Table of Contents - Teacher Created Materials...son animales hermosos. Ellos y todos los demás animales hacen que este mundo sea un mejor lugar. Es necesario salvar a los pandas.

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Table of ContentsScope and SequenceScope and Sequence for Targeted Reading Intervention . . . . . . . . . . . . . . . . . . . . . .4

Teacher ResourcesResearch on Reading Intervention . . . . . . . . . . . . . . . . .7 Th e Need for Intervention . . . . . . . . . . . . . . . . . . . . .7 Components of Eff ective

Reading Interventions . . . . . . . . . . . . . . . . . . . . . . . . .8 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Developing Students’ High-Frequency Sight Word Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Developing Students’ Vocabulary . . . . . . . . . . . . . . . 12Response to Intervention in Language Arts . . . . . . 13Diff erentiating Student Guided Practice . . . . . . . . . 14 Diff erentiation by Specifi c Needs . . . . . . . . . . . . 14

Developing Students’ Writing Skills . . . . . . . . . . . . . . 15 Th e Reading/Writing Connection . . . . . . . . . . . . 15

Developing Students’ Fluency Skills . . . . . . . . . . . . . . 16 What Is Fluency? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Assessing Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Fluency Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Fluency Record Chart . . . . . . . . . . . . . . . . . . . . . . . 18

Using Learning Games . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Alternatives to the Games . . . . . . . . . . . . . . . . . . . 19 How to Organize and Manage Games . . . . . . . 20 Learning Games Used in Th is Program . . . . . . . 20

Program Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Lesson Organization . . . . . . . . . . . . . . . . . . . . . . . . 23 Planning for Intervention . . . . . . . . . . . . . . . . . . . . 27 Pacing Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Correlation to Language Arts Standards . . . . . . . . . 32 How to Find Your State Correlations . . . . . . . . . 32 McREL Standards Correlation Chart . . . . . . . . . 33

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Diagnostic Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Analyzing the Diagnostic Test . . . . . . . . . . . . . . . 35

Diagnostic Test Item Analysis . . . . . . . . . . . . . . . . . . . . 36Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Lesson PlansLesson 1: Pictures to Predict . . . . . . . . . . . . . . . . . . . . . 47

Lesson 2: Previewing . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Lesson 3: Main Characters . . . . . . . . . . . . . . . . . . . . . . . 55

Lesson 4: Main Idea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Lesson 5: Sequential Order . . . . . . . . . . . . . . . . . . . . . . 63

Lesson 6: Meaning Clues to Predict . . . . . . . . . . . . . . 67

Lesson 7: Reading Strategies . . . . . . . . . . . . . . . . . . . . . 71

Lesson 8: Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

Lesson 9: Retelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

Lesson 10: Logical Order . . . . . . . . . . . . . . . . . . . . . . . . 83

Lesson 11: Topic to Predict . . . . . . . . . . . . . . . . . . . . . . 87

Lesson 12: Captions to Predict . . . . . . . . . . . . . . . . . . . 91

Lesson 13: Problem and Solution—Plot . . . . . . . . . . 95

Lesson 14: Summarizing . . . . . . . . . . . . . . . . . . . . . . . . . 99

Lesson 15: Chronological Order . . . . . . . . . . . . . . . . 103

Lesson 16: Titles to Predict . . . . . . . . . . . . . . . . . . . . . 107

Lesson 17: Purpose for Reading . . . . . . . . . . . . . . . . . 111

Lesson 18: Sequence of a Story . . . . . . . . . . . . . . . . . 115

Lesson 19: Prior Knowledge . . . . . . . . . . . . . . . . . . . . 119

Lesson 20: Compare and Contrast . . . . . . . . . . . . . . 123

Lesson 21: Structure to Comprehend . . . . . . . . . . . 127

Lesson 22: Author’s Purpose . . . . . . . . . . . . . . . . . . . . 131

Lesson 23: Main Idea of a Story . . . . . . . . . . . . . . . . . 135

Lesson 24: Headings to Determine Main Ideas . . 139

Lesson 25: Cause and Eff ect . . . . . . . . . . . . . . . . . . . . 143

Lesson 26: Topic Sentences to Predict . . . . . . . . . . . 147

Lesson 27: Selecting Reading Material. . . . . . . . . . . 151

Lesson 28: Questioning . . . . . . . . . . . . . . . . . . . . . . . . 155

Lesson 29: Pictures to Comprehend . . . . . . . . . . . . . 159

Lesson 30: Captions to Comprehend. . . . . . . . . . . . 163

AppendicesAppendix A: References Cited . . . . . . . . . . . . . . . . . . 168

Appendix B: Answer Key . . . . . . . . . . . . . . . . . . . . . . . 169

Appendix C: Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179

Appendix D: Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . 180

Appendix E: Contents of Teacher Resource CD . . 183

© Teacher Created Materials #12256 (i3365)—Targeted Reading Intervention, Teacher’s Guide Nivel 1

