by for teachers and students thanks for checking us out ... single classroom site license...

Sample Pages from

Created by Teachers for Teachers and Students

Thanks for checking us out. Please call us at 800-858-7339 with questions or feedback, or to order this product. You can also order this product online at www.tcmpub.com.

For correlations to State Standards, please visit www.tcmpub.com/administrators/correlations

800-858-7339 • www.tcmpub.com

176pp template for TCM 8.5 x 11 BW interior (Bang spine=.3388 in.)

TCM 15508

176pp template for TCM 8.5 x 11 BW interior (Bang spine=.3388 in.)

Early Fluent N

onfiction Readers S

panish Version Teacher’s Guide

Early Fluent

Teacher’s Guide

Spanish Version

3© Teacher Created Materials #15508—Early Fluent—Teacher’s Guide

Table of Contents

Program Welcome . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Program Scope and Sequence . . . . . . . . . . . . . 6

Research The Importance of Nonfiction Reading . . . 8

Developing Essential NonfictionReading Skills . . . . . . . . . . . . . . . . . . . . . . . . 9

Key Reading Skills . . . . . . . . . . . . . . . . . . . . . . 10

Gradual Release of Responsibility as a Model of Instruction . . . . . . . . . . . . 12

The Active Reading Process . . . . . . . . . . . . . 12

Benefits of Leveled Reading. . . . . . . . . . . . . 13

Differentiating by Specific Needs. . . . . . . . 14

Quality Assessment Guides Instruction . . 16

Home-School Connections . . . . . . . . . . . . . 17

Using Technology in the Classroom . . . . . 17

Best Practices Managing Small Groups . . . . . . . . . . . . . . . . 18

Before-Reading Activities . . . . . . . . . . . . . . . 19

During-Reading Activities. . . . . . . . . . . . . . . 20

After-Reading Activities. . . . . . . . . . . . . . . . . 21

How to Use This Product Kit Components . . . . . . . . . . . . . . . . . . . . . . . . 22

Getting Started. . . . . . . . . . . . . . . . . . . . . . . . . 23

Teaching a Lesson . . . . . . . . . . . . . . . . . . . . . . 24

Using Assessment Options. . . . . . . . . . . . . . 25

Using Technology Options . . . . . . . . . . . . . . 25

About the Books. . . . . . . . . . . . . . . . . . . . . . . . 26

Using TIME For Kids Nonfiction Readers in a Guided Reading/Balanced Literacy Model . . . . . . . . . . . . . . . . . . . . . . 28

Guided Reading . . . . . . . . . . . . . . . . . . . . . 28

Other Blocks of a Balanced Reading Program . . . . . . . . . . . . . . . . 29

Pacing Plans. . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Using the Interactiv-eBooks in the Classroom . . . . . . . . . . . . . . . . . . . . . . . 37

Standards Correlations Introduction to Correlations . . . . . . . . . . . . 39

McREL Correlations Chart . . . . . . . . . . . . . . . 40

Lessons Lesson 1: Visita a una fábrica de

automóviles . . . . . . . . . . . . . . . . . . . . . . . . . 41

Lesson 2: Visita a una granja. . . . . . . . . . . . . 49

Lesson 3: Visita a una base de la Marina . . 57

Lesson 4: Próxima parada: México . . . . . . . 65

Lesson 5: Próxima parada: Canadá. . . . . . . 73

Lesson 6: Próxima parada: El Caribe . . . . . . 81

Lesson 7: ¡Terremotos! . . . . . . . . . . . . . . . . . . . 89

Lesson 8: ¡Tornados y huracanes!. . . . . . . . . 97

Lesson 9: ¡Volcanes! . . . . . . . . . . . . . . . . . . . . 105

Lesson 10: Águilas de cerca . . . . . . . . . . . . . 113

Lesson 11: Caballos de cerca . . . . . . . . . . . . 121

Lesson 12: Serpientes de cerca . . . . . . . . . . 129

Lesson 13: Artesanía: Vidrio soplado . . . . 137

Lesson 14: Construye: Rascacielos . . . . . . . 145

Lesson 15: Hazlo: Chocolate . . . . . . . . . . . . 153

References Cited . . . . . . . . . . . . . . . . . . . . . . . . . 161

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164

Templates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 Mi propio diccionario . . . . . . . . . . . . . . . . . . 167

Mi libro de poemas . . . . . . . . . . . . . . . . . . . . 168

Indexes TIME For Kids Nonfiction Readers: Early

Fluent Comprehension Skills . . . . . . . . 169

TIME For Kids Nonfiction Readers: Early Fluent Content Standards and Cross-curricular Connections . . . . . . . 170

Contents of the CDs and DVDs . . . . . . . . . . . 173

22 #15508—Early Fluent—Teacher’s Guide © Teacher Created Materials

How to Use This Product

Early Fluent N

onfiction Readers S

panish Version Teacher’s Guide

Early Fluent

Teacher’s Guide

Spanish Version

Spanish Version

Early Fluent

Assessment Guide

Early Fluent

Nonfiction R

eaders Spanish Version A

ssessment G

uide

Teacher’s Guide

Easy-to-use, standards-based lesson plans

Assessment Guide

• oral reading records

• multiple-choice tests

Teacher Resource CD

• PDFs of books suitable for whiteboard use

• teacher resources

• student activity sheets

Assessment DVD

• placement test

• assessments in both electronic and printable form

Interactiv-eBooks Single Classroom Site License

Interactiv-ebooks with embedded audio, videos, and activities

Kit Components

Table of Contents

Early FluentAudio CD

Books Tracks Poems

Tracks

i6371© 2012 Teacher Created Materials, Inc.

Early Fluent

Audio CD

Spanish

System Requirements:

Compatible with Windows 2000

or later, and Mac OS X v. 10.4

or later; Adobe Flash Player;

headphones/speakers/microphone

© 2012 by Teacher Created Materials, Inc.

i6373

Interactiv-eBooks

Early Fluent

Single Classroom Site License

Interactiv-eBooks

Early Fluent Titles

Spanish

Spanish

Early Fluent

Audio CD

Professional recordings of books and poemsEarly Fluent

Early Fluent

Early Fluent

For use with either Macintosh®

or Windows®

TCM 15510

Audio CD—SpanishThis CD contains audio files.

© 2012 by Teacher Created Materials. Inc.

Interactiv-eBooks

Early Fluent



Spanish

Early Fluent


or Windows®

i6372

Interactiv-eBooks Site License—SpanishThis DVD contains Interactiv-eBooks.


Trio 1

Trio 2

Trio 3

Trio 4

Trio 5

Early Fluent


or Windows®

TCM 15511

Teacher Resource CD—Spanish VersionThis CD contains teacher resources

and student reproducibles.


Early Fluent


or Windows®

TCM 15552

Assessment DVD—Spanish VersionThis DVD contains teacher

and student resources.


ChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateChocolateHazlo:

Hazlo: C

hocolate

Spielm

an Madison Spielman

RascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosConstruye:

RascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielosRascacielos

Construye: Rascacielos Sp

ielman Madison Spielman

Cab

allos de cerca

Blazem

an

CaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballosCaballos dededededededededededededededecccccccccccccccccccccccceeececccecececccec rrr cccrcrrr crcr crrr cr aaaaaaaaaaaac accc ac ac accc ac

Christopher Blazeman

Águilas d

e cerca

Blazem

an

dedededededededededededededededededeccccccccceeececccecececccec rrr ccccccr crrr cr cr crrr cr aaaaaaaaaaaaaaaaaac accc ac ac accc acc accc ac ac accc acdedededededeÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilasÁguilas


ÁVolcanes!

Cy Armour

ÁTerremotos!

