Sample Pages from
Created by Teachers for Teachers and Students
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Nivel 1
Teacher’s Guide Spanish Version
Table of Contents Welcome
RESEARCH
Lessons
Program Welcome. . . . . . . . . . . . . . . . . . . . . . . . . . 4
Research Research on Reading Intervention. . . . . . . . . . . . . 6 The Need for Intervention. . . . . . . . . . . . . . . . . 6 Response to Intervention in English Language Arts . . . . . . . . . . . . . . . . . . . . . . . 7 Components of Effective Reading Interventions . . . . . . . . . . . . . . . . . . . . . . . . 9 High-Yield Strategies for Increasing Student Achievement . . . . . . . . . . . . . . . . 10 The Reading/Writing Connection. . . . . . . . . . 11 Using Technology to Improve Literacy. . . . . . 12 Using Games to Motivate Struggling Readers. . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Best Practices Developing Key Reading Skills. . . . . . . . . . . . . . . Word Recognition. . . . . . . . . . . . . . . . . . . . . . . Academic Vocabulary. . . . . . . . . . . . . . . . . . . . Fluency. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension Strategies for Informational Texts and Literature. . . . . . . . . Differentiation. . . . . . . . . . . . . . . . . . . . . . . . . . . . Differentiating by Specific Needs. . . . . . . . . .
16 16 18 19 20 24 24
How to Use This Product Kit Components. . . . . . . . . . . . . . . . . . . . . . . . . . . Getting Started. . . . . . . . . . . . . . . . . . . . . . . . . . . . Teaching a Lesson . . . . . . . . . . . . . . . . . . . . . . . . . Using the Literacy Games. . . . . . . . . . . . . . . . . . . How to Organize and Manage Games. . . . . . . Playing the Literacy Game Sets. . . . . . . . . . . . Playing the Digital Literacy Games. . . . . . . . . Using the Technology Options. . . . . . . . . . . . . . .
26 27 28 30 30 31 34 35
Planning for Intervention Pacing Plans. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Reading Level Correlations. . . . . . . . . . . . . . . Introduction to Correlations . . . . . . . . . . . . . . Standards Correlations. . . . . . . . . . . . . . . . . . . Series Scope and Sequence. . . . . . . . . . . . . . . . . .
36 40 40 43 44 47
Lesson 1:Using the 5 Ws: Literature. . . . . . . . 51 Lesson 2: Using the 5 Ws: Informational Text. . . . . . . . . . . . . . . . . . . 59 Lesson 3: Describing Characters. . . . . . . . . . . 67 Lesson 4: Using Details . . . . . . . . . . . . . . . . . . 75 Lesson 5: Understanding Major Events and Key Details. . . . . . . . . . . . . . . . . . . . . 83 Lesson 6: Understanding the Main Idea. . . . . 91 Lesson 7: Using Meaning Clues: Literature . . 99 Lesson 8: Using Meaning Clues: Informational Text. . . . . . . . . . . . . . . . . . 107 Lesson 9: Comparing and Contrasting Texts: Literature. . . . . . . . . . . . . . . . . . . . 115 Lesson 10: Comparing and Contrasting Texts or Illustrations: Informational Text. . . . . . . . . . . . . . . . . . 123 Lesson 11: Making Predictions: Literature. . . . . . . . . . . . . . . . . . . . . . . . . 131 Lesson 12: Making Predictions: Informational Text. . . . . . . . . . . . . . . . . . 139 Lesson 13: Making Connections . . . . . . . . . . 147 Lesson 14: Connecting Two Pieces of Information . . . . . . . . . . . . . . . . . . . . . . . 155 Lesson 15: Summarizing: Literature. . . . . . . 163 Lesson 16: Summarizing: Informational Text. . . . . . . . . . . . . . . . . . 171 Lesson 17: Understanding Dialogue. . . . . . . 179 Lesson 18: Using Text Features. . . . . . . . . . . 187 Lesson 19: Understanding the Central Message . . . . . . . . . . . . . . . . . . . . . . . . . . 195 Lesson 20: Determining Supporting Reasons. . . . . . . . . . . . . . . . . . . . . . . . . . . 203 Lesson 21: Comparing and Contrasting Events . . . . . . . . . . . . . . . . . 211 Lesson 22: Connecting Events. . . . . . . . . . . . 219 Lesson 23: Describing Events. . . . . . . . . . . . 227 Lesson 24: Using Visual Information. . . . . . . 235 Lesson 25: Identifying Sensory Details. . . . . 243 Lesson 26: Using Mental Images. . . . . . . . . . 251 Lesson 27: Identifying Point of View. . . . . . . 259 Lesson 28: Identifying Reasons. . . . . . . . . . . 267 Lesson 29: Understanding Characters, Setting, and Events . . . . . . . . . . . . . . . . . 275 Lesson 30: Using the Glossary. . . . . . . . . . . . 283
Appendices Appendix A: References Cited . . . . . . . . . . . . . . 291 Appendix B: Glossary. . . . . . . . . . . . . . . . . . . . . . 294 Appendix C: Digital and Audio Resources Charts. . . . . . . . . . . . . . . . . . . . . . 296
© Teacher Created Materials
21419—Focused Reading Intervention Nivel 1—Teacher’s Guide
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HOW TO USE THIS PRODUCT
Kit Components
Teacher’s Guide
Digital and Audio Resources
30 easy-to-use, standards-based lesson plans
Audio CD
Includes professional recordings of all 30 passages. Cuaderno de prácticas guiadas para el estudiante
Full-color reading passages and student activities 3 Digital Literacy Games
Digital Literacy Games focus on key word-recognition skills, language conventions, and comprehension strategies
Assessment Guide
Includes a pretest, posttest, and oral reading record
Digital Resources
3 Literacy Game Sets
Each game set includes a game board, directions, answer key, and game pieces. INSTRUCCIONES Cómo ganar
¡Nombra los adjeti vos para la meta! escurrirte
Cómo preparar
el juego
por el camin o hacia
• PDFs of all student materials (passages, game sets, activity sheets, assessments, etc.) • PDFs of teacher resources (graphic organizers, rubrics, pacing plans, etc.) • Digital Literacy Games • Electronic versions of the Pretest and Posttest and recording tools
tablero de juego Mucha 4 piezas de s Madrigueras juego cartas Respuestas
1. Coloca el tablero en medio 2. Coloca de los jugad las cartas ores. boca abajo 3. Cada jugad en el tabler o. la salida. or escoge una pieza El juego pasa jugador más joven de juego y la coloca va prime a la izquie ro. Luego en rda. Cómo , el
jugar
1. Elige una carta y lee el adjetivo la de la oració oración en voz alta. 2. Si la respu n. Nombra esta es correc quédate ta, avanz en a un espac si es neces el mismo espacio. io. Si no, (Consulta ario). 3. ¡El prime las respu estas r jugador en llegar termina el a su meta tiempo antes el jugador de que alguie gana! Si se más cerca a su meta gana. n llegue a su meta, Pista
útil
Un adjeti vo es una palabra que Me comí describe un helado algo: sabroso. 22896 (i10473)—Fo
cused Reading—M
uchas madrigueras
Game Set © Teacher
26
Created Materials
21419—Focused Reading Intervention Nivel 1—Teacher’s Guide
© Teacher Created Materials
HOW TO USE THIS PRODUCT
Getting Started 1. Prior to instruction, administer the Pretest. This assessment covers all the comprehension skills and objectives for this level of the program. It can be used to determine which concepts have already been mastered by each individual student, as well as which lessons concepts still need to be taught.
