INSTRUCTIONAL FOCUS DOCUMENT Grade 1 Spanish Language Arts And Reading TITLE : Unit 01: Intercambiando ideas y mensajes SUGGESTED DURATION : 20 days UNIT OVERVIEW This unit bundles student expectations that address the conventions and patterns of language in order to support the development of essential skills and processes in reading, writing, and thinking. Students are immersed in a language, literature and media rich environment in order to support language development and literacy. Students make the connection between listening, speaking, reading, and writing writing through the study of poetry and traditional folk and fairy tales. In Kindergarten, students listened attentively and shared ideas, experiences, and information through oral language. A focus on phonological awareness, such as distinguishing and manipulating oral sound patterns, provided a foundation for oral and written fluency. Students increased their knowledge of academic vocabulary and realized that reading is more than pictures and that spoken words can be written. During this unit, students continue to utilize the conventions of oral and written language in order to effectively communicate understanding and make appropriate contributions, such as following and giving directions, asking focused questions, and providing relevant information. Oral conventions are applied during discussions and conversations with classmates, teachers, parents, and school personnel. Using alphabet knowledge, developing phonics skills, and sight word reading, students read independent-level text that fosters early fluency and comprehension. Students actively participate in learning new vocabulary specific to academic language. Text is interpreted using strategies and processes to increase understanding. Students understand that writing is communication as they continue to generate ideas and create drafts with more control of penmanship and basic grammar. In Grade 02, students use the conventions of oral and written print for effective communication and learn more complex patterns of decoding and spelling, which leads to fluency in reading and writing. PERFORMANCE ASSESSMENT(S) OVERARCHING CONCEPTS UNIT CONCEPTS UNIT UNDERSTANDINGS Last Updated 07/21/2014 Print Date 08/19/2014 Printed By Kerry Gain, EDUCATION SERVICE CENTER page 1 of 41
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INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
TITLE : Unit 01: Intercambiando ideas y mensajes SUGGESTED DURATION : 20 days
UNIT OVERVIEW
This unit bundles student expectations that address the conventions and patterns of language in order to support the development of essential skills and processes in reading,
writing, and thinking. Students are immersed in a language, literature and media rich environment in order to support language development and literacy. Students make the
connection between listening, speaking, reading, and writing writing through the study of poetry and traditional folk and fairy tales.
In Kindergarten, students listened attentively and shared ideas, experiences, and information through oral language. A focus on phonological awareness, such as
distinguishing and manipulating oral sound patterns, provided a foundation for oral and written fluency. Students increased their knowledge of academic vocabulary and realized
that reading is more than pictures and that spoken words can be written. During this unit, students continue to utilize the conventions of oral and written language in order to
effectively communicate understanding and make appropriate contributions, such as following and giving directions, asking focused questions, and providing relevant
information. Oral conventions are applied during discussions and conversations with classmates, teachers, parents, and school personnel. Using alphabet knowledge,
developing phonics skills, and sight word reading, students read independent-level text that fosters early fluency and comprehension. Students actively participate in learning
new vocabulary specific to academic language. Text is interpreted using strategies and processes to increase understanding. Students understand that writing is
communication as they continue to generate ideas and create drafts with more control of penmanship and basic grammar. In Grade 02, students use the conventions of oral
and written print for effective communication and learn more complex patterns of decoding and spelling, which leads to fluency in reading and writing.
PERFORMANCE ASSESSMENT(S)OVERARCHING CONCEPTS
UNIT CONCEPTSUNIT UNDERSTANDINGS
Last Updated 07/21/2014
Print Date 08/19/2014 Printed By Kerry Gain, EDUCATION SERVICE CENTERpage 1 of 41
PERFORMANCE ASSESSMENT(S)OVERARCHING CONCEPTS
UNIT CONCEPTSUNIT UNDERSTANDINGS
Spanish Language Arts and Reading Grade 1
Unit 01 PA 01
Click on the PA title to view related rubric.
Usa las convenciones del lenguaje oral para repetir
poemas, canciones y rimas. Genera, escribe y lee en
voz alta una serie de palabras que rimen y una oración
It is not unusual for students to confuse words that rhyme with pairs of words that begin with the same initial sound.