Cy Armour

CaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribePróxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:

CaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeElElElCaribeCaribeCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeCaribeCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElEl

Próxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:ElElElPróxima parada:ElElElPróxima parada:ElElElPróxima parada:ElElElElElElPróxima parada:ElElElPróxima parada:ElElElPróxima parada:ElElElPróxima parada:Próxima parada:Próxima parada:ElPróxima parada:Próxima parada:Próxima parada:ElPróxima parada:Próxima parada:Próxima parada:ElPróxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:ElPróxima parada:Próxima parada:Próxima parada:ElPróxima parada:Próxima parada:Próxima parada:ElPróxima parada:Próxima parada:Próxima parada:

CaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeElCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeElCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeElCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElElElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElElElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElElElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElElElElElElElElElElElElElElElElElElElCaribeCaribeCaribeElCaribeCaribeCaribeElCaribeCaribeCaribeElCaribeCaribeCaribeElElElCaribeElElElCaribeElElElCaribeElElElElElElElCaribeElElElCaribeElElElCaribeElElElElElElElCaribeElElElCaribeElElElCaribeElElElElElElElCaribeElElElCaribeElElElCaribeElElElCaribeCaribeCaribeElCaribeCaribeCaribeElCaribeCaribeCaribeElCaribeCaribeCaribeElElElCaribeElElElCaribeElElElCaribeElElElElElElElCaribeElElElCaribeElElElCaribeElElElElElElElCaribeElElElCaribeElElElCaribeElElElElElElElCaribeElElElCaribeElElElCaribeElElElCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeElCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeElCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeElCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElElElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElElElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElElElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeElCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeElCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeElCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElElElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElElElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElElElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElElCaribeElElEl

Próxima parada:Próxima parada:Próxima parada:ElPróxima parada:Próxima parada:Próxima parada:ElPróxima parada:Próxima parada:Próxima parada:ElPróxima parada:Próxima parada:Próxima parada:ElElElPróxima parada:ElElElPróxima parada:ElElElPróxima parada:ElElElElElElElPróxima parada:ElElElPróxima parada:ElElElPróxima parada:ElElElElElElElPróxima parada:ElElElPróxima parada:ElElElPróxima parada:ElElElElElElElPróxima parada:ElElElPróxima parada:ElElElPróxima parada:ElElElElElElPróxima parada:ElElElPróxima parada:ElElElPróxima parada:ElElElElElElElPróxima parada:ElElElPróxima parada:ElElElPróxima parada:ElElElElElElElPróxima parada:ElElElPróxima parada:ElElElPróxima parada:ElElElElElElElPróxima parada:ElElElPróxima parada:ElElElPróxima parada:ElElEl

Ginger McDonnell

CanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáCanadáPróxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:

Ginger McDonnell

granjagranjaVisita a una Visita a una

D. M. Rice

fábrica

de automóvilesfábrica

de automóviles

Visita a una

D. M. Rice

base Marina

Visita a unaVisita a una

de lade lade lade lade lade la

Marcia K. Russell

MéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoPróxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:

Ginger McDonnell

ÁTornadoshuracanes!

y

Cy Armour

Serpientes d

e cerca

Blazem

an

dedededededededededededededededededeccccccccceeececccecececccec rrrccccccrcrrrcrcrcrrrcr aaaaaaaaaaaaaaaaaac acccac acacccaccacccac acacccacdededededede

SerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientesSerpientes


SopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoVVVVVVVVVVVVVVVVVVVVViiiiiiiiiiiiiiiiiidddddddddddddddddddddddddddddddddddddddrrrrrrrrrrrriiiiiiiiiiiiiiiiiiiiiiiiooooooooooooooooooooooooooooooooooooArtesanía:Artesanía:A

rtesanía: Vid

rio soplad

o

Spielm

an Madison Spielman


How to Use This Product (cont.)

Getting Started 1. Use the Series Placement Test. Use the

Series Placement Test (on the Assessment DVD) to determine which kit is most appropriate for students. For a complete overview of the placement test and directions for test administration, see page 7 of the Assessment Guide.

77

© Teacher Created Materials#14623—Early Fluent—Assessment Guide

Using the Series Placement Test

Teachers may wish to know which kit best meets the needs of specific students. The Series Placement

Test (on the Assessment DVD) is an individual oral reading test that quickly determines a student’s

general reading level. It can also be used to measure growth in reading ability and aid in selecting books

for the student to read.

The test is an untimed progressive oral reading assessment. Students read a series of passages that are

progressively more difficult, and the teacher records student errors as they are made. Students continue

to read the passages until they hit frustration level (90% accuracy or lower). At that point, the test is

stopped and a reading level is assigned. There are two pieces of text per grade level: one for the lower

half of the reading level and one for the upper half of the reading level.

Follow the steps below to administer the series placement test.

1. Prepare the materials. Print one copy of the Series Placement Test—Student Text from

the Assessment DVD (placement_student.pdf ). You may wish to copy this onto cardstock

or heavier paper. Print one copy of the Series Placement Test—Recording Page from the

Assessment DVD (placement_recording.pdf). Make one copy for each student who will be

assessed.

2. Determine the testing time and location. Determine a time and place to meet with

individual students. For example, this may be done during small-group time, independent

reading time, or silent reading time.

3. Administer the test to individual students. Provide the student with the Series Placement

Test—Student Text. Ask the student to read the first piece of text aloud. (You may wish to

have some students begin reading a passage at a higher reading level if you are confident

that they can read the easier passages without error.)

Mark any errors by underlining words that are omitted or mispronounced on the Series Placement

Test—Recording Page. Do not tell the student the missed word or provide any hints; just say “Go on,”

and count it as an error. If the student immediately makes the correction, this is not counted as an error.

If a student omits a word, ask the student to read the line again more carefully. (If this procedure is

followed, the same test can be used later to determine progress.)

When a student has finished reading the first piece of text, count the errors, check the appropriate

reading-level box to the right of each section, and rate the student’s fluency. Refer to the chart below

for criteria and next steps. Record the results on the Series Placement Test—Recording Page. Use these

results to determine the kit(s) that best matches students’ reading levels.

# of Errors Reading Level Next Step

0–2 independent reading level Continue the test.

3–4 instructional reading level Continue the test.

5 + frustration level Stop testing.

In some instructional settings, teachers may need to determine more specific reading levels for their

students. In this case, follow the model of the Series Placement Test and use the oral reading records

(one per individual reading level) provided for the books.

How to Use the Assessments How to Use the Assessments How to Use the Assessments How to Use the Assessments How to Use the Assessments How to Use the Assessments (cont.)

2. Create reading groups. If desired, place students in reading groups based on their reading levels or other instructional needs. See page 18 for practical tips on managing small groups. See pages 28–29 for tips on using TIME For Kids Nonfiction Readers in a guided reading/balanced literacy model.

3. Prepare student resources. As an option, create some student resources, including a personal dictionary and a poetry folder. These can be created with common classroom resources such as lined paper, construction paper, and spiral notebooks. See pages 167–168 (or the Teacher Resource CD) for cover templates for these resources.

167167© Teacher Created Materials #15498—Emergent—Teacher’s Guide

TemplatesTemplatesTemplatesTemplatesTemplatesTemplatesTemplates

168168 #15498—Emergent—Teacher’s Guide © Teacher Created Materials

TemplatesTemplatesTemplatesTemplatesTemplates

4. Prepare assessment resources. Depending on the amount of regular assessment planned, you may wish to create a simple assessment folder for each student. These folders can hold the student’s placement test, oral reading records, multiple-choice tests, activity pages, and anecdotal records taken during the reading lessons.

5. Make a home-school connection. Send the Parent Tips booklet (found on the Teacher Resource CD) home with students. The tips and activities in the booklet provide family members with the necessary tools to promote literacy development at home.

Consejos par Consejos par Consejos par Consejos par Consejos par Consejos par Consejos par Consejos par Consejos par Consejos par Consejos par Consejos par

los padreslos padreslos padreslos padreslos padreslos padreslos padreslos padreslos padreslos padres

MéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoMéxicoPróxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:Próxima parada:

Ginger McDonnellÁTornados

huracanes!y

Cy Armour

Ginger McDonnellGinger McDonnell

SopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoVVVVVVVVVVVVVVVVVViiiiiiiiiiiiiiiiiidddddddddddddddddddddddddddrrrrrrrrrrrriiiiiiiiiiiiiiiiiiiiiiiioooooooooooooooooooooooooooooo

Artesanía:Artesanía:

Artesanía: Vidrio soplado Spielm

an Madison Spielman

Nonfiction Readers— Nonfiction Readers— Nonfiction Readers— Nonfiction Readers— Nonfiction Readers— Nonfiction Readers— Nonfiction Readers— Nonfiction Readers— Nonfiction Readers— Nonfiction Readers— Nonfiction Readers— Nonfiction Readers— Nonfiction Readers— Nonfiction Readers— Nonfiction Readers— Nonfiction Readers— Nonfiction Readers— Nonfiction Readers— Nonfiction Readers—

Early FluentEarly FluentEarly FluentEarly FluentEarly FluentEarly FluentEarly FluentEarly FluentEarly FluentEarly FluentEarly FluentEarly Fluent



Teaching a Lesson

Each eight-page lesson is organized in a consistent format for ease of use: an overview, four pages of instruction that address all aspects of literacy, a fluency poem, and two student activity sheets. Teachers may choose to complete some or all of the lesson activities in order to best meet the needs of their students.

