Download Spanish Language Arts 1st grade - 3rd quarter 1 Unit

Spanish Language Arts
1st grade - 3rd quarter
Unit: 3.5, 3.6, 4.1
Time Frame: (3 weeks) Jan 7-11, Jan 14-18, Jan 21-25
Big Ideas/Guiding Questions: Creativity / Creatividad – Team work / Trabajo en equipo
TEKS / Student Expectations
Vocabulary / Word Study

SLA.PK.3B Identify high-frequency words of interest.
Print Awareness / Word Study

SLA.1.1F Identify the information that different parts of a book provide
(e.g., title, author, illustrator, table of contents).
Phonological Awareness / Word Study

SLA.1.2C Blend spoken phonemes to form syllables and words (e.g., sol,
pato).
Phonics: Decoding; Spelling; High Frequency Words / Word Study

SLA.1.21A Form upper- and lower-case letters legibly in text, using the
basic conventions of print (left-to-right and top-to-bottom progression),
including spacing between words and sentences.

SLA.1.3C Use phonological knowledge to match sounds to individual
letters and syllables including hard and soft consonants such as "r," "c,"
and "g".
Fluency / Reading

SLA.1.5A Read aloud grade-level appropriate text with fluency(rate,
accuracy, expression, appropriate phrasing) and comprehension.
Comprehension: Realistic Fiction / Informational Nonfiction

SLA.1.7AConnect the meaning of a well-known story, fable (or other
genre) to personal experiences.

SLA.1.14ARestate the main idea of what is heard or read.

SLA.1.14B Identify important facts or details in text, heard or read (as
opposed to opinions).

SLA.1.RC.D Make inferences about text and use textual evidence to
support understanding.

SLA.3.13B Draw conclusions from the facts presented in text and
support those assertions with textual evidence

SLA.1.10D Use titles and illustrations to make predictions about text.
Writing / Language Arts

SLA.1.19BWrite short letters that put ideas in a chronological or logical
sequence and use appropriate conventions (e.g., date, salutation, body,
closing, signature).
Oral and Written Conventions / Language Arts

SLA.1.20A.i Understand and use verbs in the past, present, and future in
the indicative mode (canto, canté in the context of reading, writing, and
speaking).

SLA.2.22B.ii Use capitalization for the salutation and closing of a letter.
Examples / Specifications
WEEK 1
Comprehension
Strategy: Reread / volver a leer
Skill: Draw Conclusions / Sacar conclusiones
Review: Make predictions / Hacer predicciones
Fonética
Sílabas abiertas con: za, ze, zi, zo, zu / ce, ci
Palabras de uso frecuente/Vocabulario
traje, ruido, fiesta, bailar, preguntó
Grammar: Concordancia entre sustantivo y verbo
Spelling: Palabras con z y ce, ci
Mechanics & Usage: Acentuación de verbos en pasado y futuro
WEEK 2
REVIEW – Poetry/Poesia
WEEK 3
Comprehension
Strategy: Make questions / Hacer preguntas
Skill: Make predictions / Hacer predicciones
Review: Draw Conclusions / Sacar conclusiones
Fonética
Sílabas inversas con: an, en, in, on, un, ar, er, ir, or, ur
Palabras de uso frecuente/Vocabulario
padre, vivía, siete / siempre, mismo
Grammar: Los verbos ser y estar
Spelling: Palabras con an, en, in, on, un/ar, er, ir, or, ur
1
Spanish Language Arts
1st grade - 3rd quarter
SLA.4.21B.ii Use capitalization for titles of books, stories.
SLA.1.21A Form upper- and lower-case letters legibly in text, using the
basic conventions of print (left-to-right and top-to-bottom progression),
including spacing between words and sentences.
Research / Language Arts

SLA.1.23A Generate a list of topics of class-wide interest and formulate
open-ended questions about one or two of the topics (with adult
assistance).

SLA.1.23B Decide what sources of information might be relevant to
answer these questions (about the topic).


