following to model writing a stanza. Then have students use the same framework to write their stanzas.

(Nombre del animal)El/la __________ es como __________.También se parece a(l) __________.Me gusta como __________.El/la __________ es __________.

STRATEGIC SUPPORT

UNDERSTAND POETRY Use examples from the poem “Versos sencillos” to review the following:

• Poems are often written in short lines.• The words at the end of the lines often

rhyme.• The lines are often organized into stanzas

with the same number of lines and rhyming pattern.



imp

lem

en

tat

ion

gu

ide

19

cross-language connections lessons

The Cross-Language Connections Lessons can be flexibly integrated with the Module P literacy lessons or taught after the Performance-Based Assessment. Lesson topics build connections with instruction in the paired English module.

Four Cross-Language Connections lessons in each unit develop students’ metalinguistic skills through explicit comparisons of language features in Spanish and English. Making connections across languages supports English learners, Spanish learners, and heritage-language learners.

CONEXIONES ENTRE IDIOMAS | CROSS-LANGUAGE CONNECTIONS

Also see the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

15min

35min

25min

15min

CLC 3. Concordancia entre sujeto y verbo Subject-Verb Agreement

ENGAGE STUDENTS To clarify what students may or may not know about subjects and verbs, define the terms oración, sujeto, and verbo for students and give an example of each. Say: Una oración es una serie de palabras que expresa un pensamiento completo. Cada oración tiene un sujeto y un verbo. El sujeto dice de qué o quién trata la oración. El verbo debe concordar con el sujeto. Esto quiere decir que si el sujeto es singular (uno), el verbo también debe ser singular. Si el sujeto es plural (más de uno), el verbo también debe ser plural. | A sentence is a series of words that express a complete thought. Every sentence has a subject and a verb. The subject tells who or what the sentence is about. The subject and verb must agree. This means that if a subject is singular (one), the verb must also be singular. If the subject is plural (more than one), the verb must also be plural. Model with: La luna brilla. Las estrellas brillan.

CONNECT LANGUAGES Tell students that English, like Spanish, also has rules about subject-verb agreement. Reinforce that sujeto/subject and verbo/verb are cognates and have students apply their knowledge of grammar vocabulary in one language to confirm their understanding of the same vocabulary in the other language. Also cover with students rules for subject-verb agreement they know from earlier grades or that they may not have been explicitly taught in this grade, but are generally expected to know, such as present, past, and future tense (tiempo presente, tiempo pasado, tiempo futuro).

Then review what students know about subject-verb agreement in English and what they have specifically learned in Module B (see the Conventions mini-lessons in Lessons 6–9, pp. 241–301). Start and anchor chart with the column headings Español and English. Write examples of correct and incorrect subject-verb agreement in Spanish and in English. (e.g. Las estrellas son brillantes. El cielo estaban nublado./ The forest is vast. The animals is looking for food.) Have students identify the subject and verb in each sample sentence. As a class discuss which sentences are correct and incorrect and why. Remind students to apply what they know about subject-verb agreement rules in Spanish and English to discuss the examples.

COMPARE AND CONTRAST LANGUAGES Distribute the Venn Diagram graphic organizer (p. TR26). Have students work in pairs. Partners should take turns to label the circles Español and English and then write in the overlapping area how rules for subject-verb agreement in the two languages are alike. Then have partners take turns writing how they are different in the corresponding circles. Call on pairs to share their Venn Diagrams with the class. Create a class summary of English and Spanish subject-verb agreement rules on chart paper and display it in a visible part of the classroom. Revisit the summary as needed over the course of the unit or in subsequent units to reinforce similarities and differences in Spanish and English grammar rules and to help students improve their writing in both languages.

PRACTICE Give students examples of two sentences, one in English and one in Spanish, that use singular subjects and verbs. Have students change each subject to plural and change the verb form to reflect correct subject-verb agreement.

OBJETIVO

Aseguran la concordancia entre sujeto-verbo.

OBJECTIVE

Ensure subject-verb agreement.

92 Unidad 1 • Módulo P • Lección CLC 1

LEC

CIÓ

NLE

SSO

N1 Biliteracy Pathway

Teacher's Guide


25min

30min

20min

15min

OBJETIVO

Determinan y aclaran el significado de palabras o frases desconocidas, eligiendo con flexibilidad entre una serie de estrategias.

Reconocen cognados entre el inglés y español y explican las diferencias en su pronunciación y ortografía.

OBJECTIVE

Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.

Recognize Spanish-English cognates and explain differences in pronunciation and spelling.

CLC 4. Cognados | Cognates

ENGAGE STUDENTS Tell students that cognates (cognados) are words that have the same original word or root. Explain that cognates in English and Spanish have similar and sometimes identical spellings. Offer examples, such as sofá/sofa, planta/plant, and identical cognates such as coyote, usual, animal, plural. Ask students to skim through texts they have read in Spanish and English or recall additional cognates. List any Benchmark Vocabulary English cognates and false cognates that students have analyzed along the unit. The have students work in pairs to locate these words in Ahí viene el lobo gris and the Unit 1 Detective selections: expertos, kilómetro, magníficos, exterminador, voluntario, carpintero. For additional examples, list Spanish cognates supplied for the Module A anchor text (Treasure in the Trees) on p. 6 of the Scaffolded Strategies Handbook.

Have students recall which word-analysis strategies they can apply in both Spanish and English to figure out unkonwn word meanings. Guide a discussion about how Spanish and English have features in common because they both contain words of Greek and Latin origin. Have students apply what they know about base words and sound-spelling patterns in Spanish and English to recognize cognates. Discuss the false cognates discutir/discuss; arena/arena; and éxito/exit. Remind students to use context clues, or surrounding words and pictures, to confirm the meanings of English and Spanish words that look similar but are not related.

CONNECT LANGUAGES Model how to generalize knowledge of word parts in Spanish and English to figure out word meaning in either language. Present these terms from Ahí viene el lobo gris: distancia/distance, combate/combat, territorio/territory, abundancia/abudance, furioso/furious. Circle the word parts –ancia/ance; combat-; –orio/-ory; -ancia/ance; -oso/-ous. Elicit from students what is similar or different about each pair of roots or endings. Explain that some endings, such as –oso/-osa in Spanish and –ous in English, turn nouns, or words that name things, into adjectives, or words that describe. Point to furioso/furious. Ask which part of each word shows a noun. If needed, define furia and fury for students using TPR or simple synonyms. Then explain that the endings –-oso/ous change the noun in each language to an adjective. Say: Furioso significa “que muestra o siente furia”. | Furioso, means “feeling or showing fury.” Ask students to say what furious means in English.

COMPARE AND CONTRAST LANGUAGES Distribute the Three-Column Chart graphic organizer (p. TR24). Have students label the first two columns Español and English, respectively, and the third column Semejanzas y diferencias / Similarities and Differences. Have them work in groups to select three cognates that you provided earlier. Students should discuss why they are alike and different and add their analysis to the third column.

PRACTICE Have students scan the Spanish and English texts they have read to locate cognates and false cognates. Have students list each cognate/false cognate pair side by side in their journals. Students should give the correct meaning for any false cognates they note.

Unit 1 • Module P • Lesson CLC 4 93

Grade 3, Unit 1

CONEXIONES ENTRE IDIOMAS | CROSS-LANGUAGE CONNECTIONS

30min

25min

20min

15min

This lesson also provides language transfer support for the Foundational Skills mini-lesson on pp. 8 and 24.

OBJETIVO

Usan afijos y raíces comunes del griego y del latín, adecuados al nivel de grado, como claves para entender el significado de palabras.

OBJECTIVE

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.

CLC 1. Prefixes | Prefijos

ENGAGE STUDENTS Guide a discussion to review what students learned about word parts and prefixes (see Lesson 1, p. 8). Write prefijo and circle pre-. Reinforce that pre- means before (antes) and that prefixes are word parts added to the beginning of a base word to modify the word’s meaning.

Then write the words hizo and enchufar and ask students to explain how adding the prefix re- to each word changes its meaning. (re- means repetition; adding it to each word means each action is done again) Repeat with the prefix des-. (des- means negation; adding it to each word implies negation or the opposite) Clarify that not all words that begin with the suffixes re- (e.g. regañar) and des- (e.g. desmayarse) denote repetition or negation. Students should use context to confirm meaning. Have students work in small groups to brainstorm two words with the prefix re- and two with the prefix des- and write a definition for each. Have a member of each group write its words and definitions on chart paper. Set up a four-column chart titled Prefijos/Prefixes. Label the first and third columns Prefijo re- and Prefix re-, respectively. Have students use some of the words they brainstormed in sentences and write them in the first column. Then label the second and fourth columns Prefijo des- and Prefixes re-, un-, dis-, respectively and have students add sentences to the third column using words they brainstormed earlier. Say: Vamos a comparar en qué se parecen y en qué se diferencian algunos prefijos en español e inglés. | We'll compare how some prefixes in Spanish and English are alike and different.

CONNECT LANGUAGES Say: Sabemos que los prefijos en español cambian el significado de una palabra base. Los prefijos en inglés también cumplen la misma función. | We know that prefixes in Spanish change the meaning of a base word. Prefixes in English serve the same purpose. Tell students that as they read texts in English over the course of this unit, they might encounter words with the prefixes re-, un-, and dis-. Explain that the prefix re- also signifies repetition in English. Model adding re- to the base words do, lock, and locate and have students explain how the prefix changes the meaning of words. Then explain that the English prefixes un-, and dis-, like the Spanish prefix des-, imply negation or the opposite. Have students of mixed Spanish and English proficiency levels work in groups to brainstorm words in English that contain each prefix and have them write a definition for each. Students can consult dictionaries, if needed. Ask each group to share their words and definitions and add them to the chart paper.

Call on each group to use the English words with the prefix re- that they brainstormed in sentences. Write each sentence in the second column. Then have them add sample sentences to the fourth column using words they brainstormed earlier containing the prefixes un- and dis-.

COMPARE AND CONTRAST LANGUAGES Guide students to compare and contrast the Spanish prefix des- with the English prefixes un- and dis-. Remind students that not all words that start with those letters are words with prefixes and that students must use context and their knowledge of base words in to confirm word meanings.

PRACTICE Have students pairs look up or brainstorm additional words in Spanish and English with the prefixes they learned about and use them in sentences.

90 Unidad 1 • Módulo P • Lección CLC 1

Biliteracy Pathway Teacher's Guide


leC

CIó

nle

ssO

n1

20min

30min

25min

15min

This lesson also provides language transfer support for the Foundational skills mini-lessons on pp. 16, 24, and 72.

OBJETIVO

Usan afijos y raíces comunes del griego y del latín, adecuados al nivel de grado, como claves para entender el significado de palabras.

OBJECTIVE

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.

CLC 2. Sufijos | Suffixes

ENGAGE STUDENTS Review with students what they have learned about word parts and suffixes in Module P. Write sufijo and reinforce that suffixes are added to the end of a base word. Contrast the term with prefijo. Write the base word dolor. Call on students to define the word. Add the suffix -oso to the base word and ask: ¿Cómo cambia el sufijo –oso el significado de la palabra dolor? | How does adding the suffix –oso change the meaning of the base word dolor? Then repeat using different base words and the suffixes –ido, -ado, -able, -ible. Guide Spanish-language learners to understand the meaning of each suffix using TPR or realia to act out or show visual examples of each word with a suffix. Remind students they can also use context, such as surrounding words and pictures, to confirm the meaning of a word with a suffix. Also review diminutivos and aumentativos (diminutives and augmentatives) with students and discuss how they change the meaning of the base word.

CONNECT LANGUAGES Say: Sabemos que los sufijos en español cambian el significado de una palabra base. Los sufijos en inglés también cumplen la misma función. | We know that prefixes in Spanish change the meaning of a base word. Suffixes in English serve the same purpose. Tell students that they might seen words with the English suffixes –ible, -able, and –ous in the English texts they have read. Start an anchor chart titled Base Words and Suffixes / Palabras base y sufijos. Label the left and right columns Spanish and English, respectively. List the base words terror, agradar, and maravilla in the left column. Call on students to define or give synoyms for each word to ensure everyone understands the meaning of each word. Write a plus symbol next to the word terror followed by the suffix –ible. Have the class say what Spanish word they can form by joining the two words and dropping some letters to follow spelling rules (terrible). Then write terror + -ible in the right column and have students say what English word they can form by joining the two words and applying English spelling rules. (terrible) Summarize the spelling rules in both languages. Alternately, model on the board how you formed the word in each language by dropping the last two letters in terror before adding the letters –ible.

Then have students say what Spanish words they can form by combining agradar and –able and maravilla and -oso. (agradable; maravilloso) List the words agree and marvel in the right column of the chart. Have students say what English words they can form by combining agree and –able and maravel and -ous (agreeable; marvelous). Point out that in these instances, they did not have to drop any letters from the English base words before adding suffixes.

COmpArE AND CONTrAST LANGUAGES Guide students to compare and contrast the Spanish suffixes -ible, -able, oso, osa with the English suffixes –ible, -able, -ous. Have students work in small groups to brainstorm examples of Spanish and English words with the pertinent suffixes. Have students compare and contrast base words and endings and discuss spelling patterns.

prACTICE Ask students to use at least three of the words they brainstormed or looked up in each language in sentences. Remind them to use dictionaries to confirm word meanings and spellings.

Unit 1 • Module P • Lesson CLC 4 91


imp

lem

en

tat

ion

gu

ide


Paired Literacy SupportUNIDAD 1UNIT 1

MODULE BMODULE P

+ }

Launch and Teach Module B

Make Biliteracy ConnectionsConsider the following options to support English literacy instruction and help students access all their language resources as they progress through Module B.

CROSS-LANGUAGE CONNECTIONS The Cross-Language Connections lessons (pp. 90–93) build on skills and concepts taught in Module P and prepare students for skills and concepts taught in Module B. See the chart below for more details.

Module P Cross-Language Connections Module B

Lesson 1, p. 8; Lesson 3, p. 24

CLC.1 Prefixes Builds background knowledge about prefixes for all modules.

Lesson 2, p. 16; Lesson 3, p. 24; Lesson 9, p. 72:

CLC.2 Suffixes Builds background knowledge about suffixes for all modules.

Lesson 5, p. 47 CLC.3 Subject-Verb Agreement Lesson 3, p. 241; Lesson 4, p. 251; Lesson 6, p. 271; Lesson 7, p. 281; Lesson 8, p. 211; Lesson 9, p. 301

Lesson 4, p. 32; Lesson 6, p. 50; All Benchmark Vocabulary lessons

CLC.4 Cognates and False Cognates

Lesson 5, p. 253; Lesson 15, p. 353; Scaffolded Strategies Handbook, pp. 90–91

FOUNDATIONAL SKILLS SUPPORT See the Contrastive Analysis Charts in the Biliteracy Pathway Handbook for information regarding the transferability of the specific word-analysis and phonics skills taught in this module and Module B.

ANCHOR CHARTS When introducing academic concepts or vocabulary, refer to any relevant Module P anchor charts that you created with students. You may wish to create new anchor charts to record English academic vocabulary, English language structures, and cognates from the Module B reading selections.

Pair Module P with Module B to complete instruction for Biliteracy Pathway Unit 1.

94 Unidad 1

Text Collection

Teacher’s Guide

Scaffolded Strategies Handbook



Biblioteca de textos nivelados

Colección de textos en línea

Sleuth

Scaffolded Strategies Handbook

Module B Trade Book

Look for these lessons:

▸ Unlock the Text, pp. 26–45

▸ Unlock the Writing, pp. 181–186

▸ Unlock Language Learning, pp. 374–380

Look for these features:

▸ Scaffolded Instruction for English Language Learners

▸ Scaffolded Instruction for Strategic Support

Since students will have read the Detective selections in Spanish, consider these options during Small Group Time in Lessons 3 and 13:

▸ Challenge students with the Close Reading Extension activity.

▸ Instead of having students read the Sleuth selections, provide additional support for reading the anchor text and/or supporting texts.

Teacher’s Guide, Unit 1, Module B, pp. 200–399

Support for English Language Learners in Module B

DICTADO Administer a Dictado in English over three to five days, such as the sample provided below, to assess students’ knowledge of the English spelling, grammar, and punctuation skills listed in the Teaching Points. Use students’ written work to assess individual needs for additional support with English conventions or foundational skills. For detailed guidance, see p. TR16 and pp. 64–69 in the Biliteracy Pathway Handbook.

MIN

I-L

ES

SO

N Dictado

TEACHING POINTS

coordinating conjunctions syllable patterns V/CV, VC/V vowel digraphs ee, ea, ai, ay, oa, ow

Tropical rain forests are found in places that are hot and wet all year. The trees grow very tall, and their leaves stay green. The tops of the trees form a layer called the canopy. The leaves in the canopy get lots of rain and sunlight.

ENGLISH ORACY DEVELOPMENT The strategies and routines used in Module P can also be applied to supporting oracy development of English language learners in Module B. See pp. TR12–TR15 for oracy development resources.

ADDITIONAL SPANISH LITERACY DEVELOPMENT You may wish to use the following resources:

• Biblioteca de textos nivelados (Leveled Text Library)• Colección de textos en línea (Online Text Collection)• Optional Resource: Palabras a su paso™

Unit 1 95

paired literacy support

The paired English modules have a wealth of resources to meet the needs of English Language Learners.

Suggestions for an English Dictado build on skills instruction in the paired module and provide an opportunity for a side-by-side comparison of Dictado assessments in English and Spanish.

The Paired Literacy Support pages provide detailed guidance on the transition from Spanish to English literacy instruction, as students move from the Pathway Module (Module P) into the paired English module (Module A or B).

Specific information is provided about how the Cross-Language Connections Lessons link Spanish literacy instruction in Module P with English literacy instruction in the paired English module, developing students’ metalinguistic awareness and proficiency in both languages.

Grade 3, Unit 1


imp

lem

en

tat

ion

gu

ide

21

Wrap-Up

Sample Prompt Scaffolded Frames: Spanish Scaffolded Frames: English

Compare how the illustrations help you understand the central message in Ahí viene el lobo gris and Treasure in the Trees.

Las ilustraciones de _______ me dicen que _______.

The illustrations in _______ tell me that _______.

Las ilustraciones de _______ y las de _______ se diferencian porque _______.

The illustrations in _______ and in _______ are different because _______.

Se parecen porque _______. They are similar because _______.

Give examples of how the writer conveys information about main ideas by using illustrations.

En la página _______ el escritor usa la ilustración de _______ para indicar que la idea principal es _______.

On page _______ the writer uses the illustration of _______ to indicate that the main idea is _______.

Discuss what the people in these stories learned about the environment around them.

En _______ , _______ aprendieron que _______ porque se dieron cuenta de _______.

In _______, _______ learned that _______ because they realized that _______.

APPLY THE ENDURING UNDERSTANDINGS Assign one or more prompts that ask students to apply the Enduring Understandings to Ahí viene el lobo gris and Treasure in the Trees, or other Spanish and English texts from this unit. Choose a prompt from the chart or create your own, providing sentence frames as needed. If you wish, begin by modeling the activity using one of the Enduring Understandings. Then have students work with partners or in small groups to prepare a response to share with the class. To verify how well students understand the concepts, allow them to choose the language of their response. If you wish, follow up with questions in the other language. Note whether students may have grasped the concepts but need support with vocabulary and language structures in one or both languages.

Los alumnos comprenden que la observación les puede dar pistas sobre las cosas del mundo que los rodea. | Learners understand that observation can give them clues about things in the world around them.

MODULE B ENDURING UNDERSTANDINGSReaders understand central messages or main ideas by looking closely at the details used to support them. | Los lectores comprenden los mensajes o ideas principales mirando con atención los detalles de apoyo.

Writers understand how to convey information about main ideas and details through text features and illustrations. | Los escritores comprenden cómo transmitir información sobre ideas principales y detalles a través de los elementos del texto y las ilustraciones.

MÓDULO P COMPRENSIONES DURADERAS | MODULE P ENDURING UNDERSTANDINGSLos lectores comprenden que las fotografías, las ilustraciones y los detalles sirven para dar sentido a lo que leen. | Readers understand that photographs, illustrations, and details help them make sense of what they read.

Los escritores comprenden que tanto la información como las ideas se pueden comparar y contrastar. | Writers understand that information and ideas can be compared and contrasted.

Synthesize Biliterate LearningAfter students complete Module P and Module B in Biliteracy Unit 1, help them synthesize the knowledge they have acquired as biliterate learners.

UNIDAD 1UNIT 1

96 Unidad 1

bil

ite

ra

cy

to

olk

it

Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Grade Unit

RUBRIC foR BIlIteRate wRIteRs

Quantitative CriteriaCompare rubric scores from the Spanish and English Performance-Based Assessments in this unit.

Qualitative CriteriaAnalyze Spanish and English writing samples for specific examples of cross-language transfer. For more information, see the Contrastive Analysis Charts.

Spanish Score Performance-Based Assessments English Score

0 1 2 3 4 Focus 0 1 2 3 4

0 1 2 3 4 Organization 0 1 2 3 4

0 1 2 3 4 Development 0 1 2 3 4

0 1 2 3 4 Language and Vocabulary 0 1 2 3 4

0 1 2 3 4 Conventions 0 1 2 3 4

Language FeatureEnglish Influences on Spanish Writing

Spanish Influences on English Writing

Features Correctly Applied in Both Languages

Approximations of Language Conventions

▶ Sentence structures and word order

▶ Agreement (number, gender, subject/verb) and other usage issues

▶ Punctuation (questions, exclamations, dialogue, etc.)

Word ChoiceCode-switching, borrowed words, adapted words, etc.

Spelling Approximations ▶ Spanish influence: "laic" for like ▶ English influence: "siya" for silla

Topics for Additional Support or ExtensionIn Spanish:

In English:

72 Part 2 • Biliteracy Toolkit

Teacher’s Guide

Assessment Teacher’s Manual



The Rubric for Biliterate Writers facilitates a side-by-side comparison of students’ Performance-Based Assessments for Module P and Module B. Use the first chart to gather quantitative data; use the second to gather qualitative data for each student.

Assess Progress on the Bilingual TrajectoryAt the conclusion of this unit, use formative and summative assessment tools to monitor students’ progress as biliterate learners.

FORMATIVE ASSESSMENTS Use your findings from the Reading and Writing Keystones built into each module to inform your planning for the next unit of instruction.

SUMMATIVE ASSESSMENTS

• Dictado Use each student’s final Spanish Dictado from Lesson 5 of Module P and final English Dictado from p. 95 of this Teacher’s Guide to assess mastery of grammar, spelling, punctuation, and vocabulary in each language.

• Performance-Based Assessments Use individual scores from the rubric on p. 83 of Module P and p. 397 of Module B to gauge students’ mastery of writing standards.

To monitor students’ progress toward developing informative/explanatory competencies in Spanish and English, use the Rubric for Biliterate Writers on p. 72 of the Biliteracy Pathway Handbook. Use the results of your analysis to plan future instruction targeted at those skills needing further reinforcement in Spanish and/or English.

Unit 1 97

Unit wrap-Up

Scaffolded sentence frames in Spanish and English support students as they apply the Enduring Understandings to the texts they have read in Spanish and English over the course of the unit.

Formative assessments, summative assessments, and rubrics provide detailed information that can be used for side-by-side comparisons of students’ progress in acquiring literacy in Spanish and in Engliish.

The Unit Wrap-Up offers an opportunity for students to synthesize what they have learned in Spanish and in English by revisiting the Enduring Understandings. A variety of assessment tools help measure students’ growth as biliterate learners.

Grade 3, Unit 1


IMP

LEM

EN

TAT

ION

GU

IDE


SUGGESTIONS FOR VARIOUS PROGRAM MODELS

Biliteracy classrooms across the United States have implemented a wide variety of program models based on the goals of the school or district, student and teacher characteristics, community priorities, and other factors. Regardless of the model, the approach to literacy instruction within these program models generally falls into two categories:

• With a sequential approach, literacy instruction is delivered in one language for a extended period of time, such as a week or two weeks, and then in the other language for the same period of time, before repeating the cycle.

• With an integrated approach, time is dedicated every day (or on alternate days) to literacy instruction in both languages.

Many biliteracy program models also connect literacy instruction with content-area curriculum in science, social studies, and/or math.

The ReadyGEN Biliteracy Pathway is designed for flexible use within a multitude of program models, including models that connect literacy with content-area instruction, whether the approach to Spanish and English literacy instruction is sequential or integrated.