4949

© Teacher Created Materials#15508—Early Fluent—Teacher’s Guide

Lesson 2: Visita a una granja






Focus Objectives

Students will be able to:

new information.

Word Work

High-Frequency Words: alto, nosotros,

abuelo, entonces, estaban

Word Study: gr and gr and gr tr consonant tr consonant tr

blends

Academic Vocabulary

Vocabulario de granja activity sheet

(page 55)

Comprehension

Using Prior Knowledge

Summarizing activity sheet

(page 56)

Writing

Use high-frequency and vocabulary words

to write words, phrases, or sentences.

Cross-curricular Connections

Art: Students know how people’s

experiences (e.g., cultural background,

human needs) can influence the

development of specific artworks.

Science: Students know that people

use their senses to find out about their

surroundings and themselves and

that different senses provide different

information.

Building Fluency

Reading the Book: repeated readings

with audio support; choral reading

Reading the Poem: poetry folder;

repeated readings

“La granja del abuelo” poem (page 54)

granjagranjaVisita a una Visita a una

The lesson begins with an overview page that provides key information for planning purposes.

5353#15508—Early Fluent—Teacher’s Guide

Lesson 2: Visita a una granja Lesson 2: Visita a una granja Lesson 2: Visita a una granja Lesson 2: Visita a una granja Lesson 2: Visita a una granja Lesson 2: Visita a una granja (cont.)

—Use one or all of the following methods for fluency practice:

audio recording (provided on the Audio CD) so students can practice reading the book to

build fluency. Listening to the book being read aloud will give students an idea of how to build fluency. Listening to the book being read aloud will give students an idea of how to

use proper intonation, expression, and pacing when reading.

Use the choral-reading strategy to read the book several times with students, and allow

students to practice reading the book silently and in pairs.

Use one or all of the following methods for fluency practice:

Provide copies of the poem for students to place in a poetry folder. They can practice

reading the poems in this folder during free-choice time and independent or paired

Write the poem on a sheet of chart paper. Take time to have the class reread it throughout

the day. Make a book of the poem by cutting appropriate pictures from magazines to

—Use the oral reading record and the fluency

rubric provided in the Assessment Guide to assess students’ ability to read


Name:Name: _____________________________________ Date: __________

A Visit to a FarmDirections: Read the statements below. If the statement is true, write a T on the line and draw a picture for the statement. If the statement is

T on the line and draw a picture for the statement. If the statement is T

false, write an F on the line. F on the line. F

1. Cars are made on farms.

_____________

2. Special machines like combines are used on farms.

_____________

3. A corral is a pen for horses.

_____________

4. Gorillas are usually found on farms.

_____________

5. Horses like to eat carrots.

_____________

© Teacher Created Materials #15508—Early Fluent—Teacher’s Guide















the book and poem fluently and accurately.


_____________________________________ Date: Date: ____________________

Farm Words

Draw a picture to show the meaning of each word.

cow

silo















the book and poem fluently and accurately.

#14622—Early Fluent—Teacher’s Guide

_____________________________________

Farm Words

Draw a picture to show the meaning of each word.

#15508—Early Fluent—Teacher’s Guide© Teacher Created Materials


—Explain to students that artists often use materials they find around

them. On a farm there are many types of seeds, flowers, and beans, and they

have different shapes and colors. Show students pictures of floats from the

New Year’s Day Rose Parade. Then make seed art by gluing seeds and dried

beans of all kinds to a sturdy background to create a farm scene.

—Visit a real farm and emphasize that students can use their five

senses to learn about the farm. For example, they can feel seeds, soil,

and a horse’s mane. They can smell oil from a tractor and manure. As an

alternative, make a chart with one column for each sense, and have students

brainstorm what they might discover at a farm through their senses.

Lesson 2: Visita a una granja (cont.)

—Ask students to tell you what the book

is about in as few words as possible (is about in as few words as possible (granjas, la vida de granjas, la vida de

). Tell them that trying to tell about the book

in as few words as possible can help them identify the

author’s main idea or reason for writing the book. Discuss

how students’ lives might be different if they lived on a

farm. If they already do live there, how might their lives be

different if they lived elsewhere?

—Put students in pairs. Ask

students to discuss farms, finishing the sentence frame

Have partners take turns sharing

and asking each other questions. For additional practice

with comprehension, have students complete the activity

(page 56).

English Language

Support Make a copy of pages

8–17. Cut the text from

the photographs. Then

ask students to match the

photos with the text. Have

students justify why they

belong together, using

the sentence frame. Estas

oraciones pertenecen a esta

imagen porque _____.

Have students use academic vocabulary to write about life on a farm.

details about the farm, such as animals and crops.








Science—Visit a real farm and emphasize that students can use their five

senses to learn about the farm. For example, they can feel seeds, soil,




Lesson 2: Visita a una granja Lesson 2: Visita a una granja

Comprehension (cont.)


is about in as few words as possible (is about in as few words as possible (







Building Oral Language—Put students in pairs. Ask


Nunca pensé que _____. Have partners take turns sharing



Visita a una granja (page 56).










Sciencesenses to learn about the farm. For example, they can feel seeds, soil,




Lesson 2: Visita a una granja Lesson 2: Visita a una granja

Comprehension


is about in as few words as possible (is about in as few words as possible (







Building Oral Language


Nunca pensé que _____.



Visita a una granja



5151


the words on the pages. Ask students to tell you what they think the words will be, based

English Language

Build prior knowledge by listing what students know about farms on chart paper. Then create a Venn Diagram to discuss how farms and their own community are similar and different. Encourage students to use phrases

Ambos tienen or Una tiene _____

y la otra tiene _____.

—Read the book aloud to students, tracking the text and showing

them the title, author, and photographs. As you read the book once more, ask students to

raise their hands if they have something in common with the children. After reading each

—Explain to students that as you read the book again, you will model what

—Have each student read aloud two to four pages


what the story will be about. Ask them whether they think the


English Language Support Build prior knowledge by listing what students know about farms on chart paper. Then create a Venn Diagram to discuss how farms and their own community are similar and different. Encourage students to use phrases such as, Ambos tienen _____, or Una tieney la otra tiene _____.

—Read the book aloud to students, tracking the text and showing



section, ask students to tell you important facts about the children’s visit to the farm.

—Explain to students that as you read the book again, you will model what

words in your own way so that you are sure it makes sense. Explain to students that

summarizing is a way to make sure you understand the main idea of the passage.

—Have each student read aloud two to four pages

from the book so you can monitor their reading of high-frequency words.

52525252

5050 #15508—Early Fluent—Teacher’s Guide© Teacher Created Materials





Lesson 2: Visita a una granja (cont.)

Word Work

1. High-Frequency Words (Palabras de

uso frecuente)—Write the words alto,

nosotros, abuelo, entonces, and estaban on

the board. Read each word aloud.

them to repeat and write the word.

classroom library. Tell them to find the

words alto, nosotros, abuelo, entonces,

and estaban in the text. Instruct them

not to read each word on the page, but

to scan it and look for only those words.

Every time they find one of the words,

have them point to it and say it aloud.

If you have a classroom word wall, have

students add the high-frequency words

to it. Have the class read the word

wall together to reinforce mastery of

high-frequency words.

2. Word Study—Write the gr consonant gr consonant gr

blend on a sheet of chart paper using a

red marker.

have the gr consonant blendgr consonant blendgr

(granja,

grillo, grupo, negro, cangrejo). Write

them on the chart. tr

consonant blend (trabaja, trigo, tren).

Tip: After students complete

the high-frequency

activity, go back and look at the

pages. Point out to students how

often these words are found in

reading. Remind them that they

are called high-frequency words

(palabras de uso frecuente(palabras de uso frecuente(

) because

they are used a lot in reading and

writing.

Academic Vocabulary

1. Develop students’ vocabulary by having

them list farm animals and crops. Your

chart may look similar to the chart

on the right.

2. Instruct students to add high-frequency

and vocabulary words to their

dictionaries. Encourage them to write a

word, phrase, or sentence for each word

and include a picture.

3. For practice with academic vocabulary,

have students complete the Vocabulario

de granja activity sheet (page 55).

Granjas

caballos vacas cerdos

corderos cabras gallina

gansos patos

trigo papaspavos

burros algodón fresas

The instructional components follow the same sequence: Word Work, Academic Vocabulary, Comprehension (Before Reading, During Reading, and After Reading), Writing, Cross-curricular Connections, and Building Fluency.