2. Determine the most appropriate pacing plan for students. Use or modify the pacing plans located on pages 36–39 to best meets the needs of your students within instructional context. planning for intervention
Pacing Plans
(cont.)
Option 2: Sample Four-Week Pacing Plan
2 hours/day, 5 days/week This pacing plan shows how this product can be used over a six-week intervention program.
2 hours/day, 5 days/week This pacing plan includes 20 key lessons to be taught over a four-week intervention program. Teachers can adjust the pacing plan to best meet the needs of their students.
Six-Week Program (2 hours/day) Week
Note: Depending on students’ abilities, you may wish to read the Pretest aloud to students or use the professional recording found on the Audio CD.
planning for intervention
Option 1: Sample Six-Week Pacing Plan
Day 1
Day 2
Day 3
1
Using the 5 Ws: Using the 5 Ws: Describing Literature Informational Text Characters (pages 51–58) (pages 59–66) (pages 67–74)
2
Understanding the Main Idea (pages 91–98)
3
Using Meaning Clues: Literature (pages 99–106)
Day 4 Using Details (pages 75-82)
Week
Using Meaning Comparing and Comparing and Clues: Contrasting Contrasting Text Informational Text Texts or Illustrations (pages 107–114) (pages 115–122) (pages 123–130)
Making Making Making Predictions: Predictions: Connections Literature Informational Text (pages 147–154) (pages 131–138) (pages 139–146)
Connecting Summarizing: Two Pieces of Literature Information (pages 163–170) (pages 155–162) Understanding Determining the Central Supporting Message Reasons (pages 195–202) (pages 203–210)
4
Summarizing: Understanding Informational Dialogue Text (pages 179–186) (pages 171–178)
Using Text Features (pages 187–194)
5
Comparing and Connecting Contrasting Events Events (pages 219-226) (pages 211–218)
Describing Events Using Visual Identifying (pages 227–234) Information Sensory Details (pages 235–242) (pages 243–250)
6
Using Mental Identifying Point Images of View (pages 251–258) (pages 259–266)
Identifying Reasons (pages 267–274)
© Teacher Created Materials
Four-Week Program (2 hours/day)
Day 5 Understanding Major Events and Key Details (pages 83–90)
1
2
3
4
Understanding Using the Characters, Glossary Setting, and (pages 283–290) Events (pages 275–282)
21166—Focused Reading Intervention Level 1—Teacher’s Guide
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38
Day 1
Day 2
Using the 5Ws: Literature (pages 51–58)
Using the 5Ws: Informational Text (pages 59–66)
Describing Characters (pages 67–74)
Understanding the Central Message
Connecting Events (pages 219–226)
Using Meaning Using Meaning Clues: Literature Clues: (pages 99–106) Informational Text (pages 107–114)
Comparing and Contrasting Texts (pages 115–122)
Using Text Features (pages 187–194)
Identifying Point of View (pages 259–266)
Using Visual Information (pages 235–242)
Understanding Characters, Setting, and Events (pages 275–282)
Using Details (pages 75–82)
Comparing and Contrasting Events (pages 211–218)
Identifying Reasons (pages 267–274)
Comparing and Contrasting Texts or Illustrations (pages 123–130)
Making Connections (pages 147–154)
Making Predictions: Literature (pages 131–138)
(pages 195–202)
Day 3
21166—Focused Reading Intervention Level 1—Teacher’s Guide
Day 4
Day 5
Understanding Major Events and Key Details (pages 83–90)
Understanding the Main Idea (pages 91–98)
© Teacher Created Materials
planning for intervention Option 3: Sample 24-Week Pacing Plan 1 hour/day, 2 days/week This pacing plan shows how the program can be used in a six-month, after-school program, or pull-out intervention that meets for one hour twice a week. Since each lesson is two hours in length, one-half of a lesson is completed each class. Some lessons are excluded to fit the 24-week program. Teachers can adjust the pacing plan to best meet the needs of their students. Week
Day 2
Lesson 1 (pages 51–56, Warm-Up Activity, Word Work, Whole-Group Lesson) Lesson 2 (pages 59–64)
Lesson 1 (pages 57–58, Writing, Fluency, Progress Monitoring, Differentiated Instruction) Lesson 2 (pages 65–66)
3
Lesson 3 (pages 67–72)
Lesson 3 (pages 73–74)
4
Lesson 4 (pages 75–80)
Lesson 4 (pages 81–82)
1
Pretest
Day 1
2
5
Lesson 5 (pages 83–88)
Lesson 5 (pages 89–90)
6
Lesson 6 (pages 91–96)
Lesson 6 (pages 97–98)
7
Lesson 7 (pages 99–104)
Lesson 7 (pages 105–106)
8
Lesson 8 (pages 107–112)
Lesson 8 (pages 113–114)
9
Lesson 9 (pages 115–120)
Lesson 9 (pages 121–122)
10
Lesson 10 (pages 123–128)
Lesson 10 (pages 129–130)
11
Lesson 11 (pages 131–136)
Lesson 11 (pages 137–138)
12
Lesson 12 (pages 139–144)
Lesson 12 (pages 145–146)
13
Lesson 13 (pages 147–152)
Lesson 13 (pages 153–154)
14
Lesson 14 (pages 155–160)
Lesson 14 (pages 161–162)
15
Lesson 15 (pages 163–168)
Lesson 15 (pages 169–170)
16
Lesson 16 (pages 171–176)
Lesson 16 (pages 177–178)
17
Lesson 17 (pages 179–184)
Lesson 17 (pages 185–186)
18
Lesson 18 (pages 187–192)
Lesson 18 (pages 193–194)
19
Lesson 19 (pages 195–200)
Lesson 19 (pages 201–202)
20
Lesson 22 (pages 219–224)
Lesson 22 (pages 225–226)
21
Lesson 25 (pages 243–248)
Lesson 25 (pages 249–250)
22
Lesson 26 (pages 251–256)
Lesson 26 (pages 257–258)
23
Lesson 28 (pages 267–272)
Lesson 28 (pages 273–274)
24
