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INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
TITLE : Unit 01: Intercambiando ideas y mensajes SUGGESTED DURATION : 20 days
UNIT OVERVIEW
This unit bundles student expectations that address the conventions and patterns of language in order to support the development of essential skills and processes in reading,
writing, and thinking. Students are immersed in a language, literature and media rich environment in order to support language development and literacy. Students make the
connection between listening, speaking, reading, and writing writing through the study of poetry and traditional folk and fairy tales.
In Kindergarten, students listened attentively and shared ideas, experiences, and information through oral language. A focus on phonological awareness, such as
distinguishing and manipulating oral sound patterns, provided a foundation for oral and written fluency. Students increased their knowledge of academic vocabulary and realized
that reading is more than pictures and that spoken words can be written. During this unit, students continue to utilize the conventions of oral and written language in order to
effectively communicate understanding and make appropriate contributions, such as following and giving directions, asking focused questions, and providing relevant
information. Oral conventions are applied during discussions and conversations with classmates, teachers, parents, and school personnel. Using alphabet knowledge,
developing phonics skills, and sight word reading, students read independent-level text that fosters early fluency and comprehension. Students actively participate in learning
new vocabulary specific to academic language. Text is interpreted using strategies and processes to increase understanding. Students understand that writing is
communication as they continue to generate ideas and create drafts with more control of penmanship and basic grammar. In Grade 02, students use the conventions of oral
and written print for effective communication and learn more complex patterns of decoding and spelling, which leads to fluency in reading and writing.
PERFORMANCE ASSESSMENT(S)OVERARCHING CONCEPTS
UNIT CONCEPTSUNIT UNDERSTANDINGS
Last Updated 07/21/2014
Print Date 08/19/2014 Printed By Kerry Gain, EDUCATION SERVICE CENTERpage 1 of 41
PERFORMANCE ASSESSMENT(S)OVERARCHING CONCEPTS
UNIT CONCEPTSUNIT UNDERSTANDINGS
Spanish Language Arts and Reading Grade 1
Unit 01 PA 01
Click on the PA title to view related rubric.
Usa las convenciones del lenguaje oral para repetir
poemas, canciones y rimas. Genera, escribe y lee en
voz alta una serie de palabras que rimen y una oración
que muestre aliteración.
Standard(s): 1.21A , 1.22A , 1.22J , 1.28A , 1.2A ,
1.2D , 1.3A , 1.3B , 1.3C , 1.8A
Patrones – Conocimiento fonológico,
Fonética
Convenciones – Convenciones orales
El reconocimiento de la estructura de sonido de una palabra hablada,
contribuye al desarrollo de la lectura, la comprensión y la ortografía.
Convenciones – Conocimiento de la
letra impresa
Entender que la letra impresa que se asocia con el lenguaje hablado,
contribuye al desarrollo del reconocimiento de palabras y mejora la
comunicación oral y escrita.
Spanish Language Arts and Reading Grade 1
Unit 01 PA 02
Click on the PA title to view related rubric.
Escribe el alfabeto en orden. Usa el conocimiento de
las relaciones entre las letras y los sonidos para
escribir una lista de 5 a 10 palabras. Leer las palabras
en voz alta.
Standard(s): 1.21A , 1.22A , 1.22C , 1.28A , 1.1C
Patrones – Fonética
Convenciones – Conocimiento de la
letra impresa
Las letras y las combinaciones de letras representan sonidos.
INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
TITLE : Unit 01: Intercambiando ideas y mensajes SUGGESTED DURATION : 20 days
Last Updated 07/21/2014
Print Date 08/19/2014 Printed By Kerry Gain, EDUCATION SERVICE CENTERpage 2 of 41
PERFORMANCE ASSESSMENT(S)OVERARCHING CONCEPTS
UNIT CONCEPTSUNIT UNDERSTANDINGS
Spanish Language Arts and Reading Grade 1
Unit 01 PA 03
Click on the PA title to view related rubric.
