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Overview

Grade K.1 Grade K.2 Grade K.3 Grade K.4 Grade K.5 Grade K.6

Grade 1.1 Grade 1.2 Grade 1.3 Grade 1.4 Grade 1.5

Grade 3.1 Grade 3.2

Grade 4 Grade 5

scottforesman.com800-552-2259

ADV 978-1-4182-4066-0 • 1-4182-4066-4 Copyright Pearson Education, Inc. Rea06042

Grade 2.1 Grade 2.2

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Help your students build a solid base in Spanish

reading and writing that anchors their learning.

Predict reading success by teaching Spanish

reading skills that transfer to English. Page 22

Organization and Components Page 27

Literature Page 36

Scope & Sequence Page 43

No hay nada mejor que un

buen libro.

¡Bienvenidos!Anchor in Spanish

Connect to English

Succeed in Spanish and English!

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Meet the AuthorsLectura Scott Foresman is a comprehensive, research-based reading program for Spanish-speaking

students. Its authorship team consists of the leading researchers, practitioners, and educators in

bilingual education.

Program Authors

George M. BlancoProfessor and Advisor for Bilingual Education

University of Texas at Austin

Jim CumminsProfessor in the Modern Language Centre

University of Toronto, Toronto, Canada

Elena IzquierdoAssistant Professor, College of Education

University of Texas at El Paso

Bertha PérezProfessor of Education and Bicultural Bilingual Studies and

Associate Dean for the College of Social and Behavioral Sciences,

University of Texas at San Antonio

Flora Rodríguez-BrownProfessor of Urban Education

University of Illinois, Chicago

Graciela P. RosenbergProfessor of Bilingual/ESL Education

University of Texas at Brownsville

Howard L. SmithAssistant Professor of Bicultural Bilingual Studies

University of Texas at San Antonio

Consulting Authors

Ileana CasanovaAdjunct Faculty Member, Miami Dade Community College;

Second Grade Bilingual Teacher, Miami, Florida

George A. GonzálezProfessor (Retired), School of Education, University of Texas

Pan-American, Edinburg, Texas; Educational Consultant

Carmen TafollaEducational Consultant, Poet, and Author, San Antonio, Texas“Lectura Scott Foresman is intended for any child who

wants to learn how to read in Spanish. Children whose home language is Spanish will benefit from the program’s balanced approach to teaching reading.”

Dr. Jim Cummins

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UNIT SKILLS OVERVIEWThe Skills Overview highlights the critical

areas of reading instruction. The blue

areas in your bilingual Teacher’s Edition

provide the English text!

10b Tú + yo = ¡Amigos! • Plan de destrezas

Chacho y Nacha • Soy como soy Semana 1

Un gallo y un canario • Perro Pablo yRatón Ramón

Semana 2

! Predecir, 19e, 26–27, 36e,37e–37f

Argumento, 36e

! Sílabas abiertas con ch,12i–12j, 19c, 36a, 37a, 37g

! Sílabas abiertas con s,36a, 37a

! Ortografía: Palabras concha, che, chi, cho, chu,12i–12j, 19d, 36b, 37b, 37g

Por qué hablamos, 19a,19g, 36c

Escuchar un Superlibro, 12h Escuchar para hacer

predicciones, 19e Leer con fluidez, 19f Leer con fluidez, 37e

Escribir sobre sí mismo, 37d! Oraciones completas, 19b,

19h, 36d, 37d, 37h

Repetición, 30–31

REPASO

REPASO

! Predicting, 19e,26–27, 36e, 37e–37f

Plot, 36e

! Open Syllables withch, 12i–12j, 19c, 36a,37a, 37g

! Open Syllableswith s, 36a, 37a

! Spelling: Words withcha, che, chi, cho, chu,12i–12j, 19d, 36b, 37b,37g

Why we speak, 19a,19g, 36c

Listen to a Big Book, 12h Listening to Make

Predictions, 19eRead for Fluency, 19f Read for Fluency, 37e

Write About Yourself, 37d

! Complete Sentences,19b, 19h, 36d, 37d, 37h

Repetition, 30–31

REVIEW

REVIEW

! Personaje, 43e, 54–55,60e, 61e–61f

! Predecir, 60e

! Sílabas ca, co, cu/que,qui, 38i–38j, 43c, 60a, 61a,61g

! Sílabas abiertas con ch,60a, 61a

! Ortografía: Palabras conc/q, 38i–38j, 43d, 60b, 61b,61g

Escuchar con un objetivodeterminado, 43a, 43g, 60c

Escuchar un poema, 38h Escuchar para descubrir un

personaje, 43e Leer con fluidez, 43f Leer con fluidez, 60e

Escribir oraciones completas,61d

! Sujetos de oraciones, 43b,43h, 60d, 61d, 61h

Narración, 46–47

REPASO

REPASO

! Character, 43e,54–55, 60e, 61e–61f

Predicting, 60e

! Syllables ca, co,cu/que, qui, 38i–38j,43c, 60a, 61a, 61g

! Open Syllableswith ch, 60a, 61a

! Spelling: Words withc/q, 38i–38j, 43d, 60b,61b, 61g

Listen for a Purpose,43a, 43g, 60c

Listen to a Poem, 38h Listening for What a

Character Is Like, 43eRead for Fluency, 43f Read for Fluency, 60e

Write Complete Sentences,61d

! Subjects of Sentences,43b, 43h, 60d, 61d, 61h

Narration, 46–47

REVIEW

REVIEW

LecturaReading

ComprensiónComprehension

VocabularioVocabulary

FonéticaPhonics

Estudio de palabrasWord Study

OrtografíaSpelling

Lenguaje oralOral Language

HablarSpeaking

EscucharListening

ObservarViewing

EscrituraWriting

Gramática y usoGrammar, Usage, and Mechanics

Género literario y destrezas literariasGenre and Literary Skills

Destrezas de investigación y estudio

Research and Study Skills

Destreza clave !Destreza evaluada en esta unidadDestreza de repasoREPASO

Unidad 1Plan de destrezasUnidad 1Plan de destrezasUnit 1Skills Overview

Presentar los Centros de actividadesofrecidos en la Feria de la Lectura parareforzar las destrezas de esta unidad.

Plan de destrezas • Tú + yo = ¡Amigos! 10c

La semilla de Gisela • En los jardinesde la ciudad

Semana 3La fiesta de Guille Guerrero • Fotos dela boda

Semana 4Rina y tío Rolo van al río • La sorpresa

Semana 5

! Propósito del autor, 67e,74–75, 84e, 85e–85f

Clasificar, 84e !Homónimos, 68a

! Sílabas ja, je, ji, jo, ju/ge,gi, 62i–62j, 67c, 84a, 85a,85g

! Sílabas ca, co, cu/que,qui, 84a, 85a

! Ortografía: Palabras cong/j, 62i–62j, 67d, 84b, 85b,85g

Ser un buen orador, 67a,67g, 84c

Escuchar un poema, 62h Escuchar para el propósito

del autor, 67e Leer con fluidez, 67f Leer con fluidez, 84e

Escribir sobre un dibujo, 85d! Predicados, 67b, 67h, 84d,

85d, 85h

Técnica del ilustrador:Fotografía, 70–71

REPASO

REPASO

! Author’s Purpose,67e, 74–75, 84e,85e–85f

Classifying, 84eHomonyms, 68a

! Syllables ja, je, ji, jo,ju/ge, gi, 62i–62j, 67c,84a, 85a, 85g

! Syllables ca, co,cu/que, qui, 84a, 85a

! Spelling: Words withg/j, 62i–62j, 67d, 84b,85b, 85g

Being a Good Speaker,67a, 67g, 84c

Listen to a Poem, 62h Listening for the Author’s

Purpose, 67eRead for Fluency, 67f Read for Fluency, 84e

Write About a Picture, 85d! Predicates, 67b, 67h,

84d, 85d, 85h

Illustrator’s Craft:Photography, 70–71

REVIEW

REVIEW

! Ambiente, 91e, 94–95,122e, 123e–123f

Secuencia, 122e Homónimos, 92a

! Sílabas ga, go, gu/gue,gui, 86i–86j, 91c, 122a,123a, 123g

! Sílabas ja, je, ji, jo,ju/ge, gi, 122a, 123a

! Ortografía: Palabras conga, go, gu/gue, gui, 86i–86j,91d, 122b, 123b, 123g

Ser un oyente cortés 91a,91g, 122c

Escuchar un poema, 86h Escuchar para el ambiente,

91eLeer con fluidez, 91f Leer con fluidez, 122e

Escribir acertijos, 123d ! Afirmaciones y preguntas,

91b, 91h, 122d, 123d, 123h

Ficción realista, 102–103

REPASO

REPASO

! Setting, 91e, 94–95,122e, 123e–123f

Sequence, 122eHomonyms, 92a

! Syllables ga, go,gu/gue, gui, 86i–86j,91c, 122a, 123a, 123g

! Syllables ja, je, ji,jo, ju/ge, gi, 122a, 123a

! Spelling: Words withga, go, gu/gue, gui,86i–86j, 91d, 122b,123b, 123g

Being a Polite Listener,91a, 91g, 122c

Listen to a Poem, 86h Listening for Setting, 91eRead for Fluency, 91f Read for Fluency, 122e

Writing Riddles, 123d! Statements and

Questions, 91b, 91h,122d, 123d, 123h

Realistic Fiction, 102–103

REVIEW

REVIEW

Sacar conclusiones, 129e,142, 142e, 143e–143f

! Predecir, 142e

Sílabas con r fuerte,124i–124j, 129c, 142a,143a, 143g

! Sílabas ga, go, gu/gue,gui, 142a, 143a

! Ortografía: Palabras con rfuerte, 124i–124j, 129d,142b, 143b, 143g

Contar una historia originalen orden, 129a, 129g, 142c

Escuchar un poema, 124h Escuchar para sacar

conclusiones, 129e Leer con fluidez, 129f Leer con fluidez, 142e

! El proceso de la escritura,129b, 129h, 142d, 143d,143h

! Mandatos yexclamaciones, 129b,129h, 142d, 143d, 143h

Cuento fantástico conanimales, 139

REPASO

REPASO

Drawing Conclusions,129e, 142, 142e,143e–143f

! Predicting, 142e

Syllables with Hard r,124i–124j, 129c, 142a,143a, 143g

! Syllables with ga,go, gu/gue, gui, 142a,143a

! Spelling: Words withHard r, 124i–124j,129d, 142b, 143b, 143g

Tell an Original Story inOrder, 129a, 129g, 142c

Listen to a Poem, 124h Listening to Draw

Conclusions, 129eRead for Fluency, 129f Read for Fluency, 142e

!Writing Process, 129b,129h, 142d, 143d, 143h

!Commands andExclamations 129b,129h, 142d, 143d, 143h

Animal Fantasy, 139

REVIEW

REVIEW

Target Skill !Tested Skill in this UnitReview SkillREVIEW

ProyectoMejores amigos,10–11, 143k

TecnologíaActividades de multimedia, temática10j–10k

El proceso de la escrituraCuento sobre mí mismo,129b, 129h, 142d, 143d, 143h

Lenguaje oralContar cuentos, 143i–143j

Unidad 1Unit 1

ProjectSpecial Pals, 10–11, 143k

TechnologyTheme-based MultimediaActivities, 10j–10k

Writing ProcessStory About Me,129b,129h, 142d, 143d, 143h

Oral LanguageStorytelling, 143i–143j

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12c Chacho y Nacha y Soy como soy • Plan Semanal Destreza clave Destreza de repaso Evaluación " Destreza evaluadaREPASO

LecturaReading

ComprensiónComprehension

VocabularioVocabulary

FonéticaPhonics

OrtografíaSpelling

Estudio de palabrasWord Study

Lenguaje oralOral Language

HablarSpeaking

EscucharListening

ObservarViewing

EscrituraWriting

Gramática y usoGrammar, Usage, and Mechanics

Lectura autoseleccionaday lectura en voz altaSelf-Selected Reading and Read Aloud

¡Adapte las lecciones a su gusto con el CD-ROM Organizador electrónico de recursos del maestro!Customize your week with the Teacher’s Resource Planner CD-ROM !Plan semanalPlan semanal

5-Day Planner

Activate PriorKnowledge, p. 12h

Big Book: Somos unarco iris

Phonics, pp. 12i-12jPhonics: OpenSyllables with chDevelop PhonemicAwareness• Phonics Songs and

Rhymes Chart 1 Connect Sounds toLettersSpelling: Words withcha, che, chi, cho, chu

Reading, pp. 12k-19Introduce VocabularyRead Chacho y Nacha

"

Lenguaje oral, pág. 19aHablar: Por quéhablamos• Discutir cosas divertidas

que hacemos en familia

Escritura, pág. 19bEscritura: Responder aideas• Escribir una oración

sobre la diversiónfamiliar

Oral Language, p.19aSpeaking: Why WeSpeak• Discuss Fun Things

We Do As a Family

Writing, p. 19b Writing: Respond toIdeas• Write a Sentence

About Family Fun

Lectura autoseleccionada ylectura en voz alta, pág. 19b

Lleve los niños a labiblioteca para buscarlibros sobre la vidafamiliar. Escoja uno para leer en voz alta a los niños.

Self-Selected Readingand Read Aloud, p. 19b

Take children to thelibrary to find booksabout family life.Choose one of thebooks to read aloudto the class.

Phonics, pp. 19c-19dPhonics: OpenSyllables with chPhonics PracticeActivities• Phonics Songs and

Rhymes Chart• Phonics Activity MatPhonics Reader 1Spelling: Words withcha, che, chi, cho, chuHandwriting a/chHigh-FrequencyWords

Reading, pp. 19e-19fComprehension:PredictingListeningComprehension• Read Aloud “El

perrito en venta”Read for Fluency• Reread Chacho y

Nacha

"

Lenguaje oral, pág. 19gHablar: Por quéhablamos• Discutir celebraciones

familiares

Escritura/Gramática, pág. 19h Gramática: Oracionescompletas• Oraciones completasEscritura: Escribiroraciones completas

Oral Language, p. 19gSpeaking: Why WeSpeak• Discuss Family

Celebrations

Writing/Grammar, p. 19hGrammar: CompleteSentences• Complete

SentencesWriting: WriteComplete Sentences

Lectura autoseleccionada ylectura en voz alta, pág. 19h

Lea en voz alta un librosobre la vida familiar.Pida a los niños queseleccionen un libro de la biblioteca de la clase para leerindividualmente.

Self-Selected Readingand Read Aloud, p. 19h

Read aloud a bookabout family life.Have children selecta book from theclassroom library toread individually.

