Estrellita Plan to be Implemented with CalleUnidad P

Week 1 / Week 2 / Week 3
Literacy / Literacy activities in 10 Days of Lesson Plans / Literacy / Literacy activities in 10 Days of Lesson Plans / Literacy / Create literacy mini-lessons focused on read alouds, vocabulary, and/or comprehension.
Estrellita Phonics / Estrellita Phonics / Vowels o, a, i, u, e / Estrellita Phonics / Vowels o, a, i, u, e
Introduction of Sounds / Introduction of Sounds / Begin introducing the vowels on Days 8-10 from 10 Days of Lesson Plans. / Introduction of Sound / Introduce one new sound each day. Use Wall Cards, Story, Riddle, and Cheer. Optional: Create the puppet to go along with the sound.
Chant / Chant / Begin teaching the chant with the hand motions. Model it, student models it, class practices it. Refer to chant poster. Start from the beginning of the chant poster and practice previous sounds and new sound. / Chant / Teach the chant with the vowel you are focusing on each day. Use the hand motions. Model it, student models it, class practices it. Refer to chant poster. Start from the beginning of the chant poster and practice previous sounds and new sound.
Phonemic Awareness Homework Booklet / Phonemic Awareness Homework Booklet / Phonemic Awareness Homework Booklet / Complete the Phonemic Awareness activity from the Homework Booklet in class for the vowel you are focusing on each day.
Syllables Poster / Syllables Poster / Syllables Poster / As you introduce each vowel, display the Syllables Poster that corresponds with that vowel. Cover with a sticky note the syllables specific to the Spanish language such as “ña” so can skip those syllables for now. Practice the different syllables with that vowel.
Student Practice with Syllables / As you introduce each vowel, copy and pass out the Silabas con “_” paraformarpalabras sheet (from Blending con “a”) (cover the syllables specific to the Spanish language so students will skip them). Have students work in partners. One student points to a syllable with finger or puppet, and the other identifies the syllable.
Weeks 4-5
Estrellita: Papá. Mamá, y Ana
Calle: Ema / Weeks 6-7
Estrellita: Papá. Mamá, y Ana, Pepe y Adela
Calle: En la Sala / Weeks 8-9
Estrellita: Fifí y Miqui
Calle: El Regalo
Estrellita Phonics / Sounds m, p, s, l, t / Estrellita Phonics / Sounds d, r, c & c, n, f / Estrellita Phonics / Sounds y, x, k, w
Days 1-2 / --Introduction of Sounds: Introduce the week’s new sounds and associate them with the letters. Use Wall Cards.
--Chant: Teach the chant with the hand motions. Model it, student models it, class practices it. Refer to chant poster. Start from the beginning of the chant poster and practice previous sounds and new sounds.
--Story, Cheer, Riddle: Optional: Read short story about the new sound, do the cheer and say the riddle.
--Syllables Flip Chart: Use the Syllables Flip Chart to practice the new sounds in combination with different vowels. Review past sounds. / Days 1-2 / --Introduction of Sounds: Introduce the week’s new sounds and associate them with the letters. Use Wall Cards.
--Chant: Teach the chant with the hand motions. Model it, student models it, class practices it. Refer to chant poster. Start from the beginning of the chant poster and practice previous sounds and new sounds.
--Story, Cheer, Riddle: Optional: Read short story about the new sound, do the cheer and say the riddle.
--Syllables Flip Chart: Use the Syllables Flip Chart to practice the new sounds in combination with different vowels. Review past sounds. / Days 1-2 / --Introduction of Sounds: Introduce the week’s new sounds and associate them with the letters. Use Wall Cards.
--Chant: Teach the chant with the hand motions. Model it, student models it, class practices it. Refer to chant poster. Start from the beginning of the chant poster and practice previous sounds and new sounds.
--Story, Cheer, Riddle: Optional: Read short story about the new sound, do the cheer and say the riddle.
--Syllables Flip Chart: Use the Syllables Flip Chart to practice the new sounds in combination with different vowels. Review past sounds.
Days3-4 / --Review Sounds, Chant, and Syllables Flip Chart
--Syllables Poster: Display the syllables posters for each of the vowels. Have students identify the syllables as you point to the ones that have sounds the students have learned and those that will be in the story.
--Syllables Cards: Use Color-coded Pocket Chart Syllable Cards (blending with a) to combine two syllables together that the students have learned to make words. (on the board or in a pocket chart)
-- Student Practice With Syllables: Pass out Syllable Cards to students (copied from blackline masters from Blending con “a”) to cut up and place together to make words with a partner. / Day 3-4 / --Review Sounds, Chant, and Syllables Flip Chart
--Syllables Poster: Display the syllables posters for each of the vowels. Have students identify the syllables as you point to the ones that have sounds the students have learned and those that will be in the story.