Lesson 29 (pages 275–280)
Lesson 29 (pages 281–282)
© Teacher Created Materials
21166—Focused Reading Intervention Level 1—Teacher’s Guide
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Pretest Item Analysis Directions: Type lowercase x's into cells to indicate where students have missed questions. Add up the totals. You can then view totals of: 1) how many students missed each question; 2) how many questions were missed per student; and 3) the total number of questions missed in the diagnostic test. Correlated Lesson Question #
1
2
3
4
5
6
x
x
7
8
9
10
11
12
13
14
15
16
17
18
19
20
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25
26
27
28
Answers
29
30
# of questions missed per student
Student Name Sample Student
x
x
x
x
x
x
8
# of students missing each question
Pretest Item Analysis Note: Use the Pretest Item Analysis (filenames: pretestanalysis.doc; pretestanalysis.pdf, pretestanalysis.xls) to help monitor which skills are the most difficult for students and need to be focused on.
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HOW TO USE THIS PRODUCT
Teaching a Lesson
Teacher’s Guide Each eight‑page lesson is organized in a consistent format for ease of use. Teachers may choose to complete some or all of the lesson activities in order to best meet the needs of their students. Each lesson includes:
• an overview page with key information for planning • a key English Language Arts standard • a Skill Overview providing background information
• a copy of the passage from the Cuaderno de prácticas guiadas para el estudiante • a Warm-Up Activity to build students’ automaticity in reading high‑frequency words • time markers to indicate the approximate time for instruction
• a Word Work section focusing on foundational language and vocabulary skills • use of the Gradual Release of Responsibility Model in the Whole-Group Comprehension section
• a Written Response activity that ties to the reading skill Note: You may wish to use the digital version of the writing prompt found on the Digital Resources USB Device to provide practice for the electronic testing environments. • fluency practice activities to build oral reading skills • differentiation strategies to support and extend learning • literacy learning games to motivate students to develop and reinforce mastery of basic skills
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21419—Focused Reading Intervention Nivel 1—Teacher’s Guide
© Teacher Created Materials
HOW TO USE THIS PRODUCT Cuaderno de prácticas guiadas para el estudiante Each lesson in the Teacher’s Guide has six corresponding student pages in the Cuaderno de prácticas guiadas para el estudiante:
• a high-interest reading passage to engage students • a variety of text types to meet the rigor and text complexity requirements
• Word Work activities to reinforce foundational reading skills (Levels K–5) and language conventions (Levels 6–8) • activities that support vocabulary acquisition and language development
• comprehension activities that reinforce skills and prompt students to use the text when supporting their responses
• a Written Response activity to extend and enrich students’ reading/writing connection
• a Quick Check to easily monitor students’ progress Note: Depending on students’ abilities, you may wish to read the multiple-choice questions and answer choices aloud.
© Teacher Created Materials
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HOW TO USE THIS PRODUCT
Using the Literacy Games
How to Organize and Manage Games Options for Grouping Students While the teacher meets with groups of students during differentiated instruction, the remaining students can be divided into groups of two to four students to play the Literacy Game Sets. Individual students can play the Digital Literacy Games. • Two to four players are needed for each Literacy Game Set, for a maximum of 12 students in a single rotation. • Digital Literacy Games are designed for individual play, for a maximum of three students in a single rotation. Alternatives to the Literacy Games You might wish to alter some of the activities that students participate in each day by providing other activities either instead of, or in addition to, the games. Suggestions for these alternative centers include the following:
Playing the Games To play the games, divide the class into groups of four. You may wish to create heterogeneous groups of students at various levels of proficiency. Or you may choose to create homogeneous groups of similarly leveled students. In this arrangement, you can provide additional assistance to one or more groups. To prepare for each game, set up three game stations throughout the classroom. Each station will have a Literacy Game Set that includes all the materials needed to play the game (game board, directions, answer key, game cards, and game markers or pawns). Prior to game play, review the directions for each game with the class. Answer any questions students may have. As students play, move around the room to monitor for understanding. In addition to the three Literacy Game Sets, there are three Digital Literacy Games that can be played on stand-alone computers, interactive whiteboards, or laptops.