La granja del abuelo

por Dona Herweck Rice

Un caballito que corre,

un ternero que muge,

un patito que pasea,

un puerquito que nos gruñe.

Un granero bien repleto,

una gallina, un polluelo.

Todo puedes encontrar

en la granja del abuelo.

en la granja del abuelo.

The fluency poem provides a thematic connection to the book and can be used as a tool for building both content-area vocabulary and fluency.

© Teacher Created Materials #15508—Early Fluent—Teacher’s Guide

Nombre: ___________________________ Fecha: ___________________

Vocabulario de granja

Instrucciones: Haz un dibujo que muestre el significado de cada palabra.

1.1.

granero

2.2.

3.

corral

4.


______________________________________

Vocabulario de granja

que muestre el significado de cada palabra.

vaca

silo


Nombre:Nombre:Nombre:Nombre: ___________________________ Fecha: ___________________

Visita a una granja

Instrucciones: Lee las afirmaciones. Si la afirmación es verdadera,

escribe una V haz un dibujo sobre la afirmación. Si la

afirmación es falsa, escribe una F

1. Los coches se fabrican en

las granjas.

_____________

2. En las granjas se usan

máquinas especiales

como las cosechadoras._____________

3. Un corral es un cerco para

caballos.

_____________

4. En las granjas suele haber

gorilas._____________

5. A los caballos les gusta

comer zanahorias.

_____________

The student activity sheets can be used in a variety of ways to meet students’ needs. These activity sheets offer additional opportunities for practicing the skills addressed in the lesson. For example, teachers may use these sheets for additional guided practice with below-level students or as independent practice for on- or above-level students.



Using Assessment Options 1. Use informal assessments during each

lesson. Refer to the assessment tips embedded throughout the lessons to gather information about students’ reading skills. Record anecdotal records as they meet the needs of your classroom.



Comprehension

Before Reading

1. Introducing the Book—Show students the cover of the book.

Invite students to describe what they see in the picture.

what the story will be about. Ask them whether they think the

story will be fiction or nonfiction.

discuss what they see. Do they notice a common theme of

children and animals on a farm? Point out the text features,

and show students where to find the titles of the sections.

2. Using Prior Knowledge—Display the book cover. Ask

students to compare and contrast farms from movies and the

television to the one in the picture. Explain to students that

applying everything they know to a book will help them better

understand it.


on the pictures and their own experiences.

them clues as to what they will be reading.

English Language

Support Build prior knowledge

by listing what students

know about farms on

chart paper. Then create

a Venn Diagram to discuss

how farms and their own

community are similar

and different. Encourage

students to use phrases

such as, Ambos tienen

_____, or Una tiene _____

y la otra tiene _____.

During Reading

1. Using Prior Knowledge—Read the book aloud to students, tracking the text and showing



section, ask students to tell you important facts about the children’s visit to the farm.

2. Summarizing—Explain to students that as you read the book again, you will model what

you are thinking as you read.

words in your own way so that you are sure it makes sense. Explain to students that

summarizing is a way to make sure you understand the main idea of the passage.

Assessment Opportunity—Have each student read aloud two to four pages

from the book so you can monitor their reading of high-frequency words.

5151 5353



Building Fluency1. Reading the Book—Use one or all of the following methods for fluency practice:audio recording (provided on the Audio CD) so students can practice reading the book to

build fluency. Listening to the book being read aloud will give students an idea of how to

build fluency. Listening to the book being read aloud will give students an idea of how to use proper intonation, expression, and pacing when reading. Use the choral-reading strategy to read the book several times with students, and allow students to practice reading the book silently and in pairs. 2. Reading the Poem—Use one or all of the following methods for fluency practice:book are similar and different. Provide copies of the poem for students to place in a poetry folder. They can practice

reading the poems in this folder during free-choice time and independent or paired reading time. Write the poem on a sheet of chart paper. Take time to have the class reread it throughout

the day. Make a book of the poem by cutting appropriate pictures from magazines to illustrate each line of the poem.

Assessment Opportunities—Use the oral reading record and the fluency rubric provided in the Assessment Guide to assess students’ ability to read the book and poem fluently and accurately.


© Teacher Created Materials

Name:Name: _____________________________________ Date: __________

A Visit to a FarmDirections: Read the statements below. If the statement is true, write

a T on the line and draw a picture for the statement. If the statement is

T on the line and draw a picture for the statement. If the statement is

Tfalse, write an F on the line.

F on the line. F

1. Cars are made on farms.

_____________2. Special machines like combines are used on farms.

_____________3. A corral is a pen for horses.

_____________4. Gorillas are usually found on farms.

_____________5. Horses like to eat carrots.

_____________

5555


Name: _____________________________________ Date: Date: ____________________

Farm WordsDirections: Draw a picture to show the meaning of each word.

1.1.

barn

2.2.

cow3.

corral

4.

silo


Grandpa’s Farmby Dona Herweck Rice

A running colt,

A mooing cow,

A waddling duck,

An oinking sow,

A scratching hen,

A bursting barn—

They are all found

On Grandpa’s farm.

2. Use formal assessments at the end of each lesson. The oral reading record and multiple-choice comprehension test provided for each book offer opportunities to assess student learning and can be used to drive instruction. An overview of these assessments and the assessments themselves can be found in the Assessment Guide. The accompanying Assessment DVD offers two versions of the multiple-choice assessments: printable PDF form and electronic form, giving students the opportunity to take the test on the computer and immediately print their results.


Lesson 1: Visita a una fábrica de automóvilesLesson 1: Visita a una fábrica de automóvilesLesson 1: Visita a una fábrica de automóvilesLesson 1: Visita a una fábrica de automóvilesLesson 1: Visita a una fábrica de automóviles

Oral Reading Record

Name:_______________________________ Date: __________

Assessor: _____________________________________________

Word CountCodes

215 E = errors SC = self-corrections M = meaning S = structure V = visual

PageText

E SCCues Used

E SC

4 Una mañana, mi papá me despertó temprano.M S V M S V

5 —¡Sorpresa!— me dijo. —Hoy vendrás conmigo

al trabajo—.

M S V M S V

6 Mi papá tiene el mejor trabajo del mundo. Trabaja

en una fábrica de automóviles. Allí fabrican carros.

M S V M S V

8 Mi papá es ingeniero. Él ayuda a planear cómo

se verá y funcionará el carro. Mi papá trabaja

con otros ingenieros. Trabajan juntos para que el

automóvil sea seguro y funcione muy bien.

M S V M S V

10 Mi papá y su equipo de trabajo dibujan planos

como estos.

M S V M S V

11 Yo también quiero ser ingeniero. Por eso, dibujo

mis propios planos.

M S V M S V

SUBTOTALS

Go onGo onGo on

fábricade automóviles

fábricade automóviles

Visita a una

D. M. Rice

1515

1 ¿Qué otra palabra se usa para automóvil? A carro B pistón C fábrica D montaje

4 ¿Adónde van los carros una vez que están hechos? A a un área de embarque B a una fábrica C a un ingeniero D al montaje

2 Los autos se hacen ______. A en el camino B en un área de embarque C en un concesionario de autos D en una fábrica de automóviles

5 ¿Cuál de estas es una opinión? A Mi papá es ingeniero. B Cuando los autos están listos, van a un área de embarque. C Mi papá tiene el mejor trabajo del mundo. D Un equipo construye el motor.

3 El narrador probablemente ______ los carros. A les teme a B gusta de C no gusta de D está aburrido de

6 Los equipos de montaje quieren que los autos que ellos hacen sean ______. A difíciles de hallar B de un solo color C seguros D muy grandes

Instrucciones: Lee cada pregunta. Escoge la mejor respuesta. Rellena el círculo al lado de tu respuesta.

Examen de elección múltipleNombre: __________________________________ Fecha: __________Instrucciones: Lee cada pregunta. Escoge la mejor respuesta. Rellena el

1717


Lesson 1: Visita a una fábrica de automóvilesLesson 1: Visita a una fábrica de automóvilesLesson 1: Visita a una fábrica de automóvilesLesson 1: Visita a una fábrica de automóvilesLesson 1: Visita a una fábrica de automóviles (cont.)

Using Technology Options 1. Use the Audio CD as a model of

fluent reading. The Audio CD includes professional recordings of the books and poems in this kit. Play the audio tracks of the books to support students as a prereading activity, during fluency practice, or in a listening center. Play the audio tracks of the poems as part of the poetry section of the lesson.

Table of Contents

Early FluentAudio CD

Books Tracks Poems

Tracks

i6371© 2012 Teacher Created Materials, Inc.