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TEACHER RESOURCES

Reading is the cornerstone of success in education today. Th e goal for every teacher should be to

have academically successful readers who will take pleasure in reading and learning throughout their

lives. Th e profi cient reader, either consciously or instinctively, engages in active thinking strategies

throughout the reading process in order to increase comprehension. Yet, many students still struggle

to read. An eff ective intervention program with research-based strategies, exceptional resources, and

quality reading materials can address these struggling readers’ needs in order to help them become

profi cient readers. But what does an eff ective reading intervention program include? Researchers

have focused their eff orts in recent years on identifying the essential elements of eff ective reading

interventions.

Th e Need for InterventionToday’s reading classrooms are fi lled with students of varying backgrounds, reading abilities, levels of English profi ciency, and learning styles. Furthermore, teaching reading is not about merely passing on

a set of skills that can be memorized or replicated by students. “Learning to read is a complex process. Most children learn to read and continue to grow in their mastery of this process. However, there

continues to be a group of children for whom learning to read is a struggle” (Quatroche 1999).

Since the landmark report “Becoming a Nation of Readers” was published in 1984, schools have

placed extensive focus on the need to develop better reading skills in our students. In this report,

the Commission on Reading identifi ed several characteristics of struggling readers. Specifi cally,

they noted that struggling readers “do not consistently see relationships between what they are

reading and what they already know.” (National Academy of Education 1984, 55). Th e Commission

also recommended that more emphasis be placed on the teaching of comprehension skills in U.S.

classrooms (National Academy of Education 1984, 118).

In 2000, the federal government again commissioned a reading panel to address the current trends

in reading instruction. Th e National Reading Panel identifi ed a strong need to provide balanced

instruction in reading that includes fi ve essential elements. Th ese elements are phonemic awareness,

phonics, vocabulary, fl uency, and comprehension (National Reading Panel 2000). Profi cient readers

are strong in all of these areas, but all students may not be receiving instruction that addresses these

essential elements. Without a solid foundation built upon the mastery of the essential elements of

reading, students cannot succeed academically.

Additionally, some struggling students make gains during the school year but don’t retain that learning

over the summer. Researcher Richard Allington cites summer reading loss as a key barrier for some

children in developing reading skills (2006). His research and research conducted by others show that

children from economically disadvantaged homes start the school year with a three-month gap in

their reading skills, but students from wealthier homes actually start the year slightly ahead of where

they ended the previous year (Allington 2006, 23). Struggling readers from disadvantaged homes who

don’t attend robust and rigorous summer school programs start off the year much further behind than

their struggling reader peers from wealthier homes who attend enrichment summer camps or summer

school programs that focus on the skills that they need to achieve. Th ese fi ndings highlight the need

for eff ective intervention programs to ensure that all students succeed.

Research onReading Intervention


14

TEACHER RESOURCES

Diff erentiating Student Guided Practice

Diff erentiation by Specifi c NeedsBelow-Grade-Level StudentsBelow-grade-level students will probably need concepts to be made more concrete for them. Th ey

may also need extra work with vocabulary and writing. By receiving extra support and understanding,

these students will feel more secure and have greater success.

• Allow partner work for oral reading practice.

• Allocate extra time for guided practice.

• Allow for kinesthetic (hands-on) activities where appropriate. For example, students might

act out a vocabulary word or scene from a reading passage to show comprehension.

English Language LearnersStudents who are English language learners are learning concepts and language simultaneously. Th ey need

to have context added to the language. Although they may have acquired social language skills (BICS), the

language of school is very academic in nature. One of the most important keys to success with ELLs is to

ensure that they acquire the necessary vocabulary for greater comprehension of the content (CALP).

