8
Reading
ThePre-Reading, Reading, andPost-Reading
sectionsuseBloom’sTaxonomy, reading
strategies, andactivitiesdesigned tohelp
studentscomprehend texts, drawconclusions,
make inferences, andapplyandextenduponwhat
hasbeen learned.
A+ Spanish Literacy Lesson Plan© SantillanaUSA
F
OUNDATIONAL
R
EADING
S
KILLS
X
Write theword
cine
on the board. Say thewordandhave students repeat. Ask students to identify
the two syllables thatmake up thewordand thendrawa line between the
i
and
n
to show the
division.
X
Using theword
campo
again, have students lookat each syllable. Have them identify it as either a
closed syllable that ends ina consonant or an open syllable that ends ina vowel. Repeat with other
words.
X
Write theword
ciudad
on the board. Circle the diphthong –
iu
in theword. Have students identify
the vowels in the diphthongand each of their sounds. Show students how topronounce the syllable
with the diphthongandhave them repeat. Then show studentswordswith other diphthongs and
have them identify them in eachword.
P
RE
-R
EADING
X
Discuss the role of anauthor andan illustrator. Ask students:
¿Qué hace unautor? ¿Qué hace un
ilustrador?
(What does anauthor do?What does an illustrator do?) Elicit that anauthorwrites
the text while the illustrator creates images to support or add information to the text.
X
Show students the cover of the book. Ask them to identify the title and the author. Have students
noticehow the letter
y
acts as the conjunction/coordinator “and.”Conduct apicturewalk through
the book. Have studentsmake predictions of what the storymight be about andprovide evidence
from the illustrations to support their predictions. Record their predictions on the boardand save
them for post-readingactivities.
X
Distribute aVenndiagram (GraphicOrganizer #6) to students. Have them label the circles
ciudad
and
campo
. Ask students towrite similarities anddifferences between these twoplaces and
their responses on the diagram. Prompt students byasking them:
¿Qué ves en una ciudad/el
¿Qué oyes…? ¿Qué hueles? ¿Qué haces…?
(What do you see ina city/in the countryside?Wh
hear…?What do you smell?What do youdo…?) Save this diagram for post-readingactivit
R
EADING
X
Read the storyaloud to students. Then conduct a “popcorn reading”
where a student volunteers to readfirst and reads apage (or up toa
reasonable limit), then chooses another student to read. That student
continueswhere thefirst student left off. Continueuntil the entire story
has been read.
X
Readpages 5–6.Write the phrases
en el campo
and
en la ciudad
on the board. Ask students
name the similarities between the phrases. Elicit that they both contain the preposition
en
that prepositions are small words that help to tell the relationshipbetweenanoun or pron
anotherword in the sentence. Help students brainstorm other prepositions that they know,
por
,
para
,
con
,
de
,
a
, etc. As you read the story, have students identify the prepositions andd
theirmeaning in the sentences.
X
R
EADING
4
Elcampoy laciudad
I
NSTRUCTIONAL
F
OCUS
:
Critical Analysis
A+ Spanish Literacy Lesson Plan© SantillanaUSA
X
Readpage 11with students. Ask students if theyhave pets to feed in themorningbefore school
andwhy that is an important task. Allow students to share their experiences. If they don’t have
pets, have students share about somethingdifferent that they dobefore school and explainwhy.
X
Readpages 13–14. Have students discuss otherways to get to school besides using the bus or
walking, suchas riding ina car, ridingabike, riding ina van, etc. (
en carro, en bicicleta, en
camioneta,
etc.) Have students share theway they get to school and compare it to theway the
characters in the story get to school.
X
Readpages 15–18. Have students point out what is the same on eachpage. Elicit the phrase
Amí también
. (Me too.) Have students explainwhy they think the author included that phrase on
those pages. Ask students toanalyze how the illustrationsmight help themanswer the question
by lookingat how the drawings are split into two scenes. Elicit that the authorwanted to show
things that the characters bothdo similarly in order to show that even though the children live
indifferent places, the
D
IFFERENTIATED
I
NSTRUCTION
ELOW
-
LEVEL
S
TUDENTS
s Read the text aloud
s Elicit one-wordans
activities.
s Assignabove-level
s Ask these or simila
girl?)