Activar conocimientos previos,pág. 12h

Superlibro: Somos unarco iris

Fonética, págs. 12i-12jFonética: Sílabasabiertas con chDesarrollar la concienciafonémica• Cartel de rimas

y canciones de fonética 1 En la casa de Chaveli

Relacionar los sonidos ylas letrasOrtografía: Palabras concha, che, chi, cho, chu

Lectura, págs. 12k-19Presentar el vocabularioLeer Chacho y Nacha

"

Fonética, págs. 19c-19dFonética: Sílabasabiertas con chActividades de fonética• Cartel de rimas

y canciones de fonética

• Tablero de fonéticaLibrito de fonética 1• Leer Nacho, Pancho y

ChispaOrtografía: Palabras concha, che, chi, cho, chuCaligrafía a/chPalabras de usofrecuente

Lectura, págs. 19e-19fComprensión: PredecirComprensión auditiva• Leer en voz alta “El

perrito en venta”Leer con fluidez• Volver a leer Chacho y

Nacha

"

Día 2Día 1

A leer

todas

ALT O

A leer

todas

ALT O

Lenguaje oral, pág. 36cHablar: Por quéhablamos• Discutir decisiones

familiares importantes • Representar una

decisiónfamiliar

Escritura/Gramática, pág. 36dGramática: Oracionescompletas• Identificar las oraciones

completasEscritura: Escribiroraciones completas

Reading, pp. 36e-37Comprehension:PredictingPlot• Big Book Somos

un arco iris Read for Fluency• Listen to Soy como

soy• Reread Soy como

soySelection Test(Practice Book 2.1,pp. 13-14)Reader Response• Personal Response• Critical Response• Creative Response

Phonics, pp. 37a-37b Phonics:• Open syllables with

sSpelling: Words withcha, che, chi, cho, chu• Partner Spelling

PracticeHigh-FrequencyWords

"

REVIEW

REVIEW

Lenguaje oral, pág. 37cHablar: Discusión• Oraciones sobre tareas

domésticas• Formular oraciones

Escritura/Gramática, pág. 37dGramática: OracionescompletasEscritura: Escribir sobresí mismoEvaluar el progreso en laescritura

"

Oral Language, p. 37cSpeaking:Discussion• Sentences About

Chores• Build Sentences

Writing/Grammar, p. 37dGrammar: CompleteSentencesWriting: Write AboutYourselfAssess WritingDevelopment

"

Lectura autoseleccionada ylectura en voz alta, pág. 37d

Provea una selección delibros sobre la vidafamiliar. Lea uno de ellosen voz alta.

Self-Selected Readingand Read Aloud, p. 37d

Provide a selection ofbooks about familylife. Read one of themaloud.

Reading, pp. 37e-37f Assess OralReading• Prepare for the

Assessment• Listen to Individual

ReadersOral ReadingChecklist

Phonics, p. 37g Spelling TestPhonics: OpenSyllables with ch• Take-Home ReaderHigh-FrequencyWords

Lenguaje oral, pág. 37hPrepararse para escribir• Generar ideas

Escritura, pág. 37hEl proceso de laescritura: Escribiroraciones• Una historia divertida

"

Oral Language, p. 37h Prepare to Write• Generate Ideas

Writing, p. 37h Writing Process:Write Sentences• A Funny Story

"

Lectura autoseleccionada ylectura en voz alta, pág. 37h

Pida a los niños queseleccionen un nuevolibro o que relean unoque ya hayan leído. Leaen voz alta algunos de los textos escritos por los niños.

Self-Selected Readingand Read Aloud, p. 37h

Ask children to selecta new book or toreread one they havealready read. Readaloud some of thechildren’s writing.

Lectura, págs. 20a-36Presentar el vocabularioActivar conocimientospreviosDesarrollar el contextoVistazo previo yprediccionesEstablecer propósitosLeer Soy como soy

Comprensión: Predecir

Fonética, págs. 36a-36bFonética: Sílabasabiertas con ch• Relación con el cuento• Actividades de fonética• Librito de fonética 1

Nacho, Pancho y ChispaFonética: Sílabasabiertas con sOrtografía: Palabras concha, che, chi, cho, chu• Practicar la escritura Palabras de usofrecuente

"

REPASO

Lectura, págs. 36e-37Comprensión: PredecirArgumento• Superlibro Somos un

arco irisLeer con fluidez• Escuchar Soy como soy• Volver a leer

Soy como soy

Examen de la selección(Cuaderno de práctica 2.1,págs. 13-14) Reacción del lector• Reacción personal• Reacción crítica• Reacción creativa

Fonética, págs. 37a-37bFonética:• Sílabas abiertas con sOrtografía: Palabras concha, che, chi, cho, chu• Práctica de ortografía en

parejasPalabras de usofrecuente

"REPASO

REPASO

Lectura, págs. 37e-37fEvaluar la lectura oral• Prepararse para la

evaluación• Escuchar a cada lectorLista para la lecturaoral

Fonética, pág. 37gExamen de ortografíaFonética: Sílabasabiertas con ch• Librito para practicar en

casaPalabras de usofrecuente

Reading, pp. 20a-36Introduce VocabularyActivate PriorKnowledgeBuild BackgroundPreview and PredictSet PurposesRead Soy como soyComprehension:Predicting

Phonics, pp. 36a-36bPhonics: OpenSyllables with ch• Connect to the

Story• Phonics Practice

Activities• Phonics Reader 1Phonics: Opensyllables with sSpelling: Words withcha, che, chi, cho, chu• Practice with

WritingHigh-FrequencyWords

"

REVIEW

Oral Language, p. 36c Speaking: Why WeSpeak• Discuss Important

Family Decisions• Act Out a Family

Decision

Writing/Grammar, p. 36dGrammar: CompleteSentences• Identify Complete

SentencesWriting: WriteComplete Sentences

Lectura autoseleccionada ylectura en voz alta, pág. 36d

Sugiera a los niños queescojan ¿Me quieres,mamá? para leer. Lea envoz alta Cuadros defamilia.

Self-Selected Readingand Read Aloud, p. 36d

Suggest that childrenchoose to read ¿Mequieres, mamá? Readaloud Cuadros defamilia.

Día 3 Día 4 Día 5

Destrezas clave de la semana

Lectura: PredecirFonética: Sílabas abiertas con chLenguaje oral: Por qué hablamosEscritura: Oraciones completasTarget Skills of the Week

Reading: PredictingPhonics: Open Syllables with chOral Language: Why We SpeakWriting: Complete Sentences

A leer

todas

ALT O

A leer

todas

ALT O

A leer

todas

ALT O

Target Skill Review Skill Test " Tested Skill Plan Semanal • Chacho y Nacha y Soy como soy 12dREVIEW

Siempre hay que estar bien

preparado.

Plan Your Spanish InstructionThe best way to maximize students’ reading development in Spanish is to make sure your

instruction stays on track. Lectura Scott Foresman provides a daily, research-based approach to

literacy instruction that keeps learning focused on key priority skills.

5-DAY PLANNERThe daily instructional plan focuses on

essential reading, phonics/word study,

vocabulary, language, and writing skills.


6 7

Establish a Routine Every DayFree yourself! Using routines every day lets you get more done during class time.

Lectura Scott Foresman adds efficient and effective routines to your Teacher’s Edition

to help you establish best practices and better manage your day.

LOOK FOR THE SQUARES!This symbol is used throughout your

lesson plans to let you know it’s a

good time to use a classroom routine.

CLASSROOM ROUTINESLectura Scott Foresman integrates four

routines into the lesson plan that help

you take charge of your day. A separate

kit adds solid support. See page 33.

• Instructional Routines

• Student Routines

• Environment Routines

• School/Home Routines

INSTRUCTIONAL ROUTINES“How do I teach all the reading skills and strategies I am accountable for—and have the research to validate my instructional methods?”

ENVIRONMENT ROUTINES“How can I create a learning environment that maximizes learning and minimizes interruptions each day?”

STUDENT ROUTINES“How do I involve the other children in meaningful activities when I am working with a small group?”

SCHOOL/HOME ROUTINES“How can I involve the family to help reinforce skills and strategies I am teaching?”

Una buena rutina facilita el trabajo.


8 9

Experience the Joys of ReadingReading selections at all grade levels include authentic Hispanic literature from around

the Spanish-speaking world. Your students will gain a deep appreciation of their

cultural heritage and the richness of the Spanish language.

THE RIGHT BALANCE OF LITERATURELectura Scott Foresman has a balanced collection

of fi ction and nonfi ction reading. Look for lots of

informational text at all grade levels to help students

learn about the world in which they live.

AUTHENTIC LITERATURE Your students will explore the rich cultures

and language of the entire Spanish-speaking

world. See the full list of literature titles

beginning on page 36.

GRADES 1– 2

LITERATURE THAT BUILDS PHONICS SKILLSBeginning in Grade 1 and continuing through Grade 2, each week’s

phonics skills are practiced in a specially written phonics warm-up story

and in the main literature selection.

Phonics Warm-Up Main Selection

LITERATURE THAT IMPROVES COMPREHENSIONIn Grades 3 through 5, a comprehension skill lesson begins each week

followed by a vocabulary lesson. These built-in lessons help students

read for comprehension in the main selection and paired selection.

Main SelectionVocabulary Lesson Paired Selection

GRADES 3– 5

Skill Lesson

En la variedad está el gusto.


10 11

PROVEN SCOPE AND SEQUENCE

EXPLICIT AND SYSTEMATIC

DAILY WORD WORK

OPPORTUNITIES TO APPLY SKILLS

TO READING

RESEARCH-BASED PHONICS INSTRUCTION

Build a Foundation with PhonicsExplicit and systematic phonics instruction begins in Kindergarten and moves through

Grades 1 and 2 every day of the week. In Grades 3 through 5, weekly instruction continues

with increasingly difficult phonics and word study skills.

DAILY PHONICS ROUTINESBuilt-in phonics routines help you reinforce

your students’ ability to connect sounds to

letters and syllables to words.

Añádale color a sus lecciones con instrucción diaria

de fonética.


12 13

Practice Skills in ContextLectura Scott Foresman helps your students practice and apply target skills before, during,

and after reading. Progress monitoring is encouraged throughout the lesson plan to inform

instruction and identify your students’ most pressing needs.

TARGET SKILLSBuilt-in lessons in the Student Edition

develop comprehension skills that

are found on high-stakes tests. BUILT-IN TEST PREPEvery lesson includes test prep to get

students ready for the kinds of questions

they’ll encounter on standardized tests.

ONGOING ASSESSMENT “Si . . . entonces” (If/Then) guidelines in

each lesson help you monitor progress

and reteach the skill if necessary.

SKILLS TRACEThe Skills Trace validates where

the skill is introduced, reviewed,

and retaught.

No se olviden de repasar antes

del examen.


14 15

Language Arts

Writing/GrammarPredicatesWrite About a PictureWrite Have children look at the webcreated in the Oral Language activity,choose one of the tasks mentioned anddraw it. If they like, children can drawthemselves doing the task and showingthe tools they would use.

When children finish drawing, ask themto write a complete sentence about theirpicture. Remind them that the sentenceshould begin with a capital letter and endwith a period.

Help them include clear predicates. Pointout that a predicate can have an actionword (a verb). That word can tell whatthe subject does.

Assess Writing DevelopmentConference Invite each child to read youhis or her sentence and talk about his orher picture.

What do you like about your pictureand the sentence you wrote?Do you think you could improveyour sentence? How?

Portfolio Before placing thepictures in children’sportfolios, ask them to identify

the predicate of the sentence. Give thema few minutes to compare the sentencewith their previous work.

Self-Selected Reading Encourage childrento think about the benefits of team workdirected at helping the community as theychoose a related book from the class library.Read Aloud Select a book about ways ofhelping the community to read aloud to theclass.

PortfolioPortfolio

La semilla de Gisela y En los jardines de la ciudad 85d

Escritura/GramáticaPredicadosEscribir sobre un dibujoEscribir Pida a los niños que observenla red de palabras realizada en laactividad de Lenguaje oral, elijan unade las tareas mencionadas y hagan undibujo que la ilustre. Si lo desean, losniños pueden hacer dibujos de ellosmismos realizando la tarea ymostrando las herramientas queutilizarían.

Cuando los niños terminen dedibujar, pídales que escriban una oracióncompleta sobre su dibujo. Recuérdeles que la oración debeempezar con letra mayúscula y terminar con punto final.

Ayúdelos a incluir un predicado claro. Señale que unpredicado puede contener una palabra que exprese acción (un verbo). Esa palabra puede indicar lo que el sujeto hace.

Evaluar el progreso en la escrituraConferencia Invite a cada niño a leer su oración y hablar desu dibujo.

¿Qué te gusta sobre tu dibujo y la oración que escribiste?¿Crees que podrías mejorar tu oración? ¿Cómo?

Portafolios Antes de colocar los dibujos en losportafolios de los niños, pídales que identifiquen elpredicado de la oración. Deles unos minutos para quecomparen la oración con su trabajo anterior.

EVA

LUAR

Lectura autoseleccionaday lectura en voz alta

A LEER

TODOS

ALT O

Lectura autoseleccionadaAnime a los niños a que piensensobre las ventajas de trabajar engrupo para ayudar a la comunidad,mientras buscan un librorelacionado al tema en la bibliotecade la clase.

Lectura en voz alta Seleccioneun libro sobre las maneras deayudar a la comunidad para leeren voz alta a la clase.

4 Excelente• utiliza una oración

completa• incluye detalles sobre

una herramienta quepodría usarse parahacer la tarea

• empieza la oracióncon letra mayúsculay termina con puntofinal

3 Competente• utiliza una oración

completa• menciona una

herramienta quepodría usarse parahacer la tarea

• empieza la oracióncon letra mayúsculay termina con puntofinal

2 Intermedio• puede que no utilice

una oración completa• menciona una

herramienta pero noincluye un detalle

• falta una letramayúscula o puntofinal

1 Principiante• no utiliza una oración

completa• no menciona ni una

herramienta ni unatarea

• faltan la letramayúscula y el puntofinal

Guía para calificar

Artes del lenguaje

4 Exemplary• uses a complete

sentence• includes details about a

tool that could be usedto perform the task

• begins sentence witha capital letter andends it with a period

3 Competent• uses a complete

sentence• includes a tool that

could be used toperform the task

• begins sentence witha capital letter andends it with a period

2 Developing• may not use a

complete sentence• mentions a tool but

does not give a detail• lacks either a capital

letter or a period

1 Emerging• does not use a

complete sentence• does not mention a

tool or a task• lacks both a capital

letter and a period

Scoring Guide

PortafoliosPortafolios

Self-Selected Reading and Read Aloud

AssessmentThe Assessment Handbook hasinformation on informalassessment and grading.

Resources

RecursosEvaluaciónEn el Manual de evaluaciónse encuentra informaciónpara evaluacionesinformales y calificaciones.

Apply Reading Skills to Writing and GrammarAn effective reading program doesn’t just make students better readers—it makes them better

communicators. Lectura Scott Foresman helps your students become articulate speakers and writers in

Spanish. Daily writing, grammar, and spelling instruction lead the way.

