Early Biliteracy
Key concepts:
Vista Previa-View-Repaso
• Pets need to be cared for by people. • Different types of pets have different needs.
Target Language English Set 1: Level A (1)
Vista previa
View
Activar el conocimiento previo
Before reading Continue activating students’ prior knowledge. Ask: What kind of pet do you
Provea una copia del libro Mi mascota a cada pareja de estudiantes. Diga: Este
libro es acerca de diferentes tipos de mascotas. Diga: Escuchen mientras yo les leo el libro en voz alta. Pregunte: ¿Dónde está el/ la ______? Proporcione las guías de discusión y pregunte acerca de cada mascota.
have? Does your pet need a special place to live in or sleep in? Discussion prompts:
Guía de discusión: Aquí está el/la ______.
I have a ______. I don’t have a ______. My pet lives/sleeps in ______.
Lenguaje académico: Vocabulario Use el Vocabulary Starter Mascotas para
Academic vocabulary: Word study Show and point to the word here. Read the word to the
presentar las palabras de vocabulario:
students and then ask the students to read it with you.
perro, pez, ratón, gato, tortuga, ave, conejo, y la palabra de alta frecuencia aquí. En un cartel didáctico escriba las palabras con el artículo. Este cartel se volverá a usar durante la lectura guiada en inglés.
Write he_e, _ere, h_re on a chart and ask: What letter is missing from these words? Have students find and read the word here on every page. Discuss with the students that here is a sight word and that sight words help students to read and write. Discussion prompts:
What letter is missing? The letter ______ in the word ______ is missing.
Vista Previa–View–Repaso Biliteracidad temprana
Biliteracy para todos
Teaching for language connections
Biliteracy para todos
Teaching for language connections
Lenguaje de enfoque: Inglés
Cártel didáctico de vocabulario
Set 1: Nivel A (1)
Biliteracy para todos
Teaching for language connections
Español
Biliteracy para todos
English
Español
English
Teaching for language connections
Provide each student with a copy of the book Pets at Home. Say: Pets at Home is about pets and where they like to be. As students turn each page, talk about the featured pet and what it is doing.
Biliteracy para todos Teaching for language connections
el perro
la tortuga
el pez
el ave
el ratón
el conejo
el gato
aquí
Biliteracy para todos Teaching for language connections
Ask: What pet is this? Where is it? Respond using the structure of the sentences in the text. For example: Yes, the girl might
say, “My fish is in here.” Discussion prompt:
las mascotas
Biliteracy para todos Biliteracidad temprana
Her/his pet is in ______. Vista Previa-View-Repaso Set 1: Nivel (A) 1 Lenguaje de enfoque: Inglés Mi mascota / Pets at Home / Mascotas
© 2021 EC Licensing Pty Ltd. www.biliteracy-para-todos.com
Download the anchor chart at www.biliteracy-para-todos.com
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Introduce the book
During reading Read the first page to the students to establish the pattern of the book, then ask each student to read the text independently. Monitor the students as they read and provide linguistic and comprehension support where appropriate. Reading support in the second language can include echo, choral, or partner read. If necessary, ask the students to stop reading and remind them to use the reading strategies you are focused on. For example, check that students are able to identify where the text is on the page. Ask: Where are the words? Where is the photograph? Can you
Language connections
Use the vocabulary anchor chart to connect across the two languages. Write the corresponding English word beside each word. Vista Previa–View–Repaso Biliteracidad temprana
Biliteracy para todos
Teaching for language connections
Biliteracy para todos
Teaching for language connections
Lenguaje de enfoque: Inglés
Cártel didáctico de vocabulario
Set 1: Nivel A (1)
Biliteracy para todos
Teaching for language connections
Español
English
Español
English
el perro
the dog
la tortuga
the turtle
el pez
the fish
el ave
the bird
el ratón
the mouse
el conejo
the rabbit
el gato
the cat
aquí
here
las mascotas
the pets
Biliteracy para todos Teaching for language connections
Biliteracy para todos Teaching for language connections
Biliteracy para todos Teaching for language connections
show me where you read the story?
After reading Talking about the book
Ask students to talk about the book. Promote discussion by choosing questions that are appropriate for your students. Ask them to support their answers by referring to the photographs and the text in the book. Encourage them to respond using the discussion prompts below. Ask: Where does the pet fish live? Which pet goes in a basket? (Literal) Discussion prompts: The pet ______ lives in ______.
The ______ goes in the ______. Ask: Why do some pets need a special place to live? (Inferential) Discussion prompt: Some ______ need a ______ because
______. Ask: What do you need to do before you get a new pet? (Synthesizing) Discussion prompt: Before I ______, I need to ______. Ask: What other pets could the author have included? (Critical) Discussion prompt: The author could have included ______
and _______.
Reviewing reading strategies
Biliteracy para todos Biliteracidad temprana
Vista Previa-View-Repaso Set 1: Nivel (A) 1 Lenguaje de enfoque: Inglés Mi mascota / Pets at Home / Mascotas
© 2021 EC Licensing Pty Ltd. www.biliteracy-para-todos.com
Discussion prompt: In Spanish you say ______, but in English you say ______. Discuss the use of articles across the two languages.
Academic language: Writing Model how to write about ideas, integrating vocabulary from the text. Discuss with students any signal or transition words you may use, such as: while.
Pets have different needs, such as where they live. Dogs can live indoors or outdoors in a dog-house. Fish live in a fish tank, while turtles can live in water or on land. Pets need to be cared for by people.
Sharing
Read the modeled writing to the students, ask them to echo read, then engage the students in a choral read. Finally, ask students to take turns reading the modeled writing to another student.
Give positive feedback on the problem-solving strategies the students used as they read the book. Say: I noticed that you
Repaso
made sure you were pointing to the words in the book as you read. That is what good readers do.
Después de que los estudiantes hayan leído ambos libros, Mi mascota y Pets at Home, pregunte: ¿Qué han aprendido acerca
de las mascotas? Guía de discusión: Aprendí que los/las ______.
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