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Transitions Literacy: Literacy Squared®

Lesson Plan

What Can You Do With a Rebozo?

EDL Level: DRA Level:

Literacy Objective(s):
SWBAT ask and answer who, what, where, when, why, and how questions to demonstrate understanding of key details in a text. RL.2.1
Oracy Lang. Objectives:
SWBAT respond to who what, when, where, why, and how questions in complete sentences. / General Lesson Structure
Lesson Structure
Explain to students that this lesson will take place in several days and that they will be participating in various activities that will require them to listen, read, dialogue, and write.
*For kinder you can start with one or two pages (less text)
Day 1
Approach: M S SG R C I
Introduction:
Introduce the summary of the book and make connections with the theme.
Vocabulary: spread; cozy; weave; twirl; cradle; wound; burst; fall fast asleep
Dialogue:
(Prior to pre-reading story)
  • Where have you seen a rebozo?
  • Who do you know that has a rebozo? How do they use it?
Dialogue:
  • What are some things you can do with a rebozo?
  • Why did the children wind the rebozo over their eyes?
  • What are some fun ways that the girl used her rebozo?
  • When does Grandma use her rebozo?
  • Why do you think that the rebozo is important to this family?
Read Aloud:
T reads the summary to S while pointing to each word. T reads in phrases w/expression & intonation @ a moderate rate.
Echo Reading:
T reads in phrases w/expression & intonation @ a moderate rate and students repeat.
Choral Reading:
S reads it w/T. T points & reads, while students read.
Partner/Group Reading:
Student pairs up and practice reading text.
Group Reading: In two groups’ Choral read by taking turns.
Comprehension Question:
Picture walk story in English with dialogue.
Dialogue:
  • What are some things you can do with a rebozo?
  • When does Grandma use her rebozo?
Read story in English without dialogue.
T reads summary story aloud.
Do a Lotta Lara reading (eco reading, choral reading, partner reading) with the paragraph (to continue building fluency) / Approach:
M S SG R C I
M=Model, S=Share, SG=Small Group, R=Reading
C=Collaborative, I=Independent
Language Structures:(Sentence frames for the questions above)
  • Some of the things you can do with a rebozo are ______.
  • The children wound the rebozo over their eyes because ______.
  • Some fun ways that the girl used her rebozo were ______.
  • Grandma uses her rebozo when ______.
  • I think a rebozo is important to this family because ______.
  • My family could use a rebozo in many ways. For instance (or example, depending on students) ______. Also, my ______could use arebozo to ______. Furthermore, (word use depends on students) I could use a rebozo to ______.
/ Materials Needed:
What Can You Do With a Rebozo? books; sentence strips; pocket chart; vocabulary pictures
Other Resources:
Day 2
Approach: M S SG R C I
Same Reading Process As Day 1
Activity:
Review book using picture walk.
Do a Lotta Lara reading (eco reading, choral reading, partner reading) with the paragraph (to continue building fluency)
Language Structures: Activity
(Sentence frames from the questions above)
  • Why do you think that the rebozo is important to this family?
  • Why did the children wind the rebozo over their eyes?
  • What are some fun ways that the girl used her rebozo?
Examples: / Materials Needed:
What Can You Do With a Rebozo? books; sentence strips; pocket chart; vocabulary pictures
Other Resources:
The Dictado:
Teaching Points:
Punctuation:
Skills:
Spelling:
The Dictado:
Beginning
Intermediate
Advanced / Day 3
Approach: M S SG R C I
Same Reading Process As Day 2
Activity:
Do a Lotta Lara reading (eco reading, choral reading, partner reading) with the paragraph (to continue building fluency)
  • How could your family use a rebozo?
Activity: / Materials Needed:
What Can You Do With a Rebozo? books; sentence strips; pocket chart; vocabulary pictures
Other Resources:
Day 4
Same Reading Process As Day 1
Activity: / MaterialsNeeded:
OtherResources:
Day 5
ExtensionActivities:
  • Rebozo Picture (Students draw themselves using a rebozo; glue in their own miniature one made of felt; write using sentence frame “I use my rebozo to ______.”)
  • Share “How Family Could Use Rebozo” orally to class (?)
PossibleSpanish Book: ¿Qué puedes hacer con una paleta? (Differentfocusbeingtaught) / Materials Needed:
What Can You Do With a Rebozo? books, sentence strips, pocket chart, vocabulary pictures, felt, papers, scissors, glue, pencils, crayons
OtherResources: