www.tcmpub.com . 800.858.7339 . 5301 Oceanus Drive, Huntington Beach, CA 92649

Sample Pages from

TCM 13483 Literacy, Language, and Learning: La escuela (School)

The following sample pages are included in this download: (List as applicable:)

• Teacher’s Guide Table of Contents, Menu of Options, lesson plan, pattern pages, and song lyrics

• Vocabulary Concept Card • María tenía una corderita (Mary Had a Little Lamb) book

(Where applicable, include this:) Find our sample links for this product at http://www.teachercreatedmaterials.com . . . For correlations to Common Core and State Standards, please visit http://www.teachercreatedmaterials.com/correlations.

TCM 15576

Early Childhood Them

es B

uilding Things Teacher’s G

uideEarly C

hildhood Themes

School

Teacher’s Guide

Spanishversion

Early Childhood Them

es La escuela

Spanish Version

Teacher’s Guide

Teacher’s Guide

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . .4Research and Rationale . . . . . . . . . . . . . . .6Best Practices: Learning to Read . . . . . . .7Best Practices: The Five

Components of Reading . . . . . . . . . . . 10Best Practices: Differentiation . . . . . . . . 13Best Practices: English Language

Support . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Best Practices: Assessment . . . . . . . . . . 16Emergent and Early Writers . . . . . . . . . . 21Parent Support . . . . . . . . . . . . . . . . . . . . . 24Correlation to Standards . . . . . . . . . . . . 29Standards/Objectives Chart . . . . . . . . . 30How to Use This Product . . . . . . . . . . . . 32

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Menu of Lesson Choices . . . . . . . . . . . . . 36Vocabulary: Academic Language . . . . 38Introducing the Unit . . . . . . . . . . . . . . . . 40

Literacy Lessons . . . . . . . . . . . . . . . . . . . . . . 41

School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41School Activities . . . . . . . . . . . . . . . . . . . . 42We Like School . . . . . . . . . . . . . . . . . . . . . . 43Our Class Story . . . . . . . . . . . . . . . . . . . . . . 44We Can Read and Write . . . . . . . . . . . . . . 45

Phonemic Awareness and Phonics Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Beginning Sounds . . . . . . . . . . . . . . . . . . 46There’s a Rhyme in There . . . . . . . . . . . . 47What’s in My Backpack? . . . . . . . . . . . . . 48Find the Letters . . . . . . . . . . . . . . . . . . . . . 49Counting Syllables . . . . . . . . . . . . . . . . . . 50

Math Lessons . . . . . . . . . . . . . . . . . . . . . . . . . 51

School Favorites . . . . . . . . . . . . . . . . . . . . 51Patterns in Our Classroom . . . . . . . . . . . 52Shapes All Around . . . . . . . . . . . . . . . . . . 53Keep It Fair! . . . . . . . . . . . . . . . . . . . . . . . . . 54Count the Room . . . . . . . . . . . . . . . . . . . . 55

Social Studies Lessons . . . . . . . . . . . . . . . 56

School Tour . . . . . . . . . . . . . . . . . . . . . . . . . 56School Rules . . . . . . . . . . . . . . . . . . . . . . . . 57Mapping It . . . . . . . . . . . . . . . . . . . . . . . . . . 58Way Back When . . . . . . . . . . . . . . . . . . . . . 59I’m a Student! . . . . . . . . . . . . . . . . . . . . . . . 60

Science Lessons . . . . . . . . . . . . . . . . . . . . . . 61

Living or Nonliving . . . . . . . . . . . . . . . . . . 61Look Closely . . . . . . . . . . . . . . . . . . . . . . . . 62Playground Scientists . . . . . . . . . . . . . . . 63Crayons and Pencils . . . . . . . . . . . . . . . . . 64Living Things Grow . . . . . . . . . . . . . . . . . . 65

Music and Movement Lessons . . . . . . . . 66

Time for School . . . . . . . . . . . . . . . . . . . . . 66Bearsie, Bearsie . . . . . . . . . . . . . . . . . . . . . 67Do You Like School? . . . . . . . . . . . . . . . . . 68To School I Go! . . . . . . . . . . . . . . . . . . . . . . 69G’ Morning, Teacher . . . . . . . . . . . . . . . . . 70

