![Literacy Content: Students will be able to name the author and illustrator of a story
and define the role of each in telling the story.
Student language: I can name the author of a book. I can tell you what they did to
make this book.
I can name the illustrator of a book and what they did to make this book.
Cross Linguistic Transfer Language Objective: Students will be able to make a
connection between the following cognates: Author/autor, illustrator/ilustrador,
insect/insecto
Student language: I can show that I know what the words “author”, “illustrator”, and
“insect” mean in English
Materials: Eric Carle books about insects. Multiple copies of: La Oruga Muy
Hambrienta, La Mariquita Malhumorada, La Arana Muy Ocupada
Vocabulary: author, illustrator, artist, insect.
Context:
Teacher sent home note asking for parents to share a favorite oral story with their
children that is unique to their culture, or has been passed down from their family.
Parents would be asked if they would like to come in and share their oral stories with
the class.
Presentation
Motivation: Teacher says: “We learned that people tell stories using oral language
[their mouths/words],.” “The story that Alexa’s mom told us in class is an oral story, a
story she told us with her words”.
"People have loved to tell stories using their oral language [words/mouths] for many,
many years.”
“We are going to learn today about a story teller called Eric Carle. He tells his stories in
many different books you may know.
Content and language objectives are shared:
“When we are finished you will be able to tell who an author is and who an illustrator is
and tell why they are important to story telling.”](https://image.slidesharecdn.com/lessontwoliteracybilingual1-120312231150-phpapp02/85/Lesson-two-literacy_bilingual-1-2-320.jpg)
Lesson two literacy_bilingual[1]
- 1. Nilda Smith Jane Sterrett C&I 477 Spring, 2012 Insects Spanish Lesson Introduction: This is a bilingual Spanish Kindergarten classroom of 20 students. The teacher is a native Spanish speaker. This is a part of a transitional bilingual program. The instructional model is 90/10, 90% Spanish, 10% English. Content area instruction is done using a thematic approach. All content of lessons will be in Spanish unless otherwise noted. All have been to preschool and exhibit some readiness skills i.e. letter identification and letter sounds. The majority of the students attended a Bilingual preschool program in which most of the instruction was done in Spanish. English Language Proficiency: Listening - Level 1 Speaking - Level 1 Reading - Level 1 Writing - Level 1 Literacy Approach/Philosophy: The “Gradual Release of Responsibility model of teaching reading will be utilized. This model begins with “the teacher doing most of the work and then slowly releasing the responsibility for releasing the task to the student” (Freeman and Freeman p.124). This model is consistent with the sociopsycholinguistic approach of teaching reading. This approach to teaching reading is principled according to Freeman and Freeman pg. 124 “in that it is based on theory tested in practice”. Big Idea/Theme: These lessons make up part of a unit on insects including an author study of the books of Eric Carle (literacy lesson) with science lessons on insects. Students will observe various insects in Carle’s books and discuss the similarities and differences of the insects and their habitats, as well as the life-cycle of a butterfly. Literacy Lesson Day One Lesson Topic: Meet the Author Objectives
- 2. Literacy Content: Students will be able to name the author and illustrator of a story and define the role of each in telling the story. Student language: I can name the author of a book. I can tell you what they did to make this book. I can name the illustrator of a book and what they did to make this book. Cross Linguistic Transfer Language Objective: Students will be able to make a connection between the following cognates: Author/autor, illustrator/ilustrador, insect/insecto Student language: I can show that I know what the words “author”, “illustrator”, and “insect” mean in English Materials: Eric Carle books about insects. Multiple copies of: La Oruga Muy Hambrienta, La Mariquita Malhumorada, La Arana Muy Ocupada Vocabulary: author, illustrator, artist, insect. Context: Teacher sent home note asking for parents to share a favorite oral story with their children that is unique to their culture, or has been passed down from their family. Parents would be asked if they would like to come in and share their oral stories with the class. Presentation Motivation: Teacher says: “We learned that people tell stories using oral language [their mouths/words],.” “The story that Alexa’s mom told us in class is an oral story, a story she told us with her words”. "People have loved to tell stories using their oral language [words/mouths] for many, many years.” “We are going to learn today about a story teller called Eric Carle. He tells his stories in many different books you may know. Content and language objectives are shared: “When we are finished you will be able to tell who an author is and who an illustrator is and tell why they are important to story telling.”
