Lesson two literacy_bilingual[1]


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Lesson two literacy_bilingual[1]

  1. 1. Nilda Smith Jane Sterrett C&I 477 Spring, 2012 Insects Spanish LessonIntroduction:This is a bilingual Spanish Kindergarten classroom of 20 students. The teacher is anative Spanish speaker. This is a part of a transitional bilingual program. Theinstructional model is 90/10, 90% Spanish, 10% English. Content area instruction isdone using a thematic approach. All content of lessons will be in Spanish unlessotherwise noted. All have been to preschool and exhibit some readiness skills i.e. letteridentification and letter sounds. The majority of the students attended a Bilingualpreschool program in which most of the instruction was done in Spanish.English Language Proficiency:Listening - Level 1Speaking - Level 1Reading - Level 1Writing - Level 1Literacy Approach/Philosophy: The “Gradual Release of Responsibility model ofteaching reading will be utilized. This model begins with “the teacher doing most of thework and then slowly releasing the responsibility for releasing the task to the student”(Freeman and Freeman p.124). This model is consistent with the sociopsycholinguisticapproach of teaching reading. This approach to teaching reading is principledaccording to Freeman and Freeman pg. 124 “in that it is based on theory tested inpractice”.Big Idea/Theme: These lessons make up part of a unit on insects including an authorstudy of the books of Eric Carle (literacy lesson) with science lessons on insects.Students will observe various insects in Carle’s books and discuss the similarities anddifferences of the insects and their habitats, as well as the life-cycle of a butterfly.Literacy LessonDay OneLesson Topic: Meet the AuthorObjectives
  2. 2. Literacy Content: Students will be able to name the author and illustrator of a storyand define the role of each in telling the story.Student language: I can name the author of a book. I can tell you what they did tomake this book.I can name the illustrator of a book and what they did to make this book.Cross Linguistic Transfer Language Objective: Students will be able to make aconnection between the following cognates: Author/autor, illustrator/ilustrador,insect/insectoStudent language: I can show that I know what the words “author”, “illustrator”, and“insect” mean in EnglishMaterials: Eric Carle books about insects. Multiple copies of: La Oruga MuyHambrienta, La Mariquita Malhumorada, La Arana Muy OcupadaVocabulary: author, illustrator, artist, insect.Context:Teacher sent home note asking for parents to share a favorite oral story with theirchildren that is unique to their culture, or has been passed down from their family.Parents would be asked if they would like to come in and share their oral stories withthe class.PresentationMotivation: Teacher says: “We learned that people tell stories using oral language[their mouths/words],.” “The story that Alexa’s mom told us in class is an oral story, astory she told us with her words”."People have loved to tell stories using their oral language [words/mouths] for many,many years.”“We are going to learn today about a story teller called Eric Carle. He tells his stories inmany different books you may know.Content and language objectives are shared:“When we are finished you will be able to tell who an author is and who an illustrator isand tell why they are important to story telling.”
  3. 3. Vocabulary: Create cards with vocabulary words and coordinating pictures. Displayeach card and discuss the vocabulary before reading the story. Only Spanishvocabulary will be focused on at this point.Teacher says: “We are going to read one of my favorite books by Eric Carle right now.”Read aloud “La Mariquita Malhumorada”Before the reading, teacher reads the name of the author and illustrator and says thefollowing:Teacher says: “So Eric Carle is the author, he wrote the story in this book”. “He is alsothe illustrator, he created the pictures”.Teacher leads discussion and asks questions about what she and the children noticedabout this book. Discussion during read aloud will focus on things like: It’s about aladybug, it’s colorful, it repeats. During discussion teacher will make comments like,“Wow did you notice how the author, Eric Carle made some words repeat in this book?”and “I really like how the illustrator Eric Carle created these colorful pictures”.Teacher says, “Eric Carle likes to write stories about insects”. “The insect in this storywas a ladybug, can you think of some other insects?” (Show covers of other Eric Carlebooks to give clues if needed).Teacher says, “ You are going to get a chance to look at some other books aboutinsects by Eric Carle. I want you to talk with your partner about what insects you noticein these books and we will talk about what you notice.Practice/Application:Teacher creates partnerships being sure the pair students with higher Spanishproficiency levels with students who may need language models. Students may choosea book from the collection and trade books with others when they are finished. Allowtime for partnerships to look at least 2 books.Teacher gathers students back together for discussion about what they noticed thebooks had in common. Teacher asks questions like, “Who told the story in this book?”“Who created the pictures?” “What kind of pictures did Eric Carle create?” “What did hedo with the words?””How do you feel about his books?”Teacher writes ideas on chart paper. Some possible ideas are: ● Eric Carle tells the stories in these books, he is the author ● Eric Carle also created the pictures in these books, he is the illustrator
  4. 4. ● We noticed that: ● His books are colorful and creative. ● His books have insects in them. ● He tells stories we like. ● His books have words that repeat.As ideas are added to chart paper, teacher employs shared reading techniques readingeach idea as they are added, reviewing each as they go along.Day two:Teacher reviews chart from the day before, again using shared reading techniques,encouraging children to help read the text.Cognates: After reading the chart, teacher reviews content and language objectiveswith class.Teacher says: “I am going to highlight the words that we should be learning aboutduring this lesson”. (Teacher uses colorful see through tape and highlights the words“author”, “illustrator”, “insect”.)*Reminder all conversations are in Spanish, the only words used in English during thislesson are, “author”, “illustrator”, “insect”. For the sake of clarity I have written this partin both languages.“Te voy a decir algo especial que puedes hacer para aprender palabras nuevas enIngles” “I am going to tell you something special you can do to help you learnnew words in English”.“Escuchen estas palabras”, “autor”, “author”. “Listen to these two words, “autor”,“author”. “Casi suenan igual, pero quieren decir la misma cosa”.“They almost sound the samebut they mean the same thing”.Then ask question,“Que hace un autor?” (After children answer) “Si, un autor escribe las palabras en unlibro”, “autor”, “author” (Teacher has class repeat the two cognates)Continue in the same fashion with the words “illustrator/ilustrador, insect/insecto”Teacher says: “Today when you look at your books look for some of the things wenoticed about Eric Carle’s books and tell your friend about it”.