The Sequential Approach When using the ReadyGEN Biliteracy Pathway with a sequential approach, it is ideal to teach all of Module P first, including the Performance-Based Assessment (PBA). In Grades 3-6, the Literacy Project follows the PBA. The Cross-Language Connections (CLC) Lessons can be flexibly taught at useful points during the Module P lessons or after the Module P PBA.

The following charts show a sequential approach to a biliteracy unit for Grades K-2 and 3-6.

SAMPLE BILITERACY UNIT, GRADES K–2Sequential Approach (90–120 minutes per day)

Days 1–8 Days 15–26 or 27

Unit 1, Module P, Lessons 1-8 Unit 1, Paired English Module, Lessons 1-13 (if Module A is the Paired Module) OR

Unit 1, Paired English Module, Lessons 1-12 (if Module B is the Paired Module)

Days 9–10 Days 27–28 or 28–29

Unit 1, Module P, Performance-Based Assessment

Unit 1,Paired English Module (A or B), Performance-Based Assessment

Days 11–14 Day 29 or 30

Unit 1, Module P, Cross-Language Connections Lessons 1-4

Unit 1 Wrap-Up


IMP

LEM

EN

TAT

ION

GU

IDE

23

If your schedule for alternating languages does not correspond to the time frame needed to complete an entire ReadyGEN module, you may adjust the sequence of lessons from the Spanish and English modules as necessary. Note that it is preferable to complete the reading of the module anchor text in one language before switching to the other language of instruction.

The Integrated Approach Program models that use an integrated approach dedicate time every day (or every other day) to Spanish and English literacy instruction. Accepted time allocations for biliteracy instruction include these percentages for Spanish and English: 50/50, 60/40, 70/30, 80/20, or 90/10. The ReadyGEN Biliteracy Pathway can be adapted to each of these formats.

If you allocate 70%-90% of your instructional time to Spanish literacy, you may wish to use some of that time to connect the ReadyGEN unit themes and topics to specific content in your social studies, science, or math curriculum. For a listing of possible topics, see the Content-Area Connections Charts on p. 29.

If you allocate 10%-30% of your instructional time to English literacy, you may not be able to cover the entire paired English module. Instead, establish literacy, language, and content goals in English and use them to plan instruction and select appropriate activities. If you do not administer the English PBA, you can use tools such as the Reading and Writing Keystones, the Quick Checks, the Check Progress assessments, and an English Dictado to measure students’ progress in acquiring literacy in English.

Pages 24-28 provide general guidelines for using the Biliteracy Pathway with the most common time allocations for literacy instruction in Spanish and English.

SAMPLE BILITERACY UNIT, GRADES 3–6Sequential Approach (90–120 minutes per day)

Days 1–9 Days 20-37

Unit 1, Module P, Lessons 1-9 Unit 1, Paired English Module (A or B), Lessons 1-18

Days 10–11 Days 38-39

Unit 1, Module P, Performance-Based Assessment

Unit 1, Paired English Module (A or B), Performance-Based Assessment

Days 12–15 Day 40

Unit 1, Module P, Literacy Project Unit 1 Wrap-Up

Days 16-19

Unit 1, Module P, Cross-Language Connections Lessons 1-4


IMP

LEM

EN

TAT

ION

GU

IDE


A 50/50 Time Allocation

(50% Spanish literacy, 50% English literacy) Total Time for Literacy Instruction: 90-120 minutes per day

Spanish Literacy Instruction 45-60 minutes per day

• Begin teaching the Module P lessons before you start the lessons in the paired English module (Module A or B).

• After completing the Spanish literacy lessons in Module P, administer the Performance-Based Assessment (PBA).

• In Grades 3-6, conduct the Literacy Project after the PBA.

• The Cross-Language Connections Lessons can be flexibly integrated with the literacy lessons in Module P or after the Module P PBA.

• Because of the staggered start, Module P will be completed several sessions before the paired English module is completed. During this time you might develop oracy in Spanish, allow time for independent or partner reading of self-selected books, or lead a Shared Writing activity on a topic related to the unit theme. You could also begin the next unit.

English Literacy Instruction 45-60 minutes per day

• Delay the start of the paired English module for several sessions, until the reading of the Module P anchor text is almost completed. This will facilitate the transfer of concepts and skills from Spanish to English, and will allow you to space out the PBAs in Spanish and English. Instead, for the first several class sessions, you might finish up a previous unit, develop oracy in English, allow time for independent or partner reading of self-selected books, and/or lead a Shared Writing activity on a topic related to the unit theme.

• When you begin teaching the paired English module, make connections with the texts and concepts that students have explored in Module P.

• After completing the English literacy lessons in the paired English module, administer the PBA.

At the end of the unit, use the Unit Wrap-Up to synthesize learning and monitor students’ progress in Spanish and English. Compile the information from the formative and summative assessments that you have administered over the course of the unit. Use the rubrics on pp. 69-73 to do a side-by side comparison of students’ progress in oral language, reading, and writing in Spanish and English.


IMP

LEM

EN

TAT

ION

GU

IDE

25










• Because of the staggered start, Module P will be completed several sessions before the paired English module is completed. During this time you might develop oracy in Spanish, allow time for independent or partner reading of self-selected books, or lead a Shared Writing activity on a topic related to the unit theme. You could also begin the next unit.


• Since you have less instructional time in English, you may wish to condense some of the activities so that the overall duration of the Spanish and English modules is roughly the same.

• Delay the start of the paired English module for several sessions, until the reading of the Module P anchor text is almost completed. This will facilitate the transfer of concepts and skills from Spanish to English, and will allow you to space out the PBAs in Spanish and English. Instead, for the first several class sessions, you might finish up a previous unit, develop oracy in English, allow time for independent or partner reading of self-selected books, and/or lead a Shared Writing activity on a topic related to the unit theme.

• When you begin teaching the paired English module, make connections with the texts and concepts that students have explored in Module P.

• After completing the English literacy lessons in the paired English module, administer the PBA.


IMP

LEM

EN

TAT

ION

GU

IDE









• Use the additional instructional time in Spanish to develop oral language and writing with engaging prompts related to the unit theme. Allow time for independent or partner reading. You may wish to collaborate with another teacher to connect biliteracy instruction with your science or social studies curriculum. See the Curriculum Connections chart on p. 29 and “Building a Biliteracy Unit” on pp. 32-33.


• Decide on your English literacy goals for the unit and plan instruction accordingly, choosing oral language activities, texts, and writing assignments from the paired English module that can be accommodated within the time allocated, for the duration of the unit.

• For the first several class sessions, develop oracy in English and allow time for independent or partner reading of self-selected books. You might also include Shared Writing, Collaborative Writing, or journal writing on a topic related to the unit theme.

• When the reading of the Spanish anchor has been completed, read one or more selected texts in the paired English module. Incorporate writing through journal writing, the Writing Workshops in selected lessons and/or through the “Scaffolded Lessons for the Writing Types” in the Scaffolded Strategies Handbook.

• Use tools such as the Reading and Writing Keystones, the Quick Checks, the Check Progress assessments, and an English Dictado to measure students’ progress in acquiring literacy in English.



IMP

LEM

EN

TAT

ION

GU

IDE

27

An 80/20 Time Allocation












• For the first several class sessions, develop oracy in English and allow time for independent or partner reading of self-selected books. You might also include Shared Writing, Collaborative Writing, or journal writing on a topic related to the unit theme.




imp

lem

en

tat

ion

gu

ide












• For the several class sessions, develop oracy in English and allow time for independent or partner reading of self-selected books. You might also include journal writing on a topic related to the unit theme.





imp

lem

en

tat

ion

gu

ide

29

ConneCting the BiliteraCy Pathway with Content-area learning

Use the charts below to plan instruction that connects unit-level themes and topics in the ReadyGEN Biliteracy Pathway with your social studies, science, and/or math content. See “Building a Biliteracy Unit” on pp. 32-33 for additional information.

CONTENT-AREA CONNECTIONS, GRADES K–2

Unit Kindergarten Grade 1 Grade 2

1animal homes, habitats learning about animals,

observing the worldneighbors, communities, urban and rural life

2then and now, growing and changing

school communities, citizenship, diversity

making decisions, managing money

3weather changes, climate giving to others, making

decisions about moneymaking a difference, inventions and innovations

4exploring cultures how plants grow, caring for

the environmentfacing challenges, natural disasters, exploring space

5patterns in nature, how plants grow and change

observing nature, space exploration, the moon, legends and folklore

journeys to freedom, migration, life in the West

6neighbors, communities, community workers

celebrating our nation, welcoming diversity, symbols of freedom

changing the world, inventions, technology, showing leadership

CONTENT-AREA CONNECTIONS, GRADES 3–6

Unit Grade 3 Grade 4 Grade 5 Grade 6

1 observing nature, space exploration

observing nature, becoming a researcher

interdependence, caring for the environment

ancient cultures, archeology, folklore

2communities, exploring cultures

exploring cultures, fables and folklore, geography

courage, breaking barriers, working for change

energy sources, conservation, geography

3weather, natural disasters, legends and folklore

earth’s forces, impact of natural disasters

space technology, understanding the universe

courage, diversity, civil rights, heroes

4citizenship, heroes, government

managing money, innovations, making a difference

migration, journeys of exploration, culture and history

inventors and innovations, new technologies


WHAT THE RESEARCH SAYSEducational policies in the United States have generally viewed emergent bilinguals from a monolingual perspective. Students who are exposed to languages other than English at home and in their communities have often been viewed either through the lens of a deficit model—which sees the exposure to non-English languages mainly as an obstacle to acquiring English—or with the belief that bilingualism is merely a doubled monolingualism (Flores and Schissel, 2014). But current research by linguists and educators leads us to a new understanding of emergent bilinguals, recognizing that they have one “linguistic repertoire” that they use strategically, drawing upon resources in both languages. Languages do not exist as discrete, separate entities within the mind of the bilingual person. Instead, language practices are flexible, fluid, and complex (García, 2011). The explicit development of oracy and of metalinguistic strategies will help emergent bilingual students develop the specific language practices that support biliteracy and academic success.

The Role of OracyOracy skills are the listening and speaking skills needed to demonstrate appropriate command of language in an academic context. Oracy instruction promotes classroom talk as a vehicle for simultaneously developing students’ critical thinking skills as well as oral stamina, fluency, and automaticity in a language.

National and international research findings point to the benefits of building oracy in monolingual and bilingual learners alike. Oracy development in the classroom is a mainstay of literacy instruction in several Latin American countries (Escamilla, et. al., 2013).

Biliterate students benefit from activities that, through scaffolding, encourage varied forms of talk for varying purposes. Through modeling and gradual exposure to increasingly sophisticated language structures and specialized vocabulary, students learn to respond orally and in writing to the demands of specific literacy tasks.

Biliterate learners need regular and sustained exposure to the similar and differing ways in which two languages are used for purposes such as stating opinions, presenting arguments, persuading, retelling, summarizing, expressing agreement or disagreement, or comparing and contrasting. Of equal importance to students’ bilingual development is aural and oral exposure to the varying registers and nuances of a language, as conveyed through puns, idioms, jokes, songs, and rhymes, among other expressions.

Use the oracy lessons in the ReadyGEN Biliteracy Pathway to develop a strong oral foundation for all your biliterate students. Your customized oracy instruction should precede the reading of a text, and be designed to strategically preteach the vocabulary and language structures students will need.

The Role of Metalinguistic Strategies Biliterate students are continually learning to think in two languages while building an understanding of how each language works. As learners identify, analyze, and compare sounds, symbols, word forms, and word order in one language, they often apply those strategies to gain insights into another language. Research suggests that as biliterate

BIL

ITE

RA

CY

TO

OLK

IT


RGEN16_Bilit_HB_Article.indd 30 15/03/16 2:19 PM

learners explore commonalities and differences between languages, either independently or through explicit ongoing instruction, they develop higher-order thinking skills, such as pattern recognition and problem solving (Cloud, et. al., 2000). Not only do these skills improve students’ understanding of and competence in both languages, they also enhance learning in other subject areas.

The ReadyGEN Biliteracy Pathway develops metalinguistic strategies through a variety of instructional features, including the following:

•The Cross-Language Connections Lessons use concrete activities and tap into students’ awareness of language to compare and contrast features of Spanish and English. Students talk about language and transfer what they know about one language to the other to make meaningful connections.

•The Dictado Mini-Lessons provide purposefully constructed mentor texts in Spanish and English. The texts are dictated to students and then analyzed to reinforce concepts of print; to review rules of capitalization, spelling, grammar; and to learn new vocabulary.

•The Unit Wrap-Up activities provide prompts and scaffolded language structures that help students connect their learning of content, language, and big ideas in Spanish and in English.

Code-Switching and Biliterate LearnersCode-switching is the practice of alternating between languages or between standard and nonstandard forms of language in a spoken or written sentence. Combining languages to express a thought, particularly within a single sentence, is often considered problematic and detrimental to developing full language proficiency. However, research suggests that code-switching is an indication that students are using language strategically (Escamilla, et. al., 2013).

Language learners, particularly at the beginner level, often borrow known words from a primary language to express a complete thought in the target language. The practice of code-switching is not limited to emerging or intermediate-level learners; in fact individuals with high levels of bilingual proficiency may regularly engage in code-switching in certain social or academic contexts. Because students who code-switch are drawing from their knowledge of two languages, they are still applying their knowledge of vernacular rules to communicate. Research shows that through guided analysis of individual students’ code-switching patterns, educators can use students’ linguistic knowledge bases as a springboard for teaching language appropriate to task and situation (Potowski, 2010).

Use code-switching examples as a way to talk about language. Instead of calling out errors, or labeling language as good or bad, draw attention to patterns. Label mixed-language use or code-switching as appropriate or inappropriate to various settings.

WORKS CITEDCloud, N., Genesee, F., Hamayan, E. (2000). Dual Language Instruction: A Handbook for Enriched Education. Boston, MA:

Heinle & Heinle.

Escamilla, K., Hopewell, S., Butvilofsky, S., Sparrow, W., Soltero-González, L., Ruiz-Figueroa, O., & Escamilla, M. (2013). Biliteracy from the Start. Philadelphia, PA: Caslon Publishing.

Flores, N., & Schissel, J.L. (2014). Dynamic bilingualism as the norm: Envisioning a heteroglossic approach to standards-based reform. TESOL Quarterly, 48, 454-479.

García, O. (2011). Theorizing translanguaging for educators. In C. Celic & K. Seltzer, K., Translanguaging: A CUNY-NYSIEB Guide for Educators (1-6). New York, NY: CUNY-NYSIEB, The Graduate Center, The City University of New York.

Potowski, K. (2010). Language Diversity in the USA. New York, NY: Cambridge University Press.

BILIT

ER

AC

Y T

OO

LKIT

31

RGEN16_Bilit_HB_Article.indd 31 21/03/16 2:35 PM

Building a Biliteracy unit

Connecting Literacy Instruction with ContentThe path toward biliteracy relies on coordinated efforts to link instruction across languages and content areas, providing students with opportunities to access and expand upon all their knowledge resources. Biliteracy units can extend beyond the literacy/language arts classroom to connect with the content being taught in science, social studies, and math classes.

You can customize instruction based on your program model, target standards, and learning objectives. Use the Biliteracy Unit Checklist on p. 33 as a planning guide for developing lesson plans that incorporate your unique priorities and resources. If you work with a partner teacher, the checklist will help you coordinate your teaching plans as you work toward common goals.

Scaffolding Instruction for Diverse LearnersBiliterate learners represent a widely diverse population, ranging from those with limited formal schooling to those with a strong academic foundation and exposure at home to both Spanish and English. While students’ profiles are unique, consider that all are language learners. Their participation in a biliteracy program gives them a unique opportunity to capitalize on all their language resources. To facilitate that process, provide scaffolding and support as needed in Spanish and English.

•For students at emerging levels of language proficiency, offer activities that allow them to receive language without the burden of independently producing language. Strategies such as Echo Readings, Choral Readings, Total Physical Response (TPR), and the Language Experience Approach (LEA) allow students to absorb vocabulary and language structures in a low-risk setting. Basic sentence frames support their efforts to participate in academic conversations. Shared writing, journal writing, and simplified Dictados can be used to scaffold their writing.

•For students at expanding levels of language proficiency, provide sentence frames and structured dialogues that reflect the language structures needed for in-depth discussions of a text. Use word walls, cognate studies, and generative vocabulary strategies to expand word knowledge. Develop students’ knowledge of spelling and language conventions with the Dictados, and build metalinguistic awareness through an ongoing contrastive analysis of language features in English and Spanish. Scaffold their reading and writing with modeled, shared, and collaborative activities.

•Students at bridging levels of language proficiency should read and respond in depth to more challenging texts. Have them engage in a more rigorous contrastive analysis of language features in Spanish and English, examining formal and informal discourse patterns as well as idioms, regionalisms, and other characteristics. They should deepen their knowledge of academic vocabulary and language structures, while communicating orally and in writing for increasingly sophisticated purposes. To prepare them for college and career settings, develop their knowledge of the formal and informal registers of social discourse.

bil

ite

ra

cy

to

olk

it

32 Part2•BiliteracyToolkit

RGEN16_Bilit_HB_Article1.indd 32 15/03/16 2:28 PM

bilit

er

ac

y t

oo

lkit

33

BILITERACY UNIT CHECKLIST

• Tema de la unidad/Unit Theme • Objetivos de contenido/Content Objectives

Lectoescritura y desarrollo del lenguaje en español • Distribución del tiempo

• Estándares clave

• Preguntas esenciales, Comprensiones duraderas y Metas

• Objetivo(s) del lenguaje

• Textos

English Literacy and Language Development• Time allocation

• Key Standards

• Essential Questions, Enduring Understandings, and Goals

• Language Objective(s)

• Texts

Desarrollar la oralidad• Actividades para desarrollar el contexto

• Actividades de vocabulario

• Temas para los diálogos; estructuras lingüísticas relacionadas

Develop Oracy• Background-building activities

• Vocabulary activities

• Topics for dialogues; related language structures

Lectura• Enfoque en la comprensión y actividades de comprensión

• Estrategias para el apoyo del andamiaje

• Actividades de lectura independiente y en grupos pequeños

• Destrezas clave de fonética/estudio de palabras

Reading• Comprehension focus and activities

• Strategies for scaffolded support

• Independent/small group reading activities

• Phonics/word study target skills

Escritura• Enfoque en la escritura y actividades de escritura

• Destrezas clave para las convenciones lingüísticas

• Estrategias para el apoyo del andamiaje

• Dictado: Puntos de enseñanza y texto modelo

Writing• Writing focus and activities

• Target skills for language conventions

• Strategies for scaffolded support

• Dictado: Teaching points and mentor text

Opportunities for Cross-Language Connections

• Theme and content connections • Cognate analysis

• Contrastive analysis of phonics, word study, and/or language conventions• Creating bilingual books or generating translations

Evaluación • Evaluación formativa (hitos de la lectura y la escritura, pruebas rápidas de fluidez, actividades de práctica, etc.)

• Evaluaciones acumulativas (Dictado, evaluaciones de rendimiento, etc.)

Assessment• Formative assessments (reading and writing keystones, fluency quick checks, practice activities, etc.)

• Summative assessments (Dictado, performance-based assessments, etc.)

Comparison Tools for Monitoring Progress toward Biliteracy

• Rubric for the Dictado (p. 69) • Rubrics for Biliterate Readers (pp. 70–71)

• Rubric for Biliterate Writers (p. 72) • Rubric for Biliterate Learners: Oral Language (p. 73)


Developing AcADemic vocAbulAryUse strategies such as word sorts, word walls, and concept attainment in your biliteracy classroom to help students develop the vocabulary they need to carry out academic tasks.

WORD SORTS Word sorts help students find connections and deepen their knowledge of vocabulary words. Students categorize selected words in a variety of ways. For example, from a list of vocabulary words, point, curved, and oval could be sorted into a category called “Words about Shapes.”

Word sorts may be closed or open. For a closed sort, predetermine categories students will use to sort words, such as key lesson concepts or spelling patterns. For an open sort, invite students to categorize words any way they like, as long as they can explain their reasoning.

You can provide sentence prompts to structure students’ discussions about the word sorts: Coloqué ________ y _______ en la misma categoría porque _____. | I put ________ and _______ in the same category because _______.

WORD WALLS Displayed on a bulletin board or classroom wall, a word wall is a highly visible collection of words that promotes language familiarity and student interactivity. Words on word walls may be grouped in a variety of categories, such as high-frequency words, phonetic or spelling patterns, or content-area vocabulary.

Create word walls that reflect the language of instruction. In a biliteracy classroom, you might have separate word walls in Spanish and English, as well as a word wall that compares words in both languages, such as through cognates.

Invite students to suggest or add words to a word wall. Add words gradually so students are not overwhelmed, and use the word wall for daily word practice. Model frequent references to the word wall to reinforce word use and relevancy.

CONCEPT ATTAINMENT This strategy is based on the work of Dr. Jerome S. Bruner. By analyzing examples and non-examples, students form and test hypotheses, and are gradually able to identify the essential attributes of a new concept. Follow a process like the following:

•Choose a concept with clear, identifiable attributes, such as planeta (planet) or vertebrado (vertebrate).

•Present yes examples, such as images or realia, that contain all the critical attributes of the concept, as well as no examples that contain some but not all of the critical attributes.

• Invite students to identify what all the yes examples have in common. Have them explain how the yes examples are different from the no examples. Work together to create a list of critical attributes.

•Provide additional yes and no examples and have students test and refine the list of attributes.

• Invite students to name the concept or come up with a rule that defines the concept.

bil

ite

ra

cy

to

olk

it



bilit

er

ac

y t

oo

lkit

Developing AcADemic lAnguAgeIncorporating strategies such as sentence frames, sentence building, and dialogue can help biliterate students develop the language they need to think, speak, and write for academic purposes.

SENTENCE FRAMES Support students with limited proficiency in Spanish and/or English with sentence frames that provide the language structures they need to talk about text. Create sets of Spanish and English sentence frames that support different instructional tasks, such as asking and answering questions, discussing cause and effect, comparing and contrasting information, making inferences, and connecting their ideas with those expressed by others. Display the appropriate sentence frames and/or distribute them for use prior to discussions. The ReadyGEN Biliteracy Pathway Teacher’s Guides and Scaffolded Strategies Handbooks provide many examples of sentence frames at point of use.

SENTENCE BUILDING This strategy helps language learners in Spanish and/or English construct increasingly complex sentences. Use examples that you find in students’ writing to conduct sentence-building activities. Options include:

Model and have students practice adding adjectives to a sentence:

•El escenario del cuento es una playa. | The setting of the story is a beach.

•El escenario del cuento es una gran playa de arena. | The setting of the story is a wide, sandy beach.

Model and have students practice combining two short sentences:

•Los gorriones comen semillas. También comen insectos. | Sparrows eat seeds. They also eat insects.

•Los gorriones comen semillas e insectos. | Sparrows eat seeds and insects.

Model and have students practice inserting an embedded clause in a sentence:

•La autora escribe sobre su infancia. | The author writes about her childhood.

•La autora, que creció en un pueblito mexicano, escribe sobre su infancia. | The author, who grew up in a small Mexican village, writes about her childhood.

Sentence building can also develop metalinguistic awareness when students compare and contrast Spanish and English sentence structures. As part of a contrastive analysis lesson, display Spanish and English sentences side-by-side and analyze their structures with students as you add to each sentence.

DIALOGUE Meaningful classroom dialogue is crucial for helping students internalize vocabulary, language structures, and concepts. Provide many structured opportunities in various formats for students to express ideas, share feedback, and facilitate their own and others’ understanding. Students should frequently engage in dialogues with partners, in small groups, and in whole-class discussions. Plan open-ended prompts that stimulate conversation on topics that require problem-solving and inferential thinking. Provide scaffolding by having students refer to posted sentence frames and vocabulary words listed on word walls.

35


ToTal Physical ResPonse (TPR)The Total Physical Response (TPR) method, developed by Dr. James J. Asher, uses movements and gestures to teach basic vocabulary to newcomers and to make academic vocabulary more comprehensible. This kinesthetic approach to word learning actively involves students while providing a risk-free, low-anxiety context.