ESCRITURA Y GRAMÁTICA (GRAMMAR & WRITING HANDBOOK)Do your students need more grammar and

writing practice? This invaluable handbook

enhances the grammar and writing strand in

Lectura Scott Foresman.

• Weekly grammar instruction

• Leveled grammar practice

• Weekly writing craft and models

• Preparation for writing and grammar tests

BUILT-IN WRITING AND GRAMMAR LESSONSWeekly writing and grammar lessons

provide prompts, strategies, and models

for effective practice. Rubrics make it easier

for you to analyze student writing.

“There is extensive research documenting the educational benefits that all children can experience when they develop reading and writing skills in two languages.”Dr. Jim Cummins


16 17

DIGITALCOMPONENTS

TRADE BOOKS

PHONICS READERS

LEVELED READERS

Reading • Comprehension • Vocabulary

Read for FluencyReread Chacho and NachaAsk children to reread the story untilthey can read it fluently. Promotechildren’s fluency with the followingexercise: Read the story aloud and askchildren to imitate your voice. Loweryour voice little by little as the childrenbecome more fluent. Remind them thatthe goal is to read with the same fluencyas when one speaks. Praise children fortheir fluent reading.

If children begin to struggle with wordsand lose fluency, increase the volume ofyour voice and continue reading until thechildren become fluent again.

Meeting Diverse NeedsLanguage Support

Fluency Children can listen to aCD or tape of Chacho y Nachaand repeat the words while theyread in their books. (SkillSupport)

Challenge

Fluency Children who are already readingChacho y Nacha fluently may make their ownaudiotapes of the story. (Tiered Assignment)

Predicting Children can fill a diagram withtheir predictions and verify them afterreading. (Independent Study)

Intervention

Predicting Use another book they have readto predict events in this story. Have childrenlook at an illustration or read aloud a page ortwo of the text. Then ask children what theythink will happen next. (ComprehensionSupport)

Other Ways to Learn

Main Idea Children can dramatize Chachoand Nacha’s actions as the story is readaloud. (Auditory/Kinesthetic)

Plot Have children draw a cartoon of Chachoy Nacha. Children can write speech balloonsto show what each character says.(Visual/Spatial)

Chacho y Nacha y Soy como soy 19f

Lectura • Comprensión • Vocabulario

Leer con fluidezVolver a leer Chacho y NachaPida a los niños que vuelvan a leer elcuento hasta que lo lean con fluidez.Aumente la fluidez de los niños con elsiguiente ejercicio: Lea el cuento en vozalta y pida que los niños imiten su voz.Baje su voz poco a poco mientras lafluidez de los niños se mejora.Recuérdeles que la meta es leer con lamisma fluidez que cuando uno habla.Felicite a los niños por su buena lectura.

Si los niños empiezan a tenerproblemas con algunas palabras ypierden su fluidez, aumente usted suvoz y continúe la lectura hasta que losniños mejoren.

Fluidez Los niños pueden escuchar elCD o casete de Chachoy Nacha y repetirmientras leen en suslibros. (Apoyo de ladestreza)

Predecir Use otro libro que hayanleído para predecir los sucesos deeste cuento. Haga que los niños mirenalgunas de las ilustraciones o quelean en voz alta una o dos páginas delcuento. Luego, pregunte qué creenque va a ocurrir. (Apoyo de lacomprensión)

Fluidez Los niños que ya puedenleer Chacho y Nacha con fluidezpueden grabar un casete del cuento.(Tareas en serie)

Predecir Los niños pueden llenar undiagrama con sus predicciones yverificarlas después de la lectura.(Estudio independiente)

Idea principal Los niños puedendramatizar las acciones de Chacho yNacha mientras alguien lee en voz altael cuento. (Auditivo/Cinestésico)

Argumento Invite a los niños ailustrar una tira cómica de Chacho yNacha. Los niños pueden escribir loque dicen los personajes del cuento.(Visual/Espacial)

Un paso adelante Estilos de aprendizaje

Atención a necesidades diversasApoyo lingüístico Intervención

12

Chacho y su hermana Nachase tienen que despertar.Es que llega la familia,y todo se tiene que preparar.

Chacho y Nacha

Audiocasete de laselección 1,

lado 1/CD 1

SelectionAudiotape 1,Side 1/CD 1

Inicio de la semana • Un gallo y un canario y Perro Pablo y Ratón Ramón 38b

Meeting Individual Needs

InterventionLeveled ReadersLeveled Readers A and B offer supportfor readers working 1 to 2 grade levelsbelow. Leveled Reader C offersextensions for students reading on orabove grade level. Complete lessonplans are available in the LeveledReader Resource Guide.

• Selection Audiotape 2/CD 1• Background-Building

Audiotape 1/CD 1• Phonics Songs and Rhymes

Audiotape 1/CD 1• Práctica galáctica CD-ROM

• www.sfreading.com • Scott Foresman Internet Guide• Teacher’s Resource Planner

CD-ROM• ¡Vamos a leer! CD-ROM• The Know Zone™

Multilevel Resources

Leveled ReadersPuedo dormir aquí?by Vivian Machado Cuesta 32AJack has a very interesting plan.¡Afuera, Chispa! by F. R. Robinson 32BThe students play in the playground.Tú + yo = ¡Amigos!: Lecturascoleccionadas 1CA collection of readings and projects to helpstudents develop the theme.

Phonics ReaderAdditional practice for syllables ca, co,cu/que, qui

Paquita Pérez by Nancy González-Snell 2Paquita and Quique take the parrot for a walk.

Trade Book LibraryTheme-related books for self-selectedreadingSapo y Sepo son amigos by Arnold LobelMore stories about the inseparable friends.

El papel by Silvia MolinaCamila learns how the Otomi people makepaper.Somos un arco irisby Nancy María Grande-TaborOn friendship and how it is more importantthan personal differences.

Self-Selected Reading and Read AloudMore Books by Ivar Da CollHamamelis y el secreto. Hamamelis surpriseshis friends with his secret.

Books on the TopicSi le das una galletita a un ratón by LauraJoffe Numeroff. A series of unexpected eventsoccur in a little boy’s day after he gives amouse a cookie.Julius, el rey de la casa by Kevin Henkes. Lilyis jealous of her new baby brother.

Books to Read AloudTortillas y Canciones by Lynn Reiser. Fourgenerations of mothers and daughters giveeach other everyday gifts of food, flowers, andsongs.El pollo de los domingos by Patricia Polacco.The story of friendship between children ofdifferent races.El árbol generoso by Shel Silverstein. A treeoffers all it has to a boy.

easy

average

average

challenge

average

challenge

average

easy

Colección Pirámide¿Puedo dormir aquí? porVivian Machado Cuesta 32AJack tiene un plan muy interesante.

¡Afuera, Chispa! por F. R. Robinson 32BLos estudiantes juegan en el patio.

Tú + yo = ¡Amigos!: Lecturas coleccionadas 1CUna colección de lecturas y proyectos para ampliar el tema.avanzado

intermedio

fácil

Librito de fonéticaMás práctica para las sílabas ca, co, cu/que, qui

Paquita Pérez por Nancy González-Snell 2Paquita y su hermanito Quique salen a dar una vuelta consu loro.

Biblioteca de la claseLibros relacionados con el tema para la lecturaautoseleccionada

Sapo y Sepo son amigos por Arnold LobelMás cuentos sobre esos amigos inseparables.

El papel por Silvia MolinaCamila aprende la manera tradicional en que su puebloOtomí se fabrica el papel.

Somos un arco iris por Nancy María Grande Tabor Trata de la amistad más allá de las diferenciaspersonales.

avanzado

intermedio

Más libros de Ivar Da CollHamamelis y el secretoHamamelis sorprende a susamigos con un secreto.

Libros sobre el subtemaSi le das una galletita a unratón por Laura JoffeNumeroff. Una serie deeventos inesperadosocurren cuando un niño leda una galletita a un ratón.

Julius, el rey de la casa porKevin Henkes. Lily sientecelos de su hermanito.

Para lectura en voz altaTortillas y canciones porLynn Reiser. Madres e hijascomparten comida, flores ycanciones.

El pollo de los domingospor Patricia Polacco. Tratasobre la amistad entreamigos de diversas razas.

El árbol generoso por ShelSilverstein. Un árbol ofrecea un niño todo lo que tiene.

fácil

intermedio

intermedio

Technology

Lecturas coleccionadasLecturas coleccionadas

por Nancy González-Snell

ilustrado por Gwen Connelly

Paquita PérezPPaaqquuiittaa PPéérreezz

Atención a

necesidades individualesnecesidades individualesAtención a

IntervenciónIntervenciónColección PirámideLas selecciones A y B de laColección Pirámide ofrecenapoyo a los estudiantes que leenuno o dos grados por debajo desu nivel. La selección C ofrece laoportunidad de avanzar a losestudiantes que leen a un nivelmás alto o al nivel de su grado.Los planes de enseñanza seencuentran en la Guía derecursos de la ColecciónPirámide.

Lectura autoseleccionada y lectura en voz alta

A leer

todas

ALT O

Recursos para niveles múltiples

Tecnología• Audiocasete de la selección

2/CD 1

• Audiocasete para desarrollar elcontexto 1/CD 1

• Rimas y canciones de fonéticaAudiocasete 1/CD 1

• CD-ROM Práctica galáctica

• www.sfreading.com

• Guía de la Internet deScott Foresman

• CD-ROM Organizadorelectrónico de recursosdel maestro

• CD-ROM ¡Vamos a leer!

• The Know Zone™

Librito de fonética para la casa

Superlibro

Meet the Needs of All StudentsWithin the same classroom, you’ll typically find students at varying stages of progress.

Lectura Scott Foresman integrates leveled exercises into your lesson plan that are appropriate

for each child’s reading ability. The goal is to help all children succeed.

MEETING DIVERSE NEEDSFor every literature selection,

Lectura Scott Foresman offers leveled

strategies and practice for group

time or any time.

WEEKLY RESOURCES FOR DIFFERENTIATED INSTRUCTION

Me encanta como me elevan

los libros.


18 19

# STUDENT ROUTINESHow do I involve the other children withmeaningful activities when I am work-ing with a small group?

Student Routines show you how to set upmeaningful, independent activities andmaterials students can complete while youwork with small groups.

Student Work Stations

Overview of Independent ActivitiesWeek 1 Soy como soyListening Selection Audiotape 1/CD 1;Background-Building Audiotape 1/CD 1; PhonicsSongs and Rhymes Audiotape 1/CD 1Phonics Letters and Sounds, p. 12f; PhonicsReader 1; Phonics Mats; Word Building CardsTechnology Internet Workshop; Práctica galácticaCD-ROMWriting Journal Ideas, pp. 19b, 36dIndependent Reading Self-Selected Reading, p. 12bCross-Curricular Math, Social Studies, Science,Music, pp. 12e–12f

Week 2 Perro Pablo y Ratón RamónListening Selection Audiotape 2/CD 1;Background-Building Audiotape 1/CD 1; PhonicsSongs and Rhymes Audiotape 1/CD 1Phonics Letters and Sounds, p. 38f; PhonicsReader 2; Phonics Mats; Word Building CardsTechnology Internet Workshop; Práctica galácticaCD-ROMWriting Journal Ideas, pp. 43b, 60dIndependent Reading Self-Selected Reading, p. 38bCross-Curricular Math, Social Studies, Science,Writing, pp. 38e–38f

Week 3 En los jardines de la ciudad

Listening Selection Audiotape 3/CD 1;Background-Building Audiotape 2/CD 1; PhonicsSongs and Rhymes Audiotape 2/CD 1Phonics Letters and Sounds, p. 62e; PhonicsReader 3; Phonics Mats; Word Building CardsTechnology Internet Workshop; Práctica galácticaCD-ROMWriting Journal Ideas, pp. 67b, 84dIndependent Reading Self-Selected Reading, p. 62bCross-Curricular Math, Social Studies, Science,Writing, Art, Music, pp. 62e–62f

Week 4 Fotos de la bodaListening Selection Audiotape 4/CD 2;Background-Building Audiotape 2/CD 1; PhonicsSongs and Rhymes Audiotape 2/CD 1Phonics Letters and Sounds, p. 86e; PhonicsReader 4; Phonics Mats; Word Building CardsTechnology Internet Workshop; Práctica galácticaCD-ROMWriting Journal Ideas, pp. 91b, 122dIndependent Reading Self-Selected Reading, p. 86bCross-Curricular Math, Social Studies, Science,Music, pp. 86e–86f

Week 5 La sorpresaListening Selection Audiotape 5/CD 2;Background-Building Audiotape 3/CD 1; PhonicsSongs and Rhymes Audiotape 3/CD 1Phonics Letters and Sounds, p. 124e; PhonicsReader 5; Phonics Mats; Word Building CardsTechnology Internet Workshop; Práctica galácticaCD-ROMIndependent Reading Self-Selected Reading, p. 124bCross-Curricular Math, Social Studies, Science,Writing, pp. 124e–124f

See the Classroom Routines Handbook for moreinformation.

Rutinas de la clase • Tú + yo = ¡Amigos! 10e

Ver el Manual de rutinas de la clase para más información.

¿Cómo hago para que los otros niños participen enactividades significativas mientras estoy trabajandocon un grupo pequeño?

Las Rutinas del estudiante le muestran cómo poner en marcha actividadesindependientes y significativas; también le muestran cómo desplegar materialesque los niños pueden completar mientras usted trabaja con grupos pequeños.

Semana 1 Semana 2 Semana 3 Semana 4 Semana 5Soy como

soy

Centros de aprendizaje

Plan de actividades independientes

Perro Pablo yRatón Ramón

En los jardines de la ciudad

Fotos de la boda

La sorpresa

Ideas para el diario,págs. 19b, 36d




Lecturaautoseleccionada,pág. 12b





Matemáticas,estudios sociales,ciencias, música,págs. 12e–12f

Matemáticas,estudios sociales,ciencias, escritura,págs. 38e–38f


Matemáticas,estudios sociales,ciencias, música,págs. 86e–86f


Letras y sonidos,pág. 12fLibrito de fonética 1:Nacho, Pancho yChispaTableros de fonética Tarjetas para formarpalabras

Letras y sonidos,pág. 38fLibrito de fonética 2:Paquita PérezTableros de fonética Tarjetas para formarpalabras

Letras y sonidos,pág. 62e Librito de fonética 3:Un jardín para jugarTableros de fonética Tarjetas para formarpalabras

Letras y sonidos,pág. 86eLibrito de fonética 4:El regalo de tía GalaTableros de fonética Tarjetas para formarpalabras

Letras y sonidos,pág. 124e Librito de fonética 5:Las rimas de RaúlTableros de fonética Tarjetas para formarpalabras

Taller de la InternetCD-ROM Prácticagaláctica





Centros deaprendizaje

Audiocasete de laselección 2/CD 1Audiocasete paradesarrollar elcontexto 1/CD 1Audiocasete derimas y cancionesde fonética 1/CD 1





RUTINAS DELESTUDIANTE

NAS DE RUCCIÓN

A leer

todas

ALT O

Tecnología

Fonética

Escritura

Lecturaindependiente

Inter-curricular

Escuchar

por Saskia Rombouts

ilustrado por Mark Lesley

Social Studies

Concept Comparing

Make a List20 minutes

Materials: paper, pencils, markers orcrayonsOther Ways to Learn Visual, Logical,KinestheticTell the children that many contemporarytoys, such as computer games, are re-cent inventions. Then ask them to thinkabout the toys that children played within earlier times. Help them list those toysand draw a picture of their favorite one.