• Encourage independent or partner reading time using leveled classroom library readers. • Provide independent writing time. • Create a listening center using the professional recordings of the reading passages provided on the Audio CD or have students record themselves and make the recordings available in a center. • Have students make up their own games by creating new game cards for the existing game boards.
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21419—Focused Reading Intervention Nivel 1—Teacher’s Guide
© Teacher Created Materials
Playing the Literacy Game Sets
HOW TO USE RESEARCH THIS PRODUCT
Muchas madrigueras: Adjetivos
INSTRUCCIONES
Cómo ganar
¡Nombra los adjetivos para escurrirte por el camino hacia la meta!
Cómo preparar el juego
tablero de juego Muchas Madrigueras 4 piezas de juego cartas Respuestas
1. Coloca el tablero en medio de los jugadores . 2. Coloca las cartas bo ca abajo en el tablero. 3. Cada jugador esco ge una pieza de juego y la coloca en la salida. El jugador má s joven va primero. Lu ego, el juego pasa a la izquie rda.
Cómo jugar
1. Elige una carta y lee la oración en voz alta. Nombra el adjetivo de la oración . 2. Si la respuesta es co rrecta, avanza un espa cio. Si no, quédate en el mismo es pacio. (Consulta las res puestas si es necesario). 3. ¡El primer jugador en llegar a su meta ga na! Si se termina el tiempo antes de que alguien llegue a su meta, el jugador más cerca a su meta gana.
Pista útil
Un adjetivo es una pa labra que describe alg o: Me comí un helado sa broso.
22896 (i10473)—Focused
© Teacher Created Materials
Reading—Muchas madriguer as Game Set
© Teacher Created Materials
21419—Focused Reading Intervention Nivel 1—Teacher’s Guide
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HOW TO USE RESEARCH THIS PRODUCT
Playing the Literacy Game Sets
(cont.)
Volviendo a casa: Tiempos verbales
INSTRUCCIONES Cómo ganar
¡Di los tiempos verbale s para esquiar hacia la meta!
Cómo preparar el juego
tablero de juego Volvie ndo a casa 4 piezas de juego cartas Respuestas
1. Coloca el tablero en medio de los jugadores . 2. Coloca las cartas bo ca abajo en el tablero. 3. Cada jugador esco ge una pieza de juego y la coloca en la salida. El jugador má s bajito va primero. Lu ego, el juego pasa a la izquie rda.
Cómo jugar
4. Elige una carta. De cide si el verbo, la palab ra de acción, está en el tiempo pasa do, presente o futuro. 5. Si la respuesta es co rrecta, avanza dos es pacios. Si no, retrocede un espacio o quédate en la salida. (Consulta las respuestas si es ne cesario). Si llegas al es pacio de la ¡Ventisca!, pierdes tu sig uiente turno. 6. ¡El primer jugador en llegar a la meta ga na! Si se termina el tiempo antes de que un jugador llegu e a la meta, el jugador más cerca a la meta gana. Nota: Cuando estés jug ando, coloca las carta s que ya se usaron en una pila dif erente. Barájalas y ús alas de nuevo si se terminan las demá s cartas durante el jue go.
Pistas útiles
El tiempo presente suced e seguido o ahora: canto El tiempo pasado ya suc edió: canté El tiempo futuro va a suc eder: cantaré 22895 (i10458)—Focused Reading—Volviendo a casa Game Set
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21419—Focused Reading Intervention Nivel 1—Teacher’s Guide
© Teacher Created Materials
© Teacher Created Materials
HOW TO USE RESEARCH THIS PRODUCT Diversión con obstáculos: Sílabas
INSTRUCCIONES
Cómo ganar
¡Cuenta las sílabas pa ra saltar, correr y brinc ar a la meta!
Cómo preparar el juego
tablero de juego Divers ión con obstáculos 4 piezas de juego cartas Respuestas
1. Coloca el tablero en medio de los jugadores . 2. Coloca las cartas bo ca abajo en los espacio s del tablero. 3. Cada jugador esco ge una pieza de juego y un camino de salida. El jugador má s alto va primero. Lueg o, el juego pasa a la izquierda.
Cómo jugar
1. Elige una carta y lee la palabra. Di cuántas sílabas hay en la palabra. 2. Si la respuesta es co rrecta, avanza un espa cio en tu camino. Si no, quédate en el mismo espacio. (Consulta las respuestas si es ne cesario). 3. ¡El primer jugador en alcanzar su meta ga na! Si se termina el tiempo antes de que esto suceda, el jugador más cercano a su meta gana Nota: Cuando estés jug ando, coloca las carta s que ya se usaron en pilas difere ntes. Barájalas y úsala s de nuevo si se terminan las demás ca r tas.
22894 (i10443)—Focused
© Teacher Created Materials
Reading—Diversión con obstá
culos Game Set
© Teacher Created Materials
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HOW TO USE RESEARCH THIS PRODUCT
Playing the Digital Literacy Games
Using the Digital Literacy Games Each level of Focused Reading Intervention includes three Digital Literacy Games that attend to the key word recognition, language conventions, and comprehension skills addressed in the kit. Use the Digital Literacy Games to guide students toward independent skill application while engaging them in a fully interactive experience. The Digital Literacy Games can be used in a variety of instructional settings and help support numerous literacy and learning goals. Oso vs. Abejas: Detalles clave A hungry bear wants to get honey from the bees, but the bees are on alert. In this playful game, students receive extensive practice answering grade appropriate who, what, where, when, and why questions. When a question is answered correctly, the game’s main character, a hungry bear, is rewarded with honey straight from the hive. However, students need to bee-ware. An incorrect answer launches a honey-saving bee! Each game features 10 questions and can be played multiple times. Focas graciosas clasificando: Sílabas Our spectacular seals are true word aficionados. Students sort words into the number of syllables in this game’s festive forum. Each time an answer is selected, a beach ball is tossed to an eager seal. If the answer is correct, the seal balances the toy on its nose. After students correctly sort nine words, a silly-themed animation plays. Students may play this game as many times as they wish by choosing the “Juego nuevo” option at the end. Súper Perro: Dígrafos Oh no! Súper Perro has lost his powers. Students work to match digraphs (qu-, ll- and ch-) with their correct word endings to help Súper Perro regain his powers. Each word part is paired with a picture to help support student problem solving and to reinforce student understanding. Students will get continued practice with digraphs by playing this game again and again.