• Always do the vocabulary development component and allow extra time to practice applying

and using the vocabulary with the passage.

• Allow extra time to simultaneously process the language and the content.

• Use visual displays, illustrations, and kinesthetic (hands-on) activities.

• Plan for paired oral rehearsal of the academic language that accompanies the reading passage.

• Allow for partner work.

Above-Grade-Level StudentsAll students need a fi rm foundation in the core knowledge of the curriculum. Even above-grade-level

students may not know much of this information before a lesson begins. Th e diff erence is that these

students usually learn the concepts very quickly. Th e activities and end products can be adapted to be

appropriate for individual students.

• Have students skip practice activities that they have already mastered.

• Assign only the most diffi cult questions.

• Assign more complex writing assignments.

• Request oral presentations of the concepts, which will benefi t all students.

• Have students design their own games to reinforce skills, instead of using the ones included in

the program.

#12256 (i3365)—Targeted Reading Intervention, Teacher’s Guide Nivel 1 © Teacher Created Materials

27

TEACHER RESOURCES

Program Overview (cont.)

Planning for InterventionTargeted Reading Intervention can be used in multiple ways according to district requirements,

school resources, and student needs. Th e program has four main goals that make it fl exible for various

intervention programs. Each goal is summarized below:

Targeted Instruction of Key Content Standards—Th is 30-lesson program can be used in a variety

of settings to help bring students up to grade level or prepare them for standardized tests. Th e

chosen standards are targeted for each grade level to hit on the most important reading/language

arts concepts. Th e lessons are strong in explicit instruction and guided practice, and they provide

multiple opportunities to apply learning.

Diff erent from the Regular Classroom Curriculum—Students in reading intervention programs

do not need their curriculum from the regular classroom to be repeated. Th ey need more engaging

curriculum to grab and keep their interest. Furthermore, fun activities such as games and hands-on

lessons help all types of learners.

Easy to Use—Teachers in reading intervention programs are not always reading teachers. Many

times, teachers are teaching off grade level or out of their content areas. Th is program includes

all necessary materials and has straightforward lessons with clear teacher directions. And yet, the

lessons are fl exible enough that experienced teachers can incorporate their own teaching styles and

strategies.

Compact and Portable—Many intervention programs do not take place in well-stocked reading

classrooms. Th is program is compact, yet it contains all the materials teachers need to be

successful. Teachers can use the materials in the box and the student books to successfully teach

the 30 lessons.

Pacing PlansWhen planning the pacing of a curriculum program, analyze student data to determine standards on

which to focus. Th is program has targeted the 30 most-tested standards for each grade level. Th ese

lessons can be taught one a day over six weeks. Th e Sample Six-Week Pacing Plan (page 29) shows

each two-hour lesson. However, many programs are not exactly six weeks long, so 20 key standards

have been outlined in the Sample Four-Week Pacing Plan (page 30). Th is fl exible program can also be

used over longer periods of time. Th e Sample After-School Pacing Plan (page 31) shows how the 60

hours can be spread out over six months.

To further adapt the program to instructional time frames that are shorter than six weeks, it is highly

recommended that teachers give the Diagnostic Test (pages 38–45) to determine which standards

students have not mastered. Teachers can then use the Diagnostic Test Item Analysis (pages 36–37)

to analyze their students’ results and select lessons to target. In addition, teachers can modify the

lessons by using the suggested ways to accelerate and decelerate the curriculum on page 28.


© Teacher Created Materials #12261—Targeted Reading Intervention, Nivel 1 7

Examen diagnóstico

SIGUE

Nombre _______________________________________

Estimado editor de la revista,Leí su historia sobre los pandas. La

historia decía que los pandas se están extinguiendo.

Creo que es terrible. Los pandas son animales hermosos. Ellos y todos los demás animales hacen que este mundo sea un mejor lugar.

Es necesario salvar a los pandas. Tenemos que asegurarnos de que no se extingan.

Amanda Ling, 6Canusville, CA

1 Esta lectura es una

A carta. B lista. C gráfi ca. D historia.

2 ¿Cuál es el problema que indica la carta?

A Los pandas son animales simpáticos.

B Creo que es terrible. C Leí su historia sobre los

pandas. D La historia decía que los

pandas se están extinguiendo.