Mechanics & Usage: Conjugar correctamente los verbos ser y estar
Response to Intervention
Tier 1- Core Class Curriculum
 Second language acquisition strategies used in regular classroom
Tier 2


Small Group Intervention
Second language acquisition strategies
Small group instruction in L2 (1:3)
Individualized instruction in L2
Tier 3- Intensive Intervention
 Second language acquisition strategies
 Small group instruction in L2 (1:3)
 Individualized instruction in L2
 Individualized instruction in L1
Ongoing (Spiraled) TEKS:
Listening and Speaking / Oral Language

SLA.1.20A.i Understand and use verbs in the past, present, and future in the indicative mode (canto, canté,) in the context of reading, writing, and speaking.
ELPS:
SE
Instructional Strategies
Vocabulary
Preview-View-Review
WEEK 1
Assessment Items
CA #3 1/22-1/25
traje, ruido, fiesta, bailar,
preguntó
1.2.A
Resources
MMH
Unidad 3 Semana 5
 Cuaderno de practica fonética pg. 163
WEEK 2
Review
WEEK 3
padre, vivía, siete / siempre,
mismo
1.2.B
Word wall activities
Preview-view-review
WEEK1
Ortografía: Palabras con z y ce,
MMH
Unidad 3 Semana 5

Cuaderno de practica de ortografía pg.
164, 167, 168
ci
WEEK 2
Review
WEEK 3
Ortografía: Palabras con an, en,
2
Spanish Language Arts
1st grade - 3rd quarter
in, on, un/ar, er, ir, or, ur
Student Performance Standard (Quality Criteria of Student Products):
SLL (Spanish Language Learners)
Will produce 1/2 page of writing in their L2
Technology Integration:
StoryKit app – writing poetry
Critical Writing Component:
WEEK 1
Escritura descriptiva: Escribe sobre diversión en la escuela
WEEK 2
Poetry/Poesía
Week 3
Narrativa personal Escribe sobre estar en un equipo
3
Spanish Language Arts
2nd grade - 3rd quarter
Unit: 4.2, 4.3, 4.4
Time Frame: (3 weeks) Jan 28-Feb 1, Feb 4-8, Feb 11-15
Big Ideas/Guiding Questions: Team work – Trabajo en equipo
TEKS / Student Expectations
Vocabulary / Word Study

SLA.1.22A Use phonological knowledge to match sounds to letters
and syllables to construct words.

SLA.K.5B Become familiar with grade appropriate vocabulary
including content and function words.

SLA.1.2C Blend spoken phonemes to form syllables and words
(e.g., sol, pato).
Print Awareness / Word Study

SLA.1.21A Form upper- and lower-case letters legibly in text, using
the basic conventions of print (left-to-right and top-to-bottom
progression), including spacing between words and sentences.
Phonological Awareness / Word Study

SLA.1.3E.i Decode words in context and in isolation by applying the
knowledge of lettersound relationships in different syllabic structures
including open syllable (e.g., CV, la; VCV, ala; CVCV, toma).
Phonics: Decoding; Spelling; High Frequency Words / Word Study

SLA.1.3C Use phonological knowledge to match sounds to
individual letters and syllables including hard and soft consonants
such as "r," "c," and "g".
Fluency / Reading

SLA.1.12A Read independently for a sustained period of time.
Comprehension: Nonfiction / Informational Fiction

SLA.1.9B Describe characters in a story and the reasons for their
actions and feelings.

SLA.1.4B Ask relevant questions, seek clarification, and locate facts
and details about stories and other texts.

SLA.1.9B Describe characters in a story and the reasons for their
actions and feelings.

SLA.1.7B Explain the function of recurring phrases (e.g., "Había una
vez" or "Colorín Colorado, este cuento se ha acabado") in traditional
folk- and fairy tales.
Writing / Language Arts

SLA.1.18B Write short poems that convey sensory details.

SLA.3.23D Use correct mechanics including paragraph indentations.

SLA.1.17A Plan a first draft by generating ideas for writing (e.g.,
drawing, sharing ideas, listing key ideas).

SLA.1.20A.i Understand and use verbs in the past, present, and
future in the indicative mode (canto, canté) in the context of reading,
Examples / Specifications
WEEK 4
Comprehension
Strategy: Make questions / Hacer preguntas
Skill: Character and Setting / Personaje y ambiente
Review: Retell / Volver a contar
Fonética
Sílabas abiertas con: bla, ble, bli, blo, blu, bra, bre, bri, bro, bru
Palabras de uso frecuente/Vocabulario
volar, vuela, madre, fuerte, siente / tremendo, veloz
Grammar: el verbo ir
Spelling: Palabras con bl y br
Mechanics & Usage: Conjugar correctamente el verbo ir
WEEK 5
Comprehension
Strategy: Summarize / Resumir Skill: Problem and Solution / Problema y solución Review: Theme / Tema
Fonética
Sílabas abiertas con: cla, cle, cli, clo, clu, cra, cre, cri, cro, cru
Palabras de uso frecuente/Vocabulario
Cambiar, mejor, moverse/mudarse, comprar / maduro, difícil
Grammar: el verbo hacer
Spelling: Palabras con cl, cl y cr
Mechanics & Usage: Conjugar correctamente el verbo hacer
WEEK 6
4
Spanish Language Arts
2nd grade - 3rd quarter
writing, and speaking.
Comprehension
SLA.5.16B.ii Write poems using figurative language (e.g., similes).
Strategy: Visualize / Visualizar
SLA.5.16B.iii Write poems using graphic elements (e.g., capital
Skill: Problem and Solution / Problema y solución
letters, line length).
Review: Make Predictions
Oral and Written Conventions / Language Arts