Art Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

My Initial Necklace . . . . . . . . . . . . . . . . . . 71Name Puzzles . . . . . . . . . . . . . . . . . . . . . . . 72Apple Prints . . . . . . . . . . . . . . . . . . . . . . . . 73Counting in My School . . . . . . . . . . . . . . 74School Headbands . . . . . . . . . . . . . . . . . . 75

Unit Resources . . . . . . . . . . . . . . . . . . . . . . . 76

School Songs . . . . . . . . . . . . . . . . . . . . . . . 76Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Vocabulary Word Cards . . . . . . . . . . . . . 105Recommended Children’s

Literature . . . . . . . . . . . . . . . . . . . . . . . . 107Using the CDs . . . . . . . . . . . . . . . . . . . . . . 109

Appendices . . . . . . . . . . . . . . . . . . . . . . . . . .123

References Cited . . . . . . . . . . . . . . . . . . . 123Contents of the Teacher

Resource CD . . . . . . . . . . . . . . . . . . . . . 124Contents of the Audio CD . . . . . . . . . . 128

Table of Contents

© Teacher Created Materials #15576—La escuela 3

Ove

rvie

w

Day 1 Day 2

Literacy School—Introduce the school unit using the book Escuela de niños grandes . Learn about the parts of a book and story elements . (p . 41)

School Activties—Read the wordless book La escuela . Children name and imitate the actions they see in the story . (p . 42)

Phonemic Awareness and Phonics

Beginning Sounds—Listen for beginning sounds in words and match words with the same beginning sound . (p . 46)

There’s a Rhyme in There—Replace beginning sounds to create rhyming words . (p . 47)

Math School Favorites—Introduce hora de la merienda and recreo vocabulary concept cards and make a picture graph of favorite school activities . (p . 51)

Patterns in Our Classroom—Use school supplies to create ABAB patterns . (p . 52)

Social Studies

School Tour—Take a walk around the school . Meet and interview staff members . (p . 56)

School Rules—Discuss rules and learn how to be safe around the school . (p . 57)

Science Living or Nonliving— Distinguish between living and nonliving objects . (p . 61)

Look Closely—Use descriptive language to make observations about classroom objects . (p .62)

Music and Movement

Time for School—Discuss school activities and sing a song while playing in the classroom . (p . 66)

Bearsie, Bearsie—Dance together as a stuffed bear directs the motions to a school-themed song . (p . 67)

Art My Initial Necklace—Create colorful initial necklaces with construction paper . (p . 71)

Name Puzzles—Practice spelling by creating a puzzle from the letters of their first names . (p . 72)

Menu of Lesson Choices

36 #15576—La escuela © Teacher Created Materials

Overview

Menu of Lesson Choices (cont.)

Day 3 Day 4 Day 5We Like School—Discuss what you like about school and read a sentence together . (p . 43)

Our Class Story—Introduce salón, estudiante, and maestra vocabulary concept cards and cooperatively write a community story . (p . 44)

We Can Read and Write—Introduce leer and escribir vocabulary concept cards and identify things they can read and write . (p . 45)

What’s in My Backpack? — Introduce the mochila vocabulary concept card and identify ending sounds . (p . 48)

Find the Letters—Make an alphabet chart using vocabulary words . (p . 49)

Counting Syllables—Introduce the book María tenía una corderita and count syllables of words in the story . (p . 50)

Shapes All Around—Investigate classroom objects that are squares, triangles, rectangles, and circles . (p . 53)

Keep It Fair!—Use snacks to show that numbers represent quantities of objects . (p . 54)

Count the Room—Create a chart by counting and recording quantities of objects in the classroom . (p . 55)

Mapping It—Make a simple map of the classroom . (p . 58)

Way Back When—Interview a staff member about his or her early school experiences . (p . 59)

I’m a Student!—Sort activities that are done at home and at school . (p . 60)

Playground Scientists—Learn about the forces behind objects in motion on the playground . (p . 63)

Crayons and Pencils—Use crayons and pencils to discuss the concepts of igual and differente . (p . 64)

Living Things Grow—Plant birdseed and watch how seeds grow . (p . 65)

Do You Like School?—Help complete the lyrics to a simple song and act out school activities . (p . 68)

To School I Go!—Pretend to walk to school, pack a backpack, and read a book while singing . (p . 69)

G’ Morning, Teacher—Create movements to match the lyrics of a song . (p . 70)

Apple Prints—Create colorful paintings using apples as stamps . (p . 73)

Counting in My School—Sing a counting song and count out craft supplies to make a collage . (p . 74)

School Headbands —Create ABAB patterns with picture cards on a paper headband . (p . 75)

© Teacher Created Materials #15576—La escuela 37

Materials

Ph

on

emic

Aw

aren

ess

and

Ph

on

ics

1 Prior to the lesson, make one copy of the Beginning Sounds Picture Cards for each child .

2 Gather children together on the rug or in their chairs .

3 Introduce children to the maestra vocabulary concept card . Read the sentence on the front of the card .

• Allowthemtosharetheirthoughtsabout the card .