UNIT VOCABULARY
Rima – una palabra que termina con el mismo sonido que otra palabraDescodificar – aplicar el conocimiento de las relaciones entre las letras y los sonidos para pronunciar una palabra en voz alta. En la práctica de lalectura, este término se usa en forma primaria para referirse a la identificación de las palabras más que a su comprensión.Aliteración – la repetición de los mismos sonidos al principio de dos o más palabras ó sílabas tónicas adyacentes (ej., Tres tristes tigres)
SYSTEM RESOURCES OTHER RESOURCES
Spanish Language Arts and Reading Grade 1 Phonics Scope and Sequence
Conventions Alignment Tool: Grade K2 GramáticaConventions Alignment Tool: Grade K2 PuntuaciónConventions Alignment Tool: Grade K2 Uso de letras mayúsculas
www.texasreadsource.org
This chart provides an organizational structure for the TEKS included in this unit. Ongoing TEKS may be reviewed during whole group and small group
instruction or applied by students through meaningful practice.
Name the letter that comes before and the letter that comes after a specific letter
1.1D Reconozcan los diferentes rasgos de una oración(ej., escribir la primera letra con mayúscula, eluso de signos de puntuación al principio y alfinal [si es apropiado], y el guión para indicardiálogo).
Reconocer
LOS DIFERENTES RASGOS DE UNA ORACIÓN
Including, but not limited to:
A sentence communicates a complete thought
A capital letter signals to the reader when an author is beginning a thought
Ending and beginning punctuation marks signal the reader when the author completes the
thought
The Em Dash (guión largo) is mainly used to signal each of the interventions in a dialogue or toinsert narrator’s comments.
1.1E Lean los textos de arriba hacia abajo de la
página, siguiendo las palabras de izquierda aderecha y continuando en el siguiente renglón.
Leer
TEXTOS
Including, but not limited to:
Moving from top to bottom of the page
Tracking words from left to right with return sweep
Using eyes and fingers to move and track
INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
TITLE : Unit 01: Intercambiando ideas y mensajes SUGGESTED DURATION : 20 days
Last Updated 07/21/2014
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Dime cuantas y cuales son las sílabas de la palabra pelota. (/pe/ /lo/ /ta/)Dime cuantas y cuales son las sílabas de la palabra palabrita. (/pa/ /la/ /bri/ /ta/)
1.3 Lectura/primeras destrezas de la lectura/fonética.Los estudiantes utilizan las relaciones entre las
letras y los sonidos para decodificar el españolescrito. Los estudiantes continúan aplicando losestándares previos con mayor profundidad entextos con un nivel más alto de complejidad. Seespera que los estudiantes:
Note:
Refer to the TEKS Resource System Scope and Sequence for a year overview of phonics skills by
unit.
1.3A Decodifiquen los sonidos de las cinco vocales.Decodificar
LOS SONIDOS DE LAS CINCO VOCALES
INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
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1.Fig19D Hagan inferencias sobre el texto y utilicen
evidencia textual para apoyar su comprensión. Hacer
INFERENCIAS SOBRE EL TEXTO
Inference – a logical guess made by connecting bits of information. Readers make inferences by
drawing conclusions, making generalizations, and making predictions.
Utilizar
EVIDENCIA TEXTUAL PARA APOYAR LA COMPRENSIÓN
Textual Evidence – specific details or facts found in text that support what is inferred
1.Fig19E Vuelvan a relatar o actúen los eventosprincipales de una historia en un orden lógico. Volver a relatar, Actuar
LOS EVENTOS PRINCIPALES DE UNA HISTORIA EN UN ORDEN LÓGICO
1.7 Lectura/comprensión de textos literarios/tema ygénero. Los estudiantes analizan, infieren, sacanconclusiones sobre el tema y el género endiferentes contextos culturales, históricos ycontemporáneos, y proporcionan evidencia deltexto para apoyar su comprensión. Se espera quelos estudiantes:
Describe, analyze, and evaluate information within
and across literary and other texts from a variety of
cultures and historical periods.