¿Qué come el
A
T
-
LEVEL
S
TUDENTS
s Read the text aloud
s Elicit fact lists or co
s Ask these or simila
childrenwake up i
the boy eat eggs fo
A
BOVE
-
LEVEL
S
TUDENTS
s Read the text aloud toandwith students. Thenhave students read the text independently.
s Elicit couplets, fact list collection, and/or complete sentences during vocabularyand reading
comprehensionactivities.
s Ask these or similar questions:
¿Por qué crees que el niño va a la escuela en autobús? ¿Y por qué la
niñano?
(Why do you think the boy rides abus to school?Why do you think the girl doesn’t?)
¿Crees que los niños se parecenmás de lo que se diferencian? ¿Por qué sí o por qué no?
(Do you think
the childrenaremore alike than theyare different?Why orwhynot?)
P
OST
-R
EADING
X
Reread the text andhelp students identify themain idea. Elicit that even though children living in
the cityand countrysidemayhave different lives, they canalsohave a lot of things in common.
Have students compare themain idea to thepredictions theymadeprior to reading.
X
H t d t
i it th V di
th d i th P R di
activity comparing the city
am is the same or different
may have caused them to
5
Elcampoy laciudad
record
campo?
at do you
ies.
to
. Explain
oun to
suchas
iscuss
ter or an
family
Have s u en s rev s e enn agram eyma e n e re- ea ng
and the countryside. Have students see if what theywrote on the diagr
thanwhat they read or saw in the book. Have students analyzewhat
have the correct or incorrect prediction about themain idea.
A+ Spanish Literacy Lesson Plan© SantillanaUSA
Nombre
Comprensión lectora
¿Sí oNo?
1.
El niño vive en la ciudad.
Sí
No
2.
A laniña le gustamontar enbicicleta.
Sí
No
3.
El niño vaa la escuela enautobús.
Sí
No
4.
A laniña ladespierta ungallo.
Sí
No
Completa las oraciones con lapreposición correcta.
1.
El niñohace las tareas
la cocina. (en / con)
2.
Él le da
comer a las gallinas. (en / de)
3.
Laniña come cereal
frutas. (por / con)
4.
Ella camina
la escuela. (de / a)
¿Enqué separecen los personajes del cuento? ¿Enqué
sediferencian?
en
de
con
a
Los dos hacen tareas en la cocina,montan enbicicleta, les gusta ir al cine y nadar.
El niño vive en el campo y laniña en la ciudad. Él cuidaa las gallinas y ellaa sus
pececitos. Él come huevos y ella come cereal al desayuno.
8
Elcampoy laciudad
yare alike inmanyways.
to students several times and thenhave students chorally repeat after you.
wers, labels, or fact statements during vocabularyand comprehension
students to readwithbelow-level students toact asmentors/tutors.
r questions:
¿Dónde vive el niño? ¿Y laniña?
(Where does the boy live? The
niño al desayuno? ¿Y laniña?
(What does the boy eat for breakfast? The girl?)
toandwith students. Thenhave students read the text withapartner.
uplets during vocabularyand reading comprehensionactivities.
r questions:
¿Cómo se despiertan los niños por lamañana? ¿Por qué?
(Howdo the
n themorning?Why?)
¿Por qué el niño come huevos en el desayuno?
(Why does
r breakfast?)
Post-Readingsection
includes
activities that encourage students to
summarize, engage incritical thinking,
andapply/expanduponwhat they
have learned.
Readpages 7–8. Ask studentswhichway they think is the best way towake up, witha roo
alarm, andwhy. Have students name otherways inwhichpeoplemight wake up, suchas
memberwalking in the room or a loudnoise.
s
a
Readingsection
provides reading
and scaffolding strategiesand
differentiated instruction tohelp
make text comprehensible to students
below level,whilealsochallenging
studentsat- andabove-level.
Pre-Readingsection
focuseson
activatingprior knowledgeand
introducingnewvocabulary.
Reading
Comprehension
Activity
I
NSTRUCTIONAL
F
OCUS
:
Critical Analysis
LessonWalk-Through
