11
3
Hogares
A+ Common Core Spanish Literacy Lesson Plan © Santillana USA
ancho(a)
–
amplio
/ wide
mucho
–
abundante
/ many; very much
poco
–
que no tiene mucho
/ little;
not much; not many
largo(a)
–
que tiene longitud
/ long
móvil
–
que puede moverse
/ mobile
unido(a
) –
conectado
/ connected
individual
–
separado
/ individual; single
Advanced Vocabulary
apartamento
–
vivienda pequeña
/ apartment
casa
–
hogar; domicilio
/ home; house
edificio
–
construcción de varios pisos
/ building
hogar
–
vivienda
/ home
ladrillo
–
bloque de barro rectangular que se usa
para hacer paredes
/ brick
piedra
–
roca
/ rock; stone
piso
–
nivel de un edificio
/ floor; story
madera
–
parte del tronco de un árbol
/ wood
flotan (flotar)
–
mantenerse encima del agua
sin hundirse
/ to float
I
NSTRUCTIONAL
S
HIFT
:
Academic Vocabulary
V
OCABULARY
V
OCABULARY
D
EVELOPMENT
¨
Introduce vocabulary by providing a description, explanation, or example of all the words
presented in the vocabulary section and any additional vocabulary you may wish to discuss prior
to the reading activities. You may use pictures and gestures to explain the meaning of each word.
¨
Be sure that students understand all the vocabulary necessary to complete the activities. Review
directions and commands, such as
nombra, describe, dibuja
,
compara y contrasta,
etc., as necessary.
¨
As you read the text, have students keep a record of other unknown words. Allow students time to
re-read the sentence containing the word and use context clues and the images on the page to help
them determine the meaning. If additional help is needed, discuss the meanings with the students
in small groups or in one-on-one conferences. Encourage students to use dictionaries to help them
find the meanings of unknown words.
¨
Write the word
apartamento
on the board. Ask students to describe how that word is similar to the
English translation, apartment. Repeat with
móvil
(mobile),
individual
(individual),
unida
(united),
flotar
(to float). Explain that these words are cognates, or words that look or sound similar to each
other in two languages. Have students name other cognates that they know.
¨
Have students create a list of antonyms and synonyms for
mucho, poco, unida, larga, ancha,
and
móvil.
¨
Assign each student or pair of students a vocabulary word. Have them create riddles for their word.
Then have them read their riddle out loud and have the rest of the class guess the correct word. For
example:
Es rectangular y de barro.
(It is rectangular and made of clay.)
¨
Create a memory game. Write the vocabulary words on cards and the definitions on other cards.
Shuffle the cards and place them face down. Have students turn two cards over to try to find a
match of the word and its definition. Continue play until all matches have been found.
INFORMATIONAL TEXT
LESSON PLAN AND ACTIVITIES