USING TPR FOR EARLY LANGUAGE ACQUISITION For students who are beginning to learn Spanish and/or English, prepare a set of basic words and phrases in the target language. Develop movements and gestures that illustrate each term. For example, use TPR to introduce basic classroom commands such as stand up, open the book, and close the door. First, have students observe as you say each word or phrase aloud and perform the accompanying action. Demonstrate each word again and have students perform the actions with you.

Repeat the process using the words in a different sequence. At first, don’t expect students to repeat the words. As they build confidence, have them echo the words. After more practice, they can take turns giving the commands for others to follow.

ADAPTING TPR Use an adapted TPR approach to introduce key vocabulary words and concepts. You can use the routine shown here for new vocabulary words. For more involved concepts, prepare a brief explanation of the concept and develop movements for the terms you reference in the explanation. For example, to introduce the concept of vaccination (vacunación), prepare your explanation and a set of actions and/or visuals for terms such as body (cuerpo), healthy (sano), illness (enfermedad), and protect (proteger). Demonstrate the terms as students watch and listen. Have them repeat the actions with you. Then give the explanation of vaccination (vacunación), acting out the terms as students perform the gestures with you. Repeat the entire process with students.

THE ROUTINE

1 The Total Physical Response (TPR) method, developed by Dr. James J. Asher, can be used to make academic vocabulary more comprehensible by attaching movements and gestures to unfamiliar words. To begin, choose the vocabulary words that you want to teach and write each word on a large card. For each word, prepare a simple description of the word in context, or a brief, clear definition. Plan a movement or gesture to represent the word.

2 Gather students into a group. To make the activity more dynamic, you may want to have them stand around you. Introduce the first word by holding up the card and saying the word. Describe the word in context or with a simple definition. For example: La primera palabra es espiar. Si te espío, observo todo lo que estás haciendo. | The first word is spy (espiar). If I spy on you, I watch everything that you are doing. Then repeat the word with the movement or gesture that you have devised for the word. For example, for espiar, you could crouch down and peer around as if you were spying on someone. Have students repeat the word and copy the gesture. Note: Allow less verbal students to simply repeat the gesture until they feel more comfortable expressing themselves orally.

3 Say the word several times, acting out the gesture, and have students repeat the word and the gesture each time.

4 Follow the same routine for the remaining words.

5 After introducing all the words, mix up the cards. Hold up a card and read the word. Have students repeat the word and produce the gesture. When students are more familiar with the words, point to one student at a time and have that student respond. Alternately, students can take turns acting out a gesture while the whole class guesses the word and repeats the gesture.

6 As students become more comfortable with the routine, invite them to suggest gestures and movements for new words.

Rutina de reacción física total

Biliteracy Routines TR15

Rutina de reacción física total | Total Physical Response Routine, Biliteracy Pathway Teacher’s Guides (p. TR25 in Grade K; p. TR15 in Grades 1–6).

bil

ite

ra

cy

to

olk

it



The Language experience approach The Language Experience Approach (LEA) is a widely-embraced instructional strategy that uses an authentic, student-dictated and teacher-transcribed account to develop a meaningful text. The text is used in various ways to meet students’ literacy and language development needs. Because the LEA makes explicit connections between the spoken and written word, it is particularly effective for developing oracy in biliterate learners. The LEA is appropriate for all age groups and proficiency levels and can be customized for one-on-one, small-group, or whole-class settings. Use the LEA to validate students’ prior knowledge of or experience with a topic, regardless of their language proficiency level. Also use it to help students connect their oral retelling skills with their written work.

Implementing the LEA•Begin by choosing a hands-on activity that is relevant to the unit’s theme, Enduring

Understandings, and/or Essential Questions. Activities should ideally be shared experiences, such as choral and echo readings of texts, experiments, field trips, partner interviews, and documentary viewings. Consider your overall oracy and literacy objectives, as well as the genre of the text that students will co-create (e.g., fable, how-to text, brochure, dialogue, letter to the editor) when settling on an option.

•After the activity, explain to students that you will ask them a topically related question and then write on the board or on chart paper the answers that they dictate.

•Provide a prompt to elicit language and information appropriate to the task. For example, if students have read texts about facing challenges and change, capture personal and focused responses with a prompt such as: Si pudiera cambiar solo una cosa en el mundo, cambiaría … | If I could change just one thing in the world, it would be… Elicit domain-specific vocabulary and target language structures (e.g., use of the subjunctive mood to express wishes or possibilities)

•Call on all students in the group, including verbally reticent ones, to respond to the prompt. Accept all responses. You may want to transcribe answers verbatim, or rephrase incomplete or incorrect ones to explicitly model correct usage. Be sure that every student’s contribution is reflected in some form in the transcription.

•As needed, introduce new vocabulary and language structures, or guide students to build on words and frames that are already familiar to them.

•Use the final written record as a mentor text to help your students:

— acquire and analyze domain-specific as well as everyday vocabulary;

— acquire and analyze language appropriate to the demands of a situation (describing, instructing, questioning, elaborating, agreeing, disagreeing, etc.);

— develop awareness of sound/spelling correspondence, syntax (natural word order), and writing conventions;

— develop reading fluency.

bilit

er

ac

y t

oo

lkit

37


Cognate analysis Since both Spanish and English have many words derived from Latin and Greek, they share many cognate pairs. Students can use cognate relationships to apply what they know in one language in order to learn vocabulary and derive meaning in the other. Cognate work should include instruction on meaning-bearing morphemes and how word parts such as inflections and affixes can change meaning.

Cognates are best presented in context. As students note Spanish words that look or sound like English words or vice versa, have them consider meaning first. Only word pairs with similar meanings are called cognates.

•Students may not recognize or understand some cognates because they are less frequently used or have a more formal register in one language than the other. For example, valiente and enfermo are commonly used in Spanish, but valiant and infirm do not have the same frequency in English.

•Clarify words with multiple meanings or certain connotations in a context. Explain that words are partial cognates when they match just one meaning of a word. For example, letter and letra are cognates when they refer to a letter of the alphabet; a letter in another sense (mail) is called a carta. Similarly, while infantil and infantile are cognates in one sense, infantile has a connotation in English of being “babyish.” The appropriate term for literatura infantil, therefore, is children’s literature, not infantile literature.

•Stress that sometimes words look similar in Spanish and English but are not related in meaning (e.g., pan, sale). Such words are false cognates. Tell students to use context to infer the meaning of a word.

Classifying CognatesComparing sound and spelling similarities among cognates can help students learn to make generalizations about spelling patterns and to recognize exceptions. Present these categories of Spanish-English cognates and have students use the graphic organizer on p. 39 to classify cognates.

•Cognates with identical spellings (e.g., no, color, animal, similar, terror)

•Cognates with very similar spellings (e.g., acción/action; grado/grade; planeta/planet; invasión/invasion)

•Cognates with somewhat similar spellings (e.g., papel/paper; canto/chant)

•Cognates with similar sounds but different spellings (e.g., recurso/resource; pintoresco/picturesque; placer/pleasure)—also called oral cognates

Have your students keep and regularly update a list of cognates in their writing journals. If appropriate, encourage them to apply what they know about language patterns in Spanish and English to generate additional cognate pairs.

bil

ite

ra

cy

to

olk

it



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Ortografía idéntica

Identical Spelling

Ortografía similar

Similar Spelling

Ortografía algo parecida

Somewhat Similar Spelling

Ortografía algo distinta

Somewhat Different Spelling

Cognados | Cognates

Anota los pares de cognados que encuentres en la columna correcta de la tabla de abajo. Trabaja con un compañero para comentar el significado de cada par de cognados. ¿En qué se parecen? ¿En qué se diferencian?

Write the cognate pairs that you find in the correct column in the table below. Work with a partner to discuss the meaning of each cognate pair. How are the words alike? How are they different?

Nombre | Name Fecha | Date

39


Contrastive Language anaLysis Metalinguistic awareness refers to the insights that language learners gain about a language and its subsystems—in particular its sound system (phonology), word forms (morphology), spelling, syntax, and grammar. Foster metalinguistic awareness in your biliterate learners by explicitly teaching them how to analyze similarities and differences between Spanish and English. Anchor charts and translation activities are two strategies that can be used to carry out this contrastive language analysis, enabling students to successfully transfer the skills and knowledge they acquire in one language to the other.

Anchor ChartsAnchor charts are effective visual tools for comparing the characteristics of a single language or those of two languages. Use time in either literacy block or in your Cross-Language Connections Lessons to build anchor charts with student input. Display completed charts in visible places and have students to refer to them when engaging in speaking and writing activities.

FORMAL AND INFORMAL LANGUAGE Key to your students’ ability to develop academic language proficiency is an understanding of appropriate language use. Since many students’ writing reflects their speech patterns, they may bring to the classroom informal language styles they usually use with peers or at home. Use anchor charts to capture examples of standard and nonstandard Spanish or English, including slang and hybrid terms that reflect cross-linguistic influences (e.g., lonchera).

•Create charts with columns labeled Informal/Formal. Model examples of each type of language (e.g., Informal: That was a super cool movie! | ¡Qué chévere la película que vimos! Formal: We saw a very good movie. | Vimos una película buenísima.)

•Elicit examples of formal and informal language from students. As a class, discuss the appropriate situation, audience, and purpose for each example.

REGIONALISMS Use anchor charts to acknowledge the cultural and linguistic diversity of your biliterate students. When appropriate, list and discuss common and developmentally appropriate examples of regionalisms. For example, point out that autobús is called guagua in Puerto Rico, micro in Perú, and colectivo in Mexico. Similarly, in the United States, a submarine sandwich can be called a hoagie, hero, or sub, depending on the region.

PHONICS AND WORD ANALYSIS SKILLS Anchor charts are equally useful for analyzing tricky letters (e.g., the similarly shaped letters b and d or the identical sounds in Spanish of the letters b and v.) They are also useful reference tools for conducting Dictado talk-throughs in either language.

•Create charts for phonics skills such as /s/ spelled s or c in either language. Start lists with exemplar words and have students to add additional words from texts they read.

•Create charts for word analysis skills such as adding affixes to adjectives to form comparatives and superlatives in English or augmentatives and dimunitives in Spanish. Point out any needed spelling changes such as doubling, omitting, or replacing letters.

bil

ite

ra

cy

to

olk

it



CONTENT-AREA VOCABULARY You can use anchor charts to display and compare academic terms in various disciplines. For younger and emerging learners, draw or attach images that illustrate a domain-specific concept; then elicit words in both languages that you can use to label image parts. For example, draw or show a picture of a tree in the center of the chart. Point to and say aloud the names of different tree parts in one language. Then call on students to add labels to each part in both languages.

Use the labeled pictures to discuss similarities and differences between English and Spanish. For example, for labeled illustrations of particular animals or birds, note how garra can mean both claw and talon, or how pata can mean both the leg and the paw of an animal. Similarly, discuss how both Spanish and English have precise words for categories of body parts, such as pies/feet; patas/paws; pezuñas/hoofs; garras/claws, talons.

To build content-area connections in each Biliteracy Pathway unit, develop anchor charts for disciplines and topics such as the examples listed below. Use charts to introduce and reinforce domain-specific terms.

•social studies: geography, history, civics, communities, heritage

•science: biology, ecology, environment, plant life cycles, solar system

•mathematics: numbers, operations, money, spending and saving

• literature: genres, conventions, language

Translation ActivitiesOlder and more proficient language learners can benefit from actively engaging in text translation, which is a more advanced and complex form of language comparison and analysis. Depending on the age group and and individual proficiency levels of students, you may want to engage in translation as a whole-class, small-group, or paired-student activity.

•To begin, have students choose a text they have read in either language or, as a class, generate a mentor text using the Language Experience Approach (see p. 37).

•Review the meaning, tone, and purpose of the text. Paraphrase parts of the text or guide the class to paraphrase the text.

•Focus on vocabulary that is characteristic of the domain or genre, for example: science terms for scientific texts; figurative language for folk tales; onomatopaeia and rhyming pairs for poetry. When focusing on prose, refer to anchor charts about connectives (conjunctions, prepositions, adverbs) that add details, tell about time, explain cause-effect relationships, or contrast ideas.

•As you translate the chosen text in whole-class or in small-group settings, compare and contrast word choice, language structures, and grammar in the students’ translations and, if available, in a published translation. Have students discuss which translations they prefer and why.

bilit

er

ac

y t

oo

lkit

41

cognate analysis


Working With Bilingual Books Using Spanish/English bilingual books brings a wealth of benefits to your classroom. Bilingual books offer opportunities for students to explore and celebrate their home cultures and to learn about other communities. They also build metalinguistic awareness by allowing students to compare texts in two languages.

As you select bilingual books for your classroom library, look for titles that reflect a variety of cultural experiences. Verify that the text flows smoothly in both Spanish and English, and that the book’s design makes it easy to distinguish the two languages from each other. Here are just a few authors whose works have been published in bilingual editions and reflect the multilingual world of Spanish-speaking children growing up in the United States:

•Alma Flor Ada

•Francisco X. Alarcón

•René Colato Lainez

•Amy Costales

•Lulu Delacre

•Ofelia Dumas Lachtman

•Lucía González

•Juan Felipe Herrera

•Carmen Lomas Garza

•Pat Mora

•Jan Romero Stevens

•Carmen Tafolla

You can use a number of strategies to incorporate bilingual books in your instructional plan.

TEACHER READ-ALOUD Different options are possible, but you might want to read the book first in the language of instruction—Spanish during your Spanish literacy time, or English during your English literacy time. As you read the text aloud in one language, model how you look for that language on each page. After reading, invite students to share personal connections they make with cultural topics addressed in the book. Later, when the language of instruction shifts, you or your partner teacher can read the text aloud in the other language.

PARTNER READING Pair students who are dominant in different languages and have them choose a bilingual text to read together. Have them take turns reading a page at a time to each other, alternating languages. Encourage them to practice reading aloud in the language they are less fluent in.

CONTRASTIVE LANGUAGE ANALYSIS Invite students to compare how certain ideas are translated, such as idiomatic expressions, figurative language, or technical vocabulary. Encourage students to suggest and then defend alternate translations.

CREATING BILINGUAL BOOKS Encourage students to use bilingual books as models for writing their own bilingual books. Students who are dominant in different languages can pair up and help each other create the Spanish text and the English text. As authors of bilingual books, students can incorporate their growing knowledge of Spanish and English and take pride in their identity as biliterate writers.

STRENGTHEN SCHOOL-HOME CONNECTIONS Encourage students to bring bilingual books home to share with family members. Invite family members to the classroom read and discuss bilingual books. Take every opportunity to show students that their biliteracy classroom reflects their community—and the world.

bil

ite

ra

cy

to

olk

it



bilit

er

ac

y t

oo

lkit

Picture Walk routineA Picture Walk (Recorrido de las ilustraciones) is an effective pre-reading routine to improve comprehension of both literary and informational texts, particularly with second-language learners. You can use the pictures in the text to preview the story elements or central ideas. The routine helps students activate prior background knowledge, preview vocabulary, make predictions, and form a purpose for reading.

SUPPORTING LANGUAGE LEARNERS For second-language learners, you might wish to begin with a brief summary of the text in the students’ first language, or by making a comparison to a similar text that students have already read. You can also preview vocabulary by displaying key words with pictures or short definitions. Help students practice saying any words that are difficult to pronounce.

CONDUCTING A PICTURE WALK Begin by explaining that you will look at the pictures together in order to make “good guesses” about the text. Begin with the cover illustration and ask students to predict what the text will be about. If necessary, you can model making a prediction: Predigo que este cuento tratará sobre _________ porque veo ________. | I predict that this story will be about _________ because I see ________. Continue paging through the book, asking questions about details in the pictures that relate to story elements or central ideas. You can also invite students to connect the pictures with their own experiences or with other texts they have read.

When you finish the Picture Walk, guide students to set a purpose for reading, explaining that they will now read to see if their predictions are accurate. Choose a routine for conducting the first reading of the text, such as a Read Aloud, Echo Reading, Choral Reading, or Shared Reading.

THE ROUTINE

1 Introduce the Picture Walk Routine to students. Vamos a leer un texto juntos. Pero antes de hacerlo, vamos a mirar el texto y hablar sobre las imágenes. Esto nos va a ayudar a deducir de qué trata el texto. Luego, vamos a leer el texto y a ver qué tan acertadas fueron nuestras deducciones. | We are going to read a text together. But before we do, we will look through the text and talk about the pictures. This will help us make good guesses about what the text is about. Then, when we read the text, we can see how accurate our guesses were.

2 Gather the group in a comfortable, intimate setting, where every member can see the text and hear you clearly.

3 Begin the picture walk by displaying the cover of the book (or the opening page, if the text is part of a collection). Read aloud the title and the author’s name. Point to the images and ask: ¿Qué ven aquí? ¿Sobre qué creen que va a tratar el texto? | What do you see here? What do you think the text will be about? Flip through the pages, stopping to discuss each image.

4 For literary texts, use the pictures to preview the plot. Point to the characters and ask questions such as: ¿Quién creen que es? ¿Dónde está este personaje? ¿Qué está haciendo este personaje? ¿Cómo creen que se siente el personaje? ¿Qué les hace decir eso? ¿Qué creen que pasará a continuación? | Who do you think this is? Where is this character? What is this character doing? How do you think the character feels? What makes you say that? What do you think will happen next? Continue flipping through the pages, helping students to make guesses about the plot. At the end, ask: ¿Cómo creen que termina el cuento? ¿Qué más quieren saber? | How do you think the story ends? What more do you want to know?

5 For informational texts, use the pictures to preview the central ideas and build background for words and concepts that are crucial for understanding the text. As you point to the pictures, ask questions such as: ¿Qué muestra la imagen? ¿Cómo los ayuda esta imagen a comprender (el concepto/la palabra)? ¿Cómo se relaciona esta imagen a otras imágenes? | What does this picture show? How does this picture help you understand (concept/word)? How is this picture connected to other pictures?

6 For students who are reluctant to respond, model the strategy with a think aloud, such as: La niña en esta imagen tiene el entrecejo fruncido. Se ve triste. Su bicicleta está rota. Creo que puede estar triste porque no puede andar en su bicicleta. | The girl in this picture is frowning. She looks sad. Her bicycle is broken. I think she might be sad because she can’t ride her bike.

7 After completing the Picture Walk, tell students that they will read to see if their guesses about the story or the central ideas were correct. As students read, stop at appropriate places in the text to discuss how well the text matches their guesses from the Picture Walk.

Rutina de recorrido de las ilustraciones

TR12 Rutinas de lectoescritura bilingüe

Rutina de recorrido de las ilustraciones | Picture Walk Routine, Biliteracy

Pathway Teacher’s Guides (p. TR22 in Grade K; p. TR12 in Grades 1–6).

43


Echo REading RoutinEEcho Reading (Lectura en eco) is an engaging strategy that develops student confidence and proficiency with fluency, oral reading, and comprehension. Students are able to practice reading with expression, reading at an appropriate rate, and using punctuation to read accurately and fluently.

PREPARING FOR AN ECHO READING Think about the text you will share. The text can be in any genre, from a poem to a newspaper article, but it should be meaningful and developmentally appropriate. Skim the text to decide how you will “chunk” it for the Echo Reading. Keep in mind that if you read aloud a very short section of text, students may rely on memory rather than actually reading the text. Plan to read sections of text that are slightly longer than what students can remember.

Before beginning an Echo Reading session, introduce the text with a Picture Walk or a Read Aloud. You can also discuss the genre and any background knowledge students might need to understand the text.

CONDUCTING THE ECHO READING For emergent readers, you might display the text in a large format in front of the group. Otherwise, students should have their own copies of the text. Read a small section aloud, typically a sentence or a phrase, modeling how to read with expression and at an appropriate rate. Have students track the print as you read, and track the print yourself if you are reading from a large-format text. Then have students read aloud the same section, “echoing” you by imitating your expression and rate. Continue in this way until the entire text has been read.

An Echo Reading can be followed by a Choral Reading of the same text to further build fluency and students’ confidence with a text.

THE ROUTINE

1 Before you start reading, briefly introduce the text. Talk about the genre and its features. Share any background knowledge that students may need to understand before reading the text, such as: Este texto incluye encabezados. Nos van a ayudar a saber de qué trata cada sección. | This text includes headings. They will help us know what each section is about. Give students the opportunity to practice specific language structures in the text.

2 Introduce the Echo Reading Routine to students. Ahora van a repetir la lectura después de mí. Les voy a leer una parte del texto en voz alta. Luego, ustedes me leerán la misma parte en voz alta. | Now we are going to do an echo reading. I will read part of the text out loud to you. Then you will read the same part out loud after me.

3 Make sure the group can hear you clearly. Each student should have a copy of the same text you will read aloud or can see your copy and follow along. If you are using one large format text for the whole group, such as a Big Book, guide students by pointing to the text as you read it. If students have their own copies, have them follow along, tracing the words with their fingers as you read aloud.

4 Begin reading aloud short sections of text, such as a phrase or sentence at a time. Make sure that students are following along visually or with their fingers sliding along the text. Vamos a empezar nuestra lectura aquí. Les voy a leer una parte. Luego, ustedes me van a leer la misma parte en voz alta. Traten de imitar cómo cambio mi voz mientras leo. | We’ll start our reading here. I will read one part to you. Then you will read the same part out loud to me. Try to imitate how I change my voice as I read. As you read, model reading with accuracy, phrasing, appropriate rate, and expression. Pause for students to echo your words. To ensure that students are actually reading the text, read sections that are slightly longer than what they can simply remember.

5 After completing the Echo Reading, you may wish to do a Choral Reading of the same text.

Rutina de lectura en eco

Biliteracy Routines TR13

Rutina de lectura en eco | Echo Reading Routine, Biliteracy Pathway Teacher’s Guides p. TR23 in Grade K; p. TR13 in Grades 1–6)

bil

ite

ra

cy

to

olk

it



Choral reading routineChoral Reading (Lectura en coro) is a strategy in which students read a text aloud in unison with you. It offers students a low-stress opportunity to practice reading with accuracy and expression, thus building fluency, self-confidence, and motivation.

PREPARING FOR A CHORAL READING A Choral Reading can be done in small groups or with the whole class. For emergent readers, you might display the text in a large format in front of the group. Otherwise, students should have their own copies of the text. Introduce the text with a Picture Walk, Read Aloud, or an Echo Reading. Discuss the genre and any background knowledge students might need to understand the text.

CONDUCTING A CHORAL READING Explain that you and the students will read the text aloud together, all at the same time. Point out that students should listen closely to you and to each other. Make sure all students have the text in front of them and start at the same spot. Begin the reading, modeling how to read fluently and with expression. Students should join in with you, tracking the text with their fingers to follow along.

VARIATIONS You can vary the format of a Choral Reading to suit the text and to keep students engaged. Other options include:

•Divide the class in two. Have the two groups alternate as they read aloud sentences or paragraphs of the text.

•Have small groups of students do a Choral Reading on their own. If you wish, give them time to rehearse a section of the text and then perform it with expression for the rest of the class.

•Begin the Choral Reading by having one student read a sentence. Have one or two students join in for the next sentence. Continue adding voices in this way, building to the point where everyone is reading aloud. This can be an effective way to read a poem or a suspenseful story.

THE ROUTINE

1 Before you start reading, briefly introduce the text. Talk about the genre and the features of that genre. Share any background knowledge that students may need to understand before reading the text, such as: Este capítulo es una retrospectiva. El narrador nos lleva a una época antes de que el cuento principal comenzara. | This chapter is a flashback. The narrator takes us back to a time before the main story begins.

2 Introduce the Choral Reading Routine to students. Ahora vamos a leer en coro. Vamos a leer el texto juntos. Asegúrense de leer conmigo, no muy rápido ni muy lento. | Now we are going to do a choral reading. We will be reading the text together. Make sure you keep reading with me, not too fast nor too slow.

3 Make sure the group can hear you clearly and has a copy of the same text to be read aloud or can see your book as they follow along. If you are using one large format text for the whole group, such as a Big Book, guide students by pointing to the text as you read it. If students have their own copies, have them follow along by tracing the words with their fingers as you read aloud.

4 Begin reading the text aloud in unison with students. Make sure that students are following along visually or with their fingers sliding along the text. Vamos a empezar a leer aquí. Traten de imitar cómo cambio la voz mientras leo. | We’ll start our reading here. Try to imitate how I change my voice as I read. As you read, model reading with accuracy, phrasing, appropriate rate, and expression.