Early Fluent

Audio CD

Early Fluent

Spanish

Early Fluent


or Windows®

TCM 15510

Audio CD—SpanishThis CD contains audio files.


2. Use the Interactiv-eBooks to enhance the reading experience. This kit includes interactiv-ebooks that guide students toward independent reading and engage them in a fully interactive experience. Students can hear the text read aloud, view video clips, record their voices, and complete interactive activities that build academic skills—from word study and vocabulary to comprehension and writing. The interactiv-ebooks can be used in a variety of instructional settings and help support numerous literacy and learning goals. For a detailed overview of how to use the interactiv-ebooks in the classroom, see pages 37–38.



About the Books The TIME For Kids Nonfiction Readers program has been designed to enhance any reading program. Each book motivates students to want to read with high-interest, nonfiction content and engaging full-color photographs. Moreover, the authentic nonfiction reading experiences the books provide, combined with rich, dynamic lessons and audio and technology resources, can help students develop vocabulary, comprehension, and fluency skills.

The books are divided into reading levels. The Early Fluent level (levels 2.0 through 2.4) is designed for students in the first semester of grade two. Books in the Early Fluent kit have either 24 or 28 pages. There are six copies each of the 15 titles.

Level 2.0: Visita a una fábrica de automóviles; Visita a una granja; Visita a una base de la Marina

Level 2.1: Próxima parada: México; Próxima parada: Canadá; Próxima parada: El Caribe

Level 2.2: ¡Terremotos!; ¡Tornados y Huracanes!; ¡Volcanes!

Level 2.3: Águilas de cerca; Caballos de cerca; Serpientes de cerca

Level 2.4: Artesanía: Vidrio soplado; Construye: Rascacielos; Hazlo: Chocolate

Leveling Components

Each reading level includes a variety of features that delineate that particular level. The features in each level include the following:

Level 2.0 • higher word count • indented paragraphs

• content that moves beyond reader’s personal experience

• hightened use of vivid verbs • dialogue interspersed through text

• more challenging graphic organizers

• table of contents and glossary • more challenging high-frequency wordsLevel 2.1

• decreased print size • varied text placement • photographs and illustrations that

support and enhance interpretation of the text

• photographs or illustrations on every page

• occasional supporting sidebars • extensive use of maps

Level 2.2 • extensive use of diagrams • greater use of supporting sidebars • greater use of metaphor and imagery • high-interest topics • reverse or color subheads

Level 2.3 • more complex texts • easy text interspersed with more

challenging text • greater reliance upon photographs and

illustrations • varied amount of text on individual

pages, from just one line to ten • content supported by text placement

Level 2.4 • more challenging and abstract themes • use of a how-to format • more challenging, theme-specific

vocabulary • more complex sentence structures • some use of multiple phrases in one

sentence • increased use of diagrams



Word Counts and Level Correlations

Word counts are often considered an important aspect of leveling. The word counts for the TIME For Kids Nonfiction Readers: Early Fluent level are found on the chart below. Also included are the reading level designations from Teacher Created Materials (TCM) and the corresponding levels for Guided Reading (GR), Early Intervention (EI), and Developmental Reading Assessment (DRA), as well as Lexile® Measures.

Early Fluent Title Word Count

TCM Level

Guided Reading

Level

Early Intervention

Level

DRALevel

Lexile® Measure

Visita a una fábrica de automóviles 292 2.0 I 17 18 390L

Visita a una granja 331 2.0 I 17 18 480L

Visita a una base de la Marina 359 2.0 I 17 18 640L

Próxima parada: México 336 2.1 J 18 20 490L

Próxima parada: Canadá 357 2.1 J 18 20 550L

Próxima parada: El Caribe 372 2.1 J 18 20 610L

¡Terremotos! 387 2.2 J 19 20 490L

¡Tornados y huracanes! 404 2.2 J 19 20 660L

¡Volcanes! 411 2.2 J 19 20 660L

Águilas de cerca 419 2.3 J 19 24 630L

Caballos de cerca 461 2.3 J 19 24 560L

Serpientes de cerca 468 2.3 J 19 24 450L

Artesanía: Vidrio soplado 469 2.4 K 20 24 650L

Construye: Rascacielos 459 2.4 K 20 24 630L

Hazlo: Chocolate 474 2.4 K 20 24 680L


Using TIME For Kids Nonfiction Readers in a Guided Reading/Balanced Literacy ModelTIME For Kids Nonfiction Readers is a comprehensive program that can be flexibly implemented in a guided reading/balanced literacy model. The high-interest books will provide an engaging reading experience while supporting students’ development of phonics. The comprehensive teacher’s guide with step-by-step lesson plans and student activities can be easily utilized in all the blocks of a balanced literacy model, including guided reading, whole-group mini-lessons, learning centers, independent guided practice, word work/vocabulary, writing, and independent reading. The multiple assessment opportunities will diagnose students’ needs and inform teachers’ instruction to move students toward mastery of key reading and writing skills.

Guided ReadingTwo key features of TIME For Kids Nonfiction Readers allow it to be effectively used within a guided reading program. First, it can serve to target specific word-recognition and word-work skills. Second, the high-interest leveled books make them ideal selections for use with groups who need practice at certain reading levels and with general reading skills. Oral reading records for each book are included so that teachers can monitor the progress of students as they increase their reading levels.

Targeting Leveled Practice and Other Reading Skills

Each book included in the TIME For Kids Nonfiction Readers program has been leveled for use in small groups of students with similar reading levels. An oral reading record for each book is provided in the Assessment Guide

(and in digital form on the Assessment DVD) to help determine and monitor the appropriate reading level for each student. The chart on page 27 indicates the reading levels of the books included within this kit.

As students move through the books in the program, they will encounter carefully written content designed to provide, in addition to nonfiction reading skill development, practice with many other areas of literacy, such as word knowledge, sight-word recognition, increasingly complex sentence structures, text features, fluency, and the reading-writing connection. As such, teachers in a guided reading program will have access to ample material for encouraging reading development across all areas of literacy.

Whether the books in the program are being used to address specific word work and vocabulary skills or for leveled reading practice, teachers will find many other portions of the kits appropriate for a guided reading program.

Lesson Plan Structure

The TIME For Kids Nonfiction Readers lesson plans are set up in the traditional guided reading structure of Before, During, and After Reading activities and questions. Vocabulary is isolated for pre-instruction and more challenging words are noted for special attention. If needed, the lessons can also be used as a quick review or mini-lesson.



Guided Reading (cont.)

Progress Monitoring

As mentioned on the previous page, oral reading records and comprehension assessments for each book are included so that teachers may monitor the growth of their students in oral reading and comprehension and for their reading levels. Teachers will probably not want to administer the oral reading records for each book but will choose points at which they need data to make instructional decisions for specific students. When those decision points arise, TIME For Kids Nonfiction Readers provides the tools needed in easy-to-use formats.

Other Blocks of a Balanced Reading Program

Learning Centers and Independent Guided Practice

One of the challenges of a guided reading program is making sure the students who are not in the small instructional group with which the teacher is currently working are constructively engaged. TIME For Kids Nonfiction Readers lesson plans provide ample suggestions and materials for independent student use and for the development of centers.

Two high-interest activity sheets are included for each of the books. One activity sheet focuses on the word recognition, word attack, or vocabulary skills addressed in the lesson. The other activity sheet focuses on a key comprehension skill from the lesson. Students who have read the book may complete these pages independently. Reviewing the students’ work on these practice pages can also provide additionalprogress-monitoring information for the teacher.

Vocabulary and Word Study

Many of the activities in the TIME For Kids Nonfiction Readers program are appropriate for whole-class work in a word work or vocabulary session. These sessions could focus on activities suggested in the lesson plans for vocabulary development or for word-knowledge practice.

Writing

The lesson plan for each book includes a specific writing activity. Additionally, writing is integrated into each of the activity sheets. Depending on the level of the TIME For Kids Nonfiction Readers kit a teacher is using in the classroom, the writing activities vary from requiring students to label pictures or write sentences to writing short stories as a way to apply the new skills they learn, or as a way to show comprehension of the story.

Independent Reading

The books from the TIME For Kids Nonfiction Readers program provide quality, high-interest, easy-to-read content. As such, they can be added to classroom libraries for use as independent reading selections.

The program offers an extensive menu of instructional options that allows teachers to readily integrate the program into their guided reading/balanced literacy model. Throughout the lessons, students will use different modalities. They will participate in reading, chanting, and doing physical movements. This encourages students to be active learners who are engaged in what they are doing and who retain what they have learned.



