Developing Biliteracy
Key concepts: • Exploration requires ingenuity and courage.
Vista Previa-View-Repaso
• Exploring is often dangerous and difficult.
Target Language English Set 18: Level P (38)
Vista previa
View
Activar el conocimiento previo
Before reading
Provea una copia del libro Bajo el hielo a cada pareja de estudiantes. Diga: Este libro
about secret agents? What kind of things do they do? What special equipment might they have? Allow students to discuss stories they have read in this genre. You may like to refer to Dr. Zardos and the Mind Stone if students have read it previously.
Continue activating students’ prior knowledge. Ask: Have you ever read a story
narra la historia del primer viaje submarino debajo del hielo del Ártico y las dificultades que se superaron. Lea el “Prólogo” y el capítulo 1. Pregunte: ¿Qué le pasó al USS Skate cuando estaba patrullando el hielo del Ártico en 1958? Comente con los estudiantes de qué tratan los capítulos 2 y 3, utilizando las imágenes como apoyo. Pídales a los estudiantes que en lean en parejas los capítulos 4 y 5. Pregunte: En el capítulo 4, ¿cómo creen que se haya sentido
la tripulación la primera vez que Wilkins les dio la orden de sumergirse debajo del agua? Guía de discusión: Creo que ______ se sintió ______ porque
______.
Discussion prompts: The title of another story about ______ that
I have read is ______. The secret agent’s ______ in the story I read was to ______.
Academic language: Vocabulary Ask: Can you think of some words that you might read in a book about secret agents? List the students’ suggestions on a chart. Ask students to use these words in sentences. Discussion prompt: Some words that I might see in this story
include ______, ______ and ______.
Lenguaje académico: Vocabulario Use este cartel didáctico de vocabulario para presentar una a una las palabras: expedición, océano Ártico, submarino, grietas
en el hielo, tripulación, equipo de navegación, radio de onda corta, brújula, auxilio, SOS (salven nuestras almas /save our souls). Este cartel se volverá a usar durante la lectura guiada en inglés. Añada una imagen visual a cada palabra. Vista Previa–View–Repaso Biliteracidad en desarrollo
Biliteracy para todos
Teaching for language connections
Biliteracy para todos
Teaching for language connections
Lenguaje de enfoque: Inglés
Cártel didáctico de vocabulario
Set 18: Nivel P (38)
Biliteracy para todos
Teaching for language connections
Español
Biliteracy para todos
English
Español
English
Introduce the book
Provide each student with a copy of Professor Valdor and the Giant Laser. Direct students to use the cover, title page, and contents page to get themselves ready to read. Ask: What do
you already know about this book? Discussion prompts: I know ______, ______ and ______.
Additionally, I know ______.
During reading 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. Ask the students to stop reading and remind them to use the reading strategies you are focused on (Using knowledge of characters to predict plot development). At the end of page 7, ask: What kind of person is Professor Valdor? How
does knowing about a character’s personality and characteristics help you to predict the next part of the text? Encourage the students to apply comprehension strategies, such as using knowledge of narrative text structure as they read. Say: Think about how the author organized the events in the story.
After reading Talking about the book
Ask students to talk about the book. Ask them to support their answers by referring to the illustrations and the text. Encourage them to respond using the discussion prompts below. Ask: What was Professor Valdor doing with the giant laser? What did she want the secret agency to give her? (Literal) Discussion prompt: ______ was using the ______ to ______. She wanted ______ to give her ______. Ask: Why had Valdor begun to melt the Arctic ice? Why was it Roxby and Crispo’s “most dangerous mission?” (Inferential) Discussion prompts: I think that ______ began ______ because ______. This was ______ and ______ most dangerous mission because ______. Ask: Can you give me three words to describe each of these characters: Roxby, Crispo, and Valdor? (Synthesizing) Discussion prompts: Roxby is ______, ______, and ______.
Language connections
Use the vocabulary anchor chart to connect across the two languages. Write the corresponding English word beside the Spanish word. Vista Previa–View–Repaso Biliteracidad en desarrollo
Biliteracy para todos
Teaching for language connections
Biliteracy para todos
Teaching for language connections
Lenguaje de enfoque: Inglés
Cártel didáctico de vocabulario
Set 18: Nivel P (38)
Biliteracy para todos
Teaching for language connections
Español
English
Biliteracy para todos
Español
English
equipo de
navigation
navegación
equipment
Teaching for language connections
Biliteracy para todos Teaching for language connections
expedición
expedition
océano Artico
Arctic Ocean
submarino
submarine
brújula
compass
grietas
break in the ice
auxilio
mayday
tripulación
crew
salvar
S.O.S
nuestras almas
(save our souls)
Biliteracy para todos
Teaching for language connections
Biliteracy para todos Biliteracidad en desarrollo
radio de onda corta
Vista Previa-View-Repaso Set 18: Nivel P (38) Lenguaje de enfoque Inglés: Bajo el hielo / Professor Valdor and the Giant Laser
shortwave radio
© 2021 EC Licensing Pty Ltd. www.biliteracy-para-todos.com
Discussion prompt: In Spanish you say ______, but in English you say ______. Discuss cognates.
Academic language: Writing Model for students how to write a response to the story. The response includes: title of book, description of the book, what the story is about, an opinion statement that explains why the student liked or disliked this story. Ask: What did you
like about the story? What didn’t you like about the story? Professor Valdor and the Giant Laser is a six chapter book about two secret agents named Roxby and Crispo. The secret agents go on a mission to stop the evil Professor Valdor from using her giant, ice-melting laser to melt icebergs. Melting the icebergs would cause the sea levels to rise and most cities near the sea would be flooded. I liked this story because (give example/evidence from the story) or I did not like this story because (give example/evidence from the story).
Oracy: Sharing and presenting
Crispo is ______. ______, and ______. Valdor is ______, ______, and ______.
Have students take turns reading the paragraph to each other.
Ask: Could such a story really take place? Why? What things about this story tell you that it is an adventure story? (Critical)
Repaso
Teaching for language connections
Biliteracy para todos Teaching for language connections
expedición Biliteracy para todos
Teaching for language connections
océano Artico
equipo de navegación
radio de
submarino
brújula
grietas
auxilio
tripulación
Biliteracy para todos Biliteracidad en desarrollo
Discussion prompts: I think that ______ could ______ because
onda corta
______. I don’t think that ______ could ______ because ______. I know this story is ______ because ______.
Reviewing reading strategies
nuestras almas © 2021 EC Licensing Pty Ltd. www.biliteracy-para-todos.com
Download the anchor chart at www.biliteracy-para-todos.com
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Guías de discusión: Aprendí que ______.
Encourage students to identify what they did to help themselves as readers. Ask: How did thinking about the
salvar
Vista Previa-View-Repaso Set 18: Nivel P (38) Lenguaje de enfoque Inglés: Bajo el hielo / Professor Valdor and the Giant Laser
Pregunte: ¿Qué aprendieron de los submarinos al leer estos dos libros? ¿Qué aprendieron acerca del hielo del Ártico?
characters and their personalities help you to determine what might happen in the story and to understand the plot? Allow time for students to discuss each character.
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