SLA.1.22H Become familiar with the appropriate use of accents on
Fonética
words commonly used in questions and exclamation (e.g., cuál,
dónde, cómo).
Sílabas abiertas con: fla, fle, fli, flo, flu, fra, fre, fri, fro, fru

SLA.1.20A.i Understand and use verbs in the past, present, and
future in the indicative mode (canto, canté in the context of reading,
Palabras de uso frecuente/Vocabulario
writing, and speaking).
Nieve, ríen, frío / montaña, arriba

SLA.1.20A.v Understand and use prepositions and prepositional
phrases ("por la mañana" in the context of reading, writing, and
Grammar: el adverbio
speaking).

SLA.1.20C Identify and read abbreviations (e.g., Sr., Sra.).
Spelling: Palabras con fl y fr
Research / Language Arts
Mechanics & Usage: Usar un adverbio luego del verbo

SLA.1.23A Generate a list of topics of class-wide interest and
formulate open-ended questions about one or two of the topics (with
adult assistance).
Ongoing (Spiraled) TEKS:
Listening and Speaking / Oral Language

SLA.1.28A Share information and ideas about the topic under discussion by speaking clearly at and appropriate pace and using the conventions of language.
ELPS:


5
Spanish Language Arts
2nd grade - 3rd quarter
SE
1.2.A
Instructional Strategies
Vocabulary
Assessment Items
Resources
Preview-View-Review
Bilingual pairs
WEEK 4
WEEK 4
MMH
Unidad 4 Semana 1
•
Cuaderno de practica fonética pg. 174
volar, vuela, madre, fuerte,
siente / tremendo, veloz
WEEK 5
WEEK 5
Cambiar, mejor,
moverse/mudarse, comprar /
maduro, difícil
WEEK 6
WEEK 6
1.2.B
Word wall activities
Bilingual pairs
Preview-view-review
inspección, admiración, inclinación,
espolvorear, atisbar, ufanarse,
engullir
WEEK 4
Ortografía: Palabras con bl y br
WEEK 5
Ortografía: Palabras con cl, cl y
cr
WEEK 6
Ortografía: Palabras con fl y fr
Student Performance Standard (Quality Criteria of Student Products):
SLL (Spanish Language Learners)
Will produce 1/2 page of writing in their L2
Technology Integration:
StoryKit app – writing poetry
Critical Writing Component:
WEEK 4
Narrativa personal: Escribe sobre equipos de familias
WEEK 5
Informe: Escribe sobre alguien que admiras
Week 6
Cuento: Escribe un cuento
6
MMH
Unidad 4 Semana 1
•
Cuaderno de practica de ortografía pg.
175, 180, 181
Spanish Language Arts
2nd grade - 3rd quarter
Unit: 4.5, 4.6, 5.1
Time Frame: (3 weeks) Feb 18-22, Feb 25-Mar1, Mar 4-7
Big Ideas/Guiding Questions: Team work – Trabajo en equipo – Ciencias – Crecimiento y cambio
TEKS / Student Expectations
Vocabulary / Word Study
•
SLA.1.6A Determine what words mean from how they are used in a
sentence either heard or read.
Print Awareness / Word Study
•
SLA.1.6D Identify and sort words into conceptual categories (e.g.,
opposites, living things).
Phonological Awareness / Word Study
•
SLA.1.3C Use phonological knowledge to match sounds to individual
letters and syllables including hard and soft consonants such as "l’ “s”
•
SLA.1.2C Blend spoken phonemes to form syllables and words (e.g., sol,
pato).
Phonics: Decoding; Spelling; High Frequency Words / Word Study
•
SLA.1.3E.i Decode words in context and in isolation by applying the
knowledge of letter-sound relationships in different syllabic structures
including open syllable (e.g., CV, la; VCV, ala; CVCV, toma).
Fluency / Reading
•
SLA.1.5A Read aloud grade-level appropriate text with fluency (rate,
accuracy, expression, appropriate phrasing) and comprehension.
Comprehension: Folktale
•
SLA.1.14C Retell the order of events in a text by referring to the words
and/or illustrations.
•
SLA.K.6A Identify elements of a story including setting, character, and
key events.
•
SLA.1.14A Restate the main idea of what is heard or read.
•