Piensa en un día muy divertido. Planifica tu historia
para contar los acontecimientos de ese día a un
amigo. Escribe o dicta la historia. Ilustra la historia y
escribe los nombres de las personas, lugares, cosas y
acciones. Usa convenciones orales apropiadas para
leer la historia en voz alta.
Standard(s): 1.6A , 1.17A , 1.17B , 1.17E , 1.20B ,
1.21A , 1.21C , 1.22A , 1.22C , 1.22J , 1.27A , 1.28A
, 1.20A.i , 1.20A.ii , 1.21B.i , 1.21B.ii , 1.22D.i ,
1.22D.ii
Interpretación – Ideas, experiencias Los escritores usan su experiencia personal para desarrollar historias
que les comunican a los demás.
Convenciones – Convenciones orales
Interpretación – Vocabulario
Escuchar y hablar son fundamentales en el aprendizaje de nuevas
palabras.
Spanish Language Arts and Reading Grade 1
Unit 01 PA 04
Click on the PA title to view related rubric.
Registra múltiples anotaciones en una libreta a través
de la escritura, de dibujos o del dictado que
demuestren conexiones pensamientos sobre los
textos.
Standard(s): 1.19C , 1.12A , 1.Fig19B , 1.Fig19E
Interpretación – Comprensión Los lectores utilizan estrategias para ayudar a la comprensión del
texto.
INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
TITLE : Unit 01: Intercambiando ideas y mensajes SUGGESTED DURATION : 20 days
Last Updated 07/21/2014
Print Date 08/19/2014 Printed By Kerry Gain, EDUCATION SERVICE CENTERpage 3 of 41
MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS
UNDERDEVELOPED CONCEPTS:
It is not unusual for students to confuse words that rhyme with pairs of words that begin with the same initial sound.
UNIT VOCABULARY
Rima – una palabra que termina con el mismo sonido que otra palabraDescodificar – aplicar el conocimiento de las relaciones entre las letras y los sonidos para pronunciar una palabra en voz alta. En la práctica de lalectura, este término se usa en forma primaria para referirse a la identificación de las palabras más que a su comprensión.Aliteración – la repetición de los mismos sonidos al principio de dos o más palabras ó sílabas tónicas adyacentes (ej., Tres tristes tigres)
SYSTEM RESOURCES OTHER RESOURCES
Spanish Language Arts and Reading Grade 1 Phonics Scope and Sequence
Conventions Alignment Tool: Grade K2 GramáticaConventions Alignment Tool: Grade K2 PuntuaciónConventions Alignment Tool: Grade K2 Uso de letras mayúsculas
www.texasreadsource.org
This chart provides an organizational structure for the TEKS included in this unit. Ongoing TEKS may be reviewed during whole group and small group
instruction or applied by students through meaningful practice.
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY')
INSTRUCTIONAL COMPONENTS TEKS ONGOING TEKSFORMATIVE ASSESSMENT
EXAMPLES
INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
TITLE : Unit 01: Intercambiando ideas y mensajes SUGGESTED DURATION : 20 days
Last Updated 07/21/2014
Print Date 08/19/2014 Printed By Kerry Gain, EDUCATION SERVICE CENTERpage 4 of 41
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY')
INSTRUCTIONAL COMPONENTS TEKS ONGOING TEKSFORMATIVE ASSESSMENT
EXAMPLES
Word StudyTEKS
Awareness:
1.1A, 1.1B,
1.1C
Phonological
Awareness:
1.2A, 1.2B,
1.2C, 1.2D,
1.2E
Phonics: 1.3A,
1.3B, 1.3C,
1.3E, 1.3E.i,
1.3E.ii, 1.3F
Poetry: 1.8A
Spelling:
1.22A, 1.22C,