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21419—Focused Reading Intervention Nivel 1—Teacher’s Guide
© Teacher Created Materials
Using the Technology Options
HOW TO USE RESEARCH THIS PRODUCT
Using the Audio CD
Using the Digital Assessments
Use the Audio CD as a model of fluent reading, to provide additional support for English language learners, and to build fluency. The Audio CD includes professional recordings of all the passages in this kit and provides students with a model for appropriate phrasing, intonation, and expression. Play the audio tracks of the passages to support fluency development as a prereading and/or rereading activity, during and after reading, during fluency instruction, and/or in a listening center. Additionally, recordings are provided for the Pretest and Posttest.
The electronic versions of the Pretest and Posttest assessments are a way for a teacher to collectively administer and record scores electronically. The assessment contains the same questions as the print versions of the Pretest and Posttest. Additionally, these assessments are designed to extend student exposure to electronic formats of standardized test platforms. Once students have completed the Pretest and Posttest, a teacher has the ability to gather individual or class scores, allowing greater ease to assess and plan for instruction. Note: A more detailed overview of the Electronic Assessments is provided in the Assessment Guide. Please reference the Electronic Assessment User’s Guide on the Digital Resources USB Device for installation instructions.
Using the Digital Literacy Games Focused Reading Intervention includes three engaging and purposeful Digital Literacy Games that focus on the key word recognition, language conventions, and comprehension skills for each level.
Sample Electronic Assessment
For a detailed overview of the Digital Literacy Games, see page 34 and the Users Guide provided on the Digital Resources USB Device.
Using the Digital Resources The Digital Resources include PDF files of the pages in the Cuaderno de prácticas guiadas para el estudiante, Literacy Game Sets, teacher resources, and assessments. Additionally, the Digital Literacy Games and Electronic Assessments are also provided. All digital resources are found on the Digital Resources USB Device. © Teacher Created Materials
.
Teacher Reporting Options
21419—Focused Reading Intervention Nivel 1—Teacher’s Guide
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Connecting Two Pieces of Information Phonological Awareness: Distinguish [open from closed] vowel sounds in spoken single-syllable words. Vocabulary: Define words by category and by one or more key attributes.
Materials • Cuaderno de prácticas guiadas para el estudiante (pages 84–89) • Las arañas no son insectos (filename: aranas.pdf) • Audio CD (Track 14)
Reading Informational Text: Describe the connection between two individuals, events, ideas or pieces of information in a text.
• Literacy Game Sets • Digital Literacy Games • note cards
Writing: Write about an insect or spider.
• chart paper
Progress Monitoring
• pictures of spiders and insects
The pages below from the Cuaderno de prácticas guiadas para el estudiante can be used to formally and informally assess student understanding of the concepts. Note: The pages from the Cuaderno de prácticas guiadas para el estudiante can be completed in a multitude of settings depending on students’ needs, such as orally, one-on-one, in a small group, in a whole group, or independently.
• unlined paper
Nombre: _____________________ Fecha: _______
arañinassectos
´ Leccio n 14
Las
Trabajando con palabras
21421—Focused
Reading—Cuaderno
bobo
bebé
tutú
ocho
tienen
nana
seis
cuerpo
puede
gente
bici
Esc ribe
dos det alle s
1
© Teacher Created Materials
Materials © Teacher Created
datos
´ Leccion
´
Leccion
14
14
a de las dato s acerc Cone cta los insec tos Instr uccio nes: con el dato acerc a de los telar aña . arañ as en azul en rojo para form ar una de que corre spon las El cuerp o de n e tiene arañ as se divid Las arañ as parte s . ojos . dos en ocho
21421—Focused Reading—Cuaderno de prácticas guiadas para el estudiante
Ins tru ccio cas illa y nes : Haz un dib ujo de una un inse cto dib ujo . ara ña en en la otra una cas illa . Nom bra cad a
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Respuesta escrita
Nom bre:
1 ¿Cu ál de las
pala bras tien e una voca l cerr ada ? A nota B no C mon o D luz
inse ctos y las arañ as?
A Amb inse
alas
C Amb .
inse ctos arañ as tien y las en dos ojos
os son
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21421—Focused Reading—Cuaderno de prácticas guiadas para el estudiante
4 ¿En qué se
A Los
os tien en solo seis pata sy part es del dos cuer po .
87
Connecting two pieces of information in a text helps readers monitor comprehension and make connections. Students can compare and contrast information to make these connections. In Las arañas no son insectos, students will identify key details and describe connections between ideas in a text.
B Algu .
nos inse tien en alas ctos . Pero las arañ
as no . C Vive n afue ra . D
Usa n tela raña s para atra par la com ida .
© Teacher Created Materials © Teacher Created Materials
21421—Focused
Reading—Cuadern
o de prácticas guiadas para el estudiante
© Teacher Created Materials
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sigu ient es afir mac ione de las arañ s ace rca as es verd ade ra? A Hac B Picaen tela raña s . C Son n . de colo r ama rillo . D Tien en seis pata s .
dife renc ian los inse ctos de las arañ as?
os tien en
anim D Amb ales .
Los insec tos tiene n seis pata s .
´ Lecci on
mprensión
2 ¿Cu ál de las
os son
B Ambctos .
para el estudiante de prácticas guiadas Reading—Cuaderno
Created Materia ls
____________ _________ Fech a: ____ ___
Repaso de co
Instrucciones: Dibuja y escribe si preferirías ser un insecto o una araña . Incluye dos razones .
3 ¿En qué se pare cen los
Los insec tos tiene n dos ojos .
© Teacher
Nombre: _____________________ Fecha: _______
Algun os insec tos . pued en volar
Materials © Teacher Created
ace rca de un inse cto .