--Syllables Cards: Use Color-coded Pocket Chart Syllable Cards (blending with a,e) to combine two syllables together that the students have learned to make words. (on the board or in a pocket chart)
-- Student Practice With Syllables: Pass out Syllable Cards to students (copied from blackline masters from Blending con “a-e”) to cut up and place together to make words with a partner. / Days3-4 / --Review Sounds, Chant, and Syllables Flip Chart
--Syllables Poster: Display the syllables posters for each of the vowels. Have students identify the syllables as you point to the ones that have sounds the students have learned and those that will be in the story.
--Syllables Cards: Use Color-coded Pocket Chart Syllable Cards (blending with a,e,i) to combine two syllables together that the students have learned to make words. (on the board or in a pocket chart)
-- Student Practice With Syllables: Pass out Syllable Cards to students (copied from blackline masters from Blending con “a-e-i”) to cut up and place together to make words with a partner.
Days5-6 / --Review Sounds, Chant, and Syllables Flip Chart
--Word Cards: Use Colored-coded Pocket Chart Words Cards (blending with “a”) to combine a couple of words together to make a sentence. (on the board or in a pocket chart)
--Student Practice with Words:
Pass out word cards to students (copied from blackline masters from Blending con “a”) to cut up and place together to make sentences with a partner.
--Book: Read the Book Papá. Mamá, y Ana aloud to students. / Days 5-6 / --Review Sounds, Chant, and Syllables Posters
--Word Cards: Use Colored-coded Pocket Chart Words Cards (blending with “a-e”) to combine a couple of words together to make a sentence. (on the board or in a pocket chart)
--Student Practice with Words:
Pass out word cards to students (copied from blackline masters from Blending con “a-e”) to cut up and place together to make sentences with a partner.
--Book: Read the Book Papá. Mamá, y Ana, Pepe y Adela aloudtostudents. / Day 5-6 / --Review Sounds, Chant, and Syllables Posters
--Word Cards: Use Colored-coded Pocket Chart Words Cards (blending with “a-e-i”) to combine a couple of words together to make a sentence. (on the board or in a pocket chart)
--Student Practice with Words:
Pass out word cards to students (copied from blackline masters from Blending con “a-e-i”) to cut up and place together to make sentences with a partner.
--Book: Read the Book Fifí y Miquialoud to students.
Days 7-8 / --Review Sounds, Chant, Syllables Flip Chart, and Word Cards,
--Sentence Cards: Write sentences from the story on Sentence Strips. Combine the sentences to make part of the story. And/Or copy the student Oraciones con “a” cards and combine the sentences to make a short story. (on the board or in a pocket chart)
--Student Practice with Sentences: Pass out sentence cards to students (copied from blackline masters from Blending con “a”) to cut up and place together to make a story to read with a partner.
--Book: Read the Book Papá. Mamá, y Ana chorally with students. / Days 7-8 / --Review Sounds, Chant, Syllables Posters, and Word Cards,
--Sentence Cards: Write sentences from the story on Sentence Strips. Combine the sentences to make part of the story. And/Or copy the student Oraciones con “a-e” cards and combine the sentences to make a short story. (on the board or in a pocket chart)
--Student Practice with Sentences: Pass out sentence cards to students (copied from blackline masters from Blending con “a-e”) to cut up and place together to make a story to read with a partner.
--Book: Read the Book Papá. Mamá, y Ana, Pepe y Adela chorally with students. / Day 7-8 / --Review Sounds, Chant, Syllables Posters, and Word Cards,
--Sentence Cards: Write sentences from the story on Sentence Strips. Combine the sentences to make part of the story. And/Or copy the student Oraciones con “a-e-i” cards and combine the sentences to make a short story. (on the board or in a pocket chart)
--Student Practice with Sentences: Pass out sentence cards to students (copied from blackline masters from Blending con “a-e-i”) to cut up and place together to make a story to read with a partner.
--Book: Read the Book Fifí y Miquichorally with students.
Days 9-10 / --Review Sounds, Chant, Syllables Flip Chart and Sentence Cards
--Book: Read the Book Papá. Mamá, y Ana chorally with students.
--Mini-Book: Pass out mini-book Papá. Mamá, y Ana to students to cut out and put together. Have them read the story with a partner. (Model first) Have them draw pictures to the story. / Days9-10 / --Review Sounds, Chant, Syllables Posters and Sentence Cards
--Book: Read the Book Papá. Mamá, y Ana, Pepe y Adela chorally with students.
--Mini-Book: Pass out mini-book Papá. Mamá, y Ana, Pepe y Adela to students to cut out and put together. Have them read the story with a partner. (Model first) Have them draw pictures to story. / Day 9-10 / --Review Sounds, Chant, Syllables Posters and Sentence Cards
--Book: Read the Book Fifí y Miquichorally with students.
--Mini-Book: Pass out mini-bookFifí y Miqui to students to cut out and put together. Have them read the story with a partner. (Model first) Have them draw pictures to the story.