Pacing PlansThe following pacing plans show three options for using this complete kit. Teachers should customize these pacing plans according to their students’ needs.

Option Instructional Time Setting Material Notes

Option 115 weeks(25 min./day)

Daily, small-group reading instruction

All 15 titles; reading levels 2.0–2.4

Activity sheets can be incorporated into instructional time or completed for independent practice.

Option 2

9 weeks(40 min./day)

Half-semester program

All 15 titles; reading levels 2.0–2.4

Teachers can adjust the instructional time on the third day of instruction for each book, focusing more or less on skills to best meet the needs of their students.

Option 3

6 weeks(60 min./day)

Intensive program All 15 titles; reading levels 2.0–2.4

Teachers can adjust the instructional time on the second day of instruction for each book, focusing more or less on skills to best meet the needs of their students.

Option 1: 15-Week Program (25 min./day)Week Day 1 Day 2 Day 3 Day 4 Day 5

1

Lesson 1: • Word Work (p. 42) • Academic

Vocabulary (p. 42) • Sustantivos y verbos

(p. 47)

Lesson 1: • Before Reading

(p. 43) • During Reading

(p. 43)

Lesson 1: • After Reading

(p. 44) • Cómo se fabrica un

automóvil (p. 48)

Lesson 1: • Building Fluency

(p. 45) • “Visita a una

fábrica de automóviles” poem (p. 46)

• Writing (p. 44)

Lesson 1: • Cross-curricular

Connections (p. 44)

2


Vocabulary (p. 50) • Vocabulario de

granja (p. 55)



(p. 51)


(p. 52) • Visita a una granja

(p. 56)


(p. 53) • “La granja del

abuelo” poem (p. 54)

• Writing (p. 52)


Connections (p. 52)

3


Vocabulary (p. 58) • Conoce a los

marines (p. 63)



(p. 59)


(p. 60) • Los trabajos de los

marines (p. 64)


(p. 61) • “Carta a un marine”

poem (p. 62) • Writing (p. 60)


Connections(p. 60)

4


Vocabulary (p. 66) • Conoce tus

palabras (p. 71)



(p. 67)


(p. 68) • México (p. 72)


(p. 69) • “México” poem

(p. 70) • Writing (p. 68)


Connections (p. 68)




Option 1: 15-Week Program (25 min./day) (cont.)Week Day 1 Day 2 Day 3 Day 4 Day 5

5



palabras (p. 79)



(p. 75)


(p. 76) • Yo conozco Canadá

(p. 80)


(p. 77) • “Canadá” poem

(p. 78) • Writing (p. 76)


Connections (p. 76)

6



palabras (p. 87)



(p. 83)


(p. 84) • Conoce su aspecto

(p. 88)


(p. 85) • “El Caribe” poem

(p. 86) • Writing (p. 84)


Connections (p. 84)

7



terremotos (p. 95)



(p. 91)


(p. 92) • Nuestra Tierra

(p. 96)


(p. 93) • “Planeta

rocanrolero” poem (p. 94)

• Writing (p. 92)


Connections (p. 92)

8


Vocabulary (p. 98) • ¿Sustantivos o

adjetivos? (p. 103)



(p. 99)


(p. 100) • Yo conozco las

tormentas (p. 104)


(p. 101) • “Ah, la tormenta”



Connections (p. 100)

9



volcanes (p. 111)



(p. 107)


(p. 108) • Material caliente

(p. 112)


(p. 109) • “Volcanes” poem

(p. 110) • Writing (p. 108)



10



águilas (p. 119)



(p. 115)


(p. 116) • Todo sobre las

águilas (p. 120)


(p. 117) • “Águilas” poem

(p. 118) • Writing (p. 116)



11


Vocabulary (p. 122) • Puntos (p. 127)



(p. 123)


(p. 124) • Todo sobre los

caballos (p. 128)


(p. 125) • “Caballos” poem

(p. 126) • Writing (p. 124)



Pacing Plans (cont.)



Option 1: 15-Week Program (25 min./day) (cont.)Week Day 1 Day 2 Day 3 Day 4 Day 5

12



serpientes (p. 135)



(p. 131)


(p. 132) • Todo sobre las

serpientes (p. 136)


(p. 133) • “Serpientes” poem

(p. 134) • Writing (p. 132)



13


Vocabulary (p. 138) • Trabajadores del

vidrio(p. 143)



(p. 139)


(p. 140) • La fabricación del

vidrio (p. 144)


(p. 141) • “Todo sobre el

vidrio soplado” poem (p. 142)

• Writing (p. 140)



14



rascacielos (p. 151)



(p. 147)


(p. 148) • Rascacielos

(p. 152)


(p. 149) • “Todo sobre los

rascacielos” poem (p. 150)

• Writing (p. 148)



15


Vocabulary (p. 154) • Vocabulario del

chocolate (p. 159)



(p. 155)


(p. 156) • La elaboración del

chocolate (p. 160)


(p. 157) • “El país de dulces”



Connections(p. 156)

Pacing Plans (cont.)


Using the Interactiv-eBooks in the ClassroomInteractiv-ebooks guide students toward independent reading while exploring core concepts. These interactive, engaging, andeasy-to-use digital ebooks include turn-the-page functionality, navigation tools, built-in interactive tools, and professional audio recordings of all text. Interactiv-ebooks are flexible and can be used in an individual, small-group, or whole-class setting. Use the interactiv-ebooks with individual PC or Mac computers, in a computer lab, with a projector, or with any interactive whiteboard.

Whole-Class Instruction

The interactiv-ebooks offer a variety of tools that can be used for whole-class instruction with the use of an interactive whiteboard or a projector and screen. Interactiv-ebooks offer: • a visual anchor to focus instruction • a large canvas for a shared literacy

experience

Small-Group Instruction

The interactiv-ebooks can be used in a classroom, lab, or small-group setting and offer: • text-to-audio highlighting to support

struggling readers • embedded activities to enrich the reading

experience

English Language Support

The interactiv-ebooks provide support for English language learners through the use of text features, video clips, interactive activities, text-to-audio highlighting, and audio recording.

A Tool for Building Literacy • Visual support is provided through photos,

illustrations, and videos. • Video clips provide support for the kit

content, engage students, extend the reading experience, and scaffold learning when introducing new vocabulary.

• Text-to-audio highlighting supports struggling readers.

• Professional audio recordings promote fluency and vocabulary development.

• Interactive activities focus on key concepts and learning goals and enrich the reading experience.

• Whiteboard tools offer opportunities to interact with the text and build key comprehension skills, such as identifying the main idea, understanding the author’s purpose, and summarizing text.

• Fluency support is provided for students as they listen to the interactiv-ebook being read to them. This allows students to hear proper intonation as well as identify key terms within the text and make the connection between the words and their pronunciation.

• Writing activities offer opportunities to make the reading-writing connection with support for below-grade-level students or English language learners.

• Glossary pop-ups offers immediate vocabulary support. Note: Depending on the book or level, there may or may not be glossary pop-ups.




Using the Interactiv-eBooks in the Classroom (cont.)

A Tool for Building Content Learning • The functions of the ebooks, such as

videos and glossary pop-ups, help to bridge the gap between students’ background knowledge and the content presented in the book.

• Easy-to-use tools give students the power to increase their comprehension and master vocabulary.

A Student-Centered Technology Learning Tool • Students have the tools needed to

navigate the book on their own. • Easy-to-use interactive features, such as

videos and reading and writing activities, increase rigor and allow students to extend their own learning.

Features of the Interactiv-eBooks

Navigation • Table of Contents, Glossary, and Index all

connect you with the pages of the books. • Pre-recorded audio navigates students

through the text. • Search key terms in the text. • Glossary definition pop-ups in text.

Note: Depending on the book, there may or may not be glossary pop-ups.

Extending the Experience • Video clips: Watch a video and record

new questions about the topic or compose a narration of the video.

• Interactive activities: Have students complete the activities and then create alternate versions of the activities.

Tools that Make Sense:

• Pen Tool—Draw or record notes (such as reflections) directly on the pages or annotate a picture.

• Highlighter Tool—Highlight the sentence that tells the main idea.

• Spotlight—Examine graphic aids and develop visual literacy.

• Notes—Record and save thoughts and observations about the text.

• Print—Keep a printed record of student notes.

• Zoom To—Look more closely at a graphic element (such as a photo) for analysis and inference.

• Record—Have students record themselves and analyze their fluency or record personal responses to text as they read.