• Explaintochildrenthatyouareateacher, just as the person in the picture is .

4 Display the front of the card . Say the word maestra, carefully pronouncing each sound . Ask children to repeat the word after you .

5 Tell children that maestra begins with the /m/ sound . Say maestra again and tell children to listen for the /m/ sound . Have children repeat /m/ .

6 Tell children that you need help finding the /m/ sound . Recite the following words and ask children to put their thumbs up if they hear /m/ at the beginning of the word . If they do not hear /m/ at the beginning of the word, they should put their thumbs down .

Beginning Sounds • BeginningSoundsPicture

Cards (pp . 85–86)

• maestra vocabulary concept card

• crayons

Procedure:

ExtensionGo on a /m/ scavenger hunt in the classroom or on the playground. Ask children to find as many objects that begin with /m/ as they can.

• mono(thumbsup)

• muñeca(thumbsup)

• pintura(thumbsdown)

• mundo(thumbsup)

• tiza(thumbsdown)

• música(thumbsup)

• mesa(thumbsup)

• crayón(thumbsdown)

7 Distribute the Beginning Sounds Picture Cards . Say the names of the pictures together . Instruct children to listen for /m/ at the beginning of the word . If the picture begins with /m/, they should color the picture . If it does not begin with /m/, they should leave the picture blank .

46 #15576—La escuela © Teacher Created Materials

School Songs (cont.)

¡A la escuela voy!(Cantada al ritmo de “Por la montaña”)

Escrita por Evelyn Garcia y James Anderson

Me gusta ir a la escuela .Me gusta ir a la escuela .Escucho y aprendoy espero mi turno .Me gusta ir a la escuela .

Pongo mis cosas en mi mochila .Pongo mis cosas en mi mochila .Lápices y libros,¡yo hice mi tarea!Pongo mis cosas en mi mochila .

Leounlibronuevoenmisalón.Leounlibronuevoenmisalón.Libros son los mejores¡y por eso los adoro!Leounlibronuevoenmisalón.

Estados Unidos

© Teacher Created Materials #15576—La escuela 79

Use these cards with the lesson on page 46 .

Beginning Sounds Picture Cards

© Teacher Created Materials #15576—La escuela 85

Beginning Sounds Picture Cards (cont.)

Use these cards with the lesson on page 46 .

86 #15576—La escuela © Teacher Created Materials

Canción tradicional ilustrada por Janelle Bell-Martin

Teacher Created Materials5301 Oceanus Drive

Huntington Beach, CA 92649-1030http://www.tcmpub.com

ISBN 978-1-4333-2488-8© 2012 by Teacher Created Materials, Inc.

BP 5028

CréditosDona Herweck Rice, Gerente de redacciónLee Aucoin, Directora creativaTimothy J. Bradley, Gerente de ilustracionesConni Medina, M.A.Ed., Directora editorialRosie Orozco-Robles, Editora asociadaDon Tran, Gerente de diseño y producciónRachelle Cracchiolo, M.S.Ed., Editora comercial

AsesoraJennifer Overend Prior, Ph.D.Northern Arizona University

Teacher Created Materials5301 Oceanus Drive

Huntington Beach, CA 92649-1030http://www.tcmpub.com

ISBN 978-1-4333-2488-8© 2012 by Teacher Created Materials, Inc.

BP 5028

CréditosDona Herweck Rice, Gerente de redacciónLee Aucoin, Directora creativaTimothy J. Bradley, Gerente de ilustracionesConni Medina, M.A.Ed., Directora editorialRosie Orozco-Robles, Editora asociadaDon Tran, Gerente de diseño y producciónRachelle Cracchiolo, M.S.Ed., Editora comercial

AsesoraJennifer Overend Prior, Ph.D.Northern Arizona University

Canción tradicional ilustrada por Janelle Bell-Martin

2

María tenía una corderita, una corderita, una corderita.