Skill Overview: Connecting Two Pieces of Information
2
abejas
Una telaraña de
los El cuerp o de divid e insec tos se s . en tres parte
es
ace rca de una
2
arañas
__ _ Fech a: _____ _______________ Nomb re: _____
Las arañ as no pued en volar .
_______
escalofriant
1
Instrucciones: Traza una línea desde cada dibujo a su categoría correcta .
el estudiante guiadas para de prácticas
Las arañ as tiene n ocho pata s .
araña
: ______ _________ ______ Fec ha:
Sabandijas
Ins tru ccio nes : Esc ara ña . ribe dos det alle s
Parte 2: Lenguaje y vocabulario
ctos tien en Algu nos inse arañ as no . las r alas . Pero pued en hace Las arañ as Las usan para tela raña s . ctos para atra par inse inse ctos no com er . Los r tela raña s . pued en hace dos tien en Los inse ctos en arañ as tien ojos . Las . ¿Cuá nto ocho ojos si tuvie ras pod rías ver ? ocho ojos
Nom bre
14
14
Instrucciones: Colorea de naranja las casillas con palabras que contengan vocales abiertas, de azul las que contengan vocales cerradas y de verde las que contengan diptongo .
reco noce s ¿Cre es que do lo cuan s un inse cto s las cosa ves? No toda trep an son y que rept an e Muc ha gent inse ctos . un arañ a es cree que la no lo es . Pero cto . inse tien en seis Los inse ctos part es del pata s y tres arañ as tien en cuer po . Las dos part es sy ocho pata del cuer po .
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´ Lecc ion
´ Leccion
Parte 1: Las vocales
no son
14
Informational Text
Learning Objectives
LESSon
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LeSSOn
(cont.)
Informational Text
14
Connecting Two Pieces of Information
Warm-Up Activity
min.
Remind students that high-frequency words are the most commonly used words in texts. Recognition of and repeated exposure to these words is essential to fluent reading. Write the words below on the board. Read each word aloud. Choose one word. The first time you read it, read it aloud in a whisper. The second time, use a squeaky voice. The third time, use a loud voice. Let students choose the method for reading it the fourth time. Repeat the process with the remaining words. todas
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dos
tienen
21419—Focused Reading Intervention Nivel 1—Teacher’s Guide
un
ojos
© Teacher Created Materials
Connecting Two Pieces of Information
LESSon (cont.)
Open and Closed Vowels
min.
1. Write the following words on note cards: tomo, las, el, sus, si, hoy, tiene, and cuerpo. 2. Distribute the cards to various students. Have one student stand up, and read the word. Invite the class to spell the word aloud, using what they know about letters and sounds. 3. Ask students to put the words into three different groups: palabras con vocales abiertas, palabras con vocales cerradas y palabras con diptongo. 4. Help students, if needed, to complete Part 1 of the activity sheet Trabajando con palabras (Cuaderno de prácticas guiadas para el estudiante, page 85) for additional practice identifying words with open vowels, closed vowels, and diphthongs.
Language and Vocabulary arañas
Informational Text
Word Work
14
min. abejas
1. Prior to this lesson, fold a large sheet of chart paper in two long equal sections. Write the words Arañas and Abejas on the top of each section of the chart paper. 2. Discuss the categories and what they are. Have students turn and tell their neighbor about the attributes of spiders. (hacen telarañas, tienen ocho ojos, ocho patas) 3. Write some of their responses on the chart. Continue to have students discuss attributes of bees. (insectos, viven en una colmena, hacen miel) 4. Help students, if needed, to complete Part 2 of the activity sheet Trabajando con palabras (Cuaderno de prácticas guiadas para el estudiante, page 85) for additional practice with language and vocabulary.
© Teacher Created Materials
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Connecting Two Pieces of Information
LeSSon
Informational Text
14
(cont.)
Whole-Group Lesson Before Reading I Do
min.
1. Tell students that they are going to use a strategy that good readers use. Explain that good readers make connections. Say, “Vamos a practicar cómo hacer conexiones entre dos datos del mismo texto. Podemos hacer esto buscando parecidos y diferencias en la información que leemos.” 2. Introduce Las arañas no son insectos (Cuaderno de prácticas guiadas para el estudiante, page 84) or display the PDF version. 3. Say, “Antes de comenzar a leer, primero veo el título. Luego, me pregunto: ¿Qué sé ya sobre arañas e insectos? Hacer conexiones entre lo que ya sé sobre arañas e insectos, hará más fácil entender la información que será nueva para mí cuando lea.”
We Do
You Do
1. Have students discuss if they agree with the title. Tell them to share the reasons why they agree or disagree.
1. Ask students to turn to a neighbor to share their prior knowledge about spiders and insects. Move around the room to ensure that all students have an opportunity to share. 2. Come back together as a class and invite student volunteers to share some of their prior knowledge.
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Connecting Two Pieces of Information During Reading
(cont.)
(cont.)
min.
I Do 1. Tell students that when they connect two pieces of information, it allows them to notice the similarities and differences between the two items.
2. Have students read Las arañas no son insectos. 3. Reread Las arañas no son insectos together as a group, either reading the passage aloud or playing the recording from the Audio CD.
14
Informational Text
Whole-Group Lesson
LESSON
4. Say, “Los buenos lectores conectan dos ideas y datos observando en qué se parecen y en qué se diferencian.” 5. Say, “En este primer párrafo, aprendimos que las arañas no son insectos. Esto es interesante. No sabía eso. El texto nos dice que los insectos tienen seis patas y las arañas tienen ocho patas. Conectando esta información, entiendo en qué se diferencian los insectos y las arañas.”
