7
Text-Based Answers
The Pre-Reading, Reading, and Post-Reading
sections use Bloom’s Taxonomy, reading
strategies, and activities designed to help
students comprehend texts, draw conclusions,
make inferences, and apply and extend upon what
has been learned.
4
Hogares
A+CommonCore Spanish Literacy Lesson Plan© SantillanaUSA
P
RE
-R
EADING
X
Show students the cover of the book. Have them identify the author’s name and the title of the story.
Then conduct a picture walk through the book and have students explain how the photographs in
the book might be able to help them understand the content and words on each page.
X
Write the word
hogar
on the board. Point out to students that the letter
h
in Spanish is silent. Write
other words in Spanish that begin with the letter
h
and have students practice pronouncing the
words, such as
honor, hormiga, horno, hacha, helado.
X
Discuss the basic needs of humans—
aire, comida, refugio y agua
(air, food, shelter, and water).
Discuss what a shelter is and why it is important for survival. Elicit that it keeps people safe, protects
people from weather conditions, and provides a place for people to eat and sleep.
R
EADING
X
Read the text aloud to students. Then have students read along
with you, tracking print. Be sure to demonstrate proper fluency and
inflection for students to mimic.
X
Ask students:
¿Qué tipo de libro es este? ¿El libro presenta un cuento o presenta información?
(What
kind of book is this? Does it tell a story or give information?)
¿Tiene muchas imágenes o pocas?
(Does it have a lot of images or few?) Explain that it is an informational text because it provides
information about a topic. Elicit that informational books usually have photos instead of
illustrations.
X
Divide the class into small groups. Have students take turns reading the text in the groups. Assign
specific questions for students to locate the answers to and report on as a group. For example:
¿Cómo
son las casas móviles?
(What are the mobile homes like?)
¿Cuántos tipos de hogares hay?
(How many
types of homes are there?)
X
Re-read and show pages 3–5. Ask students what they believe the advantages and disadvantages are
of living in apartment buildings. Let students have a debate about the benefits and non-benefits
of living in such homes. Students can document their ideas in a two-column chart (Graphic
Organizer #16) to present to the class
.
X
¿Cómo son las casas?
(What are the houses like?) Have
students explain why they think these types of homes are built. Elicit: to save room and allow more
families to live in a given area.
X
Re-read pages 13–16 and ask:
¿Por qué se usan diferentes materiales para construir esos hogares?
(W
are different materials used to build those homes?) Elicit that sometimes people use materials th
are available in the areas in which they live, or for a purpose, such as to strengthen a house in a
area that experiences many hurricanes or floods.
X
Divide the class into groups and have them research where the different types of homes mention
in the text are located. Create a three-column chart on the board and label the columns
urbano
(urban),
suburbano
(suburban), and
rural
(rural). Be sure students understand the characteristics
each of these areas. Have students use sticky notes or images to place in the different columns o
the chart
R
EADING
I
NSTRUCTIONAL
S
HIFT
:
Text-based Answers
Close
Reading and
Text-Dependent
Questions
5
Hogares
A+CommonCore Spanish Literacy Lesson Plan© SantillanaUSA
D
IFFERENTIATED
I
NSTRUCTION
B
ELOW
-
LEVEL
S
TUDENTS
• Point to visual clues and present gestures to help students understand the meaning of
unknown words.
• Have above-level students read with below-level students to act as mentors/tutors.
• For comprehension, ask students the following questions:
Nombra un tipo de hogar.
(Name one
type of home.)
Un edificio de apartamentos, ¿tiene muchos o pocos hogares?
(Does an apartment
building have many homes or few?)
A
T
-
LEVEL
S
TUDENTS
•
Read the text aloud to and with students. Then have students read the text with a partner.
• For comprehension, ask students the following questions:
¿Qué significa la palabra “hogar”?
(What does the word “home” mean?) ¿
En qué se diferencia un edificio de apartamentos de una casa?
¿En qué se parecen?
(How is an apartment building different from a house? How are they the
same?)
¿Qué palabras puedes usar para describir un hogar?
(What are some words that can be used
to describe a home?)
A
BOVE
-
LEVEL
S
TUDENTS
• Read the text aloud to and with students. Then have students read the text independently.
• Students may also read the text aloud to and with each other, asking each other comprehension
questions to check for understanding.
• For comprehension, ask students the following questions:
¿Qué consejo darías a una persona que vive
en una casa flotante, si se estuviera formando una tormenta?
(What advice would you give to a person
living in a houseboat if a bad storm was developing?)
¿Por qué crees que alguien quisiera vivir en una
casa de dos o tres pisos?
(Why do you think someone would want to live in a house with two or three
floors?)
P
OST
-R
EADING
X
Explain to students that the most important thing the author says in a story or a paragraph is
called the main idea. Reread the text and help students identify the main idea: “
Hay muchos
hogares diferentes en el mundo.
” (There are many different types of homes in the world.)
X
Discuss the main idea with students. Ask:
¿Por qué hay tantos hogares diferentes?
(Why are there so
many different homes?). Elicit that it depends on where the homes are located. For example, tall
apartment buildings are often found in places with little room for building. Have students present
explanations as to why people would live in each of those types of homes.
X
Hold a discussion with students about the pros and cons of living in each of the types of homes
presented in the text. Students can first create a list using a two-column chart (Graphic Organizer
#16), labeling the columns
A favor
and
En contra
. Then have students share their lists with a partner,
in a group, and finally with the class.
X
Hold a discussion with students by asking:
¿En cuál de los hogares presentados en el libro quisieran vivir?
¿Por qué?
(In which home presented in the book would you want to live? Why?).
hy
at
n
ed
of
n
Hogares
8
A+CommonCore Spanish Literacy Lesson Plan© SantillanaUSA
Nombre:
Contesta.
1.
Un edificio de apartamentos, ¿tiene muchos o pocos
hogares? ¿Por qué?
2.
¿En qué se diferencia un edificio de apartamentos de
una casa?
3.
¿Por qué crees que hay personas que viven en casas
que flotan?
Dibuja una casa y descríbela.
La casa es
Possible answers: Tiene muchos hogares.
Porque tiene muchos pisos.
Possible answer: El edificio de apartamentos tiene más pisos.
Possible answer: Porque les gusta el agua.
Post-Reading section
includes
activities that encourage students to
s mmarize, engage in cri ical thinking,
and apply/expand upon what they
have learned.
.
Reading section
provides reading
and scaffolding strategies and
differentiated instruction to help
make text comprehensible to students
below level, while also challenging
students at- and above-level.
Pre-Reading section
focuses on
activating prior knowledge and
introducing new vocabulary.
Reading
Comprehension
Activity
LESSON PLAN WALK-THROUGH
I
NSTRUCTIONAL
S
HIFT
:
Text-Based Answers