Weeks10-11
Estrellita: Toñita
Calle: En la Escuela / Weeks 12-13
Estrellita: Hugo y la urraca
Calle: De Compras
Estrellita Phonics / Sounds m, p, s, l, t / Estrellita Phonics / Sounds d, r, c & c, n, f
Days 1-2 / --Introduction of Sounds: Introduce the week’s new sounds and associate them with the letters. Use Wall Cards.
--Chant: Teach the chant with the hand motions. Model it, student models it, class practices it. Refer to chant poster. Start from the beginning of the chant poster and practice previous sounds and new sounds.
--Story, Cheer, Riddle: Optional: Read short story about the new sound, do the cheer and say the riddle.
--Syllables Flip Chart: Use the Syllables Flip Chart to practice the new sounds in combination with different vowels. Review past sounds. / Days 1-2 / --Introduction of Sounds: Introduce the week’s new sounds and associate them with the letters. Use Wall Cards.
--Chant: Teach the chant with the hand motions. Model it, student models it, class practices it. Refer to chant poster. Start from the beginning of the chant poster and practice previous sounds and new sounds.
--Story, Cheer, Riddle: Optional: Read short story about the new sound, do the cheer and say the riddle.
--Syllables Flip Chart: Use the Syllables Flip Chart to practice the new sounds in combination with different vowels. Review past sounds.
Days 3-4 / --Review Sounds, Chant, and Syllables Flip Chart
--Syllables Poster: Display the syllables posters for each of the vowels. Have students identify the syllables as you point to the ones that have sounds the students have learned and those that will be in the story.
--Syllables Cards: Use Color-coded Pocket Chart Syllable Cards (blending with a, e, i, o) to combine two syllables together that the students have learned to make words. (on the board or in a pocket chart)
-- Student Practice With Syllables: Pass out Syllable Cards to students (copied from blackline masters from Blending con “a-e-i-o”) to cut up and place together to make words with a partner. / Days 3-4 / --Review Sounds, Chant, and Syllables Flip Chart
--Syllables Poster: Display the syllables posters for each of the vowels. Have students identify the syllables as you point to the ones that have sounds the students have learned and those that will be in the story.
--Syllables Cards: Use Color-coded Pocket Chart Syllable Cards (blending with a, e, i, o u) to combine two syllables together that the students have learned to make words. (on the board or in a pocket chart)
-- Student Practice With Syllables: Pass out Syllable Cards to students (copied from blackline masters from Blending con “a-e-i-o-u”) to cut up and place together to make words with a partner.
Days 5-6 / --Review Sounds, Chant, and Syllables Flip Chart
--Word Cards: Use Colored-coded Pocket Chart Words Cards (blending with “a-e-i-o”) to combine a couple of words together to make a sentence. (on the board or in a pocket chart)
--Student Practice with Words:
Pass out word cards to students (copied from blackline masters from Blending con “a-e-i-o”) to cut up and place together to make sentences with a partner.
--Book: Read the Book Toñita aloud to students. / Days 5-6 / --Review Sounds, Chant, and Syllables Posters
--Word Cards: Use Colored-coded Pocket Chart Words Cards (blending with “a-e-i-o-u”) to combine a couple of words together to make a sentence. (on the board or in a pocket chart)
--Student Practice with Words:
Pass out word cards to students (copied from blackline masters from Blending con “a-e-i-o-u”) to cut up and place together to make sentences with a partner.
--Book: Read the Book Hugo y la urraca aloud to students.
Days 7-8 / --Review Sounds, Chant, Syllables Flip Chart, and Word Cards,
--Sentence Cards: Write sentences from the story on Sentence Strips. Combine the sentences to make part of the story. And/Or copy the student Oraciones con “a-e-i-o” cards and combine the sentences to make a short story. (on the board or in a pocket chart)
--Student Practice with Sentences: Pass out sentence cards to students (copied from blackline masters from Blending con “a-e-i-o”) to cut up and place together to make a story to read with a partner.
--Book: Read the Book Toñita chorally with students. / Days 7-8 / --Review Sounds, Chant, Syllables Posters, and Word Cards,
--Sentence Cards: Write sentences from the story on Sentence Strips. Combine the sentences to make part of the story. And/Or copy the student Oraciones con “a-e-i-o-u” cards and combine the sentences to make a short story. (on the board or in a pocket chart)
--Student Practice with Sentences: Pass out sentence cards to students (copied from blackline masters from Blending con “a-e-i-o-u”) to cut up and place together to make a story to read with a partner.
--Book: Read the Book Hugo y la urraca chorally with students.
Days 9-10 / --Review Sounds, Chant, Syllables Flip Chart and Sentence Cards
--Book: Read the Book Toñita chorally with students.
--Mini-Book: Pass out mini-book Toñita to students to cut out and put together. Have them read the story with a partner. (Model first) Have them draw pictures to the story. / Days 9-10 / --Review Sounds, Chant, Syllables Posters and Sentence Cards
--Book: Read the Book Hugo y la urraca chorally with students.
--Mini-Book: Pass out mini-book Hugo y la urraca to students to cut out and put together. Have them read the story with a partner. (Model first) Have them draw pictures to story.