www.tcmpub.com . 800.858.7339 . 5301 Oceanus Drive, Huntington Beach, CA 92649 Sample Pages from TCM 13483 Literacy, Language, and Learning: La escuela (School) The following sample pages are included in this download: (List as applicable:) • Teacher’s Guide Table of Contents, Menu of Options, lesson plan, pattern pages, and song lyrics • Vocabulary Concept Card • María tenía una corderita (Mary Had a Little Lamb) book (Where applicable, include this:) Find our sample links for this product at http://www.teachercreatedmaterials.com . . . For correlations to Common Core and State Standards, please visit http://www.teachercreatedmaterials.com/correlations .
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www.tcmpub.com . 800.858.7339 . 5301 Oceanus Drive, Huntington Beach, CA 92649
Sample Pages from
TCM 13483 Literacy, Language, and Learning: La escuela (School)
The following sample pages are included in this download: (List as applicable:)
• Teacher’s Guide Table of Contents, Menu of Options, lesson plan, pattern pages, and song lyrics
• Vocabulary Concept Card • María tenía una corderita (Mary Had a Little Lamb) book
(Where applicable, include this:) Find our sample links for this product at http://www.teachercreatedmaterials.com . . . For correlations to Common Core and State Standards, please visit http://www.teachercreatedmaterials.com/correlations.
Literacy School—Introduce the school unit using the book Escuela de niños grandes . Learn about the parts of a book and story elements . (p . 41)
School Activties—Read the wordless book La escuela . Children name and imitate the actions they see in the story . (p . 42)
Phonemic Awareness and Phonics
Beginning Sounds—Listen for beginning sounds in words and match words with the same beginning sound . (p . 46)
There’s a Rhyme in There—Replace beginning sounds to create rhyming words . (p . 47)
Math School Favorites—Introduce hora de la merienda and recreo vocabulary concept cards and make a picture graph of favorite school activities . (p . 51)
Patterns in Our Classroom—Use school supplies to create ABAB patterns . (p . 52)
Social Studies
School Tour—Take a walk around the school . Meet and interview staff members . (p . 56)
School Rules—Discuss rules and learn how to be safe around the school . (p . 57)
Science Living or Nonliving— Distinguish between living and nonliving objects . (p . 61)
Look Closely—Use descriptive language to make observations about classroom objects . (p .62)
Music and Movement
Time for School—Discuss school activities and sing a song while playing in the classroom . (p . 66)
Bearsie, Bearsie—Dance together as a stuffed bear directs the motions to a school-themed song . (p . 67)
Art My Initial Necklace—Create colorful initial necklaces with construction paper . (p . 71)
Name Puzzles—Practice spelling by creating a puzzle from the letters of their first names . (p . 72)
1 Prior to the lesson, make one copy of the Beginning Sounds Picture Cards for each child .
2 Gather children together on the rug or in their chairs .
3 Introduce children to the maestra vocabulary concept card . Read the sentence on the front of the card .
• Allowthemtosharetheirthoughtsabout the card .
• Explaintochildrenthatyouareateacher, just as the person in the picture is .
4 Display the front of the card . Say the word maestra, carefully pronouncing each sound . Ask children to repeat the word after you .
5 Tell children that maestra begins with the /m/ sound . Say maestra again and tell children to listen for the /m/ sound . Have children repeat /m/ .
6 Tell children that you need help finding the /m/ sound . Recite the following words and ask children to put their thumbs up if they hear /m/ at the beginning of the word . If they do not hear /m/ at the beginning of the word, they should put their thumbs down .
Beginning Sounds • BeginningSoundsPicture
Cards (pp . 85–86)
• maestra vocabulary concept card
• crayons
Procedure:
ExtensionGo on a /m/ scavenger hunt in the classroom or on the playground. Ask children to find as many objects that begin with /m/ as they can.
• mono(thumbsup)
• muñeca(thumbsup)
• pintura(thumbsdown)
• mundo(thumbsup)
• tiza(thumbsdown)
• música(thumbsup)
• mesa(thumbsup)
• crayón(thumbsdown)
7 Distribute the Beginning Sounds Picture Cards . Say the names of the pictures together . Instruct children to listen for /m/ at the beginning of the word . If the picture begins with /m/, they should color the picture . If it does not begin with /m/, they should leave the picture blank .
CréditosDona Herweck Rice, Gerente de redacciónLee Aucoin, Directora creativaTimothy J. Bradley, Gerente de ilustracionesConni Medina, M.A.Ed., Directora editorialRosie Orozco-Robles, Editora asociadaDon Tran, Gerente de diseño y producciónRachelle Cracchiolo, M.S.Ed., Editora comercial
AsesoraJennifer Overend Prior, Ph.D.Northern Arizona University
Canción tradicional ilustrada por Janelle Bell-Martin
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María tenía una corderita, una corderita, una corderita.
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María tenía una corderita.Su lana era blanca como la nieve.
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Por todas partes donde María iba, María iba, María iba,
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Por todas partes donde María iba, la corderita la seguía.
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La siguió a la escuela un día, a la escuela un día, a la escuela un día.
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La siguió a la escuela un día, pero era prohibido.
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Los niños se rieron y jugaron, se rieron y jugaron, se rieron y jugaron.
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Los niños se rieron y jugaron de ver a una corderita en la escuela.
Para el maestro o padreEste libro les permite tener una experiencia maravillosa
con niños que apenas están aprendiendo a leer. Los niños ya están familiarizados con las rimas y las imágenes, y les ayuda a contar el cuento si ellos leen o si uno les lee el cuento. ¡Este libro es una excelente herramienta para fortalecer la confi anza que los lectores nuevos necesitan para embarcarse en las aventuras que les esperan mientras leen!
Para extender la experiencia mientras leen, trate de hacer algunas de las siguientes actividades:
1. Canten la canción mientras leen el libro. 2. Pregúntele al niño qué haría si hubiera una corderita
en la escuela. ¿Se reiría y jugaría como los niños en la rima?
3. Hablen de las diferentes mascotas o animales. Pídale al niño que se dibuje en la escuela con su mascota o animal favorito.
4. Dígale al niño que se imagine que es la corderita de María. Anímele al niño a que imite los sonidos que hace una corderita y también como se mueve.
5. Después de que lea, deje que el niño regrese a las páginas del libro que le gustan. El releer es una herramienta excelente para fortalecer la alfabetización.