Rutina de lectura en coro


Rutina de lectura en coro | Choral Reading Routine, Biliteracy Pathway Teacher’s Guides (p. TR24 in Grade K; p. TR14 in Grades 1–6).

bilit

er

ac

y t

oo

lkit

45


COLLABORATIVE READINGWhen students work collaboratively to read and discuss texts, they develop fluency, build comprehension, and learn to participate in academic conversations. Options include reading with partners and within small groups.

Partner ReadingPartner reading (Leer en pareja) offers an opportunity for students to practice reading and discuss texts in a low-stress setting, building confidence as well as fluency. Students can be paired with students at the same or different language proficiency levels and/or reading levels. There are several ways that you can implement partner reading in your classroom.

Options for pairing students:

•Allow students to choose their partners and practice reading aloud a familiar text, reading with expression and alternating pages. This could take place after a whole-class Echo Reading and/or a Choral Reading of the text.

•Pair students of similar language proficiency levels and/or reading levels. Have them work together to read and discuss an unfamiliar text. They should begin by previewing the whole text together, making predictions and noting questions they have. They can read each page silently before taking turns reading each page aloud, asking and answering questions about the text and discussing unfamiliar words.

•Pair students of different proficiency/reading levels. The more proficient partner can read aloud a page, modeling fluency, and the other partner can read aloud the same page. Students can ask each other for help and can coach each other, pronouncing unfamiliar words and explaining confusing passages.

•Pair a Spanish-dominant and an English-dominant student and have them read texts in Spanish and English together. Each student will have the opportunity to be the “expert,” modeling fluency and clarifying unfamiliar words for the other student.

Make sure that students clearly understand the routine that you wish them to follow. You might wish to provide prompts, questions, and sentence frames to facilitate partners’ discussion.

Also see suggestions on p. 51 and p. 56 for partner reading with leveled texts.

Text Club Text Clubs (Clubes de lectura) are another form of collaborative reading. Text Clubs provide opportunities for groups of four to six students, of varying abilities in English and Spanish, to read and discuss texts together. This group work helps students develop oracy and deepen their comprehension of a text as they participate in group discussions, engage in critical and creative thinking, and build the habit of learning with peers.

To prepare for Text Club time, begin by deciding what aspect of reading you’d like the groups to focus on, such as topic, genre, character, plot sequence, cultural exploration, etc. Choose different aspects over the course of the year. Choose a text for each group that reflects the focus you’ve chosen. The texts should cover a range of reading levels, so that all students can be successful.

BIL

ITE

RA

CY

TO

OLK

IT



Introduce students to Text Clubs. For example: En tu Club de lectura tendrás la oportunidad de comentar un texto con tus compañeros. Primero, leerás el texto tú solo o con un compañero. Luego, te reunirás con tu Club de lectura para comentar el texto. Cada miembro del grupo tendrá que desempeñar un papel diferente. | In your Text Club, you will have an opportunity to discuss a text with your classmates. First, you will read the text on your own or with a partner. Then you will meet with your Text Club to discuss the text. Every group member will have a different role to play.

Explain the roles and model them for children. Sample roles are shown in the chart below.

Text Club Roles

El Líder dirige al grupo estableciendo una meta para la conversación, haciendo preguntas y manteniendo a todos concentrados en la tarea.

The Leader leads the group by setting a goal for the discussion, asking questions, and keeping everyone on task.

El Mago (o la Maga) de palabras anota las palabras nuevas o importantes del texto y determina el significado de cada una.

The Word Wizard writes down new or important words from the text and determines their meanings.

El Conector (o la Conectora) señala las conexiones entre textos y entre el texto y la realidad.

The Connector points out text-to-text and text-to-world connections.

El Recopilador (o la Recopiladora) toma notas de la conversación y prepara un resumen breve.

The Recorder takes notes of the discussion and prepares a brief summary.

El Ilustrador (o la Ilustradora) dibuja imágenes para describir el texto o aclarar las ideas del grupo.

The Illustrator draws pictures to describe the text or clarify the group’s ideas.

El Investigador (o la Investigadora) realiza una investigación y comparte con el grupo información interesante sobre el texto, el autor (o la autora), el tema o el género.

The Investigator researches and shares interesting information about the text, author, topic, theme, or genre.

Assign students to Text Clubs or allow them to choose based on the text they wish to read. If you allow students to choose, preview the texts they may read and have them sign up for their chosen title. Each group member should have a copy of the text. Display the focus of the task and any particular questions that you want the Text Clubs to address.

Allow time for students to read independently or with a partner. They should prepare for their Text Club roles by taking notes, jotting down questions, looking up unfamiliar words, etc. When students meet in their Text Clubs, facilitate by providing additional modeling, asking questions to check their understanding of the text and the task, and encouraging students to stay on topic.

Provide scaffolding for less proficient students so that they can actively participate in the Text Clubs. For example, pair students of varying proficiencies and have them share a role, with the more proficient student modeling the task for the less proficient student. Allow students to share ideas in either Spanish or English, while encouraging the Recorder to use the language of instruction for writing a summary of the discussion.

After the Text Clubs have completed their discussions, have the groups decide how to present their ideas and understandings to the rest of the class.

BILIT

ER

AC

Y T

OO

LKIT

47


LeveLed TexT Lesson PLan: InformaTIonaL TexT

Use leveled readers in combination with your classroom instruction to help students develop self-extending reading and thinking strategies as they become active, independent readers and writers and as they deepen their understanding of and engagement with unit themes and topics.

Before Reading Get Ready to Read Informational TextBUILD BACKGROUND KNOWLEDGE TypE AND pURpOsE Discuss with students the characteristics of informational text. (It contains facts about a topic; its purpose is to inform readers; it may contain photographs, maps, charts, and other text features to help readers understand the topic.) Ask: ¿Cómo pueden determinar que un libro es un texto informativo y no un cuento? (El texto ofrece hechos más que contar acerca de personajes y sucesos; podría contener mapas, gráficos u otros elementos textuales relacionados con el tema; la información podría estar organizada bajo encabezados específicos que se refieren tema.) | How can you tell that a book is informational text and not a story? (The text gives facts rather than tell about characters and events; it might have maps, charts, or other text features that connect to the topic; information might be organized under specific headings that connect to the topic.)

pREVIEW AND pREDICT Read aloud the title of the leveled reader. If there is a table of contents, preview the chapter titles. Flip through the pages together and have students point to and describe the text features they find in the leveled reader, including photos and other graphic aids. Then read aloud or have students read any headings and subheadings in the text. Ask: ¿Sobre qué tema creen que aprenderán en este texto informativo? | What topic do you think you will learn about in this informational text?

EXpLORE VOCABULARy Based on the topic students determine from previewing the book, build background and activate their prior knowledge of concept vocabulary. Ask: Según el título, los encabezados, subtítulos e imágenes, ¿qué palabras creen que podrían encontrar en este texto? | Based on the title, heads, subheads, and pictures, what words do you think you might find in this text? In addition to students’ suggestions, introduce key words that tie to the topic of the text. For example, if the book is about volcanoes, explore words such as erupción, lava, and ceniza. Point out cognates such as erupción/eruption and lava/lava.

bil

ite

ra

cy

to

olk

it


RGEN16_Bilit_HB_LeveledText.indd 48 21/03/16 2:54 PM

SAMPLE INSTRUCTIONAL GOALS

Grades K–1

Los niños:

• Hacen y contestan preguntas sobre los detalles clave.

• Usan los elementos del texto (encabezados, tablas de contenido, etc.) para localizar los datos clave.

• Identifican las razones que un autor ofrece para apoyar ideas.

Children:

• Ask and answer questions about key details.

• Use text features (headings, tables of contents, etc.) to locate key facts.

• Identify reasons an author gives to support points.

Grades 2–3

Los estudiantes:

• Hacen y contestan preguntas para demostrar la comprensión.

• Determinan el significado de palabras y frases.

• Comparan los puntos más importantes en dos textos sobre el mismo tema.

Students:

• Ask and answer questions to demonstrate understanding.

• Determine the meanings of words and phrases.

• Compare the most important points in two texts on the same topic.

Grades 4–6

Los estudiantes:

• Citan correctamente un texto al explicar lo que dice explícitamente y al hacer inferencias.

• Determinan en un texto el significado de palabras de contexto académico general y de dominio específico.

• Explican cómo un autor utiliza razones y evidencias para apoyar las ideas en un texto.

Students:

• Quote accurately when explaining what the text says and when drawing inferences.

• Determine the meanings of general academic and domain-specific words.

• Explain how an author uses reasons and evidence to support ideas in the text.

During Reading Access TextFOCUS ON PHONICS AND/OR WORD STUDY SKILLS Help students decode unfamiliar words in the leveled reader by reviewing a previously taught phonics or word study lesson. Model how to analyze a specific word in the leveled reader.

FOCUS ON INFORMATIONAL TEXT Provide a targeted mini-lesson based on your grade-level instructional goals.

bilit

er

ac

y t

oo

lkit

49


bil

ite

ra

cy

to

olk

it

Consider the following questions when determining the lesson focus:

•Which aspect of this leveled reader will be most challenging to students?

•Which aspect of this leveled reader must students understand in order to understand the text as a whole?

•Which reading strategies will work to help students internalize the process of reading actively?

•Which understandings about text and structure must be reinforced as students interact with other types of informational text?

MINI-LESSON

1. FOCUS ON A GOAL Choose an instructional goal that best helps students understand the text. For example, to help students find the main idea of an informational text, explain that finding the main idea means looking at all the paragraphs in a selection to decide what the text is mostly about.

2. FOCUS ON WHY IT MATTERS Explain that active readers explore a selection closely to understand what a text is about, why an author is writing, and why the information is important. Is the author writing to inform, explain, or persuade? For example, help students understand that the main idea of a text helps point them to the most important ideas the author wants them to understand.

3. FOCUS ON MODELING Read the leveled reader for the first time aloud as students follow along in their books. Model the mini-lesson focus. For example, to model finding the main idea, pause occasionally after sentences or paragraphs and say: Este párrafo trata mayormente sobre ________. Seguiré leyendo para saber si ________ es la idea principal de este libro. | This paragraph is mostly about ________. I’ll read on to see if______ is the main idea of this book.

4. FOCUS ON SUPPORT Provide an activity that will reinforce the instructional goal. For example, in a mini-lesson about finding the main idea of an informational text, direct students’ attention to an informational text previously read in the unit. Reread the title and a few pages of the book with students. Ask: ¿A qué se referían las imágenes y sobre qué leyeron en cada página de este libro? ¿En qué se parecen estos detalles clave? | What did you see and read about on each page of this book? How are these key details alike? Then ask students to restate the main idea of the text in their own words.



bilit

er

ac

y t

oo

lkit

SAMPLE TASKS

Grades K–3

Plantean una pregunta y usan el texto para responderla.

Identifican un detalle clave que fundamenta la idea principal.

Usan las claves del contexto o de las imágenes para inferir el significado de una palabra desconocida.

Identifican un elemento del texto y explican cómo ayuda a los lectores a comprender el texto.

Identifican una razón dada por el autor para apoyar un punto de vista.

Ask a question and use the text to answer it.

Identify a key detail that supports the main idea.

Use context or picture clues to figure out an unfamiliar word.

Identify a text feature and explain how it helps readers understand the text.

Identify a reason the author gives to support a point.

Grades 4–6

Usan detalles y ejemplos para explicar qué dice el texto.

Determinan la idea principal y explican cómo la apoyan los detalles clave.

Determinan el significado de palabras académicas generales o de dominio específico escogiendo entre una serie de estrategias.

Describen la estructura de sucesos, ideas, conceptos o información.

Explican cómo la información presentada en los elementos textuales contribuye a la comprensión del texto.

Use details and examples to explain what the text is saying.

Determine the main idea and explain how it is sup-ported by key details.

Determine the meaning of general academic or domain-specific words by choosing from an array of strategies.

Describe the structure of events, ideas, concepts, or information.

Explain how the information in text features con-tributes to an understanding of the text.

Close Read PARTNER LISTEN Have students listen to a recording of the leveled reader. Ask partners to help each other follow along with the recording. In grades K–2, tell partners to help each other hold the book correctly and follow the words from top to bottom and from left to right.

PARTNER READ Have students take turns reading the leveled reader aloud to their partners.

•Remind students to begin by pointing to and/or reading aloud the title and the names of the author and/or illustrator.

•Encourage students to use the phonics or word study strategy you modeled to decode another challenging word in the text.

•Have the students who are listening follow along in the text as their partners read.

PARTNER SHARE Have partners practice using the informational text mini-lesson focus to interact with the leveled reader more closely. Have them work together to complete one or more of the tasks listed below.

leVeleD teXt leSSoN PlaN: iNForMatioNal teXt

51


bil

ite

ra

cy

to

olk

it

After ReadingTHINK ABOUT IT Pose questions such as the following to help students consider how the leveled reader enhances their understanding of the unit theme or topic:

•¿En qué se parecen las ideas de este texto a las ideas de otro texto que han leído en esta unidad? | How are the ideas in this text similar to the ideas from another text you have read in this unit?

•¿Qué cosas nuevas aprendieron sobre el tema leyendo este libro? | What new things did you learn about the topic from reading this book?

•¿Cuál es la parte más interesante de este libro? ¿Por qué? | What is the most interesting part of this book? Why?

•¿Cómo se relacionan las ideas de este texto con el tema de la unidad? | How do the ideas in this text connect to the unit theme or topic?

TALK ABOUT IT Provide sentence frames such as the ones below to help students express their ideas about the text in a group discussion.

WRITE ABOUT IT Have students demonstrate their understanding through a brief writing activity. Depending on students’ grade levels and proficiency levels in Spanish, possible activities might include the following:

•Draw and label a picture of something interesting or important in the text.

•Write a question about the text, and then write an answer to the question.

•Write a brief comparison or contrast sentence about this text and another text.

•Write a brief summary of the text, retelling the most important ideas and information.

•Write a brief essay to compare an idea or event from the text with an idea or event from another text in this unit.

SENTENCE FRAMES

Este libro trata sobre ________.

Este libro se parece a los demás textos de esta unidad porque ________.

Las ideas de este texto son parecidas a/diferentes de las ideas presentadas en ________ porque ________.

Una idea nueva que aprendí sobre el tema al leer este libro es ________.

La parte más interesante de este libro es ________ porque _________.

This book is about ________.

This book is like the other texts in this unit because ________.

The ideas in this text are similar to/different from the ideas in ________ because ________.

One new idea I learned about the topic from this book is ________.

The most interesting part of this book is ________ because _________.



bilit

er

ac

y t

oo

lkit

LEVELED TEXT LESSON PLAN: LITERARY TEXT

Use leveled readers in combination with your classroom instruction to help students develop self-extending reading and thinking strategies as they become active, independent readers and writers and as they deepen their understanding of and engagement with unit themes and topics.

Before Reading Get Ready to Read Literary TextUNDERSTAND TEXT TYPE AND PURPOSE Discuss with students the characteristics of literary text. (It tells a story, or narrative; it often has illustrations that show characters, settings, or events.) Ask: ¿Cómo pueden determinar que un libro es un texto literario y no un texto informativo? (La selección trata sobre personajes y sucesos; presenta un escenario, una trama o problema y una resolución o solución; suele contener una lección de vida que el autor quiere transmitir.) | How can you tell that a book is literary text and not informational text? (The selection tells about characters and events; it has a setting, plot or problem, and a resolution or solution; it often contains a message about life the author wants to share.)

PREVIEW AND PREDICT Read aloud or have students read the title of the leveled reader. Call students’ attention to key words in the story. If there is a table of contents, read chapter titles with students. Look through the pages together and have them describe what they see in the illustrations. Ask: ¿Sobre qué creen que tratará este cuento? | What do you think this story will be about?

EXPLORE VOCABULARY Work with students to understand the literary language of the text, such as words relating to character, setting, plot, and theme. Say: Aquí presentamos algunas palabras sobre las que hablaremos antes de leer. | Here are some words we’ll want to talk about before we read. Choose words that are important to comprehension or that will ultimately help students uncover the theme or message in the text.

53


During Reading Access TextFOCUS ON PHONICS AND/OR WORD STUDY SKILLS Help students decode unfamiliar words in the leveled reader by reviewing a previously taught phonics or word study strategy. Model how to use the strategy to decode a specific word in the leveled reader.

FOCUS ON LITERARY TEXT Provide a targeted mini-lesson based on your grade-level instructional goals.

bil

ite

ra

cy

to

olk

it

SAMPLE INSTRUCTIONAL GOALS

Grades K–1

Los niños:

• Hacen y contestan preguntas sobre los detalles clave.

• Identifican al narrador del cuento en varios momentos del texto.

• Comparan y contrastan las experiencias de los personajes en los cuentos.

Children:

• Ask and answer questions about key details.

• Identify who is telling the story at various points in the text.

• Compare and contrast the experiences of characters in a story.

Grades 2–3

Los estudiantes:

• Identifican el mensaje principal, lección o moraleja de un cuento.

• Distinguen su propio punto de vista del punto de vista del narrador o de un personaje.

• Explican cómo las ilustraciones contribuyen a lo que se transmite mediante las palabras de un cuento.

Students:

• Determine the central message, lesson, or moral of a story.

• Distinguish their own point of view from that of the narrator or a character.

• Explain how the illustrations contribute to what is conveyed by the words in a story.

Grades 4–6

Los estudiantes:

• Hacen un resumen del texto.

• Determinan el significado de palabras y frases que se utilizan en un texto.

• Comparan y contrastan el tratamiento de temas en textos similares.

Students:

• Summarize the text.

• Determine the meaning of words and phrases as they are used in a text.

• Compare and contrast the treatment of themes in similar stories.



bilit

er

ac

y t

oo

lkit

Consider the following questions when determining the lesson focus:

•Which aspect of this leveled reader will be most challenging to students?

•Which aspect of this leveled reader must students understand in order to understand the text as a whole?

•Which reading strategies will help students internalize the process of reading actively?

•Which understandings about narratives must be reinforced as students interact with other types of literary text?

MINI-LESSON

1. FOCUS ON A GOAL Choose an instructional goal that best helps students understand the text. For example, to analyze character, explain that we know what characters are like from what they say and do and from what others say about them.

2. FOCUS ON WHY IT MATTERS Explain that active readers explore a selection closely to understand what happens in a story, why a character behaves in a certain way, and what message or observation about life the author wants to share. For example, if a character changes after losing a valued friend, the author may want readers to understand that friends are more important than possessions.

3. FOCUS ON MODELING Read the leveled reader for the first time aloud as students follow along in their books. Model the mini-lesson focus. For example, to model identifying the main character and story problem, ask: ¿Sobre quién trata este cuento? ¿A qué problema o dificultad se enfrenta esta persona? | Whom is this story about? What problem or difficulty does this person face?

4. FOCUS ON SUPPORT Provide an activity that will reinforce the instructional goal. For example, in a mini-lesson about the main character in a story, direct students’ attention to a text previously read in the unit. Reread a few pages of the book with students. Ask: ¿Quién se enfrenta a un problema en este cuento? ¿Qué detalles da el autor sobre este personaje? ¿Qué dice y qué hace el personaje? ¿Qué dicen los demás sobre este personaje? ¿Cómo lo saben? | Who in this story is facing a problem? What details does the author give about this character? What does the character say and do? What do others say about this character? How do you know? Then ask students to describe the main character and story problem in their own words.

leVeleD teXt leSSoN PlaN: literary teXt

55


bil

ite

ra

cy

to

olk

it

Close Read PARTNER LISTEN Have students listen to a recording of the leveled reader. Ask partners to help each other follow along with the recording. In grades K–2, tell partners to help each other hold the book correctly and follow the words from top to bottom and from left to right.

PARTNER READ Have students take turns reading the leveled reader aloud to their partners.

•Remind students to begin by pointing to and/or reading aloud the title and the names of the author and/or illustrator.

•Encourage students to use the phonics or word study strategy you reviewed as a class to decode another challenging word in the text.

•Have the students who are listening follow along as their partners read.

PARTNER SHARE Have partners practice using the literary text minilesson focus to interact with the leveled reader more closely. Have them work together to complete one or more of the tasks listed below.

SAMPLE TASKS

Grades K–3

Identifican personaje y escenario.

Hacen y responden preguntas sobre el cuento.

Vuelven a contar los sucesos de la trama y los detalles clave del cuento.

Hacen y responden preguntas sobre las palabras que les resultan desconocidas.

Identifican las relaciones entre las ilustraciones y el texto.

Comparan y contrastan personajes y sucesos.

Identify character and setting.

Ask and answer questions about the story.

Retell plot events and key details in the story.

Ask and answer questions about unfamiliar words.

Identify relationships between illustrations and text.

Compare and contrast characters and events.

Grades 4–6

Identifican personaje, escenario y trama.

Determinan el tema y lo explican usando detalles extraídos del texto.

Determinan el significado de las palabras desconocidas, escogiendo entre una variedad de estrategias.

Explican por qué el libro nivelado es diferente de otros tipos de textos literarios.

Comparan y contrastan personajes y sucesos del libro nivelado con los de otros textos literarios.

Identify character, setting, and plot.

Determine the theme and explain it using details from the text.

Determine the meanings of unknown words, choos-ing from an array of strategies.

Explain how the leveled reader is different from other types of literary texts.

Compare and contrast characters and events from the leveled reader with ones from other literary texts.



bilit

er

ac

y t

oo

lkit

After Reading THINK ABOUT IT Pose questions such as the following to help students consider how the leveled reader enhances their understanding of the unit theme:

•¿En qué se parece este cuento a otros libros que han leído en esta unidad? | How is the story like other books you have read in this unit?

•¿Qué cosas nuevas aprendieron sobre el tema de la unidad al leer este libro? | What new things did you learn about the unit theme from reading this book?

•¿Cuál es la parte más interesante de este libro? ¿Por qué? | What is the most interesting part of this book? Why?

TALK ABOUT IT Provide sentence frames such as the ones below to help students express their ideas about the text in a group discussion.

WRITE ABOUT IT Have students demonstrate their understanding through a brief writing activity. Depending on students’ grade levels and proficiency levels in Spanish, possible activities might include the following:

•Draw and label a picture of something interesting in the text.

•Write a question about the text, and then write an answer to the question.

•Write a brief comparison or contrast sentence about this text and another text.

•Write a brief summary of the text, retelling the most important events and information.

•Write a brief essay to compare a character or theme from the text with a character or theme from another text in this unit.

SENTENCE FRAMES

Este libro trata sobre ________.

Este cuento es como los demás textos de esta unidad porque ________.

El mensaje de este cuento es similar al/diferente del mensaje transmitido en ________ porque ________.

Una idea nueva que aprendí con este libro sobre [indique el tema de la unidad] es ________.

Mi parte preferida del libro es ________. Me gusta porque ________.

This book is about ________.

This story is like the other texts in this unit because ___________.

The message in this story is similar to/different from the message in ___________ because ___________.

One new idea I learned from this book about [state unit theme] is ___________.

My favorite part of the book is ___________. I like it because ___________.

leVeleD teXt leSSoN PlaN: literary teXt

57


bil

ite

ra

cy

to

olk

it


StrategieS for independent Center aCtivitieSClassroom centers allow students to work collaboratively and independently while you work with small groups or individuals. Center activities should be meaningful, manageable, and based on learning objectives. The ReadyGEN Biliteracy Pathway provides suggestions for independent centers in every module. To create those centers and develop your own, consider the following tips:

MANAGEMENT These suggestions will help you manage centers in your classrooms:

• Display posters near the centers with clear directions for students. For example, a poster could explain how students should work in a group or how they should turn in the work they complete. Also post information on how students should clean up and restock a center when they have completed an activity.

• Introduce a new center activity by modeling it for students. Do a walk-through and show them how to use the materials associated with the activity.

• Develop a plan for managing transitions. For example, you can create a chart with a schedule for rotating through centers. Set a timer or use another device to signal when it is time for students to transition from one center to the next.

ACCOUNTABILITY Students should be held accountable for the time they spend on center activities. You can accomplish this through any of the following:

• For small group work at centers, use the “Mi trabajo colaborativo” reproducible on p. 59. Have students fill out the first section as they start the task and the last section when they complete it. This will ensure that they understand the task beforehand and can self-report what they accomplished at the end.

• To ensure that students share ideas in group conversations, provide a toy microphone or a “talking” card. Students should pass the microphone or card to take turns speaking. Let students know that each person in the group should take at least one turn with the microphone or “talking” card.

• Have students use classroom technology to document their work, such as by taking pictures, posting on a blog, and/or recording short videos.