1.7B Expliquen la función de las frases recurrentes(ej., "Había una vez" o "Colorín Colorado, estecuento se ha acabado") en leyendas folklóricas ycuentos de hadas tradicionales.
Explicar
LA FUNCIÓN DE LAS FRASES RECURRENTES EN LEYENDAS FOLKLÓRICAS Y CUENTOS DEHADAS TRADICIONALES
Folktale – a story originally passed down in spoken form rather than in writing. Folktales includelegends, fables, tall tales, and fairy tales. They may have recurring phrases (e.g., once upon a time,
they lived happily ever after).
Fairy tale – a traditional story for children that is often magical and imaginary
Including, but not limited to:
“Había una vez"“Colorín Colorado, este cuento se ha acabado" “Y vivieron felices para siempre”
1.8 Lectura/comprensión de textos literarios/poesía.Los estudiantes comprenden, infieren y sacan
conclusiones sobre la estructura y los elementos
de la poesía, y proporcionan evidencia del textopara apoyar su comprensión. Se espera que losestudiantes:
TxCCRS Reading
INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
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1.12A Lean en forma independiente por períodosdeterminados de tiempo. Leer
DE FORMA INDEPENDIENTE POR PERÍODOS DETERMINADOS DE TIEMPO
Including, but not limited to:
Read aloud and/or silently for a developmentally appropriate duration (e.g.,10-20 minutes)
Read independent-level texts that are easy to read and understand at 95% accuracy or above
(no more than 1 in 20 words are difficult for the reader)
Read self-selected and/or teacher-selected material
Read independently at school and at home
1.16 Lectura/textos publicitarios.
Los estudiantes utilizan destrezas de comprensiónpara analizar cómo las palabras, las imágenes, loselementos gráficos y los sonidos interactúan dediferentes maneras para impactar el significado.
Los estudiantes continúan aplicando losestándares previos con mayor profundidad entextos con un nivel más alto de complejidad. Seespera que los estudiantes:
Use legible handwriting with appropriate spacing and/or use available technology to publish
written work
Share published work with an appropriate audience
Refer to Speaking 1.28A (as applicable)
Note:
This is the last step in the writing process. Publishing can be done in many forms including producing
a final written product or by orally sharing with others.
1.19 Expresión escrita/textos expositivos y deinstrucción. Los estudiantes escriben textosexpositivos y de instrucción, o textos relacionadoscon empleos para comunicar propósitosespecíficos, así como ideas e información apúblicos específicos. Se espera que losestudiantes:
TxCCRS Writing
TxCCRS E/LAS.I.A - English/Language Arts/Writing.
Compose a variety of texts that demonstrate clear
focus, the logical development of ideas in well-
organized paragraphs, and the use of appropriate
language that advances the author's purpose.
TxCCRS Foundational Skills
INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
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1.19C Escriban comentarios breves de textos literarios
o informativos. Escriban
COMENTARIOS BREVES DE TEXTOS LITERARIOS
Possible examples include:
Ideas, reflections, responses to text, connections
1.20 Convenciones del lenguaje oral y
escrito/convenciones. Los estudiantes entienden la
función y el uso del lenguaje académico al hablary al escribir. Los estudiantes continúan aplicandoestándares previos con mayor complejidad. Seespera que los estudiantes:
TxCCRS Writing
TxCCRS Edit writing for proper voice, tense, and syntax,
assuring that it conforms to standard English,
when appropriate.
TxCCRS Foundational Skills
TxCCRS CDS.II.B - Cross-Disciplinary
Standards/Foundational Skills. Writing across the
curriculum
INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
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TxCCRS Write clearly and coherently using standard
writing conventions.
1.20A Entiendan y utilicen los siguientes elementos
gramaticales en el contexto de la lectura, la
escritura y el lenguaje hablado:
Entiendan, Utilicen
LOS SIGUIENTES ELEMENTOS GRAMATICALES EN EL CONTEXTO DE LA LECTURA, LA
ESCRITURA Y EL LENGUAJE HABLADO
1.20A.i los verbos en los tiempos (pasado, presente y
futuro) del modo indicativo (canto, canté) Verb – a word that describes an action or state of being (e.g., jugar)
Past tense (preterite) – expresses an action that has already taken place. (e.g., Ellos llegaron ayer.)