Math

Concept Grouping

Stack and Roll15 minutes

Materials: 10 to 20 stackable or rollingobjects, crayons or markers Learning Styles Kinesthetic, Logical Ask the children to divide the items intothings that can be stacked and things thatroll. Then ask them to build a house withstackable items. They can use markers toadd doors, windows, and other things. Whenthey finish, ask why stackable items arebetter for house building.

Science

Concept Classifying

Group of Fruits 20 minutes

Materials: cards illustrated with fruits Learning Styles Kinesthetic, Logical Make a card with a grapefruit, titled LikeGrapefruit; and an identical card with aline through the picture, titled Not LikeGrapefruit. Make other cards of wholeand cut fruits. Ask students to classifythe cards as “like” and “not likegrapefruit” and to explain why.

Grapefruit is grown in the U.S.,Israel, Cuba, and China. Locatethese countries and the Antilleson a world map.

38e Un gallo y un canario y Perro Pablo y Ratón Ramón • Centros de aprendizaje intercurricular

Estudios socialesConcepto Comparación

Haz una lista 20 minutos

Materiales: papel, lápices, marcadores o creyonesEstilos de aprendizaje Visual, lógico, cinestésico Comente con los niños que muchos juegos de los niñosde hoy, como los juegos de computadoras, soninvenciones muy recientes. En seguida pídales quepiensen en los juguetes y juegos con los que los niñosjugaban en distintas épocas. Trabaje con los estudiantespara hacer una lista de esos juguetes y el dibujo de sufavorito.

Ideas para promover la colaboración entre laescuela y la comunidad

Excursionespuesto de frutas o

sección de verduras deun mercado

clínica de reposocentro comunal

Conferencistasinvitadospersonas mayores

activasnutricionista, dietistaparientes y amigos que

sean mayores

Conexión profesional

INTERNET SAFETYEstablish guidelines for your students’safe and responsible use of the Inter-net. See the Scott Foresman InternetGuide for tips.

Cross-CurricularWork Stations

Ver elManual de rutinas dela clase:Centros deaprendizaje.

RUTINAS DELESTUDIANTE

SeeClassroomRoutinesHandbook:StudentWork Stations.

STUDENTROUTINES

Establezca reglas para que susestudiantes usen la Internet de manera segura yresponsable.Busque sugerenciasen la Guía de la Internet de Scott Foresman.

Centros de aprendizaje intercurricularCentros de aprendizaje intercurricular

MatemáticasConcepto Agrupaciones

Amontonar y rodar 15 minutos

Materiales: de 10 a 20 objectos que se amontonen o rueden, creyones omarcadoresEstilos de aprendizaje Cinestésico, lógicoPida a los niños que separen los materiales en cosas que se amontonan y cosasque ruedan. En seguida pida a los niños que construyan una casa con losmateriales que se amontonan. Pueden usar marcadores para agregar puertas,ventanas y otras cosas. Después de haber completado las casas, pregúntelespor qué los objectos que se amontonan son mejores para construir casas.

Career Link

Ideas for bringing the school and community together

Field Experiencesfruit stand or vegetable

section in a market convalescent homecommunity center

Guest Speakersactive older peoplenutritionist, dietitianolder relatives and friends

CienciasConcepto Clasificar

Grupo de frutas 20 minutos

Materiales: tarjetas ilustradas de frutas Estilos de aprendizaje Cinestésico, lógicoPrepare dos tarjetas: Dibuje una toronja tituladaParecida a la toronja; y otra con una línea de NOcruzada a través del dibujo titulado No parecida a latoronja. Prepare otras tarjetas que muestren frutasenteras y cortadas. Pida a los estudiantes queclasifiquen las tarjetas como “parecidas” y “noparecidas a la toronja” y que expliquen surazonamiento.

Las toronjas se cultivan en los EstadosUnidos, Israel, Cuba y China. Ubiqueesos países y las Antillas en un mapa mundial. Explíquelesque la toronja probablemente llegó a las Antillas hace 300 años.

Extend the Reading Experience in SchoolWhat do you do with the rest of your class when you’re meeting with a small group to provide

differentiated instruction? Student routines at center work stations provide independent activities

that expand the lesson concept. Routines are a good thing!

CROSS-CURRICULARWORK STATIONSWhile you teach Spanish reading,

you’ll have many opportunities to

teach important social studies, math,

and science concepts too.

CENTER ACTIVITIES Keep your students engaged in meaningful,

small-group activities that support your

instruction. Your Teacher’s Edition provides a

clear road map for group time.


20 21

Continue the Reading Experience at HomeHome is where learning can flourish. Learning with Mom or Dad, a sibling, or a loving caregiver

makes an extraordinary difference. Lectura Scott Foresman helps you involve the entire family to

help a child learn to read and love to read.

HOME SWEET HOMELectura Scott Foresman integrates helpful

School/Home Routines in the weekly lesson

plan. (And don’t miss our family calendar,

reading guides, and video!)

• En familia Newsletter

• Reading at Home

• Using the Library

• Daily Literacy Routines

• Parent-Teacher Conferences

• Planning an Open House

• Family Nights

• Parent Volunteers

• Homework: Setting the Stage

• Homework: Coaching Your Child

VIDEOS TO SHARE AT HOMEDAILY ACTIVITIES CALENDAR FAMILY READING GUIDES

La educación comienza en

la casa.


22 23

¡Éxito en español e inglés!

Lectura Scott Foresman gives you the tools to make the transfer to English a success. Turn the page!


24 25

How can gardens enrich our lives? The GardenerGrade 3, Unit 3, Week 1

Tested Vocabularybeauty blooming bulbs dozehumor recognizing showers sprouting

Poster Talk-ThroughHere are two city gardens, a vegetable garden and a fl ower garden. Many pretty fl owers are blooming in the fl ower garden. This girl is recognizing what the plants are: sunfl owers! She knows how sunfl ower plants look even before they bloom. The boy is watering the plants. It looks as though showers of water are coming out of his watering can. The mother is weeding the vegetable garden. She has already fi lled a basket with ripe vegetables. The older girl is planting bulbs, which will be sprouting into plants in the springtime. She has a sense of humor. She is laughing at the man’s joke. The man’s little boy is dozing in his stroller. He must be sleepy. The wonderful gardens add beauty to the neighborhood.

DAY 1Assess Prior KnowledgeAssess children’s prior knowledge by asking questions about the poster.Beginning Ask: Does this picture show gardens in the country or in the city? Yes, the gardens are in the city. What clues helped you decide? Yes, apartment buildings surround the gardens.Intermediate Point to several sections of the poster. Ask: Whatis happening here? What is this child doing? Have students respond in phrases and simple sentences.Advanced Have students describe a part of the poster scene in detail. Activate Prior Knowledge

Develop Concepts and VocabularyExplain the meaning of the word enrich. Here, the word enrichmeans “to improve” and “to add beauty.” Look at the beautiful gardens. Look at the vegetables, the fl owers, and the people. Ask the class to think of ways that beautiful gardens can enrich

our lives. How do gardens improve or add beauty to our lives? Build Background

DAY 2Preteach Tested VocabularyWrite the Tested Vocabulary words on the board. Then use the Poster Talk-Through to introduce the words in context. Give visual support by pointing to items on the poster and using gestures as you read. Ask questions that will help students practice the words: Are showers of water coming out of the watering can? How is the girl planting bulbs showing a sense of humor? What will happen to the bulbs planted in the soil? For further practice, use the Vocabulary Activities and Word Cards in the ELL Teacher’s Guide, pages 73–74. Access Content

DAY 3Enriching LifeExplain that gardens are one way to enrich our lives. Ask students to think about other ways people enrich their lives. For example, some people do volunteer work. Some people listen

to music. Some people play sports. Have the class brainstorm different ways in which people can enrich their lives. List these on the board. Then have students write sentences telling what they do to enrich their lives.Beginning Give students a sentence frame: I can enrich my life when I _____.Intermediate: Ask students to write two or three simple sentences.Advanced Have students write a paragraph about one activity that enriches their lives. Access Content

DAY 4Garden DescriptionsHave students describe the plants and people shown on the poster with adjectives. Write this sentence frame on the board: A _____ is _____. Give an example: A tomato is red. Challenge students to add adjectives to your sentence: A tomato is red and round and fat. Then have students use the frame to create their own sentences. Have others add adjectives to each sentence. Extend Language

DAY 5Monitor ProgressBeginning Ask children to explain how the poster shows that gardens can enrich our lives. Encourage one- or two-word answers.Intermediate Have students write a sentence that describes one way in which the garden is enriching the people’s lives. Advanced Have students write a paragraph about how a garden can enrich lives. Encourage examples from the poster and from real life.See the ELL and Transition Handbook for more information on assessment. Assess Concept Knowledge

11

•Planes semanales

•Lecciones de transición

•Enfoque en las destrezasde comprensión

•Un ELL Reader en inglés por cada lección

•Hojas reproducibles con actividades prácticas

Start Here!

! ELL POSTERSLarge, colorful ELL Posters support

vocabulary lessons and help students

develop language in context.

" ELL ACTIVITIESIn Leer en dos idiomas, you have an

instructional plan for a week of

ESL/ELD/ESOL.

Scott Foresman Reading Street 3.3.1

Genre Build Background Access Content Extend Language

Fiction • Gardening

• Plants and Soil

• Cooperation

• Captions

and Labels

• Definitions

• Verb Ending

-ed

Reader

ISBN 0-328-1

4167-4

ì<(sk$m)=bebghi< +^-Ä-U-Ä-U

HNana’s Herb Garden

by Frances Ferrara AlvearIllustrated by Susan Spellman

# ELL READERSEasy-to-comprehend read-alouds

build familiarity with the English

language.

• ELL Lesson Plans

• Alternate comprehension lessons

• Vocabulary word cards and extend language activities

• Selection summaries in English, Spanish, Chinese, Vietnamese, Korean, and Hmong

• ELL Reader lessons and study guides

• Multilingual tested vocabulary

$ ELL TEACHING GUIDESActivate prior knowledge, build

background, and preview and

pre-teach vocabulary with

complete Teaching Guides.

Author’s purpose

Author’s viewpoint/bias/perspective

Categorize and classify

Cause and effect

Compare and contrast

Details and facts

Draw conclusions

Fact and opinion

Follow directions/steps in a process

Generalize

Graphic sources

Main idea and supporting details

Paraphrase

Persuasive devices and propaganda

Realism/fantasy

Sequence of events

Target critical comprehension skills.

100% TRANSFERABLE TO ENGLISHEvery week Lectura Scott Foresman targets a critical

comprehension skill in Spanish that transfers directly

to English reading.

Connect Spanish to EnglishResearch tells us there are significant advantages to establishing a strong foundation in a child’s

native language. Acquiring reading skills in Spanish is critical because the comprehension skills

transfer into English reading. In other words, a child’s Spanish reading skills actually predict

reading success in English.

READING IN TWO LANGUAGESComplete instructional plans help you teach

children successful reading skills in English

and in Spanish.

Miren a sus estudiantes

levantar el vuelo.


26 27

Maximize Your Instruction (and Enjoy!)Thank you for your interest in Lectura Scott Foresman. This next section provides a

little more information about the program’s rich array of resources. Browse through

the pages. Why not give your Pearson Scott Foresman representative a call to learn

even more? (800-552-2259)

Y eso no es todo…

El libro adecuado te llevará lejos.

ASSESSMENT

Page 30

PHONICS

Page 31

LITERATURE

Page 31

DIGITALCOMPONENTS

Page 32

PRACTICE& INSTRUCTION

Page 34


28 29

GRADE 3

GRADE 4 GRADE 5

2 Teacher’s EditionsStudent Edition (Units 4–6)

2 Teacher’s Editions

2 Teacher’s EditionsStudent Edition2 Teacher’s EditionsStudent Edition

Student Edition (Units 1–3)



GRADE 2KINDERGARTEN

GRADE 1

6 Teacher’s Editions (1 per unit)

Student Edition (Unit 2) Student Edition (Unit 3)

Student Edition (Unit 4) Student Edition (Unit 5) Student Edition (Unit 6)

18 Big Books 6 Teacher’s Editions (1 per unit)

My Read, Write, and Listen Practice Book (Unit 1)

18 Read Alouds Phonics Songs and Rhymes Flip Chart

Oral Language Flip Chart


30 31

Libro del estudiante (Student Edition)

Provides systematic skills

instruction and high-quality,

award-winning literature, including

authentic selections from around

the Spanish-speaking world. (K–5)

Guía del maestro (Teacher’s Edition)

Instructional support is provided

in both Spanish and English.

Includes “Language Detectives”

features, a glossary of lexical

variations, and many other special

resources for bilingual teachers.

(K–5)

Teacher’s Resource PackageComplete resource collection

provides teacher materials for

practice, phonics, and assessment.

(K–5)

ASSESSMENT

Folleto de evaluación de destrezas (Skills Assessment Teacher’s Manual)

The Kindergarten Skills assessment

helps you collect information

about individual children’s

reading, writing, and language skills

development. One assessment for

each of the six units. Guidelines

for administering and scoring each

assessment are provided. Comes

in packages of ten. (K)

Examen de destrezas: Manual del maestro (Unit & End-of-Year Skills Tests Teacher’s Manual)

Contains blackline masters of the

Unit & End-of-Year Skills Tests.

These tests measure a student’s

ability to apply specifi c unit skills

in a standardized test format.

(1–5)

Manual de evaluación (Assessment Handbook)

Includes reproducible forms of

informal, performance-based, and

formal reading assessments.

(K–2, 3–5)

Examen del progreso en la Lectura: Manual del maestro (Unit & End-of-Year Benchmark Tests Teacher’s Manual)

Provides blackline versions of the

Unit & End-of-Year Benchmark

Tests. These tests help assess

student progress at the end of

each unit and at the end of the

school year. (1–5)

Examen de ubicación: Manual del maestro (Placement Test Teacher’s Manual)

Offers a blackline version of

the Placement Test for each

grade. This test helps identify

instructional needs and establish a

baseline for each student.