- 3. Vocabulary: Create cards with vocabulary words and coordinating pictures. Display each card and discuss the vocabulary before reading the story. Only Spanish vocabulary will be focused on at this point. Teacher says: “We are going to read one of my favorite books by Eric Carle right now.” Read aloud “La Mariquita Malhumorada” Before the reading, teacher reads the name of the author and illustrator and says the following: Teacher says: “So Eric Carle is the author, he wrote the story in this book”. “He is also the illustrator, he created the pictures”. Teacher leads discussion and asks questions about what she and the children noticed about this book. Discussion during read aloud will focus on things like: It’s about a ladybug, it’s colorful, it repeats. During discussion teacher will make comments like, “Wow did you notice how the author, Eric Carle made some words repeat in this book?” and “I really like how the illustrator Eric Carle created these colorful pictures”. Teacher says, “Eric Carle likes to write stories about insects”. “The insect in this story was a ladybug, can you think of some other insects?” (Show covers of other Eric Carle books to give clues if needed). Teacher says, “ You are going to get a chance to look at some other books about insects by Eric Carle. I want you to talk with your partner about what insects you notice in these books and we will talk about what you notice. Practice/Application: Teacher creates partnerships being sure the pair students with higher Spanish proficiency levels with students who may need language models. Students may choose a book from the collection and trade books with others when they are finished. Allow time for partnerships to look at least 2 books. Teacher gathers students back together for discussion about what they noticed the books had in common. Teacher asks questions like, “Who told the story in this book?” “Who created the pictures?” “What kind of pictures did Eric Carle create?” “What did he do with the words?””How do you feel about his books?” Teacher writes ideas on chart paper. Some possible ideas are: ● Eric Carle tells the stories in these books, he is the author ● Eric Carle also created the pictures in these books, he is the illustrator
- 4. ● We noticed that: ● His books are colorful and creative. ● His books have insects in them. ● He tells stories we like. ● His books have words that repeat. As ideas are added to chart paper, teacher employs shared reading techniques reading each idea as they are added, reviewing each as they go along. Day two: Teacher reviews chart from the day before, again using shared reading techniques, encouraging children to help read the text. Cognates: After reading the chart, teacher reviews content and language objectives with class. Teacher says: “I am going to highlight the words that we should be learning about during this lesson”. (Teacher uses colorful see through tape and highlights the words “author”, “illustrator”, “insect”.) *Reminder all conversations are in Spanish, the only words used in English during this lesson are, “author”, “illustrator”, “insect”. For the sake of clarity I have written this part in both languages. “Te voy a decir algo especial que puedes hacer para aprender palabras nuevas en Ingles” “I am going to tell you something special you can do to help you learn new words in English”. “Escuchen estas palabras”, “autor”, “author”. “Listen to these two words, “autor”, “author”. “Casi suenan igual, pero quieren decir la misma cosa”.“They almost sound the same but they mean the same thing”. Then ask question, “Que hace un autor?” (After children answer) “Si, un autor escribe las palabras en un libro”, “autor”, “author” (Teacher has class repeat the two cognates) Continue in the same fashion with the words “illustrator/ilustrador, insect/insecto” Teacher says: “Today when you look at your books look for some of the things we noticed about Eric Carle’s books and tell your friend about it”.
- 5. Teacher creates partnerships being sure to pair students with higher Spanish proficiency levels with students who may need language models. Students choose books from the collection and trade books with others when they are finished. Encourage students to look at any books they hadn’t seen the day before. Allow time for partnerships to look at least 2 books. Assessment: As students are working in their small groups the second day, the teacher circulates and takes the following information. Teacher may have to scaffold conversations to help students recall the information shared. Teacher will encourage students to tell their partners the following information. Name: Ye Supporte No s d Student was able to name Eric Carle as the author of the books. Student was able to share what the author ‘s job was in this book. Student was able to name Eric Carle as the illustrator of the books. Student was able to share what the illustrator’s job was in this book. When given the English cognate, the student was able define the words a)autor b)ilustrador c) insecto in Spanish Lesson Two: Lesson Topic: Story Mapping La Arana Muy Ocupada
- 6. Objectives Literacy Content: Students will be able to retell familiar stories, including key details and vocubulary Language Objective: Students will be able to name the animals in the story, given picture cues Vocabulary: spider, web, horse, cow, sheep, goat, pig, dog, cat, duck, rooster, fly, retell. Context: La Arana Muy Ocupada has been read aloud to students three times before this actual lesson, and one time during the lesson Materials: ● Large craft sticks with each animal name and picture on it. ● La Arana Muy Ocupada, by Eric Carle ● Large space or piece of paper to display the pictures for re-telling ● Student created pictures of each animal in La Arana Muy Ocupada by Eric Carle. These are: spider, horse, cow, sheep, goat, pig, dog, cat, duck, rooster and spider with fly on web. Motivation: Activate prior knowledge: Vocabulary: During the read aloud, animal names are repeated and the sounds they make repeated and discussed and any background knowledge students may have about each shared Teacher says: “Today we are going to look at La Arana Muy Ocupada again, but this time, we are going to create our own pictures of the animals in this book. Turn to an elbow buddy and share with them two animals you remember from this book.” (Have craft sticks with animal names and pictures available for visual supports) Teacher calls on volunteers to share. Teacher says: “I am going to put you together in partnerships and threesomes. You will choose stick to know which animal is yours and then you and your group will make a picture of that animal. Encourage children to talk to each other about how to draw the animal, what body parts would they draw, what colors would they use? We are going to put those pictures together here on this poster so we can all see and learn how to retell this story using the poster.
- 7. Share Objectives: “When we are finished with this activity, you will know how to retell, or tell me the story again, of La Arana Muy Ocupada using this poster and the things you remember from the story.” Presentation/Application: Teacher carries out the instructions above As students are making the pictures, teacher goes around to groups and discusses the sounds those animals make and where they might like to include those words on their picture. Teacher supports the writing of those words on each picture. When all the pictures are finished, teacher gathers the class together in front of the blank poster. Teacher reads aloud story stopping at each new animal to add them to the poster in the correct order. Teacher models re-telling the story using a pointer and the poster. Students volunteer to re-tell the story and the poster is left displayed so students may re-tell using pointers during free times during the day. Example: Assessment
- 8. The teacher will call individual students to the retell poster during center time and ask them to retell the story using a pointer and the poster. The teacher will gather the following information: Student name: Ye Developin No s g Student is able to retell story using picture prompts. Student is able to use correct animal names. Student is able to use repetitive phrases from the story during their retell