Past tense (imperfect) – used to describe conditions as they existed in the past, to providebackground to events and to describe habitual actions (e.g., Yo hablaba mucho con mis amigos de la
escuela.)
Present tense – states an action that is happening now (e.g., Yo hablo con mis amigos.)
Future tense) – used to express an action that will be happen (e.g., (Yo) Cenaré carne guisada.). The
form ir + a + infinitive is also commonly used (Voy a cenar carne guisada.)
Note:
Spanish verbs are conjugated in four modes: indicative (indicativo), subjunctive
(subjuntivo), conditional (condicional) and imperative (imperativo).
The indicative mode is the most common and is used to express something that is fact (not
speculative, conditional, hoped or a directive).
1.20A.ii los sustantivos (singulares/plurales,
comunes/propios) Noun – names a person, place or thing
INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
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Pronouns – a word that is used in place of a noun. They must match in gender and number to
the subject that is being replaced.
1.20A.vii las palabras de transición que indiquen tiempo yorden (ej., primero, luego, después) Timeorder, transition words – a word or phrase that helps the reader or writer to go from one sentence
to the next (e.g., primero, pronto, inmediatamente, mientras, durante, ocasionalmente, segundo,
luego, en ese tiempo, mientras tanto, cuando, frecuentemente, finalmente, ahora, hasta, ya, después,entretanto, siguiente)
1.20B Hablen usando oraciones completas y
expresando concordancia entre el artículo y elsustantivo (ej., la pelota, el mapa, el agua, la
mano, el águila).
Hablen
USANDO ORACIONES COMPLETAS
Including, but not limited to:
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Declarative sentence – a sentence that states something (e.g., Los perros pueden ladrar.)
Interrogative sentence – a sentence that asks a question (e.g., ¿Pueden ladrar los perros?)
Exclamatory sentence – a sentence that shows strong feelings (e.g., ¡Gané el primer premio!)
Expresando
CONCORDANCIA ENTRE EL ARTÍCULO Y EL SUSTANTIVO
Masculine
Definite articles: el libro, los libros
Indefinite articles: un libro, unos libros
Feminine
Definite articles: la flor, las flores
Indefinite articles: una flor, unas flores
1.21 Convenciones del lenguaje oral y
escrito/caligrafía, uso de las letras mayúsculas ypuntuación. Los estudiantes escriben de maneralegible y usan correctamente las mayúsculas y lossignos de puntuación en sus composiciones. Seespera que los estudiantes:
1.21A Formen letras mayúsculas y minúsculas legiblesen un texto usando las convenciones básicas dela letra impresa (avanzando de derecha a
izquierda y de arriba hacia abajo), incluyendo
espacios vacíos entre las palabras y las
Formen
LETRAS MAYÚSCULAS Y MINÚSCULAS LEGIBLES EN UN TEXTO USANDO LASCONVENCIONES BÁSICAS DE LA LETRA IMPRESA
INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
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1.21C Reconozcan y utilicen los signos de puntuaciónal comienzo y al final de las oraciones
exclamativas e interrogativas, y al final de las
oraciones declarativas.
Reconozcan
LOS SIGNOS DE PUNTUACIÓN AL COMIENZO Y AL FINAL DE LAS ORACIONES EXCLAMATIVASE INTERROGATIVAS, Y AL FINAL DE LAS ORACIONES DECLARATIVAS
Utilicen
LOS SIGNOS DE PUNTUACIÓN AL COMIENZO Y AL FINAL DE LAS ORACIONES
Including, but not limited to:
Declarative sentence – a sentence that states a complete idea and ends with a period (.) (e.g.,Los perros ladran.)
Interrogative sentence – a sentence that asks a question; begins with a question mark (¿) andends with a question mark (?) (e.g., ¿Por qué estás llorando?)
