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I nstructIonal s hIft : Text-based Answers f oundaTional r eading s Kills � Write the word cine on the board. Say the word and have students repeat. Ask students to identify the two syllables that make up the word and then draw a line between the i and n to show the division. � Using the word campo again, have students look at each syllable. Have them identify it as either a closed syllable that ends in a consonant or an open syllable that ends in a vowel. Repeat with other words. � Write the word ciudad on the board. Circle the diphthong – iu in the word. Have students identify the vowels in the diphthong and each of their sounds. Show students how to pronounce the syllable with the diphthong and have them repeat. Then show students words with other diphthongs and have them identify them in each word. p re -r eading � Discuss the role of an author and an illustrator. Ask students: ¿Qué hace un autor? ¿Qué hace un ilustrador? (What does an author do? What does an illustrator do?) Elicit that an author writes the text while the illustrator creates images to support or add information to the text. � Show students the cover of the book. Ask them to identify the title and the author. Have students notice how the letter y acts as the conjunction/coordinator “and.” Conduct a picture walk through the book. Have students make predictions of what the story might be about and provide evidence from the illustrations to support their predictions. Record their predictions on the board and save them for post-reading activities. � Distribute a Venn diagram (Graphic Organizer #6) to students. Have them label the circles ciudad and campo . Ask students to write similarities and differences between these two places and record their responses on the diagram. Prompt students by asking them: ¿Qué ves en una ciudad/el campo? ¿Qué oyes…? ¿Qué hueles? ¿Qué haces…? (What do you see in a city/in the countryside? What do you hear…? What do you smell? What do you do…?) Save this diagram for post-reading activities. r eading � Read the story aloud to students. Then conduct a “popcorn reading” where a student volunteers to read first and reads a page (or up to a reasonable limit), then chooses another student to read. That student continues where the first student left off. Continue until the entire story has been read. � Read pages 5–6. Write the phrases en el campo and en la ciudad on the board. Ask students to name the similarities between the phrases. Elicit that they both contain the preposition en . Explain that prepositions are small words that help to tell the relationship between a noun or pronoun to another word in the sentence. Help students brainstorm other prepositions that they know, such as por , para , con , de , a , etc. As you read the story, have students identify the prepositions and discuss their meaning in the sentences. � Read pages 7–8. Ask students which way they think is the best way to wake up, with a rooster or an alarm, and why. Have students name other ways in which people might wake up, such as a family member walking in the room or a loud noise. r eading 62 Elcampoy laciudad CCSSGrade 1Book_v3.indb 62 5/03/14 12:43 � Read page 11 with students. Ask students if they have pets to feed in the morning before school and why that is an important task. Allow students to share their experiences. If they don’t have pets, have students share about something different that they do before school and explain why. � Read pages 13–14. Have students discuss other ways to get to school besides using the bus or walking, such as riding in a car, riding a bike, riding in a van, etc. ( en carro, en bicicleta, en camioneta, etc.) Have students share the way they get to school and compare it to the way the characters in the story get to school. � Read pages 15–18. Have students point out what is the same on each page. Elicit the phrase A mí también . (Me too.) Have students explain why they think the author included that phrase on those pages. Ask students to analyze how the illustrations might help them answer the question by looking at how the drawings are split into two scenes. Elicit that the author wanted to show things that the characters both do similarly in order to show that even though the children live in different places, they are alike in many ways. d ifferenTiaTed i nsTruCTion b elow - leVel s TudenTs • Read the text aloud to students several times and then have students chorally repeat after you. • Elicit one-word answers, labels, or fact statements during vocabulary and comprehension activities. • Assign above-level students to read with below-level students to act as mentors/tutors. • Ask these or similar questions: ¿Dónde vive el niño? ¿Y la niña? (Where does the boy live? The girl?) ¿Qué come el niño al desayuno? ¿Y la niña? (What does the boy eat for breakfast? The girl?) a T - leVel s TudenTs • Read the text aloud to and with students. Then have students read the text with a partner. • Elicit fact lists or couplets during vocabulary and reading comprehension activities. • Ask these or similar questions: ¿Cómo se despiertan los niños por la mañana? ¿Por qué? (How do the children wake up in the morning? Why?) ¿Por qué el niño come huevos en el desayuno? (Why does the boy eat eggs for breakfast?) a boVe - leVel s TudenTs • Read the text aloud to and with students. Then have students read the text independently. • Elicit couplets, fact list collection, and/or complete sentences during vocabulary and reading comprehension activities. • Ask these or similar questions: ¿Por qué crees que el niño va a la escuela en autobús? ¿Y por qué la niña no? (Why do you think the boy rides a bus to school? Why do you think the girl doesn’t?) ¿Crees que los niños se parecen más de lo que se diferencian? ¿Por qué sí o por qué no? (Do you think the children are more alike than they are different? Why or why not?) p osT -r eading � Reread the text and help students identify the main idea. Elicit that even though children living in the city and countryside may have different lives, they can also have a lot of things in common. Have students compare the main idea to the predictions they made prior to reading. � Have students revisit the Venn diagram they made in the Pre-Reading activity comparing the city and the countryside. Have students see if what they wrote on the diagram is the same or different than what they read or saw in the book. Have students analyze what may have caused them to have the correct or incorrect prediction about the main idea. 63 Elcampoy laciudad CCSSGrade 1Book_v3.indb 63 5/03/14 12:43 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. Reading Pre-Reading section focuses on activating prior knowledge and introducing new vocabulary. Post-Reading section includes activities that encourage students to summarize, engage in critical thinking, and apply/expand upon what they ave 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. Reading Comprehension Activity I nstructional F ocus : Critical Analysis Lesson Walk-Through