Lesson 13: Artesanía: Vidrio soplado

Word Work • High-Frequency Words: muy, porque,

luego, hecho • Word Study: dr and br consonant

blends

Academic Vocabulary • caña de soplar • carga • horno • hornillo de recocido • sopladores de vidrio • Trabajadores del vidrio activity sheet

(page 143)

Comprehension • Understanding Main Idea and Details • Asking and Responding to Questions • La fabricación del vidrio activity sheet

(page 144)

WritingUse high-frequency and vocabulary words to write words, phrases, or sentences.

Cross-curricular Connections • Visual Arts: Students know that the

visual arts have both a history and a specific relationship to various cultures.

• Geography: Students understand the globe as a representation of Earth.

Building Fluency • Reading the Book: repeated readings

with audio support; choral reading • Reading the Poem: poetry folder;

repeated readings • “Todo sobre el vidrio soplado” poem

(page 142)

Focus ObjectivesStudents will be able to: • ask and respond to questions. • understand the main idea and supporting details

of simple expository information.

SopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoSopladoVVVVVVVVVVVVVVVVVVVVVVVVVVViiiiiiiiiiiiiiiiiiddddddddddddddddddddddddddddddddddddddddddddddddddddddrrrrrrrrrrrrrrriiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiooooooooooooooooooooooooooooooooooooArtesanía:Artesanía:

Artesan

ía: Vid

rio soplad

o

Spielm

an Madison Spielman


Lesson 13: Artesanía: Vidrio soplado (cont.)

Academic Vocabulary 1. Develop students’ vocabulary by having

them list words related to glassblowing. Your chart may look similar to the chart on the right.

2. Instruct students to add high-frequency and vocabulary words to their dictionaries. Encourage them to write a word, phrase, or sentence for each word and include a picture.

3. For additional practice with the academic vocabulary, have students complete the Trabajadores del vidrio activity sheet (page 143).

Vidrio soplado

vidrio caliente

colores dar forma

artista lindo

Word Work 1. High-Frequency Words—Write the

words muy, porque, luego, and hecho on the board. Read each word aloud. • Write each word on an index card.

Place the index cards on the floor about two feet away from students. Give each student a beanbag to toss onto the cards. Have students read the word on the index card nearest their beanbag. Repeat so each student has several turns.

• If you have a classroom word wall, have students add the high-frequency words to it. Have the class read the word wall together to reinforce mastery of high-frequency words.

2. Word Study—Write the dr consonant blend on a sheet of chart paper using a red marker. • Have students brainstorm words that

have the dr consonant blend in them (vidrio, piedra, madre, cuadrado). Write these words on the chart.

• Repeat the process above for the br blend (brazo, fabricar, nombre, bruja).

Tip: When making index cards for the beanbag game,

include other high-frequency words that students have learned before. This will allow students repeated practice and help the words become more familiar.



During Reading

1. Understanding Main Idea and Details—Read the title of the book, pointing to each word as you read. Explain to students that you will read each section of the book and isolate the main idea and important details for each section. Read aloud the first section of the text titled, Historia del vidrio soplado. On the board or chart paper write, El soplado de vidrio es un arte muy antiguo. Explain that this is the main idea of the section. Then write two to three important details from the section, such as, El soplado de vidrio empezó hace unos cuatro mil años. Read the next section, and have students help you complete the chart, noting main ideas and significant details for each of the four sections.

2. Asking and Responding to Questions—Once students are familiar with the text, pair them with another student. Model how to look at a picture and ask a question about the text. Give students time to develop questions about the text. Allow time for students to ask and respond to their partners’ questions. Alternatively, give students three to four sticky notes, have them write a question for a particular page, and allow students to share their questions.

Assessment Opportunity—Monitor students to ensure that they read the high-frequency words accurately.

Comprehension

Before Reading

1. Introducing the Book—Show students the cover of the book and ask them to describe it. Ask students to tell you what they think the subject of the book might be. What clues do they have? What does the cover photograph tell them about the book? Read the table of contents. Ask students what page you should look at to find some pictures of hand-blown glass art. Ask them what section will help them learn important words in the text (el glosario).

2. Asking and Responding to Questions—Make a three-column chart with students to help them identify questions about hand-blown glass prior to reading the text. Ask students what they know about hand-blown glass. Ask students if they have ever seen or held hand-blown glass or seen it being made. If so, let them describe what they saw. Write their responses in the left-hand column, titled Yo sé. Ask students what questions they have about hand-blown glass prior to reading. Record their questions in the center column, titled Quiero saber. Explain to students that identifying questions prior to reading helps them read with a purpose and find out specific information.

seen it being made. If so, let them describe what they saw. Write their responses in the

English Language Support Discuss the photos on pages 18, 20, 23, and 25 of the book to develop students’ understanding of how hand-blown glass is made. Copy the pages and allow students to cut out the pictures and place them in the correct order. Then ask students to explain (or act out) what is happening in each of the pictures.



Comprehension (cont.)

After Reading

1. Building Oral Language—Put students in pairs. Ask students to take turns discussing glass and finishing the sentence frame Me pregunto por qué _____. Allow the first student to share. Then give the second student time to ask questions. Have students switch roles and then share some statements with the class.

2. Understanding Main Idea and Details—Ask students to tell you what the book is about, in as few words as possible. They will most likely say, “hacer el vidrio soplado.” Tell them that this is one way to figure out the main idea of a book. • Invite students to share what they learned from the book about hand-blown glass. • Let students explain in their own words what it might be like to be a gaffer. Ask students

if they think they would enjoy the profession of a gaffer. • For additional practice with comprehension, have students complete the activity sheet

La fabricación del vidrio (page 144).

Cross-curricular ConnectionsVisual Arts—Let students research gaffers from Mesopotamia four thousand years ago. Then have each student contribute a sentence to a story about a day in the life of a gaffer in ancient times.

Geography—Show students where ancient Mesopotamia, colonial Jamestown, and Rome are on a globe. Then point out where students live. Compare those locations using cardinal directions.

WritingUsing academic vocabulary, have students write about gaffers and glass-blowing.

• Give below-grade-level students a word bank to use when writing words or phrases. • Have on-grade-level students write each sound they hear in order to write words, phrases,

or sentences. • Encourage above-grade-level students to write sentences or a paragraph that includes

explanations about each of the things a gaffer does for his or her job.

English Language Support Use the photocopied pictures from the English Language lesson on page 139. Help students write a caption for each, based on the text in the book. Using a pocket chart, ask each student to arrange the photos and captions in sequence.



Building Fluency 1. Reading the Book—Use one or all of the following methods for fluency practice:

• Use a copy of the book (provided on the Teacher Resource CD) along with the professional audio recording (provided on the Audio CD) so students can practice reading the book to build fluency. Listening to the book being read aloud will give students an idea of how to use proper intonation, expression, and pacing when reading.

• Use the choral-reading strategy to read the book several times with students, and allow students to practice reading the book silently and in pairs.

2. Reading the Poem—Use one or all of the following methods for fluency practice: • Display the poem “Todo sobre el vidrio soplado” (page 142). Compare and contrast

the book and the poem by asking students questions, such as “¿En qué son similares o diferentes el poema y el libro?”

• Provide copies of the poem for students to place in a poetry folder. They can practice reading the poems in this folder during free-choice time and independent or paired reading time.

• Write the poem on a sheet of chart paper. Take time to have the class reread it throughout the day. Encourage students to create actions, gestures, or a tune to go along with the poem.


Nombre:Nombre:Nombre:Nombre: ___________________________ Fecha: ___________________

La fabricación del vidrioInstrucciones: Selecciona dos de los pasos que realiza un soplador para fabricar el vidrio. Dibuja y escribe acerca de ellos en el espacio de abajo.

______________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________

dos de los pasos que realiza un Dibuja y escribe acerca de


Nombre: ___________________________ Fecha: ______________________________________

Trabajadores del vidrio

Instrucciones: Mira las imágenes. Corresponde cada imagen con una palabra del banco de palabras y escríbela en la línea debajo de la imagen.

Banco de palabras

burbuja horno sopladores carga hornillo herramientas

1.

______________________________________

2.

______________________________________

3.

______________________________________

4.

______________________________________

5.

______________________________________

6.

______________________________________


Todo sobre el vidrio soplado

por Dona Herweck Rice

Bellos colores que giranBellos colores que giran

como si estuvieran bailando.

Están quietos en verdad.

Es el vidrio que están soplando.

Igual que un viento invernal,

se arremolina con prisa.

El color en el cristal

es como un soplo de brisa.


Todo sobre el vidrio sopladopor Dona Herweck Rice

Bellos colores que girancomo si estuvieran bailando.Están quietos en verdad.Es el vidrio que están soplando.