3 Es necesario salvar a los pandas.

Esta carta será de

A un viaje a la granja. B alimentar perros. C salvar a los pandas. D un día en la playa.

4 Creo que es terrible.

Si tú no sabes qué signifi ca terrible, puedes

A leer el título. B buscar la palabra. C escribir la palabra. D decir la palabra.

Preguntas 1-11: Lee el pasaje y contesta las preguntas. Escoge la respuesta que consideres correcta.

#12261—Targeted Reading Intervention, Nivel 1 © Teacher Created Materials8

Las cuatro estaciones

Hay cuatro estaciones en un año. Aquí hay cuatro fotos. Ellas muestran el mismo árbol en cada una de las estaciones. ¿Qué ocurre en cada estación?

OTOÑO

Las hojas cambian de color. Luego se caen de los árboles.

INVIERNO

El árbol descansa. Ahorra energía.

PRIMAVERA

Aparecen los brotes. Se transforman en hojas.

VERANO

El árbol está verde. Está lleno de hojas.

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Examen diagnóstico (cont.)

SIGUE

Preguntas 5-13: Lee el pasaje y contesta las preguntas. Escoge la respuesta que consideres correcta.

Nombre _______________________________________

95

Problem and Solution—Plot

Learning ObjectivesReading Objective: Students identify the problem and solution

in a story.

Writing Objective: Students write in response to literature.

Warm-up Activity 5 min.

Display the word cards or write the words on the board. Read

each word aloud. Choose one word. Move your body to look

like each letter as you say it out loud. Repeat for each word.

some her would make like

Vocabulary 15 min.

Introduce the key vocabulary words from the passage. Th e

following three words were chosen as key words to understand

the passage. Defi nitions of these words are included in the

glossary of the Student Guided Practice Book and on pages

180–182. You may choose to preteach additional words as

needed.

buzzing ducked refreshing

1. Describe the meaning of each word and point out its use

in the passage. Show pictures that represent the meaning

of each word if you have them.

2. Work with students to develop their oral language.

Create a sentence frame that uses each vocabulary word.

Write these sentence frames on the board. For example,

“_____ is refreshing on a hot day.” Show students how

to complete the fi rst sentence frame. Th en ask students

to complete the sentence in another way. Repeat this

process with the other sentence frames.

Materials • Student Guided

Practice Book

- Lesson 13: Problem and

Solution—Plot (pages

75–79; page075.pdf–

page079.pdf)

• Transparency Folder

- Lesson 13 (trans13.pdf)

• Punchout Folder

- Lesson 13 word cards

- game cards

• Game Boards

• Additional Materials

- chart paper and markers

Skill OverviewProblem and solution is a text

structure in which a problem

or an idea is presented and

then one or more solutions are

proposed. Successful readers

can identify the problem and

solution of a text and can use

this information to better

understand the text.

LESSON 13


The two girls stepped out into the backyard. The sun was bright in the sky. The air was hot. But the pool looked cool and refreshing. The girls were ready to jump in for a swim.

Just then, a swarm of buzzing bees fl ew near. The girls ducked their heads. They ran around the picnic table on the grass. The bees still buzzed around. Finally, the girls ran inside the house.

Then the girls heard a swishing sound. The sprinklers came on. The bees fl ew away. Finally, the girls could jump into the cool pool!

Buzzing Bees

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© Teacher Created Materials #12171—Targeted Reading Intervention, Level 1 75

LESSON 13

96

Problem and Solution—Plot (cont.)

Whole-Class Skills Lesson:Guided Comprehension Practice 25 min.

1. Tell students that today they will be learning about how to identify the

problem and solution in a story. Make a T-chart on a sheet of chart

paper. Label one side of the T-chart “Problem” and the other side of

the T-chart “Solution.” Clarify that the word solution means how a

problem is solved.

2. Tell students to think about a school-related problem. Ask, “What

is one problem you had at school?” List several examples of

school-related problems on the chart paper under the “Problem”

heading. Now ask, “What did you do to solve the problem?” Write

how the problems were resolved under the “Solution” heading. Explain to students that

stories contain a problem and a solution because they make a story interesting and exciting to

read.

3. Tell students to open their Student Guided Practice Books to Lesson 13, with the reading passage

“Buzzing Bees” and the accompanying activity pages (pages 75–77). For Part 1 of the activity

page, tell students to write a sentence about a problem they had at school. Th en ask students to

write a sentence explaining the solution.