1.22D, 1.22D.i,
1.22D.ii, 1.22J
Checklist
Rubrics
Writer’s Notebook
Response Journal
Reading Log
Word Study Handbook
Oral Reading Fluency Check
Portfolio
Shared Reading /Independent ReadingTEKS
Awareness:
1.1D, 1.1E, 1.1F
Strategies:
INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
TITLE : Unit 01: Intercambiando ideas y mensajes SUGGESTED DURATION : 20 days
Last Updated 07/21/2014
Print Date 08/19/2014 Printed By Kerry Gain, EDUCATION SERVICE CENTERpage 5 of 41
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY')
INSTRUCTIONAL COMPONENTS TEKS ONGOING TEKSFORMATIVE ASSESSMENT
EXAMPLES
1.4A, 1.4B
Vocabulary
Development:
1.6A
Theme and
Genre: 1.7B
Poetry: 1.8A
Independent
Reading: 1.12A
Media Literacy:
1.16A
Expository and
Procedural
Texts: 1.19C
Listening:
1.27A, 1.27B
Speaking: 1.28A
Teamwork:
1.29A
Comprehension
Skills: 1.Fig19B,
1.Fig19C,
1.Fig19D,
1.Fig19E
WritingTEKS
INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
TITLE : Unit 01: Intercambiando ideas y mensajes SUGGESTED DURATION : 20 days
Last Updated 07/21/2014
Print Date 08/19/2014 Printed By Kerry Gain, EDUCATION SERVICE CENTERpage 6 of 41
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY')
INSTRUCTIONAL COMPONENTS TEKS ONGOING TEKSFORMATIVE ASSESSMENT
EXAMPLES
Awareness:
1.1A, 1.1B,
1.1D
Vocabulary
Development:
1.6A
Writing
Process:
1.17A, 1.17B,
1.17E
Conventions:
1.20A, 1.20A.i,
1.20A.ii,
1.20A.vi,
1.20A.vii, 1.20B
Handwriting,
Capitalization,
and
Punctuation:
1.21, 1.21A,
1.21B, 1.21B.i,
1.21B.ii, 1.21C
Spelling:
1.22A, 1.22C,
1.22D, 1.22D.i,
INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
TITLE : Unit 01: Intercambiando ideas y mensajes SUGGESTED DURATION : 20 days
Last Updated 07/21/2014
Print Date 08/19/2014 Printed By Kerry Gain, EDUCATION SERVICE CENTERpage 7 of 41
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY')
INSTRUCTIONAL COMPONENTS TEKS ONGOING TEKSFORMATIVE ASSESSMENT
EXAMPLES
1.22D.ii, 1.22J
Listening:
1.27A, 1.27B
Speaking:
1.28A
Teamwork:
1.29A
TEKS UNIT LEVEL SPECIFICITY
Legend:
Bold black text in italics: Knowledge and
Skills Statement (TEKS)
Texas College and Career Readiness
Standard (TxCCRS)
Bold black text: Student Expectation
(TEKS)
Strike-through: Indicates portions of the
Student Expectation that are not included in
this unit but are taught in previous or future
unit(s)
Legend:
Blue text: Supporting Information / Clarifications from TCMPC (Specificity)
Bold blue text: Standards for Ensuring Success from Kindergarten to College and
Career Spring 2012 Update, 2012 Texas Education Agency/University of Texas System
Blue text in italics: Unit-specific clarification
Black text: Texas Education Agency (TEA)
1.1 Lectura/primeras destrezas de la
TEKS#
SE#
INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
TITLE : Unit 01: Intercambiando ideas y mensajes SUGGESTED DURATION : 20 days
Last Updated 07/21/2014
Print Date 08/19/2014 Printed By Kerry Gain, EDUCATION SERVICE CENTERpage 8 of 41
TEKS UNIT LEVEL SPECIFICITYTEKS#
SE#
lectura/conocimiento de la letra impresa. Los
estudiantes entienden cómo el español se escribey se imprime. Se espera que los estudiantes:
1.1A Reconozcan que las palabras habladas se
pueden representar en español escrito a travésde secuencias específicas de letras.