(K–3, 4–5)

Inventario individual de Lectura (Individual Reading Inventory)

Contains grade-level excerpts

and comprehension questions to

help identify individual students’

reading levels. (K–2, 3–5)

LITERATURE

Superlibros para lectura compartida (Big Books for Shared Reading)

Trade books for shared reading

contain core skill support. (K–3)

Lecturas en voz alta (Read Aloud Books)

Eighteen highly engaging trade

books to use in combination with

Big Books for Shared Reading

to present core instruction for

Kindergarten. (K)

Libritos independientes (Independent Readers)

Practice with high-frequency

words is provided through

decodable text for students who

are beginning to read on their

own. (K–1)

p o r D a v i d N e u f e l di l u s t r a d o p o r M a r y N e w e l l D e P a l m a

Colección Pirámide (Leveled Readers)

Leveled readers that accompany

each main selection reinforce the

lesson’s target comprehension

skill and provide practice with the

selection vocabulary. (1–5)

Biblioteca de la clase (Trade Book Library)

Two books per unit, one easy and

one more diffi cult, enhance unit

themes, reinforce skills, and offer

opportunities for small-group

discussions. (1–5)

Guía para la Biblioteca de la clase (Trade Book Library Resource Guide)

Contains blackline masters and

support materials for each title in

the Trade Book Library. (1–5)

PHONICS

Libritos de fonética(Phonics Readers)

Phonics Readers reinforce each

week’s phonics skills and high-

frequency words using easy-to-

read decodable text. (K–3)

Carteles de rimas y canciones de fonética (Phonics Songs and Rhymes Flip Chart)

This fl ip chart actively engages

children in word work and helps

them connect sounds to letters.

Fun songs reinforce phonics and

phonological awareness skills.

(K–3)

casamí

Tarjetas para el mural de palabras (Word Wall Cards)

Set of laminated cards of high-

frequency and vocabulary words

from the selections. Includes

magnetic clips to attach to

magnetic boards. (K–3)

Mural formapalabras (Word-Building Wall)

Large (24” x 36”) magnetic board

provides the background for a

classroom word wall. (K–5)

Audiocasete/CD de rimas y canciones de fonética (Phonics Songs and Rhymes Audiocassette and CD)

Original songs/rhymes help

introduce each lesson’s phonetic

element and develop phonemic

awareness. Also provides the

instrumental track for all the

songs. (K–3)


32 33

Carteles del tema (Theme Posters)

Colorful, two-sided posters

provide an interactive way to

develop oral vocabulary, speaking

and listening skills, and target

phonics skills. (K)

Carteles de lenguaje oral (Oral Language Flip Chart)

Provides practice and

enhancement of oral language

skills through authentic, engaging

poems and rhymes from around

the Spanish-speaking world. (K)

Carteles de ayudas gráficas (Graphic Organizer Flip Chart)

Write-on, wipe-off graphic

organizers. (K)

Rutinas de la clase (Classroom Routines Kit)

Special tools and techniques in

a bilingual format for managing

instruction, reading groups, family

involvement, and classroom

learning environments support

the routines recommended in the

Teacher’s Edition. (K–2, 3–5)

Calendario familiar de actividades de Lectura (Family Reading Activities Calendar)

365 reading activities for families

to enjoy together throughout the

year. (K–2, 3–5)

Transparencias de ayudas gráficas (Graphic Organizer Transparencies)

These transparencies model

higher-level thinking skills, build

comprehension, and help students

to organize information. (1–5)

Transparencias para el proceso de la escritura (Writing Process Transparencies)

Models for steps of the writing

process provide examples and

instruction. (1–5)

Diez oraciones importantes (Ten Important Sentences)

Blackline masters list the ten most

important sentences from each

selection. Strategies are provided

for powerful comprehension

activities. (1–5)

Carteles de vocabulario (Vocabulary Flip Chart)

One fl ip chart per grade displays

each week’s vocabulary in context

sentences. (1–2)

Carteles de destrezas de fonética (Phonics Skills of the Week Flip Chart)

Clusters of phonics elements help

children connect sounds to letters

and practice open and closed

syllables corresponding to each

week’s target phonics skills. (1–2)

Tesoros para la conciencia fonémica (Phonemic Awareness and Phonics Manipulatives Kit)

Kit contains: Picture/Word

Cards, Alphabet Cards, Magnetic

Word-Building Cards, Phonics and

Word-Building Boards (teacher

& student versions), Phonics

Sourcebook, Phonemic Awareness

Audiocassette, Phonics Activity

Mats with markers, and Spinner &

Game Pieces. (K–3)

Cuadernos de fonética (Phonics Workbooks)

Additional paper-and-pencil

practice reinforces the target

phonics skills for each lesson.

(K–5)

Cuadernos de fonética en hojas para fotocopiar/Edición del maestro con respuestas (Phonics Workbook Blackline Masters and Answer Key Teacher’s Edition)

Reproducible practice pages are

provided with an answer key.

(K–5)

Tableros fonéticos formapalabras (Student Phonemic Word-Building Board Package)

6 desk-sized magnetic boards.

(K–5)

•Lecciones de gramática semanales

•Enseñanza diferenciadade gramática

•Temas y modelos de escritura semanales

•Preparación para los exámenes

ARTES DEL LENGUAJE

Escritura y gramática (The Grammar & Writing Book)

Extend grammar and writing

instruction in the Student Edition

with additional practice. Can be

used with Lectura Scott Foresman

or as a stand-alone language arts

component. (1–5)

•Planes semanales

•Lecciones de transición

•Enfoque en las destrezasde comprensión

•Un ELL Reader en inglés por cada lección

•Hojas reproducibles con actividades prácticas

Leer en dos idiomas: Del español al inglés (Reading in Two Languages: From Spanish to English)

Help students learn English with

weekly lessons and hands-on

activities. This guide connects the

themes and comprehension skills

from Lectura Scott Foresman with

the Reading Street ELL Readers. The

English readings reinforce what

students have learned from their

Spanish readings. A weekly planner

guides you through Lectura and

Reading Street materials. (1–5)

PRACTICE & INSTRUCTION

Mi cuaderno para leer, escribir y escuchar (My Read, Write, and Listen Practice Book)

Provides support for beginning

skill instruction as well as

reinforcement, practice, and

assessment opportunities. (K–1)

Cuadernos de práctica(Practice Books)

Provides practice and

reinforcement of basic skills plus

selection tests. (1–5)


34 35

Guía para la lectura en familia (Scott Foresman Family Reading Guide)

This grade-specifi c guide informs

each family about the reading

program for the year. Includes

explanations of key reading terms,

routines, and a list of books to

interest and challenge children.

(K–5)

• ELL Lesson Plans

• Alternate comprehension lessons

• Vocabulary word cards and extend language activities

• Selection summaries in English, Spanish, Chinese, Vietnamese, Korean, and Hmong

• ELL Reader lessons and study guides

• Multilingual tested vocabulary

ELL Teaching GuideAlternate comprehension

lessons, selection summaries in six

languages, vocabulary activities,

and a multilingual glossary support

the three pillars of ELL instruction:

activate prior knowledge and

build background, access content,

and extend language. (1–5)

How can gardens enrich our lives? The GardenerGrade 3, Unit 3, Week 1

Tested Vocabularybeauty blooming bulbs dozehumor recognizing showers sprouting

Poster Talk-ThroughHere are two city gardens, a vegetable garden and a fl ower garden. Many pretty fl owers are blooming in the fl ower garden. This girl is recognizing what the plants are: sunfl owers! She knows how sunfl ower plants look even before they bloom. The boy is watering the plants. It looks as though showers of water are coming out of his watering can. The mother is weeding the vegetable garden. She has already fi lled a basket with ripe vegetables. The older girl is planting bulbs, which will be sprouting into plants in the springtime. She has a sense of humor. She is laughing at the man’s joke. The man’s little boy is dozing in his stroller. He must be sleepy. The wonderful gardens add beauty to the neighborhood.

DAY 1Assess Prior KnowledgeAssess children’s prior knowledge by asking questions about the poster.Beginning Ask: Does this picture show gardens in the country or in the city? Yes, the gardens are in the city. What clues helped you decide? Yes, apartment buildings surround the gardens.Intermediate Point to several sections of the poster. Ask: Whatis happening here? What is this child doing? Have students respond in phrases and simple sentences.Advanced Have students describe a part of the poster scene in detail. Activate Prior Knowledge

Develop Concepts and VocabularyExplain the meaning of the word enrich. Here, the word enrichmeans “to improve” and “to add beauty.” Look at the beautiful gardens. Look at the vegetables, the fl owers, and the people. Ask the class to think of ways that beautiful gardens can enrich

our lives. How do gardens improve or add beauty to our lives? Build Background

DAY 2Preteach Tested VocabularyWrite the Tested Vocabulary words on the board. Then use the Poster Talk-Through to introduce the words in context. Give visual support by pointing to items on the poster and using gestures as you read. Ask questions that will help students practice the words: Are showers of water coming out of the watering can? How is the girl planting bulbs showing a sense of humor? What will happen to the bulbs planted in the soil? For further practice, use the Vocabulary Activities and Word Cards in the ELL Teacher’s Guide, pages 73–74. Access Content

DAY 3Enriching LifeExplain that gardens are one way to enrich our lives. Ask students to think about other ways people enrich their lives. For example, some people do volunteer work. Some people listen

to music. Some people play sports. Have the class brainstorm different ways in which people can enrich their lives. List these on the board. Then have students write sentences telling what they do to enrich their lives.Beginning Give students a sentence frame: I can enrich my life when I _____.Intermediate: Ask students to write two or three simple sentences.Advanced Have students write a paragraph about one activity that enriches their lives. Access Content

DAY 4Garden DescriptionsHave students describe the plants and people shown on the poster with adjectives. Write this sentence frame on the board: A _____ is _____. Give an example: A tomato is red. Challenge students to add adjectives to your sentence: A tomato is red and round and fat. Then have students use the frame to create their own sentences. Have others add adjectives to each sentence. Extend Language

DAY 5Monitor ProgressBeginning Ask children to explain how the poster shows that gardens can enrich our lives. Encourage one- or two-word answers.Intermediate Have students write a sentence that describes one way in which the garden is enriching the people’s lives. Advanced Have students write a paragraph about how a garden can enrich lives. Encourage examples from the poster and from real life.See the ELL and Transition Handbook for more information on assessment. Assess Concept Knowledge

11

ELL PostersColorful posters support tested

vocabulary and background

concepts with oral language

activities for each day of the week.

(K–5)

• ELL and Transition best practices

• Research into Practice articles

• Vocabulary, writing, and speaking strategies

• Home-language activities

• Phonics and Grammar Lessons

• Ongoing assessment tools for monitoring progress in reading, writing, speaking, and listening

• Language profi ciency activities

ELL and Transition HandbookThis resource book includes

assessment tools, blackline

masters, and professional

development. Research-based

vocabulary strategies, grammar

lessons, and home-language

activities enhance comprehension

and writing instruction for English

Language Learners. (K–2, 3–6)

Scott Foresman Reading Street 3.3.1

Genre Build Background Access Content Extend Language

Fiction • Gardening

• Plants and Soil

• Cooperation

• Captions

and Labels

• Definitions

• Verb Ending

-ed

Reader

ISBN 0-328-1

4167-4

ì<(sk$m)=bebghi< +^-Ä-U-Ä-U

HNana’s Herb Garden

by Frances Ferrara AlvearIllustrated by Susan Spellman

ELL ReadersAccessible fi ction and

nonfi ction selections reinforce

tested vocabulary and extend

language. Songs, stories, plays,

dialogues, and chants provide

rich language models that foster

comprehension. (1–5)

DIGITAL COMPONENTS

CD-ROM Package Práctica galácticaGraphics, animation, and sound

effects enhance practice activities

that reinforce understanding of

accentuation and syllabication.

(K–3)

CD-ROM Package Estudio multimedia (Multimedia Studio)

Students create powerful

multimedia presentations with

illustrations, photos, video

clips, sound effects, and Web

connections. Includes a library

of assets and sample multimedia

presentations. (K–5)

CD-ROM Package Creador de libros (Book Builder)

Students practice basic

comprehension skills as they

retell stories or create their own

books with illustrations from the

program’s Libritos independients

and Collección Pirámide. (K–3)

Feria de la Lectura (Reading Road Show)

From Children’s Television

Workshop, the creators of Sesame

Street, this motivating multimedia

package includes one video

with lively puppet skits, three

audiocassettes, and ready-to-use

activity cards. (K–3)

Audiocasete/CD para la conciencia fonémica (Phonemic Awareness Audiocassette/CD)

Skill-building activities develop

phonemic awareness and syllable

recognition by modeling letter

sounds and the sound of spoken

words. (K–3)

Los audiocasetes/CDs de rimas y canciones de fonética (Phonics Songs and Rhymes Audiocassettes/CDs)

All the songs and rhymes for the

program, plus the instrumental

track, are included on these tapes

and CDs. (K–3)

Los audiocasetes/CDs para desarrollar el contexto (Background-Building Audiocassettes/CDs)

Dialogues incorporate music and

sound effects to build vocabulary

and concepts, stretching children’s

imaginations and motivating them

to read. (K–5)

Los audiocasetes/CDs de la selección (Selection Audiocassettes/CDs)

Readings of every Student Edition

selection are presented at a pace

that children can follow as they

read along. (K–5)

Teacher’s Resource Planner CD-ROMUse ready-made lesson plans

or customize your own! Print

out worksheets, correlate your

curriculum to specifi c objectives,

and much more! (K–5)

TestWorks™ CD-ROM PackageCreate customized tests and

worksheets in minutes! TestWorks

assessment software makes it easy.

Provides selected Lectura Scott

Foresman tests in electronic form.

Add your own test questions and

produce multiple forms of the

same test. (K–5)

Teacher’s Technology Companion CD-ROMTake the fear out of using

computers. From navigating

around your electronic desktop

to downloading fi les from the

Internet, this step-by-step tutorial

shows just how easy it is to

integrate technology into your

curriculum. (K–5)


36 37

Literature

Titles in red are Main Selections.Titles in orange are Paired Selections.

Titles in green are Big Books.Titles in orange are Read Aloud Books.