4. Read aloud the fi rst paragraph of the passage titled “Buzzing Bees,” using the overhead

transparency provided. Ask, “What is the problem in this paragraph?” “How are the girls

planning on solving this problem?” Have several students tell the problem in this paragraph.

Write the following problem on the T-chart: It was too hot outside. Next talk about the solution

to the problem in the passage. Guide students to the following solution: Th e girls are going to

jump in the pool to cool off . Write the solution on the T-chart under the “Solution” heading.

5. For Part 2 of the activity page, have students write the problem and solution from the fi rst

paragraph.

6. Read aloud the remainder of the passage. Talk about the second problem introduced in the story,

and discuss how this problem was solved. As a class, develop a problem-and-solution statement

for the second and third paragraphs. Write the statements on the T-chart.

7. For Part 3 of the activity page, students should record the problem-and-solution statements for

the second and third paragraphs.

LESSON 13


#12171—Targeted Reading Intervention, Level 1

© Teacher Created Materials

76

Name ________________________________________

PART 1

Directions: Write about a problem you had at school. Then tell

how you solved the problem.Problem: ______________________________________________________

Solution: ______________________________________________________

PART 2

Directions: Read the fi rst paragraph. Then answer the questions.

1. What is the problem? ______________________________________

___________________________________________________________

2. How do the girls plan to solve their problem? _______________

___________________________________________________________

PART 3

Directions: Read the second and third paragraphs. Then answer

the questions below.What is the new problem? _____________________________________

How is the problem solved? ___________________________________

_______________________________________________________________

Problem and Solution—Plot

LESSON 13

97

Diff erentiated Guided Practice 20 min.

● Below Level—Teacher Directed • Write the title “Hot Day” on the board. Together, develop a list

of problems students might have on a hot day. Discuss possible

solutions to these problems. Tell students that they will practice

writing problem-and-solution statements. Work with students as a

group to write two problems and two solutions for the topic “Cold

Day” in Part 4 of the activity page.

• Tell students to think about a story they would like to write. Ask,

“What problem will you write about in your story?” “How will

your character solve the problem?” Have students share their ideas

with the group. Help each student establish a clear problem and

solution. For Part 5 of the activity page, each student should write a sentence

describing a problem and a sentence describing how it will be solved.

■ On/Above Level—Student Directed • For Part 4 of the activity page, students will write two problems and two solutions that might

occur on a cold day.

• Students will think of a problem and solution that they could use in their own stories. Students

should record their problems and solutions in Part 5 of the activity page.


Test Preparation:Comprehension Review 10 min.

Direct students to page 78 in the Student Guided Practice Book.

Instruct students to complete the comprehension questions. Th ese

questions provide an opportunity to review what was learned in the

lesson, assess students’ understanding of the passage and skill taught,

and also serve as standardized test practice.

LESSON 13



#12171—Targeted Reading Intervention, Level 1 77

Name ________________________________________

PART 4

Directions: List two problems you might have on a cold day.

Then write a solution for each of the problems. Problem

Solution1.

1.

2.

2.

PART 5

Directions: Think about your own story. Write your problem

below. Then tell how you will solve your problem.Problem: ______________________________________________________

_______________________________________________________________

Solution: ______________________________________________________

_______________________________________________________________


LESSON 13

#12171—Targeted Reading Intervention, Level 1


78

●●

●●

●●

Comprehension ReviewDirections: Fill in the best answer for each question.

Name ________________________________________

4 Which word starts with the same sound as bees?

A hot

B buzzing

C picnic

D trees

1 What was the girls’ problem? A sprinklers

B a snow storm

C rain

D buzzing bees

5 What made the swishing sound?

A bees

B the pool

C the girls

D sprinklers

6 This story takes place in A a backyard.

B the house.

C a car.

D a bus.

3 What made the bees go away?

A the girls

B the pool

C sprinklers

D a hot day

2 The girls __________ when they saw the bees.

A ducked their heads

B had a picnic

C yelled

D jumped into the pool

LESSON 13

98

LESSON 13


Writing 20 min.