Igual que un viento invernal,se arremolina con prisa.El color en el cristales como un soplo de brisa.


Nombre: ___________________________ Fecha: ___________________

Trabajadores del vidrio

Instrucciones: Mira las imágenes. Corresponde cada imagen con una palabra del banco de palabras y escríbela en la línea debajo de la imagen.

Banco de palabras

burbuja horno sopladores carga hornillo herramientas

1.

______________________________________

2.

______________________________________

3.

______________________________________

4.

______________________________________

5.

______________________________________

6.

______________________________________


Nombre: ___________________________ Fecha: ___________________

La fabricación del vidrio

Instrucciones: Selecciona dos de los pasos que realiza un soplador para fabricar el vidrio. Dibuja y escribe acerca de ellos en el espacio de abajo.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

dos de los pasos que realiza un Dibuja y escribe acerca de

Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Why Assessment Is Important . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Nonfiction Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Formative/Placement Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Progress-Monitoring Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Summative Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

How to Use the Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Assessment Opportunities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Using the Series Placement Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Oral Reading Records . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Using an Oral Reading Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Marking Conventions Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Scoring an Oral Reading Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Fluency Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Using the Multiple-Choice Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Using the Data-Tracking Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Lesson 1: Visita a una fábrica de automóviles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Lesson 2: Visita a una granja . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Lesson 3: Visita a una base de la Marina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Lesson 4: Próxima parada: México. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Lesson 5: Próxima parada: Canadá . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Lesson 6: Próxima parada: El Caribe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Lesson 7: ¡Terremotos! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Lesson 8: ¡Tornados y huracanes! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Lesson 9: ¡Volcanes! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Lesson 10: Águilas de cerca . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Lesson 11: Caballos de cerca . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Lesson 12: Serpientes de cerca . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Lesson 13: Artesanía: Vidrio soplado . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Lesson 14: Construye: Rascacielos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Lesson 15: Hazlo: Chocolate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

References Cited . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Contents of the Assessment DVD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

3© Teacher Created Materials #15509—Early Fluent—Assessment Guide

Table of Contents

Go on


Oral Reading Record

Name: _______________________________ Date: __________

Assessor: _____________________________________________

Word Count Codes

237 E = errors SC = self-corrections M = meaning S = structure V = visual

Page Text E SCCues Used

E SC

4 El soplado de vidrio es un arte muy antiguo.

Comenzó hace unos cuatro mil años en

Mesopotamia.

M S V M S V

5 La antigua Roma fue el primer lugar donde el

vidrio se utilizó en forma popular. La primera

caña metálica para soplar vidrio fue inventada en

Roma. Los romanos pudieron fabricar fácilmente

vidrio de buena calidad.

M S V M S V

6 El soplado de vidrio fue una de las primeras

industrias del Nuevo Mundo. El capitán John

Smith llevó sopladores de vidrio de Europa a

América.

M S V M S V

7 Los sopladores crearon el vidrio soplado.

Construyeron una fábrica cerca de las arenosas

costas de Jamestown.

M S V M S V

8 Anteshabíamuchasmáspersonasquesabían

soplar vidrio.

M S V M S V

SUBTOTALS

Lesson 13: Artesanía: Vidrio soplado

SopladoVidrioArtesanía:

Artesan

ía: Vid

rio soplad

o

Spielm

an Madison Spielman

52 #15509—Early Fluent—Assessment Guide © Teacher Created Materials

Oral Reading Record (cont.)

Page Text E SCCues Used

E SC

9 Sin embargo, los sopladores de vidrio actuales

trabajan en forma muy parecida a como se hacía

hace mucho tiempo atrás.

M S V M S V

10 El soplado de vidrio no ha cambiado mucho

con el paso del tiempo. Los sopladores de vidrio

usan herramientas muy similares a las utilizadas

por los antiguos romanos.

M S V M S V

12 Los materiales principales necesarios para fabricar

vidrio son arena, cal, carbonato de sodio, potasa

y calor intenso.

M S V M S V

13 ¿Cómo se transforman estos ingredientes en

objetosdevidrio?Sigueleyendoparasaberlo.

M S V M S V

14 Se mezclan y calientan los ingredientes. Hoy en

día se utilizan hornos de gas para producir el

calor. En el pasado se usaban hornos de ladrillo

alimentados con madera.

M S V M S V

15 Unavezqueelhornoalcanzalatemperatura

necesaria, los ingredientes se funden para formar

vidriolíquido.Lossopladoresdevidriodeben

tenermuchocuidadoparanoquemarse.

M S V M S V

Subtotals from previous page

TOTALS

Error Rate:

Self-Correction Rate:

Accuracy Percentage:

Time:


Examen de elección múltiple

Nombre: __________________________________ Fecha: __________

Instrucciones: Lee cada pregunta. Escoge la mejor respuesta. Rellena el círculo al lado de tu respuesta.

1 La primera caña metálica para soplar vidrio se inventó ______.

Aen el Nuevo Mundo

Ben la Mesopotamia

Cen Jamestown

Den la antigua Roma

4 Los sopladores utilizan un horno ______.

Aporqueeninviernohacefrío Bpara derretir los ingredientes del

vidrio

Cporquelesgustanloshornos Dporquemantienecalienteslos

ingredientes

2 ¿Qué paso ocurre primero?

AEl soplador recoge vidrio con una caña de soplar.

BEl soplador da forma al vidrio.

CSe hace girar la carga sobre una mesa.

DSe mezclan los ingredientes y se calientan.

5 Si el soplador no utiliza un hornillo, ______.

Ael vidrio se enfría demasiado rápido y se hace añicos

Bel soplador usa hielo para enfriar el vidrio

Cel vidrio cambia de color

Del soplador usa herramientas para dar forma al vidrio

3 ¿Cuál no es una herramienta utilizada por los sopladores?

Auna pinza

Bun canalete

Cun martillo

Dun horno

6 Actualmente, la mayor parte del vidrio soplado se usa para fabricar ______.

Atazones

Bbotellas

Carte

Dplatos



VIDRIO

Artesanía:

soplado

Artesanía: Vidrio soplado

Spielman Madison Spielman

Ur

I R Á N

SUM

ERIA

Acad

A R A B I A S A U D I T A

J O R D A N I A

ISR

AE

L

S I R I A

D e s i e r t o d e S i r i a

I R A Q

ASIRIA

KUWAIT

T U R Q U Í A

LÍB

AN

OPH

OEN

ICIA

LegendMa

r

Me

dit

er

rá

ne

o

Arvad

Nínive

Babilonia

Nippur

Hit

Kish

Erbil

Assur

Mari

Tuttul Nuzi

Dur-Sharukin

Damasco

Jerusalén

Golfo

Pérs i co

Tigr i s

M O N T E S Z A GR O

S

Río Éuf ra tes

Ancient region known as Mesopotamia; ruled in turn by the Sumerians, the Assyrians, and the Babylonians from about 2300 B.C. until 323 B.C.; names of ancient empires and cities are in black

Dotted lines show boundaries of present-day countries; modern country namesare in blue

Dur-Kurigalzu

Mar Muerto

El soplado de vidrio es un arte muy antiguo. Comenzó hace unos cuatro mil años en Mesopotamia.

Historia del vidrio soplado

El soplado de vidrio

consiste en soplar aire

dentro de vidrio líquido

para darle forma.

4

Ur

I R Á N

SUM

ERIA

Acad

A R A B I A S A U D I T A

J O R D A N I A

ISR

AE

L

S I R I A

D e s i e r t o d e S i r i a

I R A Q

ASIRIA

KUWAIT

T U R Q U Í A

LÍB

AN

OPH

OEN

ICIA

LegendMa

r

Me

dit

er

rá

ne

o

Arvad

Nínive

Babilonia

Nippur

Hit

Kish

Erbil

Assur

Mari

Tuttul Nuzi

Dur-Sharukin

Damasco

Jerusalén

Golfo

Pérs i co

Tigr i s

M O N T E S Z A GR O

S

Río Éuf ra tes

Ancient region known as Mesopotamia; ruled in turn by the Sumerians, the Assyrians, and the Babylonians from about 2300 B.C. until 323 B.C.; names of ancient empires and cities are in black

Dotted lines show boundaries of present-day countries; modern country namesare in blue

Dur-Kurigalzu

Mar Muerto

La antigua Roma fue el primer lugar donde el vidrio se utilizó en forma popular. La primera caña metálica para soplar vidrio fue inventada en Roma. Los romanos pudieron fabricar fácilmente vidrio de buena calidad.

5

by for teachers and students thanks for checking us out ... single classroom site license...

Documents