• Have students turn in their independent work as well as their cooperative work. For example, individuals could write lists of prefixes and then work collaboratively to create a longer group list. Both the individual and group lists would be collected.

SCAFFOLDING Support students by providing scaffolded materials at the centers. For example, you can create and laminate sets of sentence frames for different types of conversations, such as comparing and contrasting ideas, looking for causes and effects, etc. Choose the sentence frames that are appropriate for an activity and place them at the center. You might also provide model responses or answer sheets that students can view after completing their work, so that they have immediate feedback.


Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Nombre Fecha

Mi trabajo colaborativo

ANTES DE COMENZAR

¿Quiénes son los miembros de nuestro grupo?

¿Cuál es nuestra tarea?

¿Cómo voy a participar en el grupo?

AL TERMINAR

¿Qué hicimos en nuestro grupo?

¿Cómo participé en el grupo?

¿Qué es algo que aprendí?

La experiencia de trabajar con mi grupo fue

porque

59


Supporting Biliterate WriterSBiliterate learners should be encouraged to bring all their language resources to writing tasks. Strategies such as the Language Experience Approach (p. 37), Contrastive Analysis (p. 41), and the Dictado (pp. 64–69) develop students’ metalinguistic awareness and improve their writing competencies in each language. Two additional strategies, writing journals and scaffolded writing support, are described below.

Writing JournalsHave students set up a writing journal at the beginning of the year. As they progress through Module P, have them record their practice activities and drafts of writing assignments in their journals. Their Dictados can be recorded in their journals or on copies of pp. 67–68. Allow time for students to do free writing in their journals, letting them choose the language and the topic.

Scaffolded Writing Support Use the following routine to support students as they carry out the Module P Performance-Based Assessment (PBA). For support with the PBA in the paired English module, see “Unlock the Writing” in the Scaffolded Strategies Handbook.

1. BREAK APART THE TASK Distribute copies of the task and read it with students. Together, identify key terms in the task and discuss why each term might be significant. Then have students highlight the words and phrases that you all agree are important.

Display a series of questions that will help students break apart the task, such as: ¿Qué tipo de texto es este? ¿Qué otros textos debería consultar? ¿Qué debo incluir en mi escritura? | What type of writing is this? What other texts should I reference? What do I need to include in my writing?

2. RESTATE THE TASK Have students restate the task in their own words. Check for any misinterpretations or missing elements.

3. DETERMINE FOCUS AND GATHER IDEAS Have students work in pairs to review the texts they’ve read for details and information that will help them with the writing task. For example, if the task is to write an opinion, they should look for reasons and facts that will support their opinion. Have them add sticky notes to passages to mark important details.

Have students plan their writing by gathering and organizing ideas. They should list examples of facts, details, visuals, etc. that will support their main ideas or central messages. Encourage them to use graphic organizers such as word webs, multi-column charts, or sorting circles to note “brainstormed” details such as character descriptions, figurative language, sequence of key events, or evidence. Remind students to use all their language resources while brainstorming. Terms they know in English can be listed and then translated into Spanish after consulting bilingual dictionaries. You can also provide copies of the reproducibles on pp. 62–63, Banco de palabras (for Grades K–1) and Palabras y frases de enlace (for Grades 2–6) as a resource for students.

bil

ite

ra

cy

to

olk

it



4. TALK IT THROUGH AND GET ORGANIZED Have students work in pairs or small groups to talk through their writing plans. Provide questions to prompt focused prewriting conversations among students, such as: ¿Cuál es mi tema? ¿Qué información es más importante? ¿Qué detalles son más interesantes? ¿Qué detalles podría omitir? ¿Cuáles son mis fuentes? | What is my topic? Which information is the most important? Which details are the most interesting? Which details could I leave out? What are my sources? Students should incorporate all useful feedback to further organize their writing.

5. BREAK IT DOWN Work with students to create a chart that identifies the elements of the writing genre. For example, if students are working on writing a narrative, remind them that it should include an interesting title, a setting, characters, and a logical sequence of events. Use the sample below as a model for developing a chart that addresses all of the genre’s elements.

Provide writing models and sentence frames for students who need more support with the writing genre.

6. LOOK AT CONVENTIONS AND CRAFT Have students review the grammar, spelling, and punctuation skills covered in Module P. Remind them that they will be evaluated on their attention to Spanish language conventions.

As students revise their writing, remind them to make sure that their sentences work together in each paragraph. Sentences should be varied and address elements of the writing genre. Remind them to keep their purpose and audience in mind as they write. Encourage students to use dictionaries and thesauruses to check word meanings and improve word choices.

7. REVIEW THE CHECKLIST Remind students to verify that they have covered all the items on the list before they publish and present their writing.

bilit

er

ac

y t

oo

lkitELEMENTO DEFINICIÓN EJEMPLO

Título • Captalaatencióndellector

• Daunaideadeltema¿Dónde está Fifi?

61



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Para hablar de tamaño:

alto, altaancho, anchabajo, bajacorto, cortaestrecho, estrechagrandelargo, largapequeño, pequeña

Para hablar de cantidad:

algunos, algunasmuchos, muchasningunos, ningunasun, uno, unaunos, unasvarios, variaspocos, pocas

Para hablar de posición:

arriba cercaabajo detrásadentro entreafuera lejos

a la derechaa la izquierdaal lado debajo deen frenteencima de

Para hablar de tiempo:

ahora mañanaanoche prontoayer tardehoy tempranoluego ya

a tiempoen seguidamás tarde por la mañanapor la tarde

Mira los grupos de palabras. Usa estas palabras cuando hables o escribas.

Nombre Fecha

BANCO DE PALABRAS

RGEN16_Bilit_WordBankBLM.indd 62 22/03/16 3:13 PM

Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

A medida que escribas o hables, usa palabras y frases como las que se muestran en la tabla para expresar y conectar tus ideas. También puedes agregar tus propios ejemplos de palabras y frases a la tabla.

63

Nombre Fecha

PALABRAS Y FRASES DE ENLACE

Para… …usa palabras y frases como estas:

presentar detalles por ejemplo, una manera en que, para ilustrar esto

apoyar ideas con detalles o ejemplos adicionales

además, asimismo, incluso, igualmente, también, por tanto, de igual importancia, cabe agregar que

introducir otra idea o para cambiar el tema

en cuanto a, con respecto a, en lo tocante a

comparar ideas de la misma manera, de manera semejante

señalar un cambio de idea o contrastar ideas

por un lado, por otro lado, sin embargo, no obstante, en cambio, por otra parte, a pesar de, sino que, en cambio, si bien, aunque, en contraste

enfatizar una idea primeramente, ante todo, sobre todo, antes que nada, cabe destacar que, de hecho

indicar causa debido a, puesto que, por lo que, a causa de

indicar efecto oconsecuencia

consecuentemente, como resultado de, debido a, por tanto, en consecuencia, por consiguiente

concluir o parafrasear en conclusión, finalmente, en resumen, es decir, en efecto, en fin, por último, en suma

RGEN16_Bilit_WordBankBLM.indd 63 22/03/16 3:13 PM

The DICTADO

A Strategy for Developing Metalinguistic AwarenessThe word dictado is Spanish for “dictation.” The dictado has long been recognized by educators throughout Latin America as an effective device for teaching sound/letter correspondences, spelling, grammar, and conventions, adaptable for students of all ages and all levels of language proficiency. The basic format of a dictado is the dictation of the same brief text to students over a period of days, followed by instruction that guides students to identify and self-correct their errors as they reconstruct the text with the teacher. The act of decoding words and phrases for sounds, encoding them for meaning, and recoding them as writing fosters students’ thinking about language.

In the United States, the dictado methodology has been adopted and customized by biliteracy educators to reinforce language knowledge. The Literacy Squared® research team, led by Dr. Kathy Escamilla, has developed a specific approach called theDictado, which provides a routine for administering dictados in Spanish and English over the course of a school year. The routine includes explicit teacher modeling and instruction that helps students deepen their metalinguistic awareness by recognizing and comparing features of Spanish and English.

The Dictado in the ReadyGEN Biliteracy PathwayThe Dictado in the ReadyGEN Biliteracy Pathway has been adapted from the Literacy Squared® approach. It is administered over the first five lessons of a module through a mini-lesson during whole-group writing time, with an assessment in the fifth mini-lesson. The Dictado covers three teaching points that relate to previously taught phonics/word analysis skills, grammar skills, and language conventions. A sample mentor text, carefully constructed to relate thematically and reflect the teaching points, is also provided.

Once you are comfortable administering the Dictado, you may wish to craft your own teaching points and mentor text, based on your analysis of students’ work. Whether you use the suggested Dictado or develop your own, this strategy will help students:

•listen for and distinguish the sounds in a word, a phrase, and a sentence;

•improve their receptive proficiency, or their listening and reading comprehension of meaningful text;

•learn to closely read their own writing; and

•internalize spelling rules, grammar, and conventions.

The ReadyGEN Biliteracy Pathway also provides recommended teaching points and a sample mentor text for a Dictado in English. (See the Paired Literacy Support pages in the Biliteracy Pathway Teacher’s Guide.) When administered in both languages, the Dictado is an effective tool for honing students’ metalinguistic skills and awareness of how they think and learn.

bil

ite

ra

cy

to

olk

it



MIN

I-L

ES

SO

N

PUNTOS A ENSEÑAR | TEACHING POINTS

Dictado

Read aloud the mentor text to accurately convey meaning, phrasing, intonation, and expression. Then reread the text, pausing after a phrase or sentence to have children echo the words of the text.

Read aloud the mentor text a third time, pausing to repeat appropriate sections as needed, as children write what you dictate. Have them reread their writing and correct any errors they find. Then reconstruct the mentor text and talk through the Teaching Points while children check and correct their writing.

For more guidance, see p. TR16 and pp. 64–69 in the Biliteracy Pathway Handbook.

mayúsculascapitalization

oraciones enunciativasdeclarative sentences

palabras con c, s, zwords with c, s, z

El sábado pasado almorzamos en casa de mis vecinos. El domingo cenamos en casa de mis primos.

Sample Talk-Through

Escribamos "El sábado pasado". Comienzo con una E mayúscula porque es el inicio de la oración. Después escribo la l, para terminar la palabra El. Ahora, sábado. ¿Comienzo la palabra con mayúscula? Sí lo haría si estuviera escribiendo en inglés, porque en inglés los días de la semana se escriben con mayúscula inicial, pero en español no es así. Por lo tanto, escribo una s minúscula. Después a, ba, do. ¿Qué le falta a esta palabra? SA-ba-do. Debo poner tilde a la a para marcar que la primera sílaba está acentuada: sábado. Después, pasado: pa, sa, do. Ahora tenemos “El sábado pasado”. ¿Qué viene a continuación? | Let’s write “El sábado pasado.” I begin with a capital E because it’s the beginning of the sentence. Then I write the l, to finish the word El. Now sábado. Do I start with a capital letter? I would in English, because in English the days of the week begin with capital letters. But in Spanish they don’t. So I’ll write a lowercase s. Then a, ba, do. What’s missing from this word? SA-ba-do. I need an accent mark on the a to show that the first syllable is stressed: sábado. Then pasado: pa, sa, do. Now we have “El sábado pasado.” What’s next?

Grade 2, Unit 1, Lesson 1, Dictado Mini-Lesson

Reconstructing the Mentor Text

bilit

er

ac

y t

oo

lkit

In the Dictado Mini-Lessons for Lessons 1, 3, and 4, the dictation of the mentor text is followed by an extensive talk-through. During the talk-through, you reconstruct the mentor text word by word, addressing each of the teaching points. Students follow along, checking and correcting their work. As you reconstruct the text, you can also develop students' metalinguistic awareness by pointing out similarities and differences in Spanish and English. The sample below is the beginning of a talk-through for the Mini-Lesson shown above.

65


bil

ite

ra

cy

to

olk

it Additional Resources For additional guidance on administering the Dictado, see the Dictado Routine on p. TR16 of the Biliteracy Pathway Teacher’s Guide (p. TR26 in Kindergarten). The following resources in this Handbook may also be helpful:

•: The “Mi Dictado” reproducible can be used with children in Grades K–1. The “graph paper” format allows children to write individual letters in the boxes, to leave spaces between the words, and to leave space between the lines.

•Page 68: The “Dictado” reproducible can be used with students in Grades 2–6. It is set up in a bilingual format and includes proofreading marks that students can use as they correct their work. You may wish to use this reproducible for students’ final Dictado assessments.

•Page 69: Use the "Rubric for the Dictado" to score and analyze students' Dictados.Record information about the skills that should be reinforced with additional mini-lessons and Dictados. If students submit Dictados in Spanish and English, complete a rubric for each one and compare the results.

•Pages 74–91: The Contrastive Analysis Charts provide additional guidance for supporting students as they transfer and apply their knowledge of two languages.


THE ROUTINE

1 Write your own mentor text for the Dictado, based on skills that need further reinforcement, or use the mentor text in the Dictado Mini-Lessons. Before administering the Dictado each day, students should have paper, access to a list of proofreading marks (see the reproducible pages in the Biliteracy Pathway Handbook), and two different colored pencils, one for writing down the Dictado and one for correcting the final text that is written down.

2 In Dictado Mini-Lessons 1 and 3, administer the Dictado to the whole group. Tell students to listen carefully while you read aloud. Then reread the text and have students count the number of sentences. To support emerging writers, have them repeat the words after you, phrase by phrase.

3 Tell students to write down the text as you read it a third time. Explain that as you read, you will signal the end of sentences and paragraphs. Tell students to write on every other line to allow enough space for making corrections (with a different colored pencil) later.

4 Have students write their names and the date on their papers. Say: La primera oración. | First sentence. Read aloud the first sentence ending with: El final de la oración. | End of sentence. Continue until you have read aloud the entire text.

5 Reconstruct the Dictado text on the board. Have students use another pencil (i.e., of a different color) and standard proofreading marks to correct their papers while you reconstruct and read aloud the Dictado.

6 Refer to the Puntos a enseñar | Teaching Points during the talk-through. For example: Como “¿Qué pasó?” es una pregunta, empiezo la oración con un signo de interrogación invertido. Termino la oración con un signo de interrogación regular. | Since “¿Qué pasó?” is a question, I start the sentence with an inverted question mark. I end the sentence with a regular question mark. Model and talk through rules such as the capitalization of proper names or the correct use of written accent marks.

7 For Dictado Mini-Lesson 2, pair students and give a copy of the mentor text to each pair. Have them take turns dictating and writing the text. Then have students read their texts aloud to each other and correct their errors. Display the correct model and have them mark additional corrections. Have them compare this writing to their work on the previous day.

8 For Dictado Mini-Lesson 4, dictate the mentor text and have students record it. To challenge students, you can add a new sentence to the text. Have students read their writing to a partner, correcting any errors. Then reconstruct the text for the class and have students check and correct their writing.

9 For the Assessment in Mini-Lesson 5, administer the final Dictado and have students turn in their papers for you to evaluate.

Rutina del Dictado


The Dictado Routine on p. TR16 of the Biliteracy Pathway Teacher’s

Guide (p. TR26 in Kindergarten) describes the materials and procedures

for each Dictado Mini-Lesson.


Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Nombre

mi dictado

Escucha al maestro o a la maestra. Escribe las palabras.

67



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

DictaDo

Marcas de corrección | Proofreading Marks

Nombre | Name Fecha | Date

borrar delete

insertar/agregar insert/add

separar separate

insertar coma insert a comma

unir join

escribir con mayúscula capitalize

escribir con minúscula make lower-case

insertar punto insert a period


Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Grade Unit

Language of the Dictado: Spanish ________ English ________ Date: ____________

Teaching Point

Made no errors or almost no errors, showing a strong grasp of this area.

Made very few errors, showing a general grasp of this area.

Made errors that show a need for some reinforcement in this area.

Made a number of errors that show a need for significant reinforcement in this area.

4 3 2 1

4 3 2 1

4 3 2 1

Other Language and Spelling

Conventions4 3 2 1

Total Score

RUBRIC foR the dICtado

Customize this rubric to assess student mastery of the teaching points embedded in the Dictado mentor text. If the student completes Dictados in both Spanish and English, fill out a rubric for each and do a side-by-side comparison of the results.

bilit

er

ac

y t

oo

lkit

LANGUAGE TRANSFER OBSERVATIONS Identify specific examples of cross-language transfer in the student’s written Dictado. For more information, see the Contrastive Analysis Charts on pp. 74–91.

NOTES FOR FUTURE INSTRUCTION Use the above scores and observations to list teaching points for future instruction.

69

RGEN16_Bilit_HB_Rubrics1.indd 69 14/03/16 6:43 PM

bil

ite

ra

cy

to

olk

it

Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.


bilit

er

ac

y t

oo

lkit

Name Grade Unit

Spanish Rating

Engagement and Identity

Stamina Independence CommunityEnglish Rating

Avid

Eager to read and share texts; sets goals for own reading.

Would continue reading beyond allotted time.

Rarely needs help, if ever.

Eagerly and productively participates in collaborative conversations about texts.

Avid

Advancing

Enjoys reading; is developing text preferences; is becoming aware of reading abilities.

Reads for allotted time with eyes on text.

May occasionally need help with new texts or challenging sections of text.

Actively participates in collaborative conversations about texts.

Advancing

Developing

Reads if required; selects favorite texts that may lack sufficient challenge.

Struggles to sustain reading over time; may be distracted by others.

Progresses through familiar texts; needs help with new or difficult texts.

With some support, participates in collaborative conversations about texts.

Developing

Emerging

Reluctant to read; does not view self as a reader.

Unable to read for a period of time; is easily distracted.

Needs considerable help to progress through texts.

Needs considerable support to minimally participate in conversations about texts.

Emerging

RUBRIC FOR BILITERATE READERS

Process FocusUse the rubric as a tool for evaluating the processes that the student uses when reading assigned and self-selected texts in Spanish and in English.


bil

ite

ra

cy

to

olk

it

bilit

er

ac

y t

oo

lkit

Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Grade Unit

bilit

er

ac

y t

oo

lkit

RUBRIC FOR BILITERATE READERS

Strategy FocusUse the rubric as a tool for evaluating the strategies that the student uses when reading assigned and self-selected texts in Spanish and in English.

SpanishRating

Vocabulary Knowledge

Decoding and Word

RecognitionFluency

Critical Thinking

ComprehensionEnglish Rating

Avid

Applies strategies to understand the words and language in a text.

Reads high-frequency words and new words accurately.

Reads smoothly at a natural pace.

Applies higher-order thinking skills to texts; asks inferential and/or high-level inquiry questions.

Understands the text; answers inferential questions and/or high-level inquiry questions.

Avid

Advancing

Applies strategies to work through the words and language in a text.

Reads high-frequency words; applies skills to help decode new words.

Reads smoothly at a slow pace; may occasionally need cues.

Applies higher-order thinking skills to texts; asks text-based and/or inferential questions.

Uses strategies to help understand texts; answers text-based questions and inferential questions.

Advancing

Developing

Reads most words in a text; works through difficult sections with support.

Recognizes high-frequency words; begins to decode new words with guidance.

Reads at a slow pace; may need cues; may become frustrated.

Applies high-order thinking skills with guidance; asks questions about texts.

Understands texts with support; answers basic questions about texts. Developing

Emerging

Struggles to read many of the words; skips difficult words.

Struggles to recognize high-frequency words; skips new words.

Reads haltingly; often needs cues; is easily frustrated.

Has great difficulty applying higher-order thinking skills; doesn’t ask questions about texts.

Struggles to understand texts; has difficulty answering questions about texts.

Emerging

71


Language FeatureEnglish Influences on Spanish Writing

Spanish Influences on English Writing

Features Correctly Applied in Both Languages

Approximations of Language Conventions

▶ Sentence structures and word order

▶ Agreement (number, gender, subject/verb) and other usage issues

▶ Punctuation (questions, exclamations, dialogue, etc.)

Word ChoiceCode-switching, borrowed words, adapted words, etc.

Spelling Approximations ▶ Spanish influence: "laic" for like

▶ English influence: "siya" for silla

Topics for Additional Support or ExtensionIn Spanish:

In English:

bil

ite

ra

cy

to

olk

it

Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Grade Unit

RUBRIC foR BIlIteRate wRIteRs

Quantitative CriteriaCompare rubric scores from the Spanish and English Performance-Based Assessments in this unit.

Qualitative CriteriaAnalyze Spanish and English writing samples for specific examples of cross-language transfer. For more information, see the Contrastive Analysis Charts.

Spanish Score Performance-Based Assessments English Score

0 1 2 3 4 Focus 0 1 2 3 4

0 1 2 3 4 Organization 0 1 2 3 4

0 1 2 3 4 Development 0 1 2 3 4

0 1 2 3 4 Language and Vocabulary 0 1 2 3 4

0 1 2 3 4 Conventions 0 1 2 3 4


bilit

er

ac

y t

oo

lkit


bil

ite

ra

cy

to

olk

it

bilit

er

ac

y t

oo

lkit

Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Grade Unit

Spanish Score

Level of Discourse

Language Structures and Conventions

Vocabulary Development and

Word Choice

Collaborative Participation

English Score

4

Produces sustained, articulate expressions of complex ideas, adapting language for the task, audience, and purpose.

Fluently uses a variety of appropriate language structures and demonstrates a command of language conventions.

Incorporates an expanding range of grade-level academic vocabulary while speaking, using the words in ways that reveal a deep conceptual understanding.

Expresses complex ideas, asks relevant questions, provides detailed responses, and takes a leadership role in class discussions and small-group conversations.

4

3

Produces sustained expressions of ideas, with an awareness of task, audience, and purpose.

Incorporates learned language structures and shows an increasing understanding of language conventions.

Incorporates learned academic vocabulary while speaking, in ways that reveal a growing understanding of word meanings.

Expresses ideas, asks and answers questions, and participates actively in class discussions and small-group conversations.

3

2

Produces sentences that express ideas about a topic.

Uses provided language structures to express ideas and shows some understanding of language conventions.

Incorporates learned vocabulary words while speaking, in ways that reveal a basic knowledge of the words.

With some support, expresses ideas and answers questions in class discussions and small-group conversations.

2

1

Uses gestures and produces words and phrases to convey basic ideas about a topic.

Uses simple sentence frames to express basic ideas and feelings.

Incorporates basic learned words while speaking.

With support, expresses basic ideas in class discussions and small-group conversations.

1

RUBRIC FOR BILITERATE LEARNERS

Oral LanguageUse the rubric as a tool for evaluating students’ oral language proficiencies in Spanish and English.

73


Bil

ite

ra

cy

re

so

ur

ce

s

Consonants

IPA* Spanish: English:

p pato (duck)Never aspirated.

pitAspirated at the start of a word or stressed syllable.

b barco (boat), vaca (cow)Substitute voiced bilabial fricative /ɞ/ in between vowels

bit

m mundo (world) man

w agua (water) win

f fino (fine) fun

v NO EQUIVALENT very With modeling and practice, learners can produce the sound.

ɵ In Latin American Spanish, there is no equivalent. In Castilian Spanish (from Spain): plaza (plaza), peces (fish).

thingWhen done correctly, the tongue will stick out between the teeth.

o̽ cada (every)Sound exists in Spanish only between vowels; sometimes substitute voiceless ɵ.

thereWhen done correctly, the tongue will stick out between the teeth.

t tocar (touch)Never aspirated.

timeAspirated at the start of a word or stressed syllable.

d dos (two)Never aspirated.

dimeEnglish tongue-touch is a little farther back in the mouth than for Spanish.

n nube (cloud) nameEnglish tongue-touch is a little farther back in the mouth than for Spanish.

s seco (dry) seek

z NO EQUIVALENT zealWith modeling and practice, learners can produce the sound.

ɾ pera (pear)The single, medial r is pronounced with a quick tongue tap, very similar to a medial t or d in English.

butterIn a medial position, the letters t and d are pronounced with a quick tongue tap, very similar to the medial r in Spanish.

l libro (book) loopEnglish tongue-touch is a little farther back in the mouth than in Spanish. At the ends of syllables, the /l/ bunches up the back of the tongue, becoming velarized /ɫ/ or dark-l as in the word ball.

ɹ NO EQUIVALENT redIncludes lip-rounding. With modeling and practice, learners can produce the sound.

ʃ In Argentina and Uruguay, this can replace the /ʤ/ sound for y and ll in words such as yo and llamar. Other Spanish speakers can learn this sound.

shallowOften said with lip-rounding.

