8th Gr. Sp. 1, 6th & 7th Gr. Intro to Sp. - Reading Chorally

Teacher: Dr. Stephanie L. Perry

Unit/Session: Reading

Reading in Class

Date of Instruction:  11/19

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

 MLI.INT1D Demonstrate Novice-Mid proficiency in listening, viewing and reading comprehension

Learning Target/ Teaching Point: Students will translate a written story.

Success Criteria: Students CAN:

[ ] translate new and recycled vocabulary.

[ ] listen to and comprehend statements, questions, and exclamations (with at least 80% accuracy).

[ ] Answer yes/no, either/or, and question word questions about the story.

[ ] read a story using the new and recycled vocabulary.

[ ] write for 10 minutes non-stop. (Sp. 1)

[ ] speak to the class for 30 seconds non-stop so the class can comprehend what you are saying. (Sp. 1)

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: 70% of our language ability comes from reading. Literacy is extremely important. That’s why countries, states, and counties put so much emphasis in starting to read as early as when the baby is in the womb. Reading is our first adventure outside our mother and family. It’s the bridge that takes us across to independence, individuality, and to adventures.

DIRECT INSTRUCTION: The teacher will read a phrase or sentence then pause for the students to translate. Teacher will slow down to one word if necessary and look and listen for slower learners. It goes back and forth until the story is completed.

VIDEO: Fun and Comprehensible Reading!

Reader's Theatre

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: I will read a sentence, and the students will translate the story. I will gesture and point to English words when necessary.

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: When students get good at translating, they can get into pairs or small groups and start off with one person reading a sentence and then the next person translates it and reads the next sentence in Spanish. This goes on, with a person first translating, then reading the next sentence. TRANSLATE previous sentence, then READ next sentence. And so on. Teacher can pair stronger readers with weaker readers and will listen for comprehension.  

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: Teacher will look and listen for comprehension. I will also give students a story to read with 10 comprehension questions afterwards to anser.

Formative Assessment : I will ask the class chorally, in groups, or in pairs to translate the Spanish to English.

Homework

Students will take a copy of the story (or a similar one) home to read to their family.