KINDERGARTEN

UNIT 1

Caminito de la escuelaby Francisco Gabilondo SolerIllustrated by Margaret San! lippo

Gato y sus coloresby Jane Cabrera

De la cabeza a los piesby Eric Carle

Ositoby Diane NammSpanish version by Lada Josefa Kratky

Pelusaby Charlotte Voacke

Mamá Provi y la olla de arrozby Sylvia Rosa-CasanovaIllustrated by Robert Roth

UNIT 2

El chivo que no podía estornudarby Cecila ÁvalosIllustrated by Viví Escrivá

El cumpleaños de la gallinitaby Flor Ro" é de EstévezIllustrated by Laura Liberatore

La vaca que decía OINKby Bernard Most

Todos a dormirby Denise Fleming

Rosa aladaby Alma Flor AdaIllustrated by Viví Escrivá

¿Dónde están los cangrejos?by Bruce Whatley

UNIT 3

El sapo distraídoby Javier RondónIllustrated by Marcela Cabrera

¿Dónde está la mosca?by Caron Lee CohenIllustrated by Nancy Barnet

Ayudo a mi abuelitaby Lois MeyerIllustrated by Monique Passicot

Las abuelas de Lilianaby Leila Torres

Abecedario con saborby Yanitzia CanettiChigüiro, Abo y Ata

UNIT 4

El jardín de ! oresby Eve BuntingIllustrated by Kathryn Hewitt

¡Qué sorpresa de cumpleaños!by Loretta López

¡Fiesta!by Ginger Foglesong GuyIllustrated by René King Moreno

¡Silencio!: Canción de cuna tailandesaby Minfong HoIllustrated by Holly Meade

La Pulga de San Joséby José Luis OrozcoIllustrated by Gerardo Suzán

El viaje del campesinoby Diana NoonanIllustrated by Viví Escrivá

UNIT 5

Me gustan los libros de cuentosby Liliana SantirsoIllustrated by Patricio Gómez and Raúl Villagómez

La mariposa bailarinaby Carlos RuvalcabaIllustrated by Francisco X. Mora

El ratón que quería comerse la lunaby Laura DevetachIllustrated by Oscar Rojas

Máquinas, máquinasby byron Barton

Yo soy el duraznoby Luisa de Noriega

Pepín y el abueloby Hilda Perera

UNIT 6

¡Vamos a bailar!by George Ancona

El arco iris y los pájarosby Fernando Alonso

Caldo, caldo, caldoby Diane Gonzales BertrandIllustrated by Alex Pardo DeLange

El cuento del conejo y el coyoteby Tony JohnstonIllustrated by Tomie de Paola

La cucarachaAdapted by Elena Castro, Bárbara Flores, and Eddie HernándezIllustrated by Michael Ramírez

La cucaracha MartinaRetold and illustrated by Daniel Moretón

GRADE 1

UNIT 2

• A E I O Uby Margarita Robleda MoguelIllustrated by Maribel SuárezEl gato de mil naricesby Margarita Robleda MoguelIllustrated by Maribel Suárez

• Maleta, mapa, osito, pelotaby Mario Lamo GutiérrezIllustrated by Estrella FagesEl viento traviesoby Lourdes BradleyIllustrated by Martha Avilés

• La pesa de Ninoby Yanitzia CanettiIllustrated by Lance SalemoSalí de paseoby Sue Williams Spanish version by Alma Flor AdaIllustrated by Julie Vivas

• Lalo y Didiby Eddie HernándezIllustrated by Alain EspinosaFederico y el marby Graciela MontesIllustrated by Claudia Legnazzi

• Los animales de la " ncaby Arcadia LópezLos hogares de los animalesby Arcadia López

• Gato Goloso y Lobita Bonitaby Clarita CohenIllustrated by Denise and Fernando

• La cinturita de AnansiNarrated by Len CabralSpanish version by Alma Flor AdaIllustrated by David Díaz

PoetryCuatro patas tiene un gato/Éste era un gatoTraditionalUna vez por las calles de Caracasby María Elena WalshMarineroTraditional songLa araña pequeñitaSongby José Luis Orozco

UNIT 3

• ¡Vaya guiso!by B. G.HennessyIllustrated by Christine DavenierLa gallina Paulinaby Fernando AlonsoIllustrated by Gerardo Suzán

• El niño dibuja la nocheby Diana TorelloIllustrated by Asun BalzolaEl papaloteby Alma Flor AdaIllustrated by Viví Escrivá

• Un perro llamado Cocoby Deborah EatonIllustrated by Shelly Hehenburger

• El león y el ratónby Mary Lewis WangSpanish version by Lada Josefa TratkyIllustrated by Tom DunningtonUna máquina, un trabajoby Guadalupe V. LópezLos comunidadesby Gail Saunders-Smith

• Ra" , el rey giganteby Elena CastroIllustrated by David McPhailZorro y Osa miran la lunaby David McPhail

• Kiko leeby Robert and Estrella MenchacaIllustrated by Ana LartíteguiMe gusta leerby Liliana SantirsoIllustrated by Joe Cepeda

PoetryFaunaby Yolanda LleonartPájaro carpinteroby Gilda Rincón

UNIT 4El zorro que quería ser lechuzaby Nellie García de JusticiaIllustrated by Maya Itzna BrooksLa major manera de cargar aguaNarrated by Carmen T. Bernier-GrandIllustrated by Lulu Delacre

• Ceci habla con su abueloby Sharon FearIllustrated by Stacey SchuettLa hamaca de la vacaby Alma Flor AdaIllustrated by Viví Escrivá

• La visita de Ximena y tío Arturoby Marisa GastIllustrated by Eugenie FernandesNuestra reunión familiarby Carmen Tafolla and Israel Tafolla Bernal

• El hoyo escondidoNarrated by Eric A. KimmelIllustrated by Oki S. HanLa rata y el gatoby Edward Marshallfrom Tres junto al marIllustrated by James Marshall

• La sombra de Miguelby Marisol PereiraIllustrated by Darcia LabrosseTengo miedoby Ivar Da Coll

• Adivina adivinadorby Margarita Robleda Moguel¿Ya ves?by Margarita Robleda MoguelIllustrated by Andy San Diego

PoetryA tapar la calleTraditional songNo tengas miedo al ruidoby José Luis Hidalgo

UNIT 5

• El brillante día de Nayelliby Diane Hoyt-GoldsmithPictures by Lawrence MigdaleArturo y la carrera de lecturaby Marc Brown

• Flores para la abuela y Triniby Vivian CuestaIllustrated by Héctor Viveros LeeAbuelaby Arthur DorrosIllustrated by Elisa Kleven

• La princesa y las peras con cremaby Carlos UlloaIllustrated by YayoEl huertoIsidro SánchezIllustrated by Carmen Peris

• Frida y Gregorio van al museoby Carolyn CrimiIllustrated by Darryl LigasanFred, el pezby Ana Martín Larrañaga

• Güirito y su madreby G. Brian KarasCrías de dinosaurioby Lucille Recht PennerIllustrated by Peter Barrett

• Walter y Wiliby Peter OttenIllustrated by Carlos GaudierLa gata más valienteby Laura DriscollIllustrated by Fred Willingham

PoetryHuertaby Mirta AguirreLos pecesby Ernesto GalarzaDesafortunadamenteby Bobbi KatzAlgo enorme estuvo aquíby Jack Prelutsky

UNIT 6

• Un sembrado increíbleby Deborah EatonPicture by Meg AubreyEl jardínby Arnold Lobelfrom Sapo y Sepo, inseparables

• Florencio, el muñeco amistosoby David A. AdlerIllustrated by C.D. HullingerJulieta y su caja de coloresby Carlos Pellicer López

• El rascacielos y el globoby Carmen TafollaIllustrated by Sofía Balzola¿Vives en un nido?by Carmen TafollaIllustrated by Lee Lee Brazeal

• La playa de soñarby Marila VarelaIllustrated by Debbie TilleyEl cumpleaños de Solínby Amelia Lau CarlingIllustrated by Wong Herbert Yee

• Clementino, Clotilde y Clodoveoby Ivar Da CollLa ! or Silvestreby Cynthia RylantIllustrated by Suzie Stevenson

• Juanita y Alexby Juanita HavillIllustrated by Michele NoisetLeon y Bobby Simon James

PoetrySurcoby Alma Flor AdaLas mañanitas mexicanasTraditional songHacer amigosby Eloise Green! eld


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GRADE 2

UNIT 1

• Chacho y Nachaby Carmen TafollaIllustrated by Joe CepedaSoy como soyby Hilda PereraIllustrated by Viví Escrivá

• Un gallo y un canarioby Mario-Lamo JiménezIllustrated by Dolores AvendañoPerro Pablo y Ratón Ramónby Ivar Da Coll

• La semilla de Giselaby Diana TorelloIllustrated by Ana OchoaEn los jardines de la ciudadby George Ancona

• La " esta de Guille Guerreroby Arcadia LópezIllustrated by Maribel SuárezFotos de la bodaby Gary SotoIllustrated by Stephanie García

• Rina y tío Rolo van al ríoby Maia SherwoodIllustrated by Debbie TilleyLa sorpresafrom Sapo y Sepo, un año entero by Arnold Lobel

UNIT 2

• Lorenzo, el patito feoNarrated by Sharon FearIllustrated by Cheryl Kirk NollEl patoby Angela RoystonPictures by Barrie Watts

• ¿Crees lo que ves?by Pat CumminsIllustrated by Chris PowersLa vistaby Joanna ColeIllustrated by Neesa Becker

• Los animales van a comerby Robert and Estrella MenchacaIllustrated by Rick BrownLa más hermosaNarrated by Yanitzia CanettiIllustrated by Francisco Mora

• Serpentina y sus troncosby Toby SpeedIllustrated by Mary Grand PréLas serpientesby Patricia DemuthIllustrated by Judith Mo" att

• El pájaro Manuelby Ivar Da CollPájaros en la cabezaby Laura Fernández

UNIT 3

• La mascota de Patriciaby Yanitzia CanettiQuino y Dinoby Miguel AlzuetaIllustrated by Àngels Comella

• ¡Bravo, bravo!by Julio Ricardo BaergaIllustrated by Claudia de TeresaLos títeresby Berta Hiriart UrdaniviaPhotos by Marie-Cristine Camus

• Graciela y Prudencioby Clarita KohenIllustrated by Anthony LewisCucúNarrated by Lois Ehlert

• Una sorpresa para Chigüiby Juanita HavillCam Jansen y el juego de los dinosauriosby David A. AdlerIllustrated by Susanna Natti

• Pablo y Blancaby Deborah EatonIllustrated by C.D. HullingerLa zorra y la cigüeñaNarrated by M. Eulalia ValeriIllustrated by Ana López Escrivá

PoetryAcertijoby Gloria FuentesLo que tengoTraditional poemA la víbora de la marTraditional songEra una palomaTraditional poemCarpinteroby Ernesto GalarzaAnimales domésticosby Alma Flor Ada

UNIT 4

• Momentos gloriosos del deporteby Diane Hoyt-GoldsmithEl gran partido de pelotaNarrated by Joseph BruchacIllustrated by Susan L. Roth

• ¡Fiestas de cumpleaños!by Anne Sibley O’BrienLa mejor hermana mayorby Sook Nyul ChoiIllustrated by Yoshi Miyake

• Nada como los disfracesby Margarita Robleda MoguelIllustrated by Asun BalzolaUn diente se mueveby Daniel BarbotIllustrated by Gian Calvi

• Versos inventadosby Nellie García de JusticiaIllustrated by Enrique SánchezEl gallo que fue a la boda de su tíoNarrated by Alma Flor AdaIllustrated by Kathleen Kuchera

• Simplemente refranesby Ivelisse Sanabria-AlduénPepita habla dos vecesby Ofelia Dumas LachtmanIllustrated by Alex Pardo Delange

UNIT 5

• Bienvenidos a la islaby María Elena AlvaradoLa islaby Arthur DorrosIllustrated by Elisa Kleven

• Una foto de mi mejor amigoby Vivian CuestaIllustrated by Joe CepedaTomás y la señora de la bibliotecaby Pat MoraIllustrated by Raúl Colón

• Una familia naveganteby David McPhailTodos a bordo con el capitán Cruzby Alice K. FlanaganPhotos by Christine Osinski

• ¡Ay! Eloy se cayó al marby Susan McCloskeyIllustrated by Allan EitzenEn el fondo del mar: La medusaby Patricia Kite

• El increíble rugido de Dinby Mary Blount ChristianIllustrated by Bernard AdnetTras las huellas de los dinosauriosby Miriam SchleinIllustrated by Phil Wilson

PoetryBuen viajeby Amado NervoBarcarolaby Nicolás GuillénSobre el marby Dora Alonso

UNIT 6

• Una casita agradableby Anne PhillipsIllustrated by Rosario ValderramaLas ovejas de Nicoby Elisa RamónIllustrated by Agustí Asencio

• ¡Ve tus colecciones aumentar!by Joanne RyderLos charcos de Ernestoby Elisa Kleven

• La sopa de piedritasNarrated by Lily Toy HongYaci y su muñecaNarrated by Concepción ZendreraIllustrated by Gloria Carasusan Ballve

• Una excelente ideaby Diane Hoyt-GoldsmithLos talentos de Annieby Angela Shelf MedearisIllustrated by Ana Rich

• Un secreto sabrosísimoby Cecilia Orosco ÁvalosIllustrated by Leovigildo MartínezNo se lo puede imaginarby Elizabeth DuckettIllustrated by Chiara Carrer

GRADE 3

UNIT 1

• Amigos inseparablesby Nicholasa MohrIllustrated by Maya González

• Abuelo y los tres ososNarrated by Jerry TelloIllustrated by Ana López Escrivá

• Anthony Reynoso: El rey del lazoby Martha Cooper and Ginger GordonPecos Billby Ariane Dewey

• Herbie y Annabelleby Suzie Kline

• El tapiz de abuelaby Omar S. CastañedaIllustrated by Enrique O. SánchezAsí se hacen las arpillerasby Arthur Dorros

PoetryTiene el leopardo un abrigoby José MartíMi sombraby Marta Giménez PastorLos sentidosby Amado NervoPoemaby Langston HughesRegarby Alma Flor Ada

UNIT 2

• Atrapamoscas ¡Plantas que muerden!by Martin JenkinsIllustrated by David Parkins¿Sabes cazar moscas?by Rhonda Lucas Donald

• Mi vida con la olaby Katherine CowanBased on the tale by Octavio Paz

• Rufo y Trufo cambian de casaby Carmen García Iglesias

• Peligro ¡Icebergs!by Roma Gans

• Las noches de los frailecillosby Bruce McMillanSalvemos las grullas cantorasby Faith McNulty

PoetryMeteoroby Elías Nandino¡Hola! Que me lleva la olaby Lope de VegaJitomates risueñosby Francisco X. AlarcónSandíaby José Juan Tablada

UNIT 3

• Don Bueno y Don Maloby Rolando Hinojosa-Smith

• Mitad y mitadNarrated by Janet Stevens¿Cuál es la función de la raíz, el tallo y las hojas?