Reconocer
QUE LAS PALABRAS HABLADAS SE PUEDEN REPRESENTAR EN ESPAÑOL ESCRITO ATRAVÉS DE SECUENCIAS ESPECÍFICAS DE LETRAS
Including, but not limited to:
Environmental print (classroom and community)
Words transcribed from oral dictation
1.1B Identifiquen las letras mayúsculas y las letrasminúsculas. Identificar
LAS LETRAS MAYÚSCULAS Y LAS LETRAS MINÚSCULAS
Including, but not limited to:
In alphabetical sequence and random order
Consonants
Vowels
1.1C Ordenen en secuencia las letras del alfabeto.Ordenar en secuencia
LAS LETRAS DEL ALFABETO
INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
TITLE : Unit 01: Intercambiando ideas y mensajes SUGGESTED DURATION : 20 days
Last Updated 07/21/2014
Print Date 08/19/2014 Printed By Kerry Gain, EDUCATION SERVICE CENTERpage 9 of 41
TEKS UNIT LEVEL SPECIFICITYTEKS#
SE#
Including, but not limited to:
Name the alphabet in sequence
Name the letter that comes before and the letter that comes after a specific letter
1.1D Reconozcan los diferentes rasgos de una oración(ej., escribir la primera letra con mayúscula, eluso de signos de puntuación al principio y alfinal [si es apropiado], y el guión para indicardiálogo).
Reconocer
LOS DIFERENTES RASGOS DE UNA ORACIÓN
Including, but not limited to:
A sentence communicates a complete thought
A capital letter signals to the reader when an author is beginning a thought
Ending and beginning punctuation marks signal the reader when the author completes the
thought
The Em Dash (guión largo) is mainly used to signal each of the interventions in a dialogue or toinsert narrator’s comments.
1.1E Lean los textos de arriba hacia abajo de la
página, siguiendo las palabras de izquierda aderecha y continuando en el siguiente renglón.
Leer
TEXTOS
Including, but not limited to:
Moving from top to bottom of the page
Tracking words from left to right with return sweep
Using eyes and fingers to move and track
INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
TITLE : Unit 01: Intercambiando ideas y mensajes SUGGESTED DURATION : 20 days
Last Updated 07/21/2014
Print Date 08/19/2014 Printed By Kerry Gain, EDUCATION SERVICE CENTERpage 10 of 41
TEKS UNIT LEVEL SPECIFICITYTEKS#
SE#
Tracking – following the words in text from left to right
Return sweep – tracking the text from the end of one line of print to the beginning of the next line ofprint
1.1F Identifiquen la información que nosproporcionan las diferentes partes de un libro
(ej., título, autor, ilustrador, índice).
Identificar
LA INFORMACIÓN QUE NOS PROPORCIONAN LAS DIFERENTES PARTES DE UN LIBRO
Including, but not limited to:
The front cover provides the title, the names of the author and illustrator, and awards and/or
recognition as applicable
The back cover often provides a summary of the book and comments about the book
The title page contains similar information as the cover and often includes the publisher
The table of contents lists the parts of the book and includes page numbers to assist the reader
in locating the book parts or sections
1.2 Lectura/primeras destrezas de la
lectura/conciencia fonológica. Los estudiantesmuestran conciencia fonológica. Se espera quelos estudiantes:
1.2A Generen oralmente una serie de palabras
originales que rimen y tengan diferentes
terminaciones (ej., ita, osa, ión).
Generar oralmente
UNA SERIE DE PALABRAS ORIGINALES QUE RIMEN
Usar
INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
TITLE : Unit 01: Intercambiando ideas y mensajes SUGGESTED DURATION : 20 days
Last Updated 07/21/2014
Print Date 08/19/2014 Printed By Kerry Gain, EDUCATION SERVICE CENTERpage 11 of 41
TEKS UNIT LEVEL SPECIFICITYTEKS#
SE#
DIFERENTES TERMINACIONES
Including, but not limited to:
“ita” (e.g., señorita, cita, abuelita)“osa” (e.g., famosa, hermosa, jugosa)“ión” (e.g., canción, atención, introducción)
1.2B Reconozcan el cambio en una palabra hablada
al agregar, cambiar o quitar un fonema o una
sílaba (ej., “malo” a "masa" "tomo" a "como").