SLA.1.9B Describe characters in a story and the reasons for their actions
and feelings.
•
SLA.1.9A Describe the plot (problem and solution) and retell a story’s
beginning, middle, and end with attention to the sequence of events.
•
SLA.1.10A Determine whether a story is true or a fantasy (fiction or
nonfiction, realistic or fantasy) and explain why.
•
SLA.1.RC.A Establish purposes for reading selected texts based upon
desired outcome to enhance comprehension.
•
SLA.1.RC.B Ask literal questions of text.
•
SLA.1.4A Confirm predictions about what will happen next in text by
"reading the part that tells".
Writing / Language Arts
•
SLA.1.17A Plan a first draft by generating ideas for writing (e.g., drawing,
sharing ideas, listing key ideas).
Examples / Specifications
WEEK 7
Comprehension
Strategy: Analyze Story Structure / Estructura del cuento
Skill: Retell / Volver a contar
Review: Problem and solution / Problema y solución
Fonética
Sílabas inversas con: al, el, il, ol, ul, as, es, is, os, us
Palabras de uso frecuente/Vocabulario
contestó, vio, cielo, comerse / erase, gran
Grammar: Preposiciones y conjunciones
Spelling: Palabras con al, el, il, ol, ul/as, es, is, os, us
Mechanics & Usage: el uso correcto preposiciones y conjunciones
WEEK 8
Review
WEEK 9
Comprehension
Strategy: Make questions / Hacer preguntas
Skill: Cause and effect / Causa y efecto
Review: Retell / Volver a contar
Fonética
Vocales Fuertes: a, e, o; Vocales débiles i, u; Diptongos ia, io, ua
Skill: Diccionario/ Homógrafos Palabras de uso frecuente/Vocabulario
pueda, puede, Tierra, limpio / reciclar, papel
Grammar: el adjetivo
7
Spanish Language Arts
2nd grade - 3rd quarter
SLA.1.17D Edit drafts for grammar, punctuation, and spelling using a
Spelling: Palabras con diptongo
teacher-developed rubric.
Mechanics & Usage: Usar una palabra que describe una cosa o persona
Oral and Written Conventions / Language Arts
•
SLA.1.20A.v Understand and use prepositions and prepositional phrases
("por la mañana" in the context of reading, writing, and speaking).
•
SLA.3.22B Use the complete subject and the complete predicate in a
sentence.
•
SLA.1.3D Decode the written "y" when used as a conjunction (e.g.,
"mamá y papá").
Research / Language Arts
•
SLA.1.24B Use text features (e.g., table of contents, alphabetized index)
in ageappropriate reference works (e.g., picture dictionaries) to locate
information with adult assistance.
•
SLA.1.24C Record basic information in simple visual formats (e.g.,
notes, charts, picture graphs, diagrams) with adult assistance.
Ongoing (Spiraled) TEKS:
Listening and Speaking / Oral Language
•
SLA.1.28A Share information and ideas about the topic under discussion by speaking clearly at and appropriate pace and using the conventions of language.
ELPS:
•
8
Spanish Language Arts
2nd grade - 3rd quarter
SE
1.2.A
Instructional Strategies
Vocabulary
Preview-View-Review
Bilingual pairs
WEEK 7
Assessment Items
Resources
MMH
Unidad 5 Semana 1
• Cuaderno de práctica fonética pg. 234
contestó, vio, cielo, comerse /
erase, gran
WEEK 8
Review
WEEK 9
pueda, puede, Tierra, limpio /
reciclar, papel
1.2.B
Word wall activities
Bilingual pairs
Preview-view-review
WEEK 7
Ortografía: Preposiciones y
conjunciones WEEK 8
Review
WEEK 9
Ortografía: el adjetivo
Student Performance Standard (Quality Criteria of Student Products):
SLL (Spanish Language Learners)
Will produce 1/2 page of writing in their L2
MMH
Unidad 5 Semana 1
•
Cuaderno de práctica de ortografía pg.
235, 241
Technology Integration:
StoryKit app – writing poetry
Critical Writing Component:
WEEK 7
Informe: Escribe sobre equipos de animales
WEEK 8
Review
Week 9
Escritura persuasiva: Escribe un aviso publicitario
9