The First 20 Days of Reading – Kindergarten: Spanish
2015-2016
This document is intended to be used in conjunction with Start Smart (first 3 weeks of Tesoros). Please continue to revisit and support all skills and concepts that are introduced in the first few weeks through the balanced literacy model (See below). Our ultimate goal is for students to become proficient in using these skills independently. As you prepare to implement the First 20 Days of Reading: Kindergarten, please keep in mind that it will be necessary to be flexible with your 90-minute reading block. Based on each day’s lessons, you may find you need extended time for one component as you put systems in place. Use your judgment, based on your students’ needs to adjust instructional time dedicated to each balanced literacy component.
Week 1: Modeled Reading, Shared Reading, Literacy Centers & Independent ReadingThe first week of school (August 25 – 29) should be dedicated to building classroom community and integrating the First 20 Days. Choose read aloud books that focus on friends, school, following rules, and building community.
Day
/Minilesson
/ Key Concepts / Learning Outcomes / Resources Neededy 1 /
Modeled Reading
We are all members of a community of readers.Teaching Tip:
Use a modeled reading to begin your discussion of classroom rules and expectations. You may have several modeled reading lessons the first few days of school. / o Readers read and share their thinking about their reading.
o We meet together on the carpet to share books. / o Students learn the rituals, routines, and schedule of Reading Workshop so they can establish consistent meeting procedures and habits.
o Students learn characteristics of good listening skills. / Chart – Listeners Look Like/Sound Like
Text Selections:
Un Beso en Mi Mano by Audry Penn
¡Qué nervios! El primer dia de escuela (First Day Jitters)
El hombre de pan de Jenjibre (The Gingerbread Man)
Preparate, Kindergarten Alla Voy by Nancy Carlson
Franklin Va a la escuela by Paulette Bourgeois
Shared Reading
Concepts of Print – top to bottom, left to right, front and back of book / o Readers read and follow the print as they read through the selection.o Teacher models pointing left to right and top to bottom. / o Readers learn print moves from left to right and top to bottom. / Text Selection (Use a Big Book, a Song Chart or a Poem Chart)
Pointer Stick
Literacy Centers
Refer to the Kindergarten Centers DocumentTeaching Tip:
Over the next few days you will be explicitly introducing literacy centers one at a time. The goal for today is to establish procedural systems for working in centers. Remember, students need to have an opportunity to practice rotating between centers as well exploring the center.
For each center teachers need to…
1. Explain materials and activity.
2. Model the center activity.
3. Have a student model the “correct” way and then another student model the “incorrect” way.
4. Provide clear expectations and procedures using an “I Can” chart.
5. Provide guided practice.
6. Provide time for students to practice independently.
7. To reinforce successful center experiences for all students, provide time for students to share and self-reflect using the “I Can”. / o Readers and writers follow specific guidelines to work together and help one another do our best learning. / o Students learn to refer to and follow the classroom guidelines for literacy centers. / Chart-What do Literacy Centers Look Like/Sound Like?
1. Create an “I Can” chart for each literacy center introduced today.
2. Introduce the Literacy Center icons for each explored center.
3. Establish and practice a noise level system and attention signal.
4. Establish and practice procedure for “¿Que se hace si tienes una pregunta/un problema?” ej. Pregunta le a 3 personas antes de mi. (“What to do if you have a question/problem” (i.e., Ask 3 before me.))
5. Students will practice going through the centers introduced today.
6. Establish and practice the rotation system.
Guiding Questions:
“¿Que esta trabajando bien?” (“What is working well?”)
“¿Que se necesita mejorar?” (“What needs to be improved?”)
Introducing the Block Center
**Optional Center:· Retrieving, Returning, and organizing blocks
· A place for everything and everything in its place
· Voice level
· Sharing and taking turns
· Safety (Keep structures below your chin.)
· Establish a “no building zone” (This is the area right in front of the block center. By leaving this space clear, others can get blocks off of the shelf – and put them back- without being in the way.)
Allow students to practice selecting blocks, working together and returning the blocks to the correct location.
Teaching Tip:
Introduce the center with a text on building or construction.