Reconocer
EL CAMBIO EN UNA PALABRA HABLADA AL AGREGAR, CAMBIAR O QUITAR UN FONEMA O
UNA SÍLABA
Phoneme – the smallest unit of sound in speech (e.g., the /s/ /a/ /d/ of sad; in Spanish, /l/ /a/
and /d/ /a/)
Including, but not limited to:
Beginning: add, change, and/or delete the beginning sound (syllable or phoneme) in a word to
make new words
Ending: add, change, and/or delete the ending sound (syllable or phoneme) in a word to make
new words
Middle: add, change, and/or delete the middle sound (syllable or phoneme) in a word to make
new words
1.2C Combinen fonemas hablados para formar sílabasy palabras (ej., sol, pato). Combinar
FONEMAS HABLADOS
INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
TITLE : Unit 01: Intercambiando ideas y mensajes SUGGESTED DURATION : 20 days
Last Updated 07/21/2014
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TEKS UNIT LEVEL SPECIFICITYTEKS#
SE#
Phoneme – the smallest unit of sound in speech (e.g., the /s/ /a/ /d/ of sad; in Spanish, /l/ /a/
and /d/ /a/)
Formar
SÍLABAS Y PALABRAS
Syllable – a word or part of a word pronounced with one uninterrupted sound (e.g., sol has
one syllable, sola has two syllables- so/la)
Including but not limited to:
Syllables: /m/…/a/ says “ma”,Words: /ma//pa/ says “mapa”
Possible example of teacher prompt:
¿Qué palabra se forma si digo las sílabas /ma/ y /pa/? (mapa)
1.2D Distingan pares de palabras que riman
enunciadas oralmente de aquellas que no riman. Distinguir
PARES DE PALABRAS QUE RIMAN ENUNCIADAS ORALMENTE DE AQUELLAS QUE NO RIMAN
Possible examples of teacher verbal prompts:
¿Riman las palabras casa y taza?¿Riman las palabras sapo y sala?
INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
TITLE : Unit 01: Intercambiando ideas y mensajes SUGGESTED DURATION : 20 days
Last Updated 07/21/2014
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TEKS UNIT LEVEL SPECIFICITYTEKS#
SE#
1.2F Separen palabras multisilábicas en dos o cuatrosílabas (ej., “rana”, “máquina”, “teléfono”). Separar
PALABRAS MULTISILÁBICAS EN DOS O CUATRO SÍLABAS
Example:
Use manipulatives (e.g., counting on fingers, Elkonin boxes) to represent the individual
syllables in multi-syllabic words
Two-syllable: ma-no, pas-ta, pe-rro
Threesyllable: tapete, lámpara, pelotaFour-syllable: na-ran-ja-da, ga-lli-ne-ro, pa-la-bri-ta
Possible examples of teacher prompts:
Dime cuantas y cuales son las sílabas de la palabra pelota. (/pe/ /lo/ /ta/)Dime cuantas y cuales son las sílabas de la palabra palabrita. (/pa/ /la/ /bri/ /ta/)
1.3 Lectura/primeras destrezas de la lectura/fonética.Los estudiantes utilizan las relaciones entre las
letras y los sonidos para decodificar el españolescrito. Los estudiantes continúan aplicando losestándares previos con mayor profundidad entextos con un nivel más alto de complejidad. Seespera que los estudiantes:
Note:
Refer to the TEKS Resource System Scope and Sequence for a year overview of phonics skills by
unit.
1.3A Decodifiquen los sonidos de las cinco vocales.Decodificar
LOS SONIDOS DE LAS CINCO VOCALES
INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
TITLE : Unit 01: Intercambiando ideas y mensajes SUGGESTED DURATION : 20 days
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TEKS UNIT LEVEL SPECIFICITYTEKS#
SE#
Decode – apply knowledge of letter-sound relationships in order to sound out a word. In
reading practice, the term is used primarily to refer to word identification rather than word
comprehension.
In Spanish, vowels have a regular sound.
1.3B Decodifiquen sílabas.Decodificar
SÍLABAS
Decode - apply knowledge of letter-sound relationships in order to sound out a word. In
reading practice, the term is used primarily to refer to word identification rather than word
comprehension.
In Spanish, students combine vowels and consonants to read syllables and then simple words.
