Bi-Literacy Strategies for Second Language Learners
Dr. Gomez, Summer 2014, UST
Project # 5: Shared Reading Protocol
Big Book: La Sanda Gigantesca ( The Enormous Watermelon) Language: Spanish Genre: Fiction/Fantasy Author: Brenda Parks, Jude Smith Grade Level: Kindergarten/First Grade Purpose of the Reading: Review reading strategies: Problem and Solution, Characters, Sequence of Events, and Make Connections. Other Skills/Strategies: Make Predictions, Background Knowledge, Author Purpose. Focus: Fiction/Fantasy elements Vocabulary: jalaron, llevaron, pudieron, comieron, gigantesca, jugosa. Phonemic Awareness: Words ending with the hiato a. Fluency: Expression, phrasing, and accuracy. First Reading
Purpose for Reading: Identify Characters and Make Connections.
Building Background Knowledge: The teacher will write on chart paper the word watermelon (sanda) and students will use their background knowledge to brainstorm about it. Sofia Monzon Angelica Rodriguez Bi-Literacy Strategies for Second Language Learners Dr. Gomez, Summer 2014, UST
Fluency Focus: Expression.
Introduce the Vocabulary: The teacher will introduce the vocabulary words on sentence strips and will ask students to read them, count the syllables, and make the words actions (TPR).
Introduce the book: The teacher will show the cover of the book and will ask some questions: What does the title make think about? Qu nos hace pensar el ttulo? What can you picture in your mind? Qu visualizamos en nuestra mente? What do you think the story is about? De qu crees que se tratar la historia?
During Reading: The teacher will read to demonstrate fluency and expression. Also, the teacher will stop frequently to briefly think aloud or make predictions. Students will be able to join during the reading if they want to. Some questioning for this reading will be: Who do you think Doa Mara is calling next? A quin llamar/pedir ayuda doa Mara ahora? Why do you think they cannot pull out the watermelon? Porqu ser que no pueden arrancar la sanda? This character looks familiar Who can remember who this is? Este personaje se me hace conocido Alguien tiene una idea de quin ser?
After Reading: The students will briefly recall what the characters did in the story. Also, the teacher will ask about the kind of connections they made with the story (text to self, text to text, text to the world). Finally the students will be ask to recall the characters of the story and the teacher will write their names in chart paper.
Sofia Monzon Angelica Rodriguez Bi-Literacy Strategies for Second Language Learners Dr. Gomez, Summer 2014, UST Follow-Up: For this lesson in specific, the follow up will be to do a bridge activity in which the students match the character in Spanish, to their counterparts in English, briefly describing why they are famous for.
Second Reading
Purpose for Reading: Identify Problem and Solution.
Fluency Focus: Phasing and expression.
Review the vocabulary: The teacher will review the vocabulary by asking the students to reread the words, write the number of syllables, and make the words actions (TPR).
Introduce the book: The teacher will ask students to briefly recall the main idea of the book: Talk to a partner and tell him/her what the book was about. Comparte con un compaero acerca de lo que se trataba el libro. Talk to a partner about the characters in the story. Comparte con un compaero acerca de los personajes de la historia. Who can tell me, using your own words, what the story was about? Quin me puede decir, usando sus propias palabras, de qu se trataba la historia?
During Reading: This time, the teacher will highlight/underline the vocabulary words and will ask the students to read them aloud. The teacher will emphasize the repetitive patterns and will encourage students to join and participate more.
After Reading: The teacher will have a graphic organizer with two spaces: problem and solution. The teacher will guide the discussion about the problem of the story. The students will also suggest some reasons of why the watermelon grew so big. Then, the students will analyze how Doa Mara solved the problem. The teacher will recall all the information in a graphic organizer. Sofia Monzon Angelica Rodriguez Bi-Literacy Strategies for Second Language Learners Dr. Gomez, Summer 2014, UST What was Doa Marias problem? Cul es era el problema que tenia Doa Mara? Why did the watermelon grow so big? Porqu habr crecido tanto la sanda? How does Doa Mara solve the problem? Cmo resolvi el problema Doa Mara? How else could she solve the problem? De qu otra forma pudo haber resuelto el problema?
Follow-Up: Ask the children to brainstorm and make a list of synonyms for the word gigantesca. Then, ask the students to respond by doing to any of the following reader response prompts: Use the pictures in the chart to retell the story to a friend. With a partner, act out some parts of the story. Tell how ____________ might have felt when they could not pull the watermelon out.
Last Reading
Purpose for Reading: Identify the Sequence of Events and Elements of Fiction Texts.
Fluency Focus: Accuracy.
Review the vocabulary: The teacher will review the vocabulary by asking the students make a sentence using the words.
Introduce the book: The teacher will begin by asking the students to recall what was the problem and solution in the story. Talk to a partner and tell him/her what the problem in the story was. Comparte con un compaero acerca del problema en la historia. Talk to a partner about the solution. Comparte con un compaero acerca de los cmo se resolvi el problema.
Sofia Monzon Angelica Rodriguez Bi-Literacy Strategies for Second Language Learners Dr. Gomez, Summer 2014, UST During Reading: This time, the teacher will highlight/underline the words with a, and will emphasize them during the reading. Choral reading will be expected, especially in the repetitive patterns in the story.
After Reading: The teacher will have the pictures of the characters and using a backdrop on chart paper, will ask students to order them in sequence. The teacher will label the characters using sequencing words and the characters names. Lastly, the teacher will ask why this story is a work of fiction and what the authors purpose was. Who was the first person trying to pull the watermelon out? Quin fue la primera persona tratando de jalar la sanda? Who was next/after/later? Quin siguie despus, luego, ms tarde? This is a work of fiction. How do we know? Esta es una obra de ficcin. Cmo lo sabemos? Why do you think the author wants us to learn from this story? Qu crees que el autor quiere que aprendamos de esta historia?
Follow-Up: Ask the students to respond by writing to any of the following reader response prompts: Recreate a scene from the book and write about it. Draw your favorite character and use a speech bubble to show something the character might say. Draw and write what you think is most important in the book.
After the third reading, the book will be available for the students to read it with a partner or independently.
Video-taped Lessons Links: Part 1: http://youtu.be/EpLbFIDOa-E Part 2: http://youtu.be/LQhJVmOXqNo Part 3: http://youtu.be/xZ134YOuzeM
Sofia Monzon Angelica Rodriguez Bi-Literacy Strategies for Second Language Learners Dr. Gomez, Summer 2014, UST References
Capellini, M. (2005). Balancing Reading & Language Learning, A Resource for Teaching English Language Learners, K-5. Portland, ME. Stenhouse Publishers.
Parkes, B., Smith, J. (2009) La Sanda Gigantesca. Pelham, NY. Benchmark Education Company.
Pinnell, G. S., Fountas, I. C. (2007). The Continuum of Literacy Learning, Grades K-2, A Guide to Teaching. Porstmouth, NH. Heinemann.