Teaching Tip:
Make block center print rich by adding maps, labels, and building cards. Add items gradually. Sit with children and play with them to help them use more elaborate and cooperative oral language.
/ o We have books and maps in our block center that help us to research building with blocks.o We have labels and pictures that show us how the block center is organized.
o Our block center is organized in a specific way to help us select blocks for building a variety of structures.
o We are all responsible for taking care of our blocks center.
o We respect when others are using blocks we are interested in using and patiently wait our turn or use our words and ask if we can borrow it. / o Students will explore using books, maps and blocks in the block center.
o Students will learn how to maintain their organized block center.
o Students will learn how to store and retrieve blocks in the block center.
o Students will learn how to safely work with the blocks.
o Students will learn how to work cooperatively. / Organized classroom block center with plenty of books on building, signs and maps.
Include paper and writing tools in this center to encourage children to describe what they built using pictures and words.
Sample “I can” chart for Block Center
Suggested Books:
· Building a House by Byron Barton
Day 2 /
Modeled Reading
Readers make their thinking public in a Reading CommunityTeacher assigns thinking/talking partners for “Turn and Talk” during Read Aloud and/or Shared Reading.
Allow time for students to practice this strategy several times with their assigned partner.
Teacher and students model and practice “Turn and Talk” so they know the classroom’s routine for speaking and listening about books.
*Continue practicing the “turn and talk” strategy throughout the following weeks. / o Readers have many different thoughts as they read.
o Readers can talk about their thinking. / o Students will learn that as readers we are capable of thinking in many different ways and sharing their thinking with others. / Text Selections:
Nadarín (Swimmy)
La pequeña locomotora que si pudo (The Little Engine That Could)
La Gallinita Roja (Little Red Hen)
El Paseo de Rosie (Rosie’s Walk)
Chart- “Thinking and Talking with a Partner
Literacy Centers
Continuing to Introduce Literacy CentersTeacher Tip:
Over the next few days continue to explicitly introduce literacy centers one at a time. Today, continue to establish procedural systems for working in centers. Remember, students need to have an opportunity to practice rotating between centers as well as exploring the centers. / o Readers collaborate and/or work independently in specific ways in each center in order to do their best learning and thinking.
/ o Students will learn the expectations and procedures for working successfully in one or more literacy centers. / Chart-What do Literacy Centers Look Like/Sound Like?
Chart Paper
Markers
Posted “I Can” charts created previously with students.
Before introducing a new center, review the previously introduced centers and systems including:
o Center rotation chart
o Previous “I Can” charts
o What is going well
o What needs adjusting
Introduce the Exploring Themes / Social Studies Center Formerly referred to as the Home Living Center
Areas to Highlight:· A place for everything and everything in its place
· Voice level
· Sharing and taking turns
Teaching Tip: This center generates a great deal of oral language and should be placed in a part of the room that allows for some noise.
Post the suggested Vocabulary with a picture representation.
· Start with very few items in the center and add items as they are appropriate in your curriculum.
· Model the use of the items in the center before students work there.
· Introduce the center with a books on families and friends.
· Place plenty of reading and writing materials and labels in the center. (magazines, newspapers, recipe books, catalogs , postcards, pads, etc.)
· Use the embedded vocabulary as you model or role play with the materials. / o We have reading materials in our center that relates to the theme and help us work.
o We have labels and pictures that show us how the center is organized.
o Our center is organized in a specific way to help us talk and pretend with our friends.
We are all responsible for taking care of our Exploring Themes / Social Studies Center
. / o Students will explore in the center.o Students will learn how to maintain their organized center.
o The students will learn how to store and retrieve items in the center.
o Students are encouraged to use the embedded vocabulary in their conversations / Organized Exploring Themes / Social Studies Center with labels
This center will change into a variety of different places throughout the year such as…
o A post office
o A restaurant
o A school
o An office
o The beach
o A grocery store
o A farm market
o A flower shop
o A garden center
o A museum
Sample “I Can” Chart
Shared Reading
Concepts of Print – top to bottom, left to right / o Readers read and follow the print as they read through the selection. / o Readers learn print moves from left to right and top to bottom. / Same Text Selection as Day 1 (Use a Big Book, Song Chart or a Poem Chart)Chart or a Poem Chart.