• La mejor amiga de mamáby Sally Hobart Alexander

• Valiente como un pumaby Ann Herbert Scott

•¿Quién cuida al cocodrilo?by Alma Flor AdaDatos curiosos sobre animalesby Ann Squire

PoetryRonda del zapateroby Germán BerdialesMi lápizby Morita CarrilloNumeraliaby Jorge LujánHonorby Alma Flor Ada

UNIT 4

• El banquete de AnansiNarrated by Tololwa M. MollelIllustrated by Andrew GlassLa zorra y la cigüeñaAdapted by Suzanne I. Barchers

• Mamá y papá tienen un almacénby Amelia Lau Carling

• Los pájaros de la cosechaNarrated by Blanca López de MariscalIllustrated by Enrique Flores

• Un grano de arrozNarrated by Demi¿De dónde proviene el arroz?by Lynn Merrison

• La mujer que brillaba aún más que el solNarrated by Harriet Rohmer and David SchechterIllustrated by Fernando Olivera

Poetry Oscuridadby Humberto Ak’abalArañasby Humberto Ak’abalVueloby Humberto Ak’abalPiedrasby Humberto Ak’abalLas estrellasby Nelly Palacio JaramilloLa Osa de los CielosMohawk poem

UNIT 5

• El canto de las palomasby Juan Felipe HerreraIllustrated by Elly SimmonsLas distintas caras del españolby Marisa Gast

• Tomby Daniel TorresJaguar con papel de sedaby Montserrat Llongueras, Cristina Picazo y Anna Sadurní

• La pelotaby Lluís Solé SerraIllustrated by Carme Solé Vendrell

• Lo que más quieroby Marie BradbyIllustrated by Chris K. SoentpietCésar Chávezby Arnold Bo Cheyney

• El poni de Leahby Elizabeth FriedrichIllustrated by Elizabeth Friedrich

PoetryCaracolaby Federico García LorcaBarcosby Alberto BlancoÁrbol de limónby Jennifer ClementLa luna, un plátanoby Jesús Carlos Soto Morfín

UNIT 6

• El piñateroby George AnconaLa colonización del suroestefrom the textbook Nuestras comunidades

• El viaje de Mayby Michael O. TunnellIllustrated by Ted Rand

• Un domingo extraordinarioby Beverly Cleary

• El aullido de los monosby Kristine L FranklinIllustrated by Robert Roth

• Dos hormigas traviesasby Chris Van AllsburgLa caja de PandoraNarrated by Anne Rockwell

PoetryMe encantan las palabrasby Maya AngelouA ti me enviaréby Woody GuthrieUna vaca que come con cucharaby María Elena Walsh¿Saben qué le suceda a esa lombriz?by María Elena WalshUn Nogüipín, un Greti, un Lodricocoby María Elena Walsh




40 41

GRADE 4

UNIT 1

• Padres por un díaby Ivar Da Coll

• El largo caminoby Luis Garay¿Qué es un mapa?by Vanessa Corzano

• El nuevo amigo de Yingtaoby Lensey NamiokaIllustrated by Kees de Kiefte

• Cuadros de familiaby Carmen Lomas GarzaLazos familiaresby Emilio Hidalgo

• Addie está a cargoby Laurie LawlorIllustrated by Bill Farnsworth

PoetryLos amigosby María Elena WalshMamiby Gustavo GattiSuéterby Alberto ForcadaLas canciones de mi abuelaby Francisco X. AlarcónAmigoby Mabel Morvillo

UNIT 2

• Tristes estrellas de tizaby Fernando AlonsoIllustrated by Kazushige NittaLa protección del bosqueby Rosa Costa-PauIllustrated by Tom Leonard

• Me encantan los conejillos de Indiasby Dick King-SmithIlustrated by Anita JeramConducta animalfrom the textbook Ciencias Scott Foresman

• Aguas profundasby Laura Ingalls WilderIllustrated by Garth Williams

• Los dragones de Komodoby Thane MaynardDos lagartos poco comunesfrom Microsoft® Encarta® 99

PoetryVientoby Octavio PazLXXIIby Pablo NerudaLuna luneraby Emma Pérez Bandas de ! amencosby Ana María Romero YebraGaviotasby Pura Vázquez

UNIT 3

• John Henryby Julius LesterIllustrated by Jerry Pinkney

• El congreso de los sabios tontosby Saúl SchkolnikIllustrated by Marc MongeauEl león y los cuatro bueyesEl asno vestido con piel de leónby Aesop

• En la pampaby María Cristina BruscaLos gauchosby Carlos Núñez

• Ya aprenderásby Joe HayesIllustrated by Gerardo Suzán

• Rikki-tikki-taviby Rudyard KiplingAdapted and illustrated by Jerry Pinkney

PoetryMi maestra en el mercadoby Gary SotoLa vaca estudiosaby María Elena WalshBotón by María de la Luz Uribe

UNIT 4

• Mediopollitoby Alma Flor AdaIllustrated by Kim HowardCiudad de México: Mosaico de arquitecturasby José Miguel López

• ¡La culpa la tiene el Lobo!by Douglas Love

• El Día de Acción de Graciasby Nicolasa MohrIllustrated by Shelly Hehenberger

• Mayerosby George AnconaLa sabiduría de los antiguos mayasby Pilar Tutor

• Guardianesby Jeri Hanel WattsIllustrated by Tyrone GeterRecuerdos de familiaby Arlene Erlbach

PoetryEs verdadby Gary SotoCinco de mayoby Francisco X. AlarcónEl tejoncito mayaby Rosario CastellanosTrompo bailarínby Ester Feliciano Mendoza

UNIT 5

• Los ojos del tejedorby Cristina OrtegaIllustrated by Patricio GarcíaLos tejedores de Chimayóby Juana Rivera

• El sueño del vendedorby Janice ShefelmanIllustrated by Tom Shefelman

• Travesía al Polo Norteby Laurie Rozakis

• El Capitánby Liliana SantirsoIllustrated by Patricio GómezOlas marinasby Luci Cruz Wilson

• Sondas espaciales hacia los planetasby Fay Robinson

PoetryCantar de Jipijapaby Julia CalzadillaMéxicoby Alma Flor AdaXXIXby Antonio MachadoPorque soy vagabundaby Claudia Lars

UNIT 6

• El primo de Koya DeLaneyby Eloise Green! eldIllustrated by Tyrone Geter

• Los hijos de la arcillaby Rina SwentzellPhotographs by Bill SteenAbuela Alfarera, Abuelo AlfareroNarrated by Joseph Bruchac

• Diego Riveraby Luis RiusTécnicas en la pinturaby Luis Rius

• Caído del cieloby Jean FritzIllustrated by Margot Tomes

• El monstruo y la bibliotecariaby Alfredo Gómez CerdáIllustrated by Ana F. Lartítegui

PoetryEscrituraby Octavio PazXXIVfrom Versos sencillosby José MartíLa serpiente moradaby Pat MoraCuando sea grandeby Janet S. Wong

GRADE 5

UNIT 1

• La colección de mi abuelitaby Ofelia Dumas LachtmanIllustrated by Lulu Delacre

• Goigby Alfredo Bryce EcheniqueIllustrated by Michael Reed¡Un cachorro!by Robert Richards

• En busca de un lugar by Andrea Warren¿Qué eran los trenes de huérfanos?by Andrea Warren

• El señor Henryby Alfred Slote

• Eloise Green" eldby Eloise Green! eld

PoetrySujeta las riendas de tu nubeby Richard GarcíaNiñoby Miguel HernándezVersos sencillosby José Martí PuentesPuentesby Elsa Bornemann

UNIT 2

• Aydinby Jordi Sierra i FabraIllustrated by Katya KreninaLos del" nes se comunicanby Denise Herzing and Patricia Warhol

• La furia de un huracánby Patricia LauberVuelo al ojo de un huracánby Robert Bahr

• Dwaina Brooksby Phillip Hoose

• El Evergladesby Jean Craighead GeorgeIllustrated by Wendell Minor

Los Everglades de la Floridafrom World Book

• Misterio en el parqueby Pedro BayonaIllustrated by Samuel Velasco

PoetryDe coloresTraditionalEl vientoby César AllerNoche de lunaby Isabel Freire de MatosCoplitas para la lunaby Mario Montenegro

UNIT 3

• Seguir la corrienteby Claire H. Blatchford

• La heroica Kate Shelleyby Robert D. San SouciIllustrated by Max GinsburgLa última frontera del Oestefrom America Yesterday and Today

• La campeona de canicasby Gary SotoIllustrated by Jason Wol" Jugar a las canicasby Carlos Núñez

• Los tembloresby Juan TondaIllustrated by Claudia de Teresa

• La abeja haraganaby Horacio QuirogaIllustrated by Barry RockwellDe abejas y mielby Sylvia A Johnson

PoetrySin títuloby María Elena WalshSi vas de prisaby Juan Ramón JiménezRecuerdoby Nikki GrimesEstrellasby Gary Soto

UNIT 4

• El primer día de acción de gracias de los Yangby Lensey NamiokaCuando la lluvia vino desde Chinaby Dell J. McCormick

• Las molasby Maricel E. PrecillaMolas de cartulinaby Angélica Murillo

• La noche a solasby Joseph BruchacCómo llegó el solNarrated by Jack Frederick Kilpatrick and Anna Gritts Kilpatrick

• Corazón de corredoraby Sharon Bell Mathis

• El vuelo de los colibríesby Alma Flor AdaIllustrated by Dolores Avendaño

PoetryLos reyesby Gloria Fuentes¿En dónde tejemos la ronda?by Gabriela MistralUna fogataby Janet S. WongLas raícesby Hugo Salazar Tamariz

UNIT 5

•¡Quiero votar!by Zibby Oneal

• El largo camino a la libertadby Kate McMullanCómo surgió el nombre del Ferrocarril Subterráneoby James Haskins

• El Salto Ángelby Martin and Tanis JordanLa selvafrom Las Selvas, Ecolección Tierraviva

• Pasaje a la libertadby Ken MochizukiIllustrated by Dom Lee

• De viaje a la ciudadby Pilar MateosIllustrated by Olga Cuéllar

PoetryAndandoby Juan Ramón JiménezLa mariposaby Adolfo MailloHay un naranjo ahíby Alfonso Quijada UríasCambombo de las estacionesby Silvia Schujer

UNIT 6

•¡Toca las claves, Pepe!by Yanitzia Canetti

• El ingrediente secreto de Andyby Phyllis Reynolds NaylorInsectos deliciososby Ellen Florian

• En los días del rey AdobínNarrated by Joe HayesLa raposa y el jaguarby Ciro Alegría

• Simplemente la verdadby Ellen Conford

• Miró: La hormiga y las estrellasby Albert Delmar

Poetry¿Y el botón?by María Cristina RamosUna puerta azulby Pat MoraLa ramaby Octavio Paz




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Organización del programaScope & Sequence

TR Transferable Skills

Foundations of Literacy, continued TR K 1 2 3 4 5

Print own name + •C •C

Dictate messages/stories for others to write ++ •C •C

Write using pictures, some letters, transitional spelling if appropriate + •C •

Write labels, notes, and captions (e.g., for illustrations, charts, + • •possessions)

Use conventional spelling of familiar words in final drafts •C

Write messages that move left to right on a line, top to bottom ++ • •Con a page

Phonics, Word Analysis, Spelling, TR K 1 2 3 4 5Vocabulary, and Fluency

Decoding strategy: Use phonics and structural analysis to decode + • • • • • •words

Decoding strategy: Use semantic, syntactic, and graphophonic clues + • • • • • •to identify words and their meanings

Vocabulary-in-context strategy: Use punctuation, explanatory + • • • • •phrases, and overall sense to gain and monitor word meanings

Process strategy: Know to ask and answer, What do I do when I ++ • • • • •come to a word I don’t know?

Process strategy: Read fluently on development level with + • • • • •appropriate rate, stress, intonation, and style

Phonics and Decoding Skills

Phonics/Phonic Elements

Letter/sound correspondence + •T •T

Blend sounds to make words + •C •C • •

Vowels •T •T •T •T • •

Open syllables •T •T •T •T •

Closed syllables • •T •T •T

Consonant blends + •T •T •T

Syllables with diphthongs •T •T •T • •

Stress + • •T •T •T • •

Word Analysis

Plurals + • •T •T •T •T •T

Contractions •T •T • • •

Compound words + •T •T •T • •

Base words, prefixes, and suffixes + • •T •T •T •T •T

Syllabication + • • • • • ••

++ = skill is fully transferable + = skill is partially transferablefrom Spanish to English from Spanish to English • = instructional opportunity C = formal one-on-one teacher/child assessment conference T = tested in standardized test format

ReadingFoundations of Literacy TR K 1 2 3 4 5

Phonemic Awareness

Identify vowel and consonant sounds + •C •C

Recognize and produce rhyming words + •C •C

Segment one-syllable words into initial, medial, and final sounds, + •C •Cand recombine sounds into words

Identify, segment, and combine syllables in spoken words + •C •C(e.g., by clapping syllables, moving manipulatives)

Understand that spoken words are composed of sounds, which + •C •Care represented by alphabetic letters

Print Knowledge and Concepts of Print

Develop print awareness (concept of letter, word) + •C •C

Develop print awareness (concept of sentence, paragraph) + • •C

Track print: left to right on line, top to bottom on page, front to ++ •C •Cback of book

Recognize that capitalization and punctuation are used for + • •Ccomprehension

Recognize environmental print + • •

Match spoken to printed words + •C •C

Develop awareness that print conveys and preserves meaning ++ •C •C

Emerging Reading/Writing Skills

Show an interest in and respond to text read aloud ++ • •

Hold book right side up ++ •C •C

Identify parts of a book (cover, title page) and their functions ++ •C •C

Understand terms author and illustrator and distinguish their roles ++ •C •C

Describe how illustrations contribute to the text ++ •C •C

Know the order of the Spanish alphabet + •C •C

Know capital and lowercase letter names and distinguish + •C •Cbetween the two

Know letter/sound relationships + •C •C

Develop skill in gross and fine motor functioning and hand/eye ++ • •coordination

Gain increasing control of penmanship (e.g., holding pencil, paper + • •position, stroke, posture)

Write letters of the Spanish alphabet, both capitals and lowercase + • •

Lectura

Y todavía más…


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Phonics, Word Analysis, Spelling, TR K 1 2 3 4 5Vocabulary, and Fluency, continued

Develop vocabulary through listening and discussing + • • • • • •

Develop vocabulary through meaningful and concrete experiences + • • • • • •

Develop vocabulary through reading + • • • • • •

Develop vocabulary through the use of grade-appropriate reference + • • • • • •materials

Recognize words in the environment + • •

Recognize high-frequency words + • •T •T

Understand selection vocabulary + • •T •T •T •T •T

Understand content-area vocabulary + •T •T •T

Make analogies ++ • •

Comprehension TR K 1 2 3 4 5

Comprehension strategy: Know and use the reading process: ++ • • • • • •preview and activate prior knowledge, predict, read, self-monitor,use fix-up strategies, summarize, reflect and respond

Comprehension strategy: Construct meaning using all possible ++ • • • • • •avenues: text, knowledge of selection and topic, illustrations, text features, other print and technological/software resources, resource people

Formal assessment strategy: Develop test-taking strategies and ++ • • • • •answer test-like questions (multiple choice, true/false, short answer)

Strategies and Skills

Activate prior knowledge and preview ++ • • • • • •

Self-question to assess overall understanding ++ • • • • •

Self-monitor and use fix-up strategies ++ • • • • •

Recognize author’s possible viewpoint/bias ++ • • • •T

Understand author’s purpose (e.g., inform, entertain, persuade, ++ • •T •T •T •T •Texpress)

Recognize cause and effect ++ •T •T •T •T •T •T

Classify/categorize ++ •T •T •T • • •

Compare and contrast ++ • •T •T •T •T •T

Use context clues for understanding words, phrases, and word + •T •T •T •T •Treferents

Draw conclusions ++ •T •T •T •T •T •T

Recognize statements of fact and opinion ++ •T •T •T •T

Generalize ++ • • • •T •T •T

Understand graphic sources (e.g., charts, maps, lists, ++ • • •T •T •T •Tpictures, etc.)

