((8) Reading/Comprehension of Literary Text/Fiction. Students

Content area: Spanish Language Arts/English Language Arts
Language in which this
Theme/big idea: narrative writing, point of view
content area is taught:
Grade – 3rd
Spanish
Language Arts Big Idea(s): The main idea of a piece of writing can be
summarized in a few words. Details describe and add information to the main idea.
Authors use first person in more informal, personal narratives. Authors use third
person in more formal writing pieces, or when they are writing narratives about
another person, or to create more distance between the author and the characters.
This big idea (essential understanding) is based on the following Texas state
standard:
Language arts standards
((8)
Reading/Comprehension of Literary Text/Fiction. Students
understand, make inferences and draw conclusions about the
structure and elements of fiction and provide evidence from text to
support their understanding. Students are expected to:
(A) sequence and summarize the plot's main events and
explain their influence on future events;
(B) describe the interaction of characters including their
relationships and the changes they undergo; and
(C) identify whether the narrator or speaker of a story is first
or third person.
http://www.tea.state.tx.us/index2.aspx?id=6148
Beeman, K. and Urow, C. (2013). Teaching for Biliteracy: Strengthening Bridges between
Languages. Philadelphia, PA: Caslon Publishing
1
(8) Lectura/comprensión de textos literarios/ficción. Los estudiantes comprenden,
infieren y sacan conclusiones sobre la estructura y los elementos de la ficción, y
proporcionan evidencia del texto para apoyar su comprensión. Se espera que los
estudiantes: (A) ordenen en secuencia y resuman los eventos principales de un
argumento y expliquen su influencia en eventos futuros; (B) describan la interacción
de los personajes, incluyendo sus relaciones y los cambios que experimentan; e (C)
identifiquen si el narrador o el orador de una historia está narrando en primera o
tercera persona.
Content targets: Students will identify and describe characters, setting, and author’s
purpose in a variety of texts. Students will identify main ideas and details in the texts, and
summarize the texts. Students will write first person narratives.
Language targets
•
Spanish: el personaje principal, el escenario, la idea principal, los detalles, el
propósito del autor es…porque me deja…; …me hace…; primera persona; tercera
persona; el narrador; el punto de vista
•
Cross-linguistic: possession (el propósito del autor – author’s purpose)
•
English: main character, setting, main idea, details, the authors’ purpose is to
…because the text makes me…; first person; third person; narrator; point of view
Summative assessment: Students will write their own versions of another story, but from
the first person point of view of another character or with a different author’s purpose.
Beeman, K. and Urow, C. (2013). Teaching for Biliteracy: Strengthening Bridges between
Languages. Philadelphia, PA: Caslon Publishing
2
Formative assessment
Building Oracy and Background Knowledge
Language of instruction: ____Spanish___ (This language is maintained until the
Bridge; the other language is used in the Extension Activity.)
Building background knowledge
Checklist and anecdotal
records
• Use of new vocabulary
• Participation in ART
• Use of linguistic
resources
ART about the story, with gradual release of responsibility:
1. Teacher narrates, supported by pictures, and students move
2. Teacher makes movements, and students, in whole group
3. Volunteer students lead ART whole group
4. Student small groups or partnerships practice ART
Formative assessment
Reading comprehension (Note – in this unit, LEA comes before reading
comprehension)
•
After writing LEA, students read text in partnerships and in guided reading groups.
The focus is on identifying main character, setting, point of view, and markers of first or
third person.
After writing their own narratives based on the pictures,
• Read third text and compare and contrast with their own text.
Writing
•
LEA about ART – during LEA, focus on point of view/first person/third person and
author’s purpose.
Then, read two “nopalitos” texts (see above) and write in literature journals, identifying main
character, setting, point of view, and markers of first or third person.
Checklist or anecdotal records
on
• Observe and note:
student participation in
active reading, working
with partner, offering
new details.
•
Observe and note
student writing of text
and use of modeled
mechanics, first person,
and other skills.
Formative assessment
Checklist or anecdotal records
on
• Use of key vocabulary
• Can write a first person
narrative (writing rubric)
Beeman, K. and Urow, C. (2013). Teaching for Biliteracy: Strengthening Bridges between
Languages. Philadelphia, PA: Caslon Publishing
3
•
In partnerships – create a first or third person narrative based on a third picture.
Create a title (main idea) and include many details. Then read third text and compare
and contrast.
Word study and fluency
•
•
Fluency work with LEA
Dictado – from LEA, focusing on soft and hard c/g (Nos gusta piscar, cocinar, y luego
comer los nopalitos. ¿Qué te gusta hacer con los nopalitos?
• Create hard/soft c/g biliteracy anchor charts – students define the rule; accents on
question words
• Dictado can be differentiated
Summative assessment:
•
Use of writing
mechanics vocabulary
• Creating complete
sentences and
paragraphs
• Read with fluency
Formative assessment
Checklist for fluency and
orthography
Students will write their own versions of another story, but from the first person point of view of another character or with a
different author’s purpose.
The Bridge: Strengthening Bridges between Languages
Formative assessment
Language of instruction: Spanish and English
•
Review of key words in Spanish and then in English: side-by-side; focus on
possession (el propósito del autor – author’s purpose)
Extension Activity
Checklist
•
Participation in review of
key words
• Words added to anchor
charts
Formative assessment
Language of instruction:_English___ (the other language)
•
Beginning of a unit of instruction in English language arts focusing on author’s
purpose in non-fiction texts.
Beeman, K. and Urow, C. (2013). Teaching for Biliteracy: Strengthening Bridges between
Languages. Philadelphia, PA: Caslon Publishing
4