Exclamatory sentence – a sentence that expresses strong feelings; begins with anexclamation mark (¡) and ends with an exclamation mark (!) (e.g., ¡Qué sorpresa!)
1.22 Convenciones del lenguaje oral y
escrito/ortografía. Los estudiantes escribenpalabras correctamente. Se espera que los
estudiantes:
1.22A Usen el conocimiento fonológico para combinarsonidos con letras y sílabas al construir palabras. Usen
INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
TITLE : Unit 01: Intercambiando ideas y mensajes SUGGESTED DURATION : 20 days
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EL CONOCIMIENTO FONOLÓGICO PARA COMBINAR SONIDOS CON LETRAS Y SÍLABAS ALCONSTRUIR PALABRAS
Phonological knowledge / awareness – an “umbrella” term that is used to refer to a student’ssensitivity to the sound structure in language. It encompasses awareness of individual words in
sentences, syllables, and onset-rime segments, as well as awareness of individual phonemes.
Note:
Refer to 1.3 and 1.22 for related phonics and spelling skills.
1.22C Mezclen fonemas para formar sílabas y palabras(ej., mismo, tarde). Mezclen
FONEMAS PARA FORMAR SÍLABAS Y PALABRAS
Examples:
Syllables: /g/a/ says ga, /t/o/ says to, /t/a/ says ta, /z/a/ says za
Words: gato says “gato” taza says “taza”
1.22D Conozcan palabras que usan patrones
ortográficos, como: Conozcan
PALABRAS QUE USAN PATRONES ORTOGRÁFICOS, COMO:
1.22D.i palabras que contienen una /r/ fuerte, deletreada
como "r" o "rr", como en ratón y en carro Strong sound of “r”
The letter “r” itself has a strong sound when used at the beginning of a word: risaWhen the “r” has a strong sound in the middle of a word is always written like “rr”: carro and is
INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
TITLE : Unit 01: Intercambiando ideas y mensajes SUGGESTED DURATION : 20 days
Last Updated 07/21/2014
Print Date 08/19/2014 Printed By Kerry Gain, EDUCATION SERVICE CENTERpage 35 of 41
1.22D.ii palabras que contienen una /r/ suave deletreada
como "r" y siempre entre vocales, como en pero
y perro
Soft sound of “r”
The letter “r” has a weak sound when used in the middle or at the end of a word. (e.g., loro,
cocer, marcar)
1.22J Utilicen fuentes de información para encontrar laortografía correcta de las palabras. Utilicen
FUENTES DE INFORMACIÓN PARA ENCONTRAR LA ORTOGRAFÍA CORRECTA
Possible examples of resources:
Word wall
Beginning dictionary
Beginning glossary
1.27 Escuchar y hablar/escuchar. Los estudiantes usan
destrezas de comprensión para escuchar conatención a los demás en ambientes formales einformales. Los estudiantes continúan aplicandoestándares previos con mayor complejidad. Seespera que los estudiantes:
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English languageproficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of
each subject in the required curriculum.
School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated
commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.
School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the
ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency.
Bilingual education programs, as required by Texas Administrative Code, Chapter 89, Subchapter BB, §89.1201 shall enable limited English proficient students to
become competent in the comprehension, speaking, reading, and composition of the English language through the development of literacy and academic skills in the primary
language and English.
According to the Spanish Language Arts and Reading Texas Essential Knowledge and Skills, the concept of transfer necessitates the use of some of both languages in
which both (Spanish and English) co-exist with flexibility. Teachers in bilingual programs may refer to the English Language Arts and Reading Instructional Focus Document
to incorporate English language skills as appropriate.
Teachers in bilingual programs shall implement the English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74,
Subchapter A, §74.4. The ELPS outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts arerequired to implement ELPS as an integral part of each subject in the required curriculum.
Link to TEA English Language Proficiency Standards
Link to Cross-curricular second-language acquisition essential knowledge and skills, subsection (c)
Last Updated 07/21/2014
INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
TITLE : Unit 01: Intercambiando ideas y mensajes SUGGESTED DURATION : 20 days
Last Updated 07/21/2014
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