We Do
1. Ask, “¿Qué otros datos presenta el autor que nos pueden ayudar a hacer conexiones y aprender sobre cómo las arañas y los insectos son diferentes?” (Las arañas tienen dos partes del cuerpo, mientras que los insectos tienen tres; los insectos pueden tener alas, las arañas no; las arañas hacen telarañas, los insectos no; las arañas tienen ocho ojos, los insectos tienen dos.) Encourage students to share aloud. 2. Have a student volunteer read aloud the first section of Las arañas no son insectos. Have students share some of the things that are similar and different.
You Do
1. Have students finish reading the last section of the passage with a partner. 2. Encourage students to share with their partner any similarities or differences they notice about spiders and insects. 3. Have students complete the activity sheet Sabandijas escalofriantes (Cuaderno de prácticas guiadas para el estudiante, page 86).
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Connecting Two Pieces of Information
LeSSon
Informational Text
14
Whole-Group Lesson After Reading
(cont.)
(cont.)
min.
Language Support Draw a sketch or diagram of a spider and an insect. Have students help you name and label the parts they know, such as legs, body, and eyes. Provide students with time to share what they know about each of the parts. Las arañas tienen ______. Los insectos tienen ______.
I Do 1. Remind students that making connections and comparing information as we read helps us to better understand new information. As they read, they looked for the similarities and differences of spiders and insects.
2. Say, “Observando los parecidos y las diferencias, pude hacer conexiones entre dos datos. Puedo hacer afirmaciones como, por ejemplo, las arañas comen insectos, pero no son insectos porque conecté y entendí la información de Las arañas no son insectos.”
We Do
1. Ask, “¿Qué tipo de afirmaciones pueden hacer a partir de las conexiones que hicieron en el texto?” 2. Ask, “¿Por qué es importante para los lectores conectar información en el texto?” (Comprueba la comprensión y ayuda a los lectores a organizar nueva información.)
You Do
1. Have students complete the activity sheet Una telaraña de datos (Cuaderno de prácticas guiadas para el estudiante, page 87) either now or during the Differentiated Instruction portion of the lesson.
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Connecting Two Pieces of Information
(cont.)
min.
Tell students to think about Las arañas no son insectos and how spiders and insects are alike and different. Then, read aloud and discuss the prompt from the activity sheet Respuesta escrita (Cuaderno de prácticas guiadas para el estudiante, page 88). You may wish to have students complete the digital version of the writing prompt found on the Digital Resources USB Device. Note: If time permits, have students discuss their writing in pairs.
Fluency Practice
min.
14
Informational Text
Writing
LESSon
Timed readings are an effective way to help students monitor their rate while reading. Have students work in pairs. One student reads Las arañas no son insectos aloud while the other monitors for accuracy and notes uncorrected errors. Time the reading for one minute. At the end of the minute, students mark the last word read and count the words accurately read up to that point. Compare that number to the targeted number for the grade level. If time permits, have student pairs practice a few times together (choral, echo). Re-time and notice any changes. Note: You may wish to play the professional recording provided on the Audio CD of the passage to model proper fluency.
Progress Monitoring
min.
1. Have students complete the activity sheet Repaso de comprensión (Cuaderno de prácticas guiadas para el estudiante, page 89) to gauge student progress toward mastery of the Learning Objectives. Note: Depending on students’ abilities, you may wish to read the multiplechoice questions and answer choices aloud. 2. Based on the results of the activity sheet Repaso de comprensión and the teacher’s observations during the lesson, organize students into groups and continue with the Differentiated Instruction support and the Literacy Games.
© Teacher Created Materials
Assessment Opportunity Have students complete a timed reading of the passage. This passage has 94 words. The fluency goal is 60 words per minute. See pages 16–17 of the Assessment Guide for instructions and the fluency rubric.
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Connecting Two Pieces of Information
LeSSon
Informational Text
14
Differentiated Instruction
(cont.)
min.
While the teacher meets with each group below, the remaining students will play the Literacy Games.
Literacy Games
Reteach 1. Remind students that connecting two pieces of information helps the reader deepen their understanding of the overall topic. 2. To practice, give each student a picture of a spider or an insect. Have them form groups based on whether their picture is a spider or an insect. Discuss the differences between spiders and insects.
Divide students into groups. Assign each group to one game. For instructions on how to organize, manage, and play the Literacy Games, see pages 30–34.
Reinforce To practice connecting two pieces of information, have students draw and label pictures showing how spiders and insects are alike and different.
Literacy Game Sets
Digital Literacy Games
Extend Learning
Have students create a poster of a spider and an insect, labeling their respective parts.
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« 14 Leccion
Las
arañas
no son
insectos
¿Crees que reconoces un insecto cuando lo ves? No todas las cosas que reptan y trepan son insectos. Mucha gente cree que la araña es un insecto. Pero no lo es. Los insectos tienen seis patas y tres partes del cuerpo. Las arañas tienen ocho patas y dos partes del cuerpo. Algunos insectos tienen alas. Pero las arañas no. Las arañas pueden hacer telarañas. Las usan para atrapar insectos para comer. Los insectos no pueden hacer telarañas. Los insectos tienen dos ojos. Las arañas tienen ocho ojos. ¿Cuánto podrías ver si tuvieras ocho ojos?
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© Teacher Created Materials
Nombre:______________________ Fecha:________
« Leccion
14
Trabajando con palabras Parte 1: Las vocales Instrucciones: Colorea de naranja las casillas con palabras que contengan vocales abiertas, de azul las que contengan vocales cerradas y de verde las que contengan diptongo. araña
bobo
gente
bici
bebé
tutú
ocho
tienen
nana
seis
cuerpo
puede
Parte 2: Lenguaje y vocabulario Instrucciones: Traza una línea desde cada dibujo a su categoría correcta.
arañas
abejas
© Teacher Created Materials
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Nombre:______________________ Fecha:________
« Leccion
14
Sabandijas escalofriantes Instrucciones: Escribe dos detalles acerca de una araña.
1 2 Escribe dos detalles acerca de un insecto.
1 2 Instrucciones: Haz un dibujo de una araña en una casilla y un insecto en la otra casilla. Nombra cada dibujo.