ʒ NO EQUIVALENT visionRare sound in English. Learners may substitute /z/ or /ʤ/.

ʧ chico (boy) chirp

ʤ NO EQUIVALENTSometimes substituted with /ʃ/ sound. Some dialects have this sound for the ll spelling as in llamar.

joy

contrastive analysis chart: Phonics

74 Part 3 • Biliteracy Resources

RGEN16_Bilit_HB_CA_Charts2.indd 74 14/03/16 4:45 PM

BILIT

ER

AC

Y R

ES

OU

RC

ES

* International Phonetic Alphabet

j yeso (plaster)Often substituted with /ʤ/.

you

k casa (house)Never aspirated.

kiteAspirated at the start of a word or stressed syllable.

g gato (cat) goat

ŋ mango (mango) king

h NO EQUIVALENT hopeLearners can produce the sound.

r carro, perro NO EQUIVALENT

x gente (people)Pronounced as a velar fricative. With modeling and practice, learners can produce the sound.

NO EQUIVALENTSimilar to the ch in the German word ach.

Vowels

IPA* Spanish: English:

i mi beet

ɪ NO EQUIVALENT bitUsually confused with /i/ (meat vs. mitt).

e eco (echo) baitEnd of vowel diphthongized—tongue moves up to /ē/ or short e position.

ɛ NO EQUIVALENT betLearners may have difficulty distinguishing /ā/ and /e/ (short e): pain vs. pen.

æ NO EQUIVALENT batLearners may have trouble getting the tongue farther forward in the mouth.

u uva (grape) boot

ʊ NO EQUIVALENT couldLearners may have difficulty distinguishing the vowel sounds in wooed vs. wood.

o ojo (eye) boat

ɔ NO EQUIVALENT lawLearners need practice to distinguish from the long o sound.

ɑ mal (bad) hot

ɑ ʊ flauta (flute)Diphthong

houseDiphthong

ɔ ɪ hoy (today)Diphthong

boyDiphthong

ɑ ɪ caigo (I fall)Diphthong

biteDiphthong

ə NO EQUIVALENT alone, theThe schwa is the most common vowel sound in English, found only in unstressed syllables. Learners may substitute other vowel sounds or have difficulty keeping it short.

ʌ NO EQUIVALENT cutSimilar to schwa /ə/.

ɝ NO EQUIVALENT birdDifficult articulation, unusual in the world but common in American English.

75

RGEN16_Bilit_HB_CA_Charts2.indd 75 23/03/16 7:18 PM

BIL

ITE

RA

CY

RE

SO

UR

CE

S

CONTRASTIVE ANALYSIS CHART: THE WRITTEN ACCENT

The Written Accent: Orthographic Accent (Acento ortográfico)

Key Difference: Spanish includes written accent marks while English does not. The accent mark has two functions: it is used to identify the stressed syllable (acento ortográfico) and to distinguish the meaning or function of a word (acento diacrítico).

In Spanish:• When a written accent is used to indicate the stressed syllable (sílaba tónica), it is called an orthographic

accent (acento ortográfico).

• In most Spanish words, the stress falls on the second-last syllable or the last syllable.

• Palabras agudas: Words with a stress on the last syllable are called palabras agudas. If they end in any other letter besides s, n, or a vowel, they have no written accent: español, arroz, vendedor, ciudad, etc. This is the case for the infinitive forms of all verbs: platicar, correr, cumplir, etc.

• Palabras agudas that end in s, n, or a vowel require a written accent on the last syllable: común, después, así, etc. The first- and third-person singular forms of many verbs in the preterite are written with an accent on the last syllable: caminé, caminó, vendí, vendió, etc.

• Palabras graves or palabras llanas: Words that have the stress on the second-last syllable are called palabras graves or palabras llanas. If they end in s, n, or a vowel, they have no written accent: lejos, examen, tortilla, hombre, camino, etc.

• Palabras graves that end in any letter other than s, n, or a vowel require a written accent on the second-last syllable: árbol, azúcar, lápiz, etc.

• Palabras esdrújulas: Words that are stressed on the third-last syllable are called palabras esdrújulas, and they always require a written accent: pájaro, América, esdrújula, música, etc.

• Palabras sobreesdrújulas: Words that are stressed on the fourth- or fifth-last syllable are called palabras sobresdrújulas, and they always require a written accent. Most words in this category are adverbs from a root word that is already written with an accent, or verbs with added pronouns: fácilmente, rápidamente, llévatelo, contéstensela, etc.

• Hiatos: In Spanish, the vowels a, e, and o are known as vocales fuertes or vocales abiertas (strong vowels or open vowels). The vowels i and u are known as vocales débiles or vocales cerradas (weak vowels or closed vowels). When two strong vowels appear side by side, they are pronounced in separate syllables: cre/o, ca/e, ca/no/a. The pattern of adjacent vowels in separate syllables is called a hiato (hiatus).

• Diptongos: When two weak vowels appear side by side, they are pronounced in the same syllable: rui/do, ciu/dad. These vowel combinations are called diptongos (diphthongs). If an accent mark is needed to show the stressed syllable, the second vowel in the dipthong takes the accent: veintiún, lingüístico.

• When a strong and a weak vowel appear side by side, they are also pronounced as a diphthong in one syllable: rei/na, au/to, grue/so. If a written accent is needed to show the stressed syllable, the strong vowel takes the accent: des/pués, in/sis/tió.

• Some Spanish words have a vowel combination that would normally be a diphthong, but the vowels are split into two different syllables, resulting in a hiato. In these cases, the weak vowel needs a written accent: mí/o, ba/úl, bio/gra/fí/a, de/cí/a.

• A spelling reform from the Real Academia Española has stated that one-syllable words with diphthongs should not have an accent mark. Verb conjugations such rio (she/he laughed), and frio (she/he fried) do not require accent marks because they are one-syllable words. However, the words río (river) and frío (cold) do need accent marks because they are two-syllable words: rí/o, frí/o.

Possible English-Influenced Approximations:• Orthographic accent marks are omitted or

used incorrectly: arból, mi mama, sabiá, etc.

Possible Spanish-Influenced Approximations:• Pronunciations of English words may reflect stressed

syllable patterns in Spanish: DIS-cuss for discuss; sim-i-LAR for similar.


RGEN16_Bilit_HB_CA_Charts.indd 76 23/03/16 7:20 PM

Bilit

er

ac

y r

es

ou

rc

es

The Written Accent: Diacritical Accent (Acento diacrítico)

Key Difference: Spanish includes written accent marks while English does not. The accent mark has two functions: it is used to identify the stressed syllable (acento ortográfico) and to distinguish the meaning or function of a word (acento diacrítico).

In Spanish:• A diacritical accent is used to differentiate between a number of common homonyms, words that sound

the same but have a different meaning:

él he el the

más more mas but

sé I know se himself, herself, itself, themselves (reflexive pronoun)

sí yes si if

té tea te you (direct object pronoun)

tú you tu your

• Interrogative pronouns and adverbs have a diacritical accent when they are used to ask questions or make exclamations. For example:

¿Qué dijeron? What did they say?

¿Cuándo vuelven? When do they return?

¿Dónde vives? Where do you live?

¡Cómo me gusta cantar! How I love to sing!

• The question or exclamation can be indirect. For example:

No sé cuánto va a costar. I don’t know how much it will cost.

Queremos saber quiénes van a venir. We want to know who will come.

Imagínate cómo me sentí. Imagine how I felt.

• When the same words are not being used to ask a question or make an exclamation, they do not have an accent mark.

Dijeron que sí. They said yes.

La vi cuando fui a mi casa. I saw her when I went home.

Me gusta como bailan. I like how they dance.

• Demonstrative pronouns used to have diacritical accents to distinguish them from demonstrative adjectives. For example, the correct style used to be: Este libro no le gusta. Le gusta ése. A more recent spelling reform from the Real Academia Española has stated that demonstrative pronouns should no longer have diacritical accents, so the correct style is now: Este libro no le gusta. Le gusta ese. These demonstrative pronouns no longer carry accents: aquel, aquella, aquellas, aquellos, esa, esas, eso, esos, esta, estas, este, estos.

Possible English-Influenced Approximations:• Diacritical accent marks are omitted or used incorrectly: Se lo di a el; Le di él regalo.

77

RGEN16_Bilit_HB_CA_Charts.indd 77 23/03/16 9:44 AM

Bil

ite

ra

cy

re

so

ur

ce

s

contrastive analysis chart: language conventions

Adjectives: Number and Gender Agreement

Key Difference: In Spanish, the endings of adjectives reflect the number and gender of the noun. In English, adjectives usually do not reflect the number or gender of the noun.

In Spanish:• Adjective endings vary to agree in number

and gender with the noun they modify: un gato negro, dos gatos negros, una vaca blanca, dos vacas blancas.

• If an adjective ends in e or a consonant, only the number agreement is visible: una niña alegre, dos niños alegres, una taza azul, dos platos azules.

In English:• Adjective endings are the same whether the noun is

singular or plural: one black cat, two black cats, one white cow, two white cows.

• Adjective endings are not modified to reflect the gender of the noun: a happy girl, a happy boy.

Possible English-Influenced Approximations:• Adjective endings may not reflect the number

of the noun they modify: flores amarilla.

• Adjective endings may not reflect the gender of the noun they modify: una idea muy bueno.

Possible Spanish-Influenced Approximations:• Adjectives may be written to reflect a plural noun:

the yellows flowers.

Possessive Adjectives

Key Difference: In Spanish, possessive adjectives agree in number and sometimes in gender with the item that is possessed. In English, possessive adjectives agree in gender and number with the owner.

In Spanish:• Possessive adjectives agree in number with

the item that is possessed: mi amigo, mis amigos, tu gato, tus gatos, su tía, sus tías.

• The first-person plural form (nuestro) also matches the gender of the item: nuestro amigo, nuestras tías.

• The possessive adjective forms su and sus are used for the formal second-person plural and third-person singular and plural. Whether they mean “your,” “his,” “her,” or “their” must be inferred from the context. For example, su carro could mean “your car,” “his car,” “her car,” or “their car.”

In English:• Possessive adjectives agree in gender and number

with the owner, not the item that is possessed: my friends, his aunt, her uncles, our friend, their sister.

• The possessive adjective your is used for the second-person singular and plural, and the meaning must be inferred from the context. For example, I like your house could be addressed to one or more people.

Possible English-Influenced Approximations:• Omission of the agreement of the item

possessed with the possessive adjective: Mi tíos son altos; Me gusta sus casa.

Possible Spanish-Influenced Approximations:• Agreement in number and/or gender with the item

possessed: Yours uncles are tall; Luis helps her sister (instead of his sister).



Bilit

er

ac

y r

es

ou

rc

es

Articles: The Definite Article

Key Difference: In Spanish the definite article can be used to speak in a general sense. It agrees in number and gender with the noun it precedes, and it is used more frequently than in English.

In Spanish:• The four definite articles are el, la, los, and las. The

choice of article depends on the number and gender of the noun it modifies: el hombre, la mujer, los gatos, las sillas.

• A definite article is used to speak about items in a general sense: El béisbol es mi deporte favorito.

• It is used with languages except with the verb hablar: El chino es difícil. Hablo español e inglés.

• It is used with the hours of the day: Son las 10:30 de la mañana.

• It is used with the days of the week except after the verb ser: Hay un examen el viernes. Hoy es lunes.

• It is used when speaking about the body: Me lavé el pelo.

• It is used before titles except in direct address: El señor Ruiz la saludó: —Señora Ayala, ¿cómo está?

• Singular feminine nouns that begin with a stressed vowel sound /a/ use el not la: el agua fresca, el águila americana, el hacha vieja.

In English:• The is the only definite article in English. It is

used regardless of the gender or number of the item: the man, the woman, the cats, the chairs.

• A definite article is not usually used when referring to items in a general sense: Baseball is my favorite sport.

• It is not used with languages: Chinese is difficult. I speak Spanish and English.

• It is not used with hours of the day or the days of the week: It’s 10:30 in the morning. There’s an exam on Friday. Today is Monday.

• It is not used when speaking about the body: I washed my hair.

• It is not used with titles: Mr. Ruiz greeted her. “Mrs. Ayala, how are you?”

Possible English-Influenced Approximations:• The definite article may not match the number and/

or gender of the noun: la zapato, el libros.

• The definite article may be omitted when it is needed: Me gusta béisbol. Me lavé mis manos. Señor López la saludó.

Possible Spanish-Influenced Approximations:• The definite article may be overused: I like to

play the baseball. I washed the hands. The Mr. Lopez greeted her.

Articles: The Indefinite Article

Key Difference: In Spanish the indefinite article agrees in number and gender with the noun it precedes, and it is used less frequently than in English.

In Spanish:• The four indefinite articles are un, una, unos, and

unas. The choice of article depends on the number and gender of the noun it modifies: un perro, una manzana, unos gatos, unas niñas.

• An indefinite article is not used to state one person’s profession: Es ingeniera. Sus hermanos son abogados. But it is used when the condition of the profession is modified: Es una doctora buenísima.

• The indefinite article is not used in exclamations: ¡Qué lástima! ¡Qué buena idea!

• Singular feminine nouns that begin with a stressed vowel sound /a/ use un not una: un águila americana, un hacha vieja.

In English:• The indefinite articles a and an are only used

with singular nouns, not plural nouns, and gender does not affect their usage: a dog, an apple, a girl.

• The choice of a or an depends on whether the next word begins with a consonant sound or a vowel sound: a door, a red ant, an old ax, an hour.

• An indefinite article is used to state one person’s profession: She is an engineer. Her brothers are lawyers.

• An indefinite article is used in certain exclamations: What a pity! What a great idea!

Possible English-Influenced Approximations:• The indefinite article may be used when it is not

needed: Marco es un doctor. ¡Qué una buena idea!

Possible Spanish-Influenced Approximations:• The indefinite article may not be used when it

is needed: Marco is doctor. What good idea!

79


Bil

ite

ra

cy

re

so

ur

ce

s

Capitalization

Key Similarity: In both Spanish and English, sentences begin with a capital letter and proper names are capitalized.Key Difference: Spanish and English have a number of different conventions regarding capitalization.

In Spanish:• The days of the week and months of the

year are not capitalized: El viernes es mi día favorito. Visitamos a mis abuelos en julio.

• The names of languages are not capitalized: Hablo español y francés.

• Family words that name a particular person are not capitalized: Le pregunté a mamá si iba.

• Nationalities are not capitalized: Ana es peruana.

• Words identifying a person’s title are written in lowercase unless the abbreviation is used: ¿Conoces al señor Olson? BUT: ¿Conoces al Sr. Olson?

• In a title, only the first word and proper nouns are capitalized: El libro se llama César Chávez: La lucha por lo justo.

In English:• The days of the week and months of the year are

capitalized: Friday is my favorite day. We visit my grandparents in July.

• The names of languages are capitalized: I speak Spanish and French.

• Family words that name a particular person are capitalized: I asked Mom if she would go. BUT: My dad is going too.

• Nationalities are capitalized: Ana is Peruvian.

• The abbreviation of a person’s title is capitalized: Do you know Mr. Olson?

• The main words in titles are capitalized, including proper nouns: The book is called César Chávez: Fighting for Fairness.

Possible English-Influenced Approximations:• Capitalizing words that should be in

lowercase: Mi cumpleaños es el Domingo. Me gusta cantar “Cielito Lindo”.

Possible Spanish-Influenced Approximations:• Using lowercase for words that should be

capitalized: My birthday is sunday. I like to sing “You are my sunshine.”

Comparatives and Superlatives

Key Similarity: Some of the language structures that express comparatives and superlatives in Spanish and English are similar.Key Difference: In English, most one- and two-syllable adjectives form comparatives by adding the ending -er and form superlatives by adding -est.

In Spanish:• Comparative statements can be formed with

the word más: Juan es más alto que Toby.

• The words tan, tanto/tanta and menos can also be used to form comparative statements: Esta casa es tan antigua como aquella. Este perro tiene tanto pelo como aquel. Este gato es menos amable que aquel.

• Superlative statements are formed with the word más and a definite article: Esta escuela es la más grande del pueblo. Es el libro más interesante que he leído.

In English:• Most one- and two-syllable adjectives form

comparatives by adding -er: taller, sunnier; Juan is taller than Toby.

• Longer adjectives do not have comparative forms, and the word more is added to form a comparative statement: This book is more interesting than that one.

• The words as, much, less, and fewer can also be used to form comparative statements: This house is as old as that one. This dog has as much hair as that one. This cat is less friendly than that one. This book has fewer pages than that one.

• Most one- and two-syllable adjectives form superlatives by adding the suffix -est: the largest school.

• Longer adjectives do not have superlative forms, and the word most is added to form a superlative: the most interesting book.

• Superlative statements are formed with either a superlative adjective or the word most, as well as a definite article. This is the largest school in town. This is the most interesting book I have read.



Bilit

er

ac

y r

es

ou

rc

es


Possible English-Influenced Approximations:• LanguagestructuresmayreflectanEnglishwordorder:Es el más interesante libro.

Possible Spanish-Influenced Approximations:• Theendings-er and -est maynotbeusedormaybeusedincorrectly:He is the most tall boy. This is the beautifulest park. It was a more scarier movie than the other one.

Contractions

Key Difference: Spanishhasonlytwocontractions:al (a + el)anddel (de + el).Englishhasmanycontractions.

In English:• Contractionsuseanapostrophetorepresentthedeletedletters:I’m (I am), isn’t (is not), he’d (he would orhe had).

• Modalverbsformcontractionswithnot:can’t, won’t, wouldn’t, couldn’t, shouldn’t.

• Theverbsto be andto havealsoformcontractionswithnot: aren’t, isn’t, wasn’t, weren’t, haven’t, hasn’t, hadn’t.

• Theverbformsam, is, are, has, have, will, and wouldhavecontractedforms.Forexample: I’m, he’s, they’re, we’ve, they’ll, you’d.

Possible English-Influenced Approximations:• Thecontractionmaybeomitted:Voy a el

parque. Vengo de el mercado.

Possible Spanish-Influenced Approximations:• Thecontractionmaybeomittedorunderusedininformalspeechandwriting,makingthelanguagesoundmorestilted.

• Theapostrophemaybeomittedormisplaced:couldnt, has’nt, your’e.

Negation

Key Difference: DoublenegativesarecommonandcorrectinSpanish,butnotinEnglish.

In Spanish:• Thebasicstructureforexpressinganegativestatementisthewordnofollowedbyaverb:El tren no pudo salir a tiempo. La puerta no estaba cerrada. Los murciélagos no tienen plumas.

• Negativestatementscanalsobeformedwiththeadverbsnunca, jamás, and tampoco, orwithindefinitepronounssuchas nada, nadie and ningún.Whenthesewordsappearaftertheverb,thewordnoisincludedaspartofthenegativestatement,resultinginadoublenegative:No voy nunca a la playa. Lisa no va tampoco. No vino nadie a la casa.

• Whenthesamewordsappearbeforetheverb,thewordnoisnotincludedinthenegativestatement:Nunca voy a la playa. Tampoco va Lisa. Nadie vino a la casa.

• Thewordnicanbeusedtonegatemorethanoneitem:Ni las culebras ni las tortugas son mamíferos.

In English:• Negativestatementscanbeformedwiththeverbto

beoramodalorauxiliaryverb,plusthewordnot: The train could not leave on time. The door wasn’t closed. Bats do not have feathers.

• Notisoftencontractedininformalspeech:Please don’t go. They haven’t called us. She doesn’t want to be on the team.

• Negativestatementscanalsobeformedwithneverorwithanindefinitepronounthatexpressesanegative:She never called. I saw nothing. No one wants to go.

• DoublenegativesarenotacceptedinEnglish,soanegationshouldincludeonlyonenegativeword:I have not seen anyone OR I have seen no one; They didn’t say anything OR They never said anything ORThey said nothing.

• ThepairedwordsNeither/norarenotconsideredadoublenegative:Neither snakes nor turtles are mammals.

Possible English-Influenced Approximations:• Omissionofthedoublenegative:No he

comido algo. No vieron a alguien.

Possible Spanish-Influenced Approximations:• Misuseofdoublenegatives:I have not eaten

nothing. They didn’t see nobody.

81


Bil

ite

ra

cy

re

so

ur

ce

s

Nouns: Forming Plurals

Key Similarity: In Spanish and English, most plural nouns are formed by adding -s or -es to the end of the word.

In Spanish:• Nouns ending with a vowel add -s to form

a plural: pelotas, zapatos.

• Nouns ending with a consonant or a vowel diphthong with y add -es to form a plural: paredes, flores, reyes.

• Nouns ending with z form a plural by changing z to c and adding -es: tapiz/tapices; vez/veces.

• Some singular nouns in Spanish are expressed as plurals in English and vice versa: gente (singular)/people (plural).

In English:• Nouns ending with ch, s, sh, x, and z add -es to

form a plural: riches, wishes, foxes, quizzes.

• Nouns ending with other consonants add -s to form a plural: walls, flowers, kings.

• Most nouns ending with o form a plural by adding -es: heroes, echoes, tomatoes (but not photos, solos or kangaroos).

• Nouns ending with y form a plural by changing y to i and adding -es, unless the y is part of a vowel diphthong: city/cities; berry/berries; but boy/boys.

• English has many irregular plural nouns: child/children; foot/feet; sheep/sheep; leaf/leaves; mouse/mice.

• Some singular nouns in English are expressed as plurals in Spanish and vice versa: furniture (singular)/muebles (plural).

Possible English-Influenced Approximations:• Misspellings such as avions (for aviones), reys

(for reyes), pezes (for peces).

• Incorrect number agreement: La gente son muy amables.

Possible Spanish-Influenced Approximations:• Misspellings such as mapes (for maps), toyes (for

toys), cityes (for cities).

• Treating irregular nouns as regular: childs, sheeps, leafs, mouses.

• Incorrect number agreement: The furnitures are beautiful.

Nouns: Forming Possessives

Key Difference: Possessives are formed differently in Spanish and English.

In Spanish:• Possessives are expressed with a

prepositional phrase: La amiga de Anita; el libro de mi hermana.

In English:• Possessive nouns are formed by adding an

apostrophe and an s: Anita’s friend; my sister’s book.

Possible English-Influenced Approximations:• Possessives may be incorrectly formed by

adding an apostrophe and an s and/or placing a possessive noun before the other noun: La casa de mi tía’s; Juan’s gato.

Possible Spanish-Influenced Approximations:• Possessives may be expressed with prepositional

phrases that sound awkward in English: the house of my aunt; the cat of Juan.



Bilit

er

ac

y r

es

ou

rc

es


Nouns: Gender

Key Difference: In Spanish, all nouns are either masculine or feminine. Unlike English, Spanish has no gender-neutral nouns.

In Spanish:• Most nouns ending with a are feminine: una palabra, la

idea, una pluma, etc.

• Most nouns of Greek origin that end with -ma, -pa, or -ta are masculine: el problema, el mapa, el planeta, etc.

• Most nouns ending with o are masculine: el boleto, etc.

• A few nouns ending with o are feminine, particularly if they are abbreviations of longer words: la mano, la foto (la fotografía), la moto (la motocicleta).

• These suffixes indicate masculine nouns: -or, -dor (el motor, el operador).

• Suffixes indicating feminine nouns include the following: -dad, -tad, -tud, (la humanidad, la libertad, la actitud); -ción, -sión, -xión (una acción, la visión, una reflexión); -ez (la timidez).

• Some nouns ending with e are feminine, while others are masculine: la frase, la noche; el guante, el ambiente. The article indicates the gender.

• Some nouns that refer to people use the same ending for masculine and feminine: el estudiante, la estudiante, el artista, la artista. The article indicates the gender.

In English:• Only a few nouns have gender-specific

endings: actor/actress, prince/princess.

• Nouns that name inanimate objects and abstract concepts are gender-neutral: a word, an idea, a ticket.

• Even when a noun is gender-specific, noun modifiers do not reflect the gender of the noun: the little boy, the kind aunt.

Possible English-Influenced Approximations:• Modifiers may not correctly reflect the gender of the

noun: la cielo, la problema, el casa, el mano.

Possible Spanish-Influenced Approximations:• Masculine or feminine pronouns may be

used when replacing gender-neutral nouns: Do you see the house? Yes, I see her.

Prepositions: General Usage

Key Difference: Prepositions have the same function in Spanish and English, but a preposition in one language may have several meanings in the other language and may not be applied in the same way.