  5. 5. Teacher creates partnerships being sure to pair students with higher Spanishproficiency levels with students who may need language models. Students choosebooks from the collection and trade books with others when they are finished.Encourage students to look at any books they hadn’t seen the day before. Allow timefor partnerships to look at least 2 books.Assessment:As students are working in their small groups the second day, the teacher circulates andtakes the following information. Teacher may have to scaffold conversations to helpstudents recall the information shared. Teacher will encourage students to tell theirpartners the following information.Name: Ye Supporte No s dStudent was able to name Eric Carle as the author of the books.Student was able to share what the author ‘s job was in thisbook.Student was able to name Eric Carle as the illustrator of thebooks.Student was able to share what the illustrator’s job was in thisbook.When given the English cognate, the student was able define thewordsa)autorb)ilustradorc) insectoin SpanishLesson Two:Lesson Topic: Story Mapping La Arana Muy Ocupada
  6. 6. ObjectivesLiteracy Content: Students will be able to retell familiar stories, including key detailsand vocubularyLanguage Objective: Students will be able to name the animals in the story, givenpicture cuesVocabulary: spider, web, horse, cow, sheep, goat, pig, dog, cat, duck, rooster, fly,retell.Context: La Arana Muy Ocupada has been read aloud to students three times beforethis actual lesson, and one time during the lessonMaterials: ● Large craft sticks with each animal name and picture on it. ● La Arana Muy Ocupada, by Eric Carle ● Large space or piece of paper to display the pictures for re-telling ● Student created pictures of each animal in La Arana Muy Ocupada by Eric Carle. These are: spider, horse, cow, sheep, goat, pig, dog, cat, duck, rooster and spider with fly on web.Motivation:Activate prior knowledge:Vocabulary: During the read aloud, animal names are repeated and the sounds theymake repeated and discussed and any background knowledge students may haveabout each sharedTeacher says: “Today we are going to look at La Arana Muy Ocupada again, but thistime, we are going to create our own pictures of the animals in this book. Turn to anelbow buddy and share with them two animals you remember from this book.” (Havecraft sticks with animal names and pictures available for visual supports)Teacher calls on volunteers to share.Teacher says: “I am going to put you together in partnerships and threesomes. You willchoose stick to know which animal is yours and then you and your group will make apicture of that animal. Encourage children to talk to each other about how to draw theanimal, what body parts would they draw, what colors would they use? We are going toput those pictures together here on this poster so we can all see and learn how to retellthis story using the poster.
  7. 7. Share Objectives: “When we are finished with this activity, you will know how to retell,or tell me the story again, of La Arana Muy Ocupada using this poster and the thingsyou remember from the story.”Presentation/Application:Teacher carries out the instructions aboveAs students are making the pictures, teacher goes around to groups and discusses thesounds those animals make and where they might like to include those words on theirpicture. Teacher supports the writing of those words on each picture.When all the pictures are finished, teacher gathers the class together in front of theblank poster. Teacher reads aloud story stopping at each new animal to add them tothe poster in the correct order.Teacher models re-telling the story using a pointer and the poster.Students volunteer to re-tell the story and the poster is left displayed so students mayre-tell using pointers during free times during the day.Example:Assessment
  8. 8. The teacher will call individual students to the retell poster during center time and askthem to retell the story using a pointer and the poster. The teacher will gather thefollowing information:Student name: Ye Developin No s gStudent is able to retell story using picture prompts.Student is able to use correct animal names.Student is able to use repetitive phrases from the story duringtheir retell