Make judgments about ideas and text ++ •T •T •T •T

Infer main idea or main idea with supporting details ++ • •T •T •T •T •T

Phonics, Word Analysis, Spelling, TR K 1 2 3 4 5Vocabulary, and Fluency, continued

Spelling

Sound and Letter Patterns

Vowels • •

Syllables: open, closed, with blend, with diphthong, with double • • • • • •consonant, with silent letters, with dieresis

Spelling patterns: r/rr, y/ll, s/c/z, q/c/k, g/j, j/x, b/v, i/y, ch, h; qu, • • • •n before v, n before f, m before b and m before p, change from zto c when adding -es

Syllabication +

Written accent • • • • •

Word Structure

Endings on nouns and verbs + • • • • •

Affixes + • • • • •

Compound words + • • • • •

Capital letters and abbreviations + • •

Greek and Latin word parts + • •

Meaning Relationships

Homophones + • • •

Easily confused words + • •

Words related to each other + • • • • • •

Words from other languages + • • • • • •

Common Spelling Errors • • •

Vocabulary and Fluency

Context Clues

Picture clues ++ • • •

Synonyms ++ • •T •T •T •T •T

Antonyms ++ • •T •T •T •T •T

Homonyms/homophones/homographs + •T •T •T •T •T

Multiple-meaning words + •T •T •T •T •T

Unfamiliar words + •T •T •T •T •T

Specialized/technical/topical words + • • •

Vocabulary Building

Classify words ++ • • • • • •

Use graphic organizers to group, study, and retain vocabulary ++ • • • • • •

Know abbreviations, acronyms, and shortened forms of words + • • • •

Understand easily confused words and idioms + • • • • •

Understand connotation and denotation ++ • •T •T

Use etymologies for meaning (including Greek and Latin roots and + • • •affixes)

Genres and Literary Craft, continued TR K 1 2 3 4 5

Humorous fiction ++ • • • • •

Mystery ++ • •

Picture book ++ • • • •

Realistic fiction ++ • • • •T •T •T

Science fiction ++ •

Short story ++ • •

Traditional stories: fable, fairy tale, folk tale, tall tale, legend, myth ++ • • •T •T •T

Nonfiction

Almanac entry ++ • • •

Biography/autobiography ++ • • •T •T •T

Diary/journal ++ •

Encyclopedia article (print or CD-ROM) ++ • • •

Expository article ++ • • •T •T •T

How-to article ++ • • • •

Internet article ++ • • •

Interview ++ •

Magazine article ++ • • •

Narrative writing ++ • • • •T •T •T

Newsletter ++ • •

Newspaper article ++ • • •

Personal essay ++ • • •

Persuasive essay ++

Photo essay ++ • • • • •

Textbook ++ • • •

Poetry and Song ++ • • • • • •

Literary Devices

Allusion ++

Dialect + • •

Dialogue and narration + • • • • •

Exaggeration/hyperbole ++ • • •

Figurative language

Simile + • •T •T •T

Metaphor + • • •T •T

Idiom + • • •T •T •T

Slang + • • •

Jargon + • • •

Invented words +

Comprehension, continued TR K 1 2 3 4 5

Paraphrase ++ •T •T

Recognize persuasive devices and propaganda ++

Predict and verify or refine predictions ++ •T •T •T •T •T •T

Distinguish realism/fantasy or fact/nonfact/fantasy ++ • •T •T •T •

Recall and retell ++ •T •T • • • •

Identify sequence of events ++ • •T •T •T •T •T

Identify steps in a process ++ •T •T •T •T

Recognize story elements

Character ++ •T •T •T •T •T •T

Plot and plot structure ++ • •T •T •T •T •T

Setting ++ • •T •T •T •T •T

Theme ++ • •T •T •T •T •T

Summarize ++ • • •T •T •T •T

Identify text structure or method of presenting information ++ •T •T •T

Visualize ++ • • •T •T •T

Critical Thinking

Infer ++ •T •T •T •T •T

Analyze ++ •T •T •T •T •T

Organize ideas and information ++ • •T •T •T •T

Make judgments ++ • •T •T •T •T

Hypothesize ++ • • • • •

Synthesize ideas within a text ++ • • •T •T •T •T

Synthesize ideas from different texts and media ++ • • •T •T •T •T

Compare and contrast across selections, genres, and cultures ++ • • •T •T •T •T(intertextuality)

Evaluate and critique ideas and text ++ • •T •T •T •T

Make analogies ++ • •

LiteratureGenres and Literary Craft TR K 1 2 3 4 5

Genres

Fiction

Animal fantasy ++ • • • • • •

Drama/play ++ • • •T •T •T

Fantasy ++ • • • •T •T •T

Historical fiction ++ • •T •T •T


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Listening and Speaking, continued TR K 1 2 3 4 5

Speak to a group or audience in appropriate ways and with ++ • • • • • •appropriate delivery

Read orally with appropriate fluency (accuracy, expression, style, ++ • • • • •and attention to phrasing and punctuation)

Present dramatic interpretations of literature and literary experiences ++ • • • • • •

Give precise directions, accurate information, and convincing ideas ++ • • • • • •while speaking

Gain increasing control of conventional grammar and usage when + • • • • • •speaking

Viewing TR K 1 2 3 4 5

Interact with a variety of print and non-print media for a range of ++ • • • • • •purposes (e.g., to learn, to receive information, to evaluate, to interpret, to appreciate)

Respond to media in a variety of ways (e.g., compare and contrast ++ • • • • • •print and non-print media, discuss experiences and feelings of others, ask questions)

Compare ideas and viewpoints in media ++ • •

Compare and contrast print, visual, and electronic media ++ • •

Research and Study SkillsResearch Strategies and Skills TR K 1 2 3 4 5

State the steps of the research process (set purpose, frame ++ • •questions, choose sources, collect information, organize and present information)

Form and revise relevant questions for inquiry ++ • • • • • •T

Distinguish between and evaluate reference sources ++ •T •T •T

Use specific study strategy (K-W-L, skim and scan, etc.) to find or ++ • • • • •learn information

Locate and collect information ++ • • • • • •

Highlight ++ • • •

Take notes/record findings ++ • • • •

Evaluate, interpret, and draw conclusions about key information ++ • • •

Make outlines ++ •T •T

Organize content systematically (e.g., sequentially or around main ++ • • • • •ideas)

Record knowledge, write report, or present orally ++ • • • • •

Credit primary and secondary reference sources ++ • •

Select, organize, and incorporate visual aids ++ • • •

Know and use parts of a book ++ • •T •T •T •T •T

Use alphabetical order + •T •T •T •T •

Follow directions ++ • • • • • •

TR K 1 2 3 4 5Writing Process, Strategies, and Skills, continued

Expository writing ++ • • • • •

Persuasive writing ++ • • • • •

Write in a variety of appropriate forms (sentences, paragraphs, ++ • • • • • •stories, letters, reports, sketches, etc.)

Revise drafts in various ways ++ • • • • • •

Edit for correct spelling, grammar, usage, and mechanics + • • • • •

Publish ++ • • • • • •

Take pride in neat and correct visual appearance ++ • • • • • •

Use correct penmanship ++ • • •

Give multimedia presentations ++ • • • •

Use technology in writing ++ • • • • •

Write for personal use (response logs, notes for comprehension, etc.) ++ • • • • •

Evaluate writing ++ • • • • • •

Apply criteria for evaluation ++ • • • • •

Respond constructively to others’ writing ++ • • • • •

Self-evaluate on whether own purposes were met ++ • • • • •

Review own collection of writing to monitor growth ++ • • • • • •

Mechanics in Writing TR K 1 2 3 4 5

Capitalization + • •T •T •T •T •T

Punctuation + • •T •T •T •T •T

Listening and Speaking TR K 1 2 3 4 5

Expand vocabulary by listening and speaking ++ • • • • • •

Connect experiences, ideas, and cultural traditions with those of ++ • • • • • •others through speaking and listening

Listen for various purposes ++ • • • • • •

Listen carefully and critically to oral reading, discussions, and ++ • • • • • •spoken messages

Understand and retell spoken messages ++ • • • •

Understand the major ideas and supporting evidence in spoken ++ • • •messages

Identify and analyze a speaker’s opinions and persuasive techniques ++ • • •

Self-monitor understanding of a spoken message and seek ++ • •clarification as necessary

Respond appropriately to questions, directions, text read aloud, and ++ • • • • • •oral presentations

Participate in rhymes and songs ++ • • • •

Participate in conversations and discussions ++ • • • • • •

Speak for various purposes ++ • • • • • •

Literary Response and Appreciation, continued TR K 1 2 3 4 5

Evaluate the quality of the literary experience ++ • • • • •

Seek additional literary experience through varied voluntary reading ++ • • • • • •

Make connections between literature and other curricular areas • • • • • •

Language and CommunicationTR K 1 2 3 4 5

Grammar and Usage in Speaking and Writing

Parts of speech

Verbs and verb tenses + • •T •T •T •T •T

Nouns + • •T •T •T •T •T

Articles + • • • •T •T •T

Pronouns + •T •T •T •T •T

Adjectives + • •T •T •T •T •T

Adverbs + •T •T •T •T

Conjunctions + •T •T •T

Prepositions + •T •T •T

Interjections +

Phrases ++ • •T • •

Sentences: kinds, types, parts, fragments, run-ons, complete, ++ • •T •T •T •T •Tcombining

Paragraphs ++ •T • • •

TR K 1 2 3 4 5Writing Process, Strategies, and Skills

Use the five-step writing process ++ • • • • •

Prewrite using various strategies ++ • • • • • •

Use published pieces as models for writing ++ • • • • •

Decide on audience, purpose, and kind of writing ++ • • • • •

Write based on a picture ++ • • • • •

Write based on literature ++ • • • • •

Write about a TV show, movie, or play ++ • • • •

Take notes during research ++ • • • •

Use graphic organizers or outlines ++ • • • • • •

Organize ideas ++ • • • • • •

Evaluate research and raise new questions ++ • • • • •

Develop drafts ++ • • • • • •

Descriptive writing ++ • • • • •

Narrative writing ++ • • • • •

Genres and Literary Craft, continued TR K 1 2 3 4 5

Flashback ++ • •

Foreshadowing ++ •

Humor ++ • •

Imagery and sensory words ++ •T •T

Irony ++

Mood ++ •T

Personification ++ • • •

Point of view ++ • • •T •T

Puns and word play + • •

Sound devices and poetic elements

Rhyme ++ • • • • • •

Rhythm and cadence ++ • • • • • •

Repetition ++ • • • • •

Onomatopoeia ++ • • • •

Alliteration ++ • • •

Line length ++

Symbolism ++ • • •

Tone ++

Understatement ++

Author’s Craft/Style

Recognize/analyze author’s craft, style, language ++ • • • • •

Analyze the effect of author’s perspective/viewpoint/bias on text and ++ • • • •choice of genre

Illustrator’s Craft/Style

Recognize/analyze illustrator’s craft or style ++ • • • • •

Analyze how art complements text ++ • • •

Analyze/appreciate fine art ++

Literary Response and Appreciation TR K 1 2 3 4 5

Reflect on reading and respond in various ways ++ • •T •T •T •T •T

Recognize evocation—the thoughts and feelings aroused during ++ • • • • • •reading or listening

Relate own experience and other literary experience to what is ++ • • • • • •being read

Assume alternate points of view to explore a literary selection ++ • • • • • •

Reflect upon the relevance of the literary experience to the reader’s ++ • • • • •own life

Synthesize and extend the literary experience, e.g., through drawing, ++ • • • • • •dramatizing, miming, storytelling, etc.


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Habits and Attitudes, continuedTR K 1 2 3 4 5

Value print as a means of assessing various opinions and points of ++ • • • • • •view

Develop an appreciation of different genres and authors ++ • • • • • •

Connect experiences and ideas with those from other perspectives, ++ • • • • • •experiences, customs, and cultures

Develop attitudes and abilities to interact with members of other ++ • • • • • •groups and cultures

Work cooperatively with others ++ • • • • • •

Recognize that all peoples and cultures, native and immigrant, have ++ • • • • • •made valuable contributions to the common culture of the United States

Recognize and study themes and connections that cross cultures ++ • • • • • •and bind them together in their common humanness

Develop lifelong reading and writing habits ++ • • • • • •

Read independently from a wide variety of genres (for enjoyment, to ++ • • • • • •understand self and others, for information and utility, etc.)

Keep reading log/reading journal or have a list of favorite authors ++ • • • • •and works

Write and discuss independently (for enjoyment, to seek information, ++ • • • • • •to understand, etc.)

Share reading and writing with others ++ • • • • • •

TR K 1 2 3 4 5Understanding and Using Reference Sources

Almanac ++ • • •T

Atlas ++ •T •T •T

Card catalog/library database ++ • •T •T

Dictionary/glossary + • • •T •T •T

Encyclopedia ++ • • •T •T •T

Magazine/periodical ++ • •T •T

Manual ++ • • •

Newsletter ++ • • •

Newspaper ++ • •T •T •T

Literature guides ++ •

Technology (non-computer electronic media–e.g., audiotapes, TV, ++ • • • • • •videos, CD-ROMs; computer programs and services; Internet)

Telephone directory + • • •T

Textbook ++ •T •T •T

Thesaurus ++ • • • • •

Trade book • • • • •T

Understanding and Using Graphic Sources TR K 1 2 3 4 5

Advertisement ++ • • •

Chart/table ++ • •T •T •T •T •T

Diagram/scale drawing ++ • • • •

Graph ++ • •T •T •T •T •T

Illustration (photograph or art) and/or caption ++ • • • • • •

List ++ • • • •

Map ++ • •T •T •T •T •T

Order form ++ •T •

Poster/announcement ++ • •T •T •T

Recipe ++ •

Schedule ++ • •T •T

Sign ++ • • •

Time line ++ • •T •T •T

Habits and AttitudesTR K 1 2 3 4 5

Derive pleasure from reading, listening, viewing ++ • • • • • •

Value print as a means of gaining information ++ • • • • • •

¡Hasta la próxima!


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