Use a pointer stick to model concepts of print.
Day 3 /
Modeled Reading
Previewing a Book/concepts about printTeaching Tip: Previewing a book may include title, author, illustrator, illustrations, etc…
Teacher models previewing the book. / o Readers identify the title, author, illustrator, etc., of a book and ask themselves ‘What do I know now?’ (‘¿Que sé ahora?)before reading.
o Readers have specific ways of previewing books before reading to activate prior knowledge, gather information, and make connections to support meaning of the text. / o Students recognize that the author writes the story and the illustrator draws the pictures.
o Students will learn that previewing a book before reading will support their understanding of the text.
o Students will learn how to use specific strategies for previewing a book prior to selecting it for independent reading.
Ex: pictures, amount of words, title / Text Selection
Chart Tablet
Partners “Turn and Talk” during Modeled Reading and/or Shared Reading.
Shared Reading
Concepts of Print – top to bottom, left to right, return sweep / o Readers read and follow the print as they read through the selection. / o Students learn print moves from left to right and top to bottom as they take turns reading with a pointer. / Use same text as Day 1 and 2, or choose a new text selection (Big Book, Song Chart or Poem Chart)Independent Reading
Introducing the Classroom Library (required center).Areas to Highlight:
· Author collections
· Genre collections
· Topic collections
For many children this will be their first experience with a wide selection of books. Please allow students to choose books freely. In the months to come introduce the concept of choosing “just right” books (but still do not restrict them to only those books). Students need to discover the wonder and excitement of books, whether they can read them or not Please read the suggestions for implementing the Daily Five (which has a strong component on independent reading). / o Our classroom library is organized in a specific way to help us select a variety of books for reading.
o We are all responsible for taking care of our classroom library. / o Students will explore and learn how to maintain their organized classroom library. / Organized classroom library with a variety of genres, authors and subjects.
**The concept of book leveling was intended as a teacher tool to match students with “just right” books. It was never intended for children to be restricted to those books and to know that they are a level B and can only choose level B books.
Literacy Centers
Continuing to Introduce Literacy Centers Refer to the required list of centers for Kindergarten.Teacher Tip:
Over the next few days continue to explicitly introduce literacy centers one at a time. Today, continue to establish procedural systems for working in centers. Remember, students need to have an opportunity to practice rotating between centers as well as exploring the centers. / o Readers collaborate and/or work independently in specific ways in each center in order to do their best learning and thinking.
/ o Students will learn the expectations and procedures for working successfully in one or more literacy centers. / Chart-What do Literacy Centers Look Like/Sound Like?
Chart Paper
Markers
Posted “I Can” charts created previously with students.
Before introducing a new center, review the previously introduced centers and systems including:
o Center rotation chart
o Previous “I Can” charts
o What is going well
o What needs adjusting
Introducing the Pocket Chart Center (Is a strong component of your ABC Center).
Areas to Highlight:· Care and Use of sentence strips
· Voice level
· Sharing and taking turns
· Care and Safe use of pointers
Teaching Tip:
This center can begin with the sentence strips we have read so far and a set of cards of the students’ names.
· Add poems and items as they are introduced within the curriculum.
· Model the use of the items in the pocket chart center before students work there.
· Introduce the pocket chart center with a book about words. / o We read from our pocket chart to practice our reading strategies.
o We read from our pocket chart to practice phonics strategies.
o We safely use pointers and masks to help us find specific words and phrases.
o We are all responsible for taking care of the pocket chart center.
/ o Students will explore in the pocket chart center.
o Students will learn how to safely use pointers, sentence strips or pieces and word masks in the pocket chart center.
o The students will learn how to store and retrieve items in the pocket chart center. / Organized Pocket Chart Center
Teaching Tip:
As you introduce poems or songs, copy the text line by line onto sentence strips to place in the pocket chart center. Students can then put the lines in order and reread the poem or song with pointers.
Include student names written on sentence strips with pictures of each student. At the center, students can then match pictures with names, sort boys names and girls names, put the names in ABC order or other name sorting activities.
Sample “I Can” Chart for Pocket Chart Center
Day 4 /
Modeled Reading