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© Teacher Created Materials
Nombre:______________________ Fecha:________
Una telaraña de datos
« Leccion
14
Instrucciones: Conecta los datos acerca de las arañas en azul con el dato acerca de los insectos que corresponde en rojo para formar una telaraña. Las arañas tienen ocho ojos.
El cuerpo de las arañas se divide en dos partes.
Las arañas tienen ocho patas.
Algunos insectos pueden volar.
Las arañas no pueden volar. El cuerpo de los insectos se divide en tres partes. © Teacher Created Materials
Los insectos tienen dos ojos.
Los insectos tienen seis patas.
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« Leccion
14
Nombre:______________________ Fecha:________
Respuesta escrita Instrucciones: Dibuja y escribe si preferirías ser un insecto o una araña. Incluye dos razones.
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© Teacher Created Materials
Nombre:______________________ Fecha:________
Repaso de comprensión 1 ¿Cuál de las
2 ¿Cuál de las
3 ¿En qué se parecen
4 ¿En qué se
palabras tiene una vocal cerrada? A nota B no C mono D luz
los insectos y las arañas? A Ambos son insectos. B Ambos tienen alas. C Ambos son animales. D Ambos tienen solo seis patas y dos partes del cuerpo.
© Teacher Created Materials
« Leccion
14
siguientes afirmaciones acerca de las arañas es verdadera? A Hacen telarañas. B Pican. C Son de color amarillo. D Tienen seis patas.
diferencian los insectos de las arañas? A Los insectos y las arañas tienen dos ojos. B Algunos insectos tienen alas. Pero las arañas no. C Viven afuera. D Usan telarañas para atrapar la comida.
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Nivel 1
_________Nombre:_ ________________________________________________________
agnóstica (cont.)
—Focused Reading—Assessment © Teacher Created GuideMaterials
Evaluación diagnóstica (cont.)
Assessment Guide Spanish Version
21420—Focused Reading—Assessment Guide
Continúa
C
Table of Contents Research.........................................................................................................................................4 Research on Assessment................................................................................................................. 4
The Importance of Assessment................................................................................................ 4
The Importance of Text Variety................................................................................................ 4
Types of Assessments................................................................................................................ 5
Using the Assessment Options...................................................................................................6 Pretest and Posttest......................................................................................................................... 6 Using the Electronic Assessments.................................................................................................. 8
Teacher Interface...................................................................................................................... 9
Reporting Options..................................................................................................................... 10
Progress Monitoring........................................................................................................................ 11
Formal Progress Monitoring.................................................................................................... 11
Informal Progress Monitoring.................................................................................................. 11
Oral Reading Records..................................................................................................................... 12 Timing........................................................................................................................................ 12 Frequency................................................................................................................................. 12 Format....................................................................................................................................... 12
Using Oral Reading Records.................................................................................................... 13
Meaning, Structure, and Visual Clues...................................................................................... 13
Marking Conventions................................................................................................................ 14
Scoring an Oral Reading Record.............................................................................................. 15
Oral Reading Record Chart...................................................................................................... 16
Assessing Fluency..................................................................................................................... 16
Evaluación diagnóstica...............................................................................................................18 Evaluación final............................................................................................................................29 Oral Reading Records.................................................................................................................40 Appendix A: References Cited..................................................................................................69 Appendix B: Answer Keys...........................................................................................................71 Evaluación diagnóstica Answer Key and Correlation to Lessons................................................. 71 Evaluación final Answer Key and Correlation to Lessons............................................................. 72 Cuaderno de prácticas guiadas para el estudiante Answer Key.................................................... 73 Appendix C: Assessment Resources Chart.............................................................................. 86
© Teacher Created Materials
21420—Focused Reading—Assessment Guide
3
Nombre:______________________________ Fecha:__________
Evaluación diagnóstica
Preguntas 1–5: Lee los pasajes. Luego, responde las preguntas.
El pez que ayudó
El bote de Tom y Jack tenía un agujero. ¡Se empezó a hundir! —¡Ayuda! —dijo Tom en voz alta. Un pez grande nadó hacia el agujero y se quedó atascado. Entonces los chicos pudieron remar de regreso a casa. —¡Gracias, pez! —exclamó Tom. Jack dijo adiós con la mano.
Peces grandes
Las carpas son peces que pueden pesar, ¡más de 50 libras! 1. ¿Por qué pide ayuda Tom en El pez que ayudó?
A Tiene miedo. B Quiere que Jack lo ayude. C Pierde su caña de pescar. D Se cae al agua.
18
21420—Focused Reading—Assessment Guide
2. El pez que ayudó cuenta un relato. ¿Qué hace Peces grandes ?
A Cuenta un relato. B Hace una pregunta. C Hace reír al lector. D Da información.
© Teacher Created Materials
Continúa
Lesson
Connecting Two Pieces of Information
14
Name: _______________________________ Date: __________________ Assessor: ____________________________________________________
Total Word Count
Codes
94
E = errors
Cumulative Word Count
SC = self-corrections
M = meaning
Text
S = structure
E
7
¿Crees que reconoces un insecto cuando lo
16
ves?
25
son insectos.
34
un insecto.
43
seis patas y tres partes del cuerpo.
51
tienen ocho patas y dos partes del cuerpo.
59
Algunos insectos tienen alas.
66
Las arañas pueden hacer telarañas.
73
para atrapar insectos para comer.
80
no pueden hacer telarañas.
88
dos ojos.
94
podrías ver si tuvieras ocho ojos?
SC
V = visual
Informational Text
Oral Reading Record
Cues Used E SC
No todas las cosas que reptan y trepan Mucha gente cree que la araña es Pero no lo es.
Los insectos tienen Las arañas
Pero las arañas no. Las usan Los insectos
Los insectos tienen
Las arañas tienen ocho ojos.
¿Cuánto
TOTALS
Error Rate:
Self-Correction Rate:
© Teacher Created Materials
Accuracy Percentage:
Time:
21420—Focused Reading—Assessment Guide
53