In Spanish:• English prepositions have different meanings in

Spanish depending on the context. For example, por and para can each be translated as for, but different rules govern their use. Por is used to give a motive or name who did something: Lo hice por ti. El pastel fue hecho por Carlos. It can mean “through” or “by”: Pasó por el parque. It is used to express a time period or a price: Viajamos por un mes. Se vende por 5 dólares. Para is used to describe what something is for, to give a deadline, or to name a recipient: Es una planta para el jardín. Lo necesito para el martes. El regalo es para Pamela.

• In Spanish, the preposition a appears before a direct object that is a person or a domesticated animal: Vi a Malcolm. Katy abraza al gato.

• Other high-frequency Spanish prepositions, such as de, con, and sobre, have multiple translations in English depending on the context.

In English:• Spanish prepositions have different

meanings in English depending on the context. For example, in and on can each be translated as en, but different rules govern their use. In is used to describe a location in a closed space or a place with defined limits: The book is in the closet. The fountain is in the park. It is also used to describe parts of the day and general periods of time: We went in the morning. They visited us in May. On is used to describe a location on a surface: The paper is on the desk. Boats travel on the river. It is also used to describe specific days: We went on Monday.

• Other high-frequency English prepositions, such as about, at, by, for, from, and to, have multiple translations in Spanish depending on the context.

83


Bil

ite

ra

cy

re

so

ur

ce

s

Prepositions: General Usage (continued)

Possible English-Influenced Approximations:• Anincorrectprepositionmaybeused:El

regalo es por ti.

• Thepersonalamaybeomitted:Ana llamó su amigo.

Possible Spanish-Influenced Approximations:• Anincorrectprepositionmaybeused:The book is in

the table.

• Aprepositionmaybeinsertedwhereitisn’tneeded:He called to his friend on the phone.

Prepositions and Verbs

Key Difference: PrepositionsareoftenusedwithverbsinSpanishandEnglish,buttheirusagevaries.

• CertainverbsinSpanishrequireprepositions,butthecomparableverbinEnglishdoesnot:Benito se casó con Lara. BenitomarriedLara.Salieron de Egipto. TheyleftEgypt.Ayer montamos en bicicleta. Yesterdaywerodebikes.

• CertainverbsinEnglishrequireprepositions,butthecomparableverbinSpanishdoesnot:Mira las fotos. Lookatthephotos.Pedro pidió un favor. Pedroaskedforafavor.Escuchamos música. Welistenedtothemusic.

• CertainverbsrequireprepositionsinbothSpanishandEnglish,buttheprepositionsaredifferent:Nos despedimos de Sara. Wesaidgood-byetoSara.Soñé con un elefante. Idreamedofanelephant.

• Alsosee“PhrasalVerbs”onp.88.

Possible English-Influenced Approximations:• Anincorrectprepositionmaybeused:Nos

despedimos a Paul.

• Aprepositionmaybeomittedwhenitisneeded:Salí mi casa.

• Aprepositionmaybeusedwhenitisn’tneeded:Juanita pidió para ayuda.

Possible Spanish-Influenced Approximations:• Anincorrectprepositionmaybeused:We said good-

bye from Paul.

• Aprepositionmaybeusedwhenitisn’tneeded:I left from my house.

• Aprepositionmaybeomittedwhenitisneeded:Juanita asked help.

Pronouns

Key Difference: WhilepronounsgenerallyfunctionthesamewayinSpanishandEnglish,therearesomedifferencesregardingtheformal/informalsecond-person,objectpronouns,andotheritems.

In Spanish:

Subject Pronouns• Thesubjectpronounsareyo, tú(informal),

usted(formal),él, ella, nosotros, vosotros(informalplural,inSpain),ustedes, ellos, and ellas.

• Becauseconjugatedverbsindicatetheagentinasentence,subjectpronounsareoftenomitted.

Possessive Pronouns• Thepossessivepronounsincludemío, tuyo,

suyo, vuestro(inSpain),nuestro,andtheirfeminineandpluralforms.LikeEnglishpossessivepronouns,theycanstandalone.Theyusuallyappearwithadefinitearticle:¿Cuál es el tuyo? El mío es este.

In English:

Subject Pronouns• ThesubjectpronounsareI, you, he, she, it, we, you, and they.UnlikeSpanish,thereisnodistinctionbetweenaformalandinformalsecond-person,norbetweenthesecond-personsingularandplural:You are late, Eddie. Alex and Lucia, you are also late.

• Acompletesentencemusthaveasubject,eitheranounorapronoun.

Possessive Pronouns• Thepossessivepronounsaremine, yours, his, hers,

ours, and theirs.Theydifferfrompossessiveadjectives(my, your, his, her, its, our, their)becausetheycanstandalone:Which one is yours? This one is mine.

• Possessivepronounsdonothaveanapostrophe.



Bilit

er

ac

y r

es

ou

rc

es


Pronouns (continued)

In Spanish:

Object Pronouns• Thedirectobjectpronounsareme, te, lo, la, nos,

os(inSpain), los, and las.

• Theindirectobjectpronounsareme, te, le, nos, os, les, and se.

• Leandleschangetose whentheyappearbeforethedirectobjectpronounslo, la, los, or las: Ya no hay más periódicos, porque Sofía se los repartió a sus vecinos.

• Anindirectobjectpronouncanbeusedbyitself,orclarifiedwiththeadditionofaprepositionalphrase:Gilberto nos enseñó su nueva bicicleta. A Lorena le di la última botella de agua.

Reflexive and Reciprocal Pronouns• ReflexivepronounsareusedfrequentlyinSpanish.Theyarepairedwithareflexiveverbtoshowthattheagentinthesentenceisdoingsomethingtohimselforherself.Theyagreeingenderandnumberwiththeagent:Me lavo el pelo cada dos días. Te levantaste muy tarde.

• Theverbsthattakereflexivepronounstypicallyspeakaboutroutinehabitsordescribeemotionalreactions:Me acuesto a las 8. El niño se sienta en la silla. Te aburres cuando no puedes salir de la casa.

• Thepluralreflexivepronouns(nos, os, se)canfunctionasreciprocalpronounswithcertainverbs.Reciprocalpronounsindicatethattwoormorepeopleareperforminganactiononeachother:Se abrazaban. Nos despedimos.

In English:

Object Pronouns• Thedirectobjectpronounsareme, you, him,

her, it, us, and them. Theyarethesameastheindirectobjectpronouns.InEnglishitisraretouseanindirectanddirectobjectpronouninthesamesentence.Usuallyoneisreplacedbyanounoritappearsastheobjectofaprepositionalphrase:I gave you the letter OR I gave it to you.

Reflexive and Reciprocal Pronouns• ReflexivepronounsarenotfrequentlyusedinEnglish.Theyappearasdirectobjectswhentheagentisthesamepersonandasobjectsofprepositions:He saw himself in the mirror. They taught themselves how to ice-skate. She went by herself to school.

• UnlikeSpanish,Englishreflexivepronounsdonotfunctionasreciprocalpronouns.Each otherandone another arethereciprocalpronounsthatcanexpresstwoormorepeopleperforminganactiononeachother:They hugged each other. We said good-bye to one another.

Possible English-Influenced Approximations:• Usingsecond-personformalandinformalpronounsinterchangeably:A Ud. se te olvidó tu libro.

• Usingleinsteadofsebeforeadirectobjectpronoun:Sofía le los repartió.

• Omissionofthereflexivepronoun:Lavo el pelo cada dos días.

Possible Spanish-Influenced Approximations:• Includingadefinitearticlewithapossessivepronoun:The mine is this one.

• Overuseofreflexivepronouns:I put myself to sleep at 9 p.m.

• Usingareflexivepronouninsteadofareciprocalpronoun:They hugged themselves. We said good-bye to ourselves.

85


Bil

ite

ra

cy

re

so

ur

ce

s

Punctuation

Key Similarity: Conventions for punctuating sentences are quite similar, except for the use of inverted punctuation marks and the punctuation of dialogue with an em dash in Spanish.

In Spanish:

Sentence Punctuation• As in English, declarative sentences end with a

period.

• Questions and exclamations begin with an inverted question mark or an inverted exclamation point. They end with a question mark or an exclamation point: ¿Cuándo caen las hojas? ¡Mira las hojas!

• If only part of a sentence expresses the question, the inverted punctuation is placed where the question begins. The same is done for exclamations: Vienen el sábado, ¿no es cierto? Olga, ¡qué sorpresa!

Commas• Commas are used to separate items in a series, but

are omitted before the conjunction: He vivido en Michigan, Ohio y Virginia.

• Other rules regarding commas are very similar to English conventions.

Dialogue• Em dashes (guiones largos) are used to separate

dialogue from narration. An em dash appears at the beginning of a speech. If the dialogue is interrupted by narration, such as the naming of the speaker, em dashes are used to set off the narration inside of the dialogue. —No puedo creerlo —dijo Celia—. ¿Gané el premio?

• If the dialogue ends without the insertion of any narration, normal end punctuation is used. If a different character speaks, the new dialogue starts with an em dash in a new paragraph: —No puedo creerlo. ¿Gané el premio? —¡Sí, Celia, lo ganaste! Me lo dijo el Señor Mendez.

Quotation Marks• Quotation marks (comillas) are used to identify a

direct quote or to single out words and phrases. They are also used for the titles of stories, poems, and songs. Commas and other punctuation marks are placed outside the quotation marks: Ya cantamos “La bamba”, “Los pollitos dicen” y “Guantanamera”. ¿Quieren cantar “De colores”?

In English:

Sentence Punctuation• As in Spanish, declarative sentences end with

a period.

• Questions and exclamations end with a question mark or an exclamation point: When do the leaves fall? Look at the leaves!

Commas• Commas are used to separate items in a

series. Some style guides omit the comma before a conjunction (the Oxford comma), but others include it for clarity: I’ve lived in Michigan, Ohio, and Virginia.

• Other rules regarding commas are very similar to Spanish conventions.

Dialogue• Quotation marks are used to begin and end

dialogue. A speech by another speaker starts in a new paragraph. “I can’t believe it,” said Celia. “I won the prize?” “Yes, you did! Mr. Mendez told me.”

Quotation Marks• In addition to punctuating dialogue, quotation

marks are used to identify a direct quote or to single out words and phrases. They are also used for the titles of stories, poems, and songs. Periods and commas are placed inside the quotation marks, while semi-colons, question marks, and exclamation points are placed outside (unless they are part of the quotation): We already sang “Old McDonald,” “Clementine,” and “Home on the Range.” Do you want to sing “Down in the Valley”?

Possible English-Influenced Approximations:• Omission of the inverted question mark or

exclamation mark at the beginning of the sentence: Cuándo caen las hojas? Mira las hojas!

• Punctuating dialogue incorrectly: —No me digas, dijo Celia. “No puedo creerlo. —”

Possible Spanish-Influenced Approximations:• Inserting an inverted question mark or

exclamation mark at the beginning of the sentence: ¿When do the leaves fall? ¡Look at the leaves!

• Punctuating dialogue incorrectly: “You’re kidding”— said Celia. — “I can’t believe it.”



Bilit

er

ac

y r

es

ou

rc

es


Verbs: Gerunds

Key Difference: Although verbs have a gerund form in both Spanish and English, it is used much more often in English.

In Spanish:• The gerund is used to form progressive tenses:

Ana está hablando por teléfono. Teresa estaba corriendo en el parque. Estaremos viajando en el verano.

• The gerund can be used to describe an unfolding process: Andamos por la playa buscando piedras bonitas.

• Unlike English, the gerund cannot be used as a noun. The infinitive can take a similar role: Leer, escribir y bailar son mis pasatiempos favoritos.

• Unlike English, the gerund cannot be the object of a preposition. The infinitive is used instead: Después de trabajar todo el día, descansé.

In English:• The gerund is used to form progressive tenses:

Ana is talking on the phone. Teresa was running in the park. We will be traveling this summer.

• The gerund can be used to describe an unfolding process: We walked along the beach looking for pretty stones.

• The gerund can be used as a noun: Reading, writing, and dancing are my favorite hobbies.

• The gerund can be the object of a preposition: After working all day, I rested.

• Unlike Spanish, the gerund can be used as an adjective: The sleeping children looked peaceful.

Possible English-Influenced Approximations:• Using the gerund as a noun: Leyendo,

escribiendo y bailando son mis pasatiempos favoritos.

• Using the gerund as the object of a preposition: Después de trabajando todo el día, descansé.

Possible Spanish-Influenced Approximations:• Using the infinitive as a noun instead of the

gerund, which may sound awkward or stilted: To read, to write, and to dance are my favorite hobbies.

• Using the infinitive as the object of a preposition: After work all day, I rested.

Verbs: Modals

Key Difference: Spanish and English have modal verbs, but English modals do not have inflected endings.

In English:• The most common modal verbs in English are can, could, may, might, must, shall, should, will, and

would. They are used with other verbs to express ability, likelihood, or obligation: They might ask us to speak. We should choose an interesting topic.

• Modal verbs do not change in the third-person singular: He can come back tomorrow. She may come with him. The order will be ready by then.

Possible Spanish-Influenced Approximations:• An inflected ending is added to a modal verb: He cans come back tomorrow.

87


Bil

ite

ra

cy

re

so

ur

ce

s

Verbs: Past Tenses

Key Difference: In Spanish there are two distinct past tenses, the preterite and the imperfect. The imperfect tense has four distinct functions for speaking about and describing the past. The imperfect tense does not exist in English, and the functions of the imperfect are carried out by other structures.

In Spanish:• The preterite tense is used to speak about actions in

the past. Fui a la tienda y compré una pelota.

• The preterite tense is also used to describe an action that interrupts an ongoing action, such as the verb se escapó in this sentence: Mientras el gato dormía, el ratón se escapó.

• The imperfect tense is used for four distinct functions:

▶ To set a scene: Estaba nevando y el bosque estaba tranquilo.

▶ To describe a situation: La cabaña estaba muy aislada.

▶ To speak about habitual actions: Mi familia acostumbraba ir a la cabaña en enero.

▶ To speak about an existing action that is interrupted, such as the verb dirigíamos in this sentence: Mientras nos dirigíamos a la cabaña, vimos unos venados.

In English:• The simple past tense is used to speak

about actions in the past: I went to the store and bought a ball.

• The simple past or the past progressive tense can be used to set a scene: It was snowing. The forest was peaceful.

• The auxiliary verbs used to or would can be used to speak about habitual actions: My family used to go to the cabin in January OR My family would go to the cabin in January.

• The past progressive tense can be used to speak about an interrupted action: As we were making our way to the cabin, we saw some deer.

Possible English-Influenced Approximations:• Overusing the imperfect tense: Ayer caminaba a la

escuela (instead of caminé).

• Incorrectly using the preterite tense to describe an ongoing action in the past: Cuando era joven, siempre visitó a sus abuelos los fines de semana (instead of visitaba).

Possible Spanish-Influenced Approximations:• Overusing the past progressive tense: Last

week I was going to the dentist two times.

Verbs: Phrasal Verbs

Key Difference: In English, phrasal verbs are composed of a verb plus an adverb or preposition. The meaning of the phrasal verb is different from the meaning of the verb by itself, and the adverb or preposition does not express its literal meaning. Although many Spanish verbs are used with prepositions, these verb phrases do not have the same function as English phrasal verbs.

In English:• Phrasal verbs are used primarily in informal speech, and many are formed with very common verbs:

back up, catch on, find out, get by, go through (an experience), look up (information) etc.

• Some phrasal verbs can take a direct object, and the object can be placed before or after the preposition or adverb: He used up all the milk OR He used all the milk up. However, if the object is a pronoun, it must come before the preposition or adverb: He used it up NOT He used up it.

• Some phrasal verbs can take a direct object, but the object must follow the preposition or adverb: You can count on me NOT You can count me on; The caterpillar turned into a butterfly NOT The caterpillar turned butterfly into.

• Some phrasal verbs cannot take a direct object: I woke up at six. They get along well. Ali’s plans fell through.

Possible English-Influenced Approximations:• Using the wrong preposition with a verb: Puedes

contar en mí.

• Using a literal translation of a phrasal verb: Mario usó arriba toda la leche.

Possible Spanish-Influenced Approximations:• Using the wrong preposition with a verb:

He chopped down the vegetables.

• Misplacing an object pronoun: We used up it.



Bilit

er

ac

y r

es

ou

rc

es

Verbs: The Subjunctive Mood

Key Difference: The subjunctive mood exists in both Spanish and English, but it is used much more frequently in Spanish than in English.

In Spanish:• The subjunctive mood is used to express

doubt, regret, a wish, a demand or need, a hypothetical situation, or a nonfact.

• Verbs of volition and influence trigger the subjunctive in the subordinate clause: Quiero que vengas a mi casa. Me exigen que llegue temprano.

• Verbs that express emotion also trigger the subjunctive: Me encanta que vayamos al museo. Espero que tengas éxito.

• Verbs that evoke doubt trigger the subjunctive: Dudo que llueva mañana. No creo que encontremos el lugar.

• If the speaker expresses certainty, the subjunctive is NOT used: Sin duda la situación es difícil. Estoy seguro de que van a terminar a fines del mes.

• Impersonal expressions that carry a judgment also trigger the subjunctive: Es bueno que participen todos. Es necesario que lean toda la información.

In English:• The subjunctive mood is used infrequently, but

certain verbs and expressions can trigger it.

• The subjunctive form of the verb to be is be in the present tense, and were in the past tense, whether the subject is singular or plural: It’s critical that they be prepared. If I were you, I wouldn’t go.

• The subjunctive form of other English verbs is the base form of the verb, so it is most noticeable in the third-person singular: The doctor suggested that Leo get more sleep.

• Verbs that can trigger the subjunctive include: to advise (that), to insist (that), to ask (that), to demand (that), to urge (that), etc.

• Impersonal expressions can also trigger the subjunctive, such as: It is essential (that), It is important (that), It is best (that), etc.

• In English, other language patterns frequently take the place of the subjunctive: It’s critical for them to be prepared. The doctor suggested that Leo should get more sleep.

Possible English-Influenced Approximations:• Not using the subjunctive when it is needed:

Quiero que vienes a mi casa. Dudo que llueve mañana. Es bueno que participan todos.

Possible Spanish-Influenced Approximations:• Overuse of the subjunctive: I don’t believe he be

right about that.

Verbs: Ser or estar for to be

Key Difference: The meaning of the English verb to be is expressed by two separate Spanish verbs, ser and estar, with rules governing their usage.

In Spanish:• Ser is used to identify a person, place, or thing: Ella es la maestra. Soy Raúl. Es tu escritorio.

• Ser is used to identify origins and nationality: Somos de Puerto Rico. Yolanda es chilena.

• Ser is used to describe the color, size, shape, and composition of something: El cisne es blanco. La moneda es de oro.

• Ser is used to give dates and times: Hoy es jueves. La cita es a las 11 de la mañana.

• Estar is used to describe a location: La escuela está lejos. Raúl está en Los Ángeles.

• Estar is used to describe a current state or condition: Estoy cansada. Los zapatos están sucios.

• Estar is used to form progressive tenses that describe ongoing activity: Estamos hablando. Está lloviendo.

• The meaning of some adjectives is different depending on whether they are used with ser or estar:

La sopa es buena. Soup is good (for you). La sopa está buena. The soup is tasty.

Eric es listo. Eric is clever. Eric está listo. Eric is ready.

Mi tío es vivo. My uncle is clever. Mi tío está vivo. My uncle is alive.

Possible English-Influenced Approximations:• The wrong verb may be used: Ella está la maestra. Hoy está jueves. Raúl es en Los Ángeles. Es lloviendo.

89


BIL

ITE

RA

CY

RE

SO

UR

CE

S

Word Order: Nouns and Adjectives

Key Difference: In Spanish, adjectives usually follow the noun they modify. In English, adjectives come before the noun.

In Spanish:• Adjectives usually follow the noun they modify: el edificio enorme, la estrella brillante.

• Adjectives that specify an amount, such as bastante, mucho, poco, and numeric quantities, are placed before the noun: bastante dinero, poca suerte, dos tazas.

• The meaning of some adjectives changes depending on whether the adjective is placed before or after the noun:

el viejo hospital: the former hospital el hospital viejo: the old hospitalel pobre niño: the pitiful child el niño pobre: the poor childel nuevo carro: the new (different) car el carro nuevo: the brand-new carla misma persona: the same person la persona misma: the person herself/himselfel único problema: the only problem el problema único: the unique problem

• The masculine form of some adjectives changes when placed before a noun: un amigo bueno/un buen amigo; un momento malo/un mal momento; el capítulo primero/el primer capítulo.

• The adjective grande changes meaning and form when it is placed before the noun:

una gran fiesta: a great party una fiesta grande: a large party

Possible English-Influenced Approximations:• Adjectives may be incorrectly placed before the

noun: Bruno es un blanco perro.

Possible Spanish-Influenced Approximations:• Adjectives may be placed after the noun: Bruno

is a dog white.

Word Order: Sentences

Key Difference: Spanish sentences have more flexibility in word order and structure than English sentences.

In Spanish:

Statements• As in English, a sentence expresses a complete

thought. However, since verb conjugations make the subject clear, the subject can often be omitted from the sentence: Corro todos los días. Nos divertíamos mucho. Irán a Oaxaca.

• When the subject is included, it usually comes before the verb: Alicia cantó la canción. To give a particular emphasis, the subject can follow the verb: Cantó Alicia la canción OR La canción la cantó Alicia.

• If an adverb precedes the verb, the subject often comes after the verb: Siempre nos visita mi abuela en diciembre.

Questions• Questions are usually formed with an interrogative

word. If a preposition is needed it comes before the interrogative: ¿Cuándo comenzó la Guerra Civil? ¿De dónde procedían los soldados?

• No interrogative word is needed to form yes/no questions, and word order is flexible: ¿Está ocupada Vicky? ¿Vicky está ocupada?

In English:

Statements• A sentence includes a subject and a verb and

expresses a complete thought: I run every day. We had a lot of fun. They will go to Oaxaca.

• In declarative statements, the subject usually comes before the verb: Alicia sang the song. However, there are exceptions, particularly in literary writing: At the top of the hill stood a dark, dreary house. Never had I seen such a place.

• With there is/there are, the subject follows the verb: There are various opinions on this topic.

Questions• Questions usually have these components:

an interrogative word, an auxiliary verb, the subject, the main verb, and then any objects or prepositional phrases. Note that in English it is acceptable to end a question with a preposition: When did the Civil War begin? Where did the soldiers come from?

• If the verb is a form of to be, the auxiliary verb is omitted: When was the first Thanksgiving?

• If the interrogative word is the subject, the auxiliary verb is omitted: Who fought in the Vietnam War? What caused the war?



Bilit

er

ac

y r

es

ou

rc

es

Word Order: Sentences (continued)

In Spanish:• Anegativequestionusuallyaddsthewordnoor

nunca:¿Por qué no funcionó el experimento? ¿No estás listo para un cambio? ¿Nunca has pensado en tu futuro?

• Aswithstatements,thesubjectofaquestioncanbeomittedifitisunderstood:¿Estudias música? ¿Tienes mascota?

Direct and Indirect Object Pronouns• Directandindirectobjectpronounsareplacedbeforetheconjugatedverborattachedtotheendofaninfinitive:Los voy a comprar. Voy a comprarlos. Te voy a comprar un regalo. Voy a comprarte un regalo.

• Whenindirectanddirectpronounsappeartogether,theindirectobjectpronouncomesfirst.Whenbothpronounsareattachedtotheendofacommandoraninfinitive,anaccentmarkisrequiredtoshowthestressedsyllable:Cuando necesito cuadernos, mamá me los compra. ¡Cómpramelos, por favor! ¿Vas a comprármelos?

• Theindirectobjectpronounsle/leschangetosewhentheyareusedwithadirectobjectpronoun:A Marta le compré unos lápices. Se los compré hoy. Mañana voy a comprárselos a Luis.

In English:• Anegativequestionusuallyaddsthecontractedformofnotafteranauxiliaryverbortheverbto be:Why didn’t the experiment work? Aren’t you ready for a change? Haven’t you thought about your future?

• Theinterrogativewordisomittedinyes/noquestions:Do you have a pet?

• Ifayes/noquestionisaskedwiththeverbto be,theauxiliaryverbisomitted:Is everything ready?