3

4

María tenía una corderita.Su lana era blanca como la nieve.

5

6

Por todas partes donde María iba, María iba, María iba,

7

8

Por todas partes donde María iba, la corderita la seguía.

9

10

La siguió a la escuela un día, a la escuela un día, a la escuela un día.

11

12

La siguió a la escuela un día, pero era prohibido.

13

14

Los niños se rieron y jugaron, se rieron y jugaron, se rieron y jugaron.

15

16

Los niños se rieron y jugaron de ver a una corderita en la escuela.

Para el maestro o padreEste libro les permite tener una experiencia maravillosa

con niños que apenas están aprendiendo a leer. Los niños ya están familiarizados con las rimas y las imágenes, y les ayuda a contar el cuento si ellos leen o si uno les lee el cuento. ¡Este libro es una excelente herramienta para fortalecer la confi anza que los lectores nuevos necesitan para embarcarse en las aventuras que les esperan mientras leen!

Para extender la experiencia mientras leen, trate de hacer algunas de las siguientes actividades:

1. Canten la canción mientras leen el libro. 2. Pregúntele al niño qué haría si hubiera una corderita

en la escuela. ¿Se reiría y jugaría como los niños en la rima?

3. Hablen de las diferentes mascotas o animales. Pídale al niño que se dibuje en la escuela con su mascota o animal favorito.

4. Dígale al niño que se imagine que es la corderita de María. Anímele al niño a que imite los sonidos que hace una corderita y también como se mueve.

5. Después de que lea, deje que el niño regrese a las páginas del libro que le gustan. El releer es una herramienta excelente para fortalecer la alfabetización.

Experiencia de la amistad

juguetona entre una niña

y su corderita en esta

versión maravillosamente

ilustrada de la rima

tradicional.

TCM 13488

#13542

maestra

Mi maestra me ayuda a aprender.

#13542—La escuela ©Teacher Created Materials

photo

library.com

maestraConnecting Pieces:Activating Prior Knowledge

• Beforedisplayingthecard,givechildrencluestohelpthemguessthepersontheywillseeonthecardsuchas,“Estapersonatrabajaenunaescuela”or“Estapersonaayudaalosniñosaaprender.”Whenchildrenhaveguessedmaestra,showthemthefrontofthecard.Allowthemtosharetheirexperienceswithteachers.

• Showchildrenthefrontofthecard.Readthesentenceonthebottomofthecardaloud,pointingtoeachwordasyoureadit.Askthemtoreadthesentencewithyou.Afteryouhavefinishedreadingthesentence,askchildrentonamewaysthatteachershelpthemlearn.Writetheirresponses.

• Explainthatwhenwewanttorefertoaspecificpersonbasedontheirgender,thewordmaestra canchangetomaestro.Letchildrenknowthatmaestraandmaestromeanthesame(teacher),butmaestraisafemaleteacherandmaestroisamaleteacher.

Building Blocks:Phonemic Awareness and Phonics

• Showchildrenthefrontofthecard.Readthewordmaestraaloudasyoupointtoit.Askchildrentorepeattheword.Readthewordtogetheragain,emphasizingthebeginningsound.Askchildrentonamethebeginningsound.Ifnecessary,tellthemthatthewordmaestrabeginswiththe/m/sound.

• Tellchildrenthatyouwillsaysomewordsrelatedtoschool.Askthemtorepeatthewordyousayandtodetermineiftheyhearthe/m/soundatthebeginningoftheword.Ifthewordbeginswiththe/m/sound,theyshouldclaptheirhands.Iftheworddoesnotbeginwiththe/m/sound,theyshouldkeeptheirhandsstill.Youmaywishtousethefollowingwords:

lápiz (no clap) libro (no clap)

mano (clap) mesa (clap)

mapa (clap) papel (no clap)

mochila (clap) silla (no clap)

New Ideas:Building Knowledge and Comprehension

• Showchildrenthefrontofthecard.Pointtoeachwordinthesentenceasyoureaditaloud.Tellchildrenthatateacherhelpsstudentslearn.Reviewthechartlistingchildren’sresponsesfromtheactivatingpriorknowledgeactivity.

• Distributeasheetofdrawingpapertoeachchild.Tellchildrentoselectonewordfromthechartanddrawapicture.Encouragechildrentocopythewordfromthechartandtowriteitundertheirdrawing.