6th & 7th Grade Intro to Spanish Free Voluntary Reading (FVR)

Teacher: Dr. Stephanie L. Perry, Intro to Spanish

Unit/Session: Short Story and Picture Book Reading

Free Voluntary Reading

Date of Instruction:  10/26 & 10/28

Standard/s: MLII.INT1A Identify the main ideas and some details when reading and listening

MLII.INT1D Demonstrate Novice proficiency in listening, viewing and reading comprehension

Learning Target/ Teaching Point: Students will read, understand, write, and speak about a novel in Spanish with at least 80% comprehension.

Success Criteria: Students CAN:

[ ] read quietly.

[ ] look at pictures.

[ ] try to figure out what is going on by the pictures.

[ ] try to figure out what the words mean based on the pictures.

[ ] write the name of the book in your Despegue/Do Now sheet.

[ ] write the number of minutes that you read in your Despegue.

[ ] write the Learning Target in your Despegue.

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3, 4, 5, 8, 10

INTRODUCTION/CONNECTION: How old were you when your parents started reading to you? Or when they first bought you a book? Really young right? Did you know all the words when you first started reading English? Of course not! Will you be able to understand all the words you see in Spanish? Of course not! The goal is to look the pictures, try to make sense of the words based on the pictures, and enjoy yourself!

DIRECT INSTRUCTION: Teacher will model by reading herself. 

VIDEO (6 min.):

Student talking about it

C. 6

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7, 8, 10

GUIDED PRACTICE: Start slowly, reading only a few words or a phrase before students translate. When they get acquainted with the book, they can choose a different one. They can sometimes read in pairs, small groups, or as a class even sometimes.

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:  After reading as a class, in groups, with partners, or individually, students will answer comprehension questions about their book. Or sometimes they will just read for fun.

Closing  (We Check)

Describe the instructional process that will be used to close the lesson 

and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8

SUMMARIZE/CHECK FOR UNDERSTANDING: Ask yes/no questions, either/or questions, or who, what, where, when questions.

Formative Assessment : I will give a short paragraph comprehension assessment after about 4 and ½ weeks time.

Homework

Students will re-read chapters at home.