Direct and Indirect Object Pronouns• Directandindirectobjectpronounsareplacedaftertheverb:I am going to buy them. I will buy you a gift.

• Ifasentencehasanindirectobjectpronoun,thedirectobjectisusuallystatedasanoun:Mom will buy me the notebooks.

• Ifasentencehasadirectobjectpronoun,theindirectobjectusuallybecomestheobjectoftheprepositionfor:Mom buys them for me.

Possible English-Influenced Approximations:• Overuseofthesubjectpronoun:Yo corro todos los

días. Nosotros nos divertimos. Ellos irán a Oaxaca.

• DirecttranslationforEnglishquestionsthatusetheauxiliaryverbdo:¿Haces tú estudiar?

• Endingquestionswithprepositions:¿Quiénes estás aquí con?

• Notchangingthethirdpersonindirectobjecttose;omissionoftheaccentwhenthetwopronounsareusedattheendoftheverb;and/orplacementofthepronounsinthewrongorder:Le los compré. Voy a comprarlelos. Los se compré.

Possible Spanish-Influenced Approximations:• Omissionofthesubjectpronoun:Runs all the

time.

• Improperquestionformation:Do he has a bike?

• Usingthedirectandindirectobjectpronounsincorrectly:I bought it her today.

91


Bil

ite

ra

cy

re

so

ur

ce

s

Glossary • Glosario

academic language lenguaje académico specialized vocabulary and discourse patterns associated with academic tasks and activities

additive bilingualism bilingüismo aditivo process of simultaneously or sequentially acquiring a second language without losing proficiency in the primary language (also see simultaneous bilingualism, sequential bilingualism, subtractive bilingualism)

alliteration aliteración repetition of a sound or letter in a series of connected words

anchor chart cartel de referencia visual reference, often co-created by teachers and students, used to display academic concepts or compare and contrast language

apocope apócope omission of the final sound or sounds in a word, usually an unstressed syllable

approximation (language-specific) aproximación encoding of a sound or word that closely resembles standard spelling or pronunciation (e.g., attico instead of ático or graf instead of graph)

biliteracy lectoescritura bilingüe ability to understand and communicate in two languages using all four language domains

bridging level nivel de extensión advanced stage of language development at which a learner is mostly proficient but may require occasional scaffolding support

choral reading lectura en coro practice of reading aloud a text in unison

code-switching alternancia de código practice of alternating between languages or between standard and nonstandard forms of language in a spoken or written sentence

cognates cognados words from different languages that are derived from the same root and have similar meanings, spellings, and pronunciations (also see partial cognate, false cognate)

concept attainment consecución del concepto strategy whereby learners are introduced to a concept and prompted to identify its essential attributes by analyzing examples and non-examples

consonant blend combinación de consonantes two or more consecutive consonants, each of which is pronounced and blended with the other, e.g., cl in clavo

consonant digraph dígrafo consonántico two consecutive consonants that represent a single sound, e.g., ch

contrastive analysis análisis contrastivo study of the structural similarities and differences between two or more languages

cross-linguistic transfer transferencia interlingüística application of a learner's knowledge of one language to another language

diacritical accent acento diacrítico written mark used in Spanish to differentiate the meanings of pairs of homophones, e.g., te/té; donde/dónde; it is always placed on a vowel

Dictado dictation of a purposefully constructed mentor text with the aim of teaching and reinforcing target vocabulary and writing conventions

diphthong diptongo sound formed by two consecutive vowels in a single syllable

discourse discurso written and spoken language pattern specific to the context of a discussion or type of writing

dual-language instruction instrucción en dos idiomas use of two languages to teach literacy and content, with the aim of also fostering bilingual proficiency

echo reading lectura en eco individual or group repetition (echoing) of a skilled read-aloud, aimed at developing accuracy, phrasing, appropriate rate, and expression in readers

enclitic enclítico in English: word that is shortened and added to the preceding word (e.g., n’t in can’t); in Spanish: pronoun added to the end of a preceding verb to form another word, e.g., lo in hazlo

emerging level nivel emergente early stage of language development during which a learner begins to acquire and use basic vocabulary and simple language structures

expanding level nivel de desarrollo intermediate stage of language development during which a learner exhibits use of varied vocabulary and sophisticated language structures

false cognates falsos cognados words from different languages that have identical or similar spellings or pronunciations but different meanings (also see partial cognates)

hiatus hiato break formed by two consecutive vowels appearing in distinct syllables

homograph homógrafo word that is spelled and sometimes pronounced the same as another word with a different meaning

homonym homónimo word that is spelled and sometimes pronounced the same as another word with a different meaning and origin

homophone homófono word that is pronounced the same as another word with a different spelling and meaning

language domains aspectos del lenguaje interrelated processes of listening, speaking, reading, and writing used to understand and communicate in a language

Language Experience Approach (LEA) Lenguaje basado en la experiencia language-eliciting strategy in which the process of transcribing an authentic oral account is used to explicitly teach the interdependence of listening, speaking, reading, and writing skills


RGEN16_Bilit_HB_Glossary.indd 92 24/03/16 12:33 PM

Bilit

er

ac

y r

es

ou

rc

es

language register registro linguístico type and tone of language (e.g., formal or informal) typically associated with the purpose for and context of communicating

mentor text texto ejemplar text that exemplifies effective use of language and that is studied repeatedly with the aim of improving a learner’s command of language

metacognitive awareness conciencia metacognitiva an individual’s insights into and understanding of his or her own thinking process

metalinguistic awareness conciencia metalingüística an individual’s insights into and understanding of a language, including its sounds, word forms, grammar, spelling conventions, and syntax

morpheme morfema word part; smallest possible unit of language

morphological link enlace morfológico in the context of language: relationship between forms of words

oracy oralidad listening and speaking skills required to demonstrate appropriate command of language in an academic context

orthographic accent acento ortográfico written accent mark used in Spanish as a cue for syllable stress; it is always placed on a vowel

partial cognate cognado parcial one of two or more cognates for just one sense of a multiple-meaning word (Example: dominar and dominate are partial cognates because dominar means both “to dominate” and “to master”)

phonological awareness conciencia fonológica perception or knowledge of sounds that comprise spoken language

picture walk recorrido de las ilustraciones guided preview of images in a book to help readers build background knowledge for the book and make predictions about what it will be about

poetry recitation declamación de poesía oral reading of a memorized poem before an audience, developed with expression and proper intonation

Reader’s Theater Teatro del lector script adapted from an existing text and performed before an audience, often without props or costumes

related words palabras relacionadas words that are closely related in origin or meaning (also see morphological link, semantic link, word families)

scaffolding andamiaje in the context of language: contextual support such as visuals, simplified language, or circumlocution, used to facilitate learning

semantic link enlace semántico in the context of language: relationship between words based on meaning and/or logic

sentence frame oración para completar partially completed sentence used to provide contextual support for learning the meaning of a word or concept

sequential bilingualism bilingüismo secuencial fluency in two languages, the first of which is acquired before the other

shared reading lectura compartida practice of reading texts in a group setting, modeling think-alouds, and eliciting learner-generated summaries to monitor comprehension

simultaneous bilingualism bilingüismo simultáneo fluency in two languages, both of which are acquired at the same time

stress acento tónico in the context of language: emphasis, as conveyed through volume, pitch, or length, given to a spoken unit of sound

stressed syllable pattern: aguda patrón de sílaba tónica: aguda in Spanish: type of word in which the last syllable is stressed

stressed syllable pattern: esdrújula patrón de sílaba tónica: esdrújula in Spanish: type of word in which the third-to-last syllable is stressed

stressed syllable pattern: llana (grave) patrón de sílaba tónica: llana (grave) in Spanish: type of word in which the second-to-last syllable is stressed

stressed syllable pattern: sobreesdrújula patrón de sílaba tónica: sobreesdrújula in Spanish: type of word in which any syllable preceding the third-to-last syllable is stressed

subtractive bilingualism bilingüismo sustractivo process of simultaneously or sequentially acquiring a second language while losing proficiency in the primary language (also see simultaneous bilingualism, sequential bilingualism, additive bilingualism)

syllabication división en sílabas division of written or spoken words into syllables

syllable sílaba set of sounds that contains a vowel and is pronounced as a single burst of sound

syntax sintaxis word order that reflects natural language patterns

Total Physical Response (TPR) Reacción física total strategy whereby physical gestures are used in place of spoken or written language to explain the meaning of or confirm the understanding of a concept

triphthong triptongo three consecutive vowels pronounced in a single syllable; also known as a vowel trigraph

word families familias de palabras 1. groups of words with predictable patterns based on sound and letter combinations (e.g., cap, clap, wrap in English) 2. groups of words that are morphologically linked (e.g., real, reality, realist; real, realidad, realista)

word sort clasificación de palabras strategy for arranging words according to closed (predetermined) or open (learner-selected) categories

word wall pared de palabras list of terms that are the focus of a unit of study and are often semantically or morphologically related

93


Bil

ite

ra

cy

re

so

ur

ce

s

Glosario • Glossary

acento diacrítico | diacritical accent marca escrita que se usa en español para diferenciar los significados de pares de homófonos, ej. te/té; donde/dónde; siempre se coloca sobre una vocal

acento ortográfico | orthographic accent acento escrito que se usa en español como indicación de la sílaba tónica; siempre se coloca sobre una vocal

acento tónico | stress en el contexto de la lengua, énfasis, según lo expresan el volumen, el tono o la duración, de una unidad hablada de sonido

aliteración | alliteration repetición de un sonido o una letra en una serie de palabras conectadas

alternancia de código | code-switching práctica de alternar entre lenguas o entre formas estándares y no estándares de una lengua en una oración oral o escrita

análisis contrastivo | contrastive analysis estudio de las similitudes y las diferencias estructurales entre dos y más lenguas

andamiaje | scaffolding en el contexto del lenguaje, soportes contextuales, tales como imágenes, simplificaciones o circunloquios, que se usan para facilitar el aprendizaje

apócope | apocope omisión del sonido final o sonidos finales de una palabra, por lo general en una sílaba átona

aproximación | approximation codificar un sonido o una palabra de un modo muy similar a su ortografía o su pronunciación estándar (ej. attico en lugar de ático o graf en lugar de graph)

aspectos del lenguaje | language domains procesos de comprensión y expresión orales, lectura y escritura necesarios para entender y comunicarse en una lengua

bilingüismo aditivo | additive bilingualism proceso de adquisición simultánea o gradual de una segunda lengua sin pérdida de la competencia en la lengua primaria (ver también bilingüismo simultáneo, bilingüismo secuencial y bilingüismo sustractivo)

bilingüismo secuencial | sequential bilingualism fluidez en dos lenguas, cuando la primera de ellas se adquiere antes que la otra

bilingüismo simultáneo | simultaneous bilingualism fluidez en dos lenguas, cuando ambas se adquieren al mismo tiempo

bilingüismo sustractivo | subtractive bilingualism proceso de adquisición simultánea o gradual de una segunda lengua con pérdida de la competencia en la lengua primaria (ver también bilingüismo simultáneo, bilingüismo secuencial y bilinguismo sustractivo)

cartel del referencia | anchor chart referencia visual, comúnmente generada colaborativamente por maestros y estudiantes, que se usa para exhibir conceptos académicos o comparar y contrastar características y elementos de la lengua

clasificación de palabras | word sort estrategia para ordenar las palabras según categorías cerradas (predeterminadas) o abiertas (seleccionadas por el alumno)

cognados | cognates palabras de diferentes idiomas que se derivan de la misma raíz y tienen significados, ortografías y pronunciaciones similares (ver también cognado parcial, falsos cognados)

cognado parcial | partial cognate uno o más cognados para solo uno de los significados de una palabra de significados múltiples (ejemplo: dominar y dominate son cognados parciales porque dominar, al igual que dominate, significa “dominar”, pero también significa “conocer bien”)

combinación de consonantes | consonant blend dos o más consonantes consecutivas, cada una de las cuales se pronuncia en combinación con la otra (ej. cl en clavo)

conciencia fonológica | phonological awareness percepción o conocimiento de los sonidos que componen una lengua hablada

conciencia metacognitiva | metacognitive awareness percepción y comprensión por parte de un individuo de sus propios procesos de pensamiento

conciencia metalingüística | metalinguistic awareness percepción y comprensión de una lengua por parte de un individuo que abarca los sonidos, las formas de las palabras, la gramática, las convenciones ortográficas y la sintaxis de esa lengua

consecución del concepto | concept attainment estrategia en la que a los alumnos se les presenta un concepto y se les pide identificar sus atributos esenciales a través del análisis de ejemplos y no ejemplos

declamación de poesía | poetry recitation lectura oral ante una audiencia de un poema memorizado, pronunciado con la entonación y la expresión adecuadas

Dictado lectura de un texto ejemplar compuesto con el propósito de enseñar y reforzar vocabulario y convenciones de escritura determinadas

dígrafo consonántico | consonant digraph dos consonantes consecutivas que representan un solo sonido (ej. ch)

diptongo | diphthong dos vocales consecutivas que se pronuncian en una sola sílaba

discurso | discourse patrón de lenguaje escrito y hablado específico al contexto de una discusión o tipo de escritura

división en sílabas | syllabication división en sílabas de palabras escritas o habladas

enclítico | enclitic en inglés: palabras que se abrevian y se añaden a la palabra precedente (ej. n't en can't); en español: pronombre que se añade al final del verbo que lo precede para formar otra palabra (ej. lo in hazlo)

enlace morfológico | morphological link en el contexto de la lengua: la relación entre las formas de las palabras



Bilit

er

ac

y r

es

ou

rc

es

enlace semántico | semantic link en el contexto de la lengua: la relación entre las palabras según su significado o lógica

falsos cognados | false cognates pares de palabras que tienen ortografía idéntica o similar pero significados distintos (ver también cognados, cognado parcial)

familias de palabras | word families 1. grupos de palabras con patrones predecibles según combinaciones de sonidos y letras (ej. cap, clap, wrap en inglés) 2. grupos de palabras conectadas morfológicamente (ej. real, reality, realist; real, realidad, realista)

hiato | hiatus separación formada por dos vocales consecutivas que aparecen en distintas sílabas

homófono | homophone palabra que se pronuncia de la misma manera que otra palabra con ortografía y significado diferente

homógrafo | homograph palabra con idéntica ortografía y a veces la misma pronunciación que otra palabra de significado distinto

homónimo | homonym palabra con ortografía similar a otra palabra con un significado y origen diferente

instrucción en dos idiomas | dual-language instruction uso de dos lenguas para enseñar contenido literario con el objetivo de desarrollar la competencia en ambos idiomas

lectoescritura bilingüe | biliteracy habilidad para la comprensión y la comunicación en dos lenguas usando los cuatro aspectos del lenguaje

lectura compartida | shared reading práctica que consiste en leer textos en grupo, ejemplificar el pensamiento en voz alta y generar resúmenes por parte de los alumnos para supervisar la comprensión

lectura en coro | choral reading práctica de leer en voz alta y al mismo tiempo

lectura en eco | echo reading repetición (eco) individual o en grupo de una lectura en voz alta hecha por un lector experto cuya intención es el desarrollo de la exactitud, el fraseo, la velocidad y la expresión apropiada en el lector

lenguaje académico | academic language vocabulario especializado y patrones discursivos que se asocian a tareas y actividades académicas

Lenguaje basado en la experiencia | Language Experience Approach (LEA) estrategia para producir una respuesta lingüística en la que el proceso de transcribir un recuento oral auténtico se usa para enseñar explícitamente la interdependencia de la comprensión y la expresión orales, la lectura y la escritura

morfema | morpheme parte de una palabra; unidad mínima posible de significado en una lengua

nivel de desarrollo | expanding level etapa intermedia en la adquisición de una lengua durante la cual el alumno exhibe un uso de vocabulario variado y de estructuras de lenguaje sofisticadas

nivel de extensión | bridging level etapa avanzada en la adquisición de una lengua en la cual un alumno es mayormente competente pero puede requerir apoyo por andamiaje

nivel emergente | emerging level etapa temprana en la adquisición de una lengua durante la cual el alumno comienza a adquirir y usar vocabulario básico y estructuras simples de lenguaje

oración para completar | sentence frame oración parcialmente completa usada para proporcionar soporte contextual para aprender el significado de una palabra o concepto

oralidad | oracy destrezas de comprensión y expresión oral requeridas para demostrar el dominio adecuado de una lengua en el contexto académico

palabras relacionadas | related words palabras que están muy estrechamente relacionadas en su origen o su significado (ver también enlace morfológico, enlace semántico, familias de palabras)

pared de palabras | word wall lista de téminos que se enfocan en una unidad de estudio y que a menudo se relacionan semántica y morfológicamente

patrón de sílaba tónica: aguda | stressed syllable pattern: aguda en español: tipo de palabra en la que la última sílaba es la sílaba tónica

patrón de sílaba tónica: esdrújula | stressed syllable pattern: esdrújula en español: tipo de palabra en la que la antepenúltima sílaba es la sílaba tónica

patrón de sílaba tónica: llana (grave) | stressed syllable pattern: llana (grave) en español: tipo de palabra en la que la penúltima sílaba es la sílaba tónica

patrón de sílaba tónica: sobreesdrújula | stressed syllable pattern: sobreesdrújula en español: tipo de palabra en la que una sílaba anterior a la antepenúltima sílaba es la sílaba tónica

Reacción física total | Total Physical Response (TPR) estrategia en la que los gestos físicos se usan en lugar del lenguaje oral o escrito para explicar el significado o confirmar la comprensión de un concepto

recorrido de las ilustraciones | picture walk vistazo previo de las imágenes de un libro que permite a los lectores desarrollar conocimientos contextuales para el libro y predecir sobre qué tratará el libro

registro linguístico | language register tipo y tono de lenguaje (ej. formal o informal) generalmente asociado con el propósito y el contexto de la comunicación

sílaba | syllable conjunto de sonidos que contiene una vocal y se pronuncia en un solo golpe de voz

sintaxis | syntax orden de las palabras que refleja los patrones naturales de una lengua

Teatro del lector | Reader’s Theater se refiere a la adaptación para guión de un texto existente que se presenta ante una audiencia, generalmente sin utilería ni trajes especiales

texto ejemplar | mentor text texto que ejemplifica un uso efectivo de la lengua y que se estudia repetidamente con el objetivo de mejorar el dominio de la lengua por parte de un alumno

transferencia interlingüística | cross-linguistic transfer aplicación del conocimiento por parte de un alumno de los sonidos y la sintaxis de una lengua a otra lengua

triptongo | triphthong tres vocales consecutivas que se pronuncian en una sola sílaba

95


Bil

ite

ra

cy

re

so

ur

ce

s

SuggeSted ReadingS

Alfaro, C., Durán, R., Hunt, A., Aragón, María José. (2014). Steps toward unifying dual language programs, Common Core State Standards, and critical pedagogy: Oportunidades, estrategias y retos. Association of Mexican American Educators Journal 8(2). Retrieved from http://amaejournal.utsa.edu/index.php/amae/article/view/194/153

Bear, D. R., Invernizzi, M., Templeton, S., Johnston, F. (2004). Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (3rd ed.). Pearson.

Beeman, K., & Urow, C. (2013). Teaching for Biliteracy: Strengthening Bridges between Languages. Philadelphia, PA: Caslon Publishing.

Beeman, K., & Urow, C. (2009, May). Initial Literacy Instruction in Dual Language Programs: Sequential or Simultaneous? Dual Language on Demand (1)4. Retrieved from http://www.thecenterweb.org/irc/pdf/dualondemand-v1n4.pdf

Calderón, M. E., & Minaya-Rowe, L. (2003). Designing and Implementing Two-Way Bilingual Programs: A Step-by-Step Guide for Administrators, Teachers, and Parents. Thousand Oaks, CA: Corwin Press.

Celic, C., & Seltzer, K. (2011). Translanguaging: A CUNY-NYSIEB Guide for Educators. New York, NY: CUNY-NYSIEB, The Graduate Center, The City University of New York.

Cloud, N., Genesee, F., Hamayan, E. (2000). Dual Language Instruction: A Handbook for Enriched Education. Boston, MA: Heinle & Heinle.

Durgunoglu, A.Y., Goldenberg, C. (2010). Language and Literacy Development in Bilingual Settings. New York, NY: Guilford Press.

Escamilla, K., Hopewell, S., Butvilofsky, S., Sparrow, W., Soltero-González, L., Ruiz-Figueroa, O., & Escamilla, M. (2013). Biliteracy from the Start. Philadelphia, PA: Caslon Publishing.

Freeman, Y.S., Freeman, D.E. (2006). Teaching Reading and Writing in Spanish in the Bilingual Classroom and Dual Language Classrooms, Second Edition. Portsmouth, NH: Heinemann.

Freeman, Y.S., Freeman, D.E., & Mercuri, S. P. (2005). Dual Language Essentials for Teachers and Administrators. Portsmouth, NH: Heinemann.

Hamayan, E., Genesee, F., & Cloud, N. (2013). Dual Language Instruction from A to Z: Practical Guidance for Teachers and Administrators. Portsmouth, NH: Heinemann.

Howard, E.R., Sugarman, J., Christian, D., Lindholm-Leary, K.J., & Rogers, D. (2007). Guiding principles for dual language education (2nd ed.). Washington, DC: Center for Applied Linguistics. Retrieved from http://www.cal.org/twi/Guiding_Principles.pdf

Howard, E.R., Sugarman, J., Perdomo, M., & Adger, C.T. (2005). The Two-Way Immersion Toolkit. The Education Alliance at Brown University. Providence, RI. Retrieved from https://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.education-alliance/files/publications/toolkit_all.pdf

Hurley, S.R., & Villamil Tinajero, J. (2001) Literacy Assessment of Second Language Learners. Boston, MA: Allyn & Bacon.

Larmer, J., Mergendoller, J., Boss, S. (2015). Setting the Standard for Project Based Learning: A Proven Approach to Rigorous Classroom Instruction. Alexandria, VA: ASCD.

Lindholm-Leary, K. J. (2007, July). Current research on dual language programs. Presentation at the Texas Dual Language Conference for Administrators. San Antonio, TX. Retrieved from http://www.lindholm-leary.com/present&handout/CurrentResTWI_TexasDL2007_4web.pdf

Mora, J.K. (2001). Effective instructional practices and assessment for literacy and biliteracy development. In S. R. Hurley & J. Villamil Tinajero (Eds.), Literacy Assessment of Second Language Learners. Boston, MA: Allyn & Bacon.

Opitz, M. F., & Guccione, L.M. (2009). Comprehension and English Language Learners. Portsmouth, NH: Heinemann.

Phillips, T., Wilkinson, A., & MacLure, M. (Eds.) (1988). Oracy Matters: The Development of Talking and Listening in Education. Buckingham, UK: Open University Press.

Pollard-Durodola, S.D., Mathes, P.G., Vaughn, S., Cardenas-Hagan, E., & Linan-Thompson, S. (2006, October). The Role of Oracy in Developing Comprehension in Spanish-Speaking English Language Learners. Topics in Language Disorders (26)4.365-384

Saunders, W., Goldenberg, C., & Marcelletti, D. (2013, Summer). English language development: Guidelines for instruction. American Educator, 13-25.

U.S. Department of Education. (2012, May). Language Instruction Educational Programs (LIEPs): A Review of the Foundational Literature. Washington, DC: U.S. Department of Education. Retrieved from https://www2.ed.gov/rschstat/eval/title-iii/language-instruction-ed-programs-report.pdf

Valdés, G. (2013). Ethnolinguistic identity: The challenge of maintaining Spanish-English bilingualism in American Schools. In K. Potowski & J. Rothman (Eds.), Bilingual Youth: Spanish in English-Speaking Societies (pp. 113-146). Amsterdam: John Benjamins Publishing Company.

Valdés, G., Menken, K., Castro, M. (2015). Common Core, Bilingual and English Language Learners: A Resource for Educators. Philadelphia, PA: Caslon Publishing.


RGEN16_Bilit_HB_SR.indd 96 23/03/16 10:36 AM

Biliteracy PathwayHandBook

GradES ISBN-13:ISBN-10:

978-0-328-89001-90-328-89001-4

9 7 8 0 3 2 8 8 9 0 0 1 9

9 0 0 0 0

RG16_Biliteracy_Pathway_Handbook_CVR.indd 18 2/17/16 12:57 PM

biliteracy pathway handbookreadygennewmexico.weebly.com/uploads/7/2/0/6/72060547/...6...

Documents