Direct students to page 79 in the Student Guided Practice Book. Read the

writing prompt aloud, and have students respond to the prompt in the space

provided. Th ese writing prompts were chosen to refl ect the skill taught

in this lesson and also serve as a model for the types of prompts found on

standardized tests.

Fluency Practice 5 min.

• Utilize the strategy of student-adult reading. Read aloud the passage

to model fl uent reading, including an appropriate rate, expression, and

phrasing. Th en have students chorally reread the passage.

• If you would like your students to do a timed reading of the passage,

see page 16 for instructions. Th is passage has 95 words. Fluency Goal: Read 60 words in

one minute.

Learning Games 20 min.

Divide students into fi ve groups. See page 20 for suggestions on how to create and manage your

groups. Assign each group to one game. Instructions for the fi ve games are included on pages 20–22.


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#12171—Targeted Reading Intervention, Level 1 79

Name ________________________________________

Written Response

LESSON 13

Directions: Think about the problem in the story. Draw a picture of

it. Show as many details as you can. Then write about your picture.

Las dos niñas salieron al patio. El sol brillaba en lo alto del cielo. El aire estaba caliente. Pero la piscina se veía fresca y refrescante. Las niñas estaban listas para saltar y nadar.

Entonces, un enjambre de abejas voló cerca del lugar. Las niñas agacharon la cabeza. Corrieron alrededor de la mesa de picnic en el césped. Las abejas seguían zumbando en los alrededores. Finalmente, las niñas se fueron corriendo a la casa.

Luego las niñas escucharon un sonido silbante. Los rociadores se activaron. Las abejas se alejaron volando. ¡Finalmente, las niñas pudieron saltar a la fresca piscina!

Abejas que zumban

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LECCIÓN 13


Nombre _______________________________________

PARTE 1

Instrucciones: Escribe sobre un problema que tuviste en la escuela. Luego, escribe cómo resolviste el problema.

Problema: ____________________________________________________

Solución: _____________________________________________________

PARTE 2

Instrucciones: Lee el primer párrafo. Luego responde a las preguntas.

1. ¿Cuál es el problema? ____________________________________

___________________________________________________________

2. ¿Cómo planean las niñas resolver su problema? __________

___________________________________________________________

PARTE 3

Instrucciones: Lee el segundo y el tercer párrafo. Luego responde a las preguntas siguientes.

¿Cuál es el nuevo problema? _________________________________

¿Cómo se resolvió el problema? ______________________________

Problema y solución—Trama

LECCIÓN 13


Nombre _______________________________________

PARTE 4

Instrucciones: Haz una lista de dos problemas que puedes tener en un día frío. Luego escribe una solución para cada uno de los problemas.

Problema Solución

1. 1.

2. 2.

PARTE 5

Instrucciones: Piensa en tu propia historia. ¿De qué problema escribirás en tu historia?

Escribe aquí tu problema. _____________________________________

_______________________________________________________________

¿Cómo resolverás el problema de tu historia? _________________

_______________________________________________________________

Problema y solución—Trama (cont.)

LECCIÓN 13


● ●

● ●

● ●

Repaso de comprensión

Instrucciones: Escoge la mejor respuesta para cada pregunta.

Nombre _______________________________________

4 ¿Qué palabra en inglés empieza con el mismo sonido de bees?

A hot

B buzzing

C picnic

D trees

1 ¿Cuál era el problema de las niñas?

A los rociadores

B una tormenta de nieve

C la lluvia

D las abejas zumbantes

5 ¿Qué provocó el sonido silbante?

A las abejas

B la piscina

C las niñas

D los rociadores

6 Esta historia ocurre en

A el patio posterior de una casa.

B la casa.

C un auto.

D un autobús.

3 ¿Qué espantó a las abejas?

A las niñas

B la piscina

C los rociadores

D un día caluroso

2 Las niñas __________ cuando vieron a las abejas.

A agacharon la cabeza

B tuvieron un picnic

C gritaron

D saltaron a la piscina

LECCIÓN 13


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Respuesta escrita

LECCIÓN 13

Instrucciones: Piensa en el problema de la historia. Haz un dibujo de ello. Muestra los más detalles que puedas. Luego escribe sobre tu dibujo.

Table of Contents - Teacher Created Materials...son animales hermosos. Ellos y todos los demás animales hacen que este mundo sea un mejor lugar. Es necesario salvar a los pandas.

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