1.3C Usen el conocimiento fonológico para combinarsonidos con letras individuales y con sílabas,
incluyendo consonantes fuertes y suaves, tales
como "r", "c" y "g".
Usar
EL CONOCIMIENTO FONOLÓGICO
Combinar
SONIDOS CON LETRAS INDIVIDUALES Y CON SÍLABAS
Note:
Refer to 1.22Di,ii for related spelling conventions.
1.3E Decodifiquen palabras en contexto y por
separado aplicando el conocimiento de las Decodificar
INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
TITLE : Unit 01: Intercambiando ideas y mensajes SUGGESTED DURATION : 20 days
Last Updated 07/21/2014
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TEKS UNIT LEVEL SPECIFICITYTEKS#
SE#
relaciones que hay entre las letras y los sonidos
en diferentes estructuras, incluyendo: Decode – apply knowledge of letter-sound relationships in order to sound out a word. In
reading practice, the term is used primarily to refer to word identification rather than word
comprehension.
PALABRAS EN CONTEXTO Y POR SEPARADO
Aplicando
EL CONOCIMIENTO DE LAS RELACIONES QUE HAY ENTRE LAS LETRAS Y LOS SONIDOS EN
DIFERENTES ESTRUCTURAS INCLUYENDO
Note:
Refer to 1.22E for related spelling conventions.
1.3E.i sílabas abiertas (ej., CV, la VCV, ala CVCV, toma)Although it is not commonly known in Spanish, an open syllable is one that ends with a vowel.
Examples of words with open syllables:
CV (e.g., la, no, mi)
VCV (e.g., ala, ata, aro)
CVCV (e.g., toma, peso, boca)
1.3E.ii sílabas cerradas (ej., VC, un CVC, mes)Although not commonly known in Spanish, a closed syllable is one that ends with a consonant.
Examples of words with closed syllables:
VC (e.g., un, en, el)
CVC (e.g., mes, pez, sol)
INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
TITLE : Unit 01: Intercambiando ideas y mensajes SUGGESTED DURATION : 20 days
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TEKS UNIT LEVEL SPECIFICITYTEKS#
SE#
1.4 Lectura/primeras destrezas de la
lectura/estrategias. Los estudiantes comprenden
una variedad de textos utilizando estrategias útilescuando sea necesario. Se espera que los
estudiantes:
1.4A Confirmen las predicciones de lo que sucederádespués en el texto al "leer la parte que dice". Confirmar
PREDICCIONES DE LO QUE SUCEDERÁ DESPUÉS EN EL TEXTO
Leer
LA PARTE QUE DICE (CONFIRMA)
Including, but not limited to:
Locating textual evidence to support predictions.
Stopping routinely to summarize what's been read, check against the predictions, modify the
predictions, and then predict what will happen next.
1.4B Hagan preguntas relevantes, busquen
clarificación y localicen hechos y detalles de lashistorias y de otros textos.
Hacer
PREGUNTAS RELEVANTES
Including, but not limited to:
Literal questions (e.g., ¿Quién es el personaje principal?, ¿Cuál es el ambiente?, ¿Cuál es eltema?)
Refer to 1.Fig19B
INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
TITLE : Unit 01: Intercambiando ideas y mensajes SUGGESTED DURATION : 20 days
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TEKS UNIT LEVEL SPECIFICITYTEKS#
SE#
Buscar
CLARIFICACIÓN
Including, but not limited to:
Use background knowledge
Re-read a portion of the text
Ask for help
Localizar
HECHOS Y DETALLES DE LAS HISTORIAS Y DE OTROS TEXTOS
Including, but not limited to:
Use text features to locate facts and details
Identify key words
Re-read relevant portions of text
1.6 Lectura/desarrollo del vocabulario. Los
estudiantes comprenden vocabulario nuevo y lo
utilizan al leer y al escribir. Se espera que los
estudiantes:
TxCCRS Reading
TxCCRS E/LAS.II.B - English/Language Arts/Reading.
Understand new vocabulary and concepts and use
them accurately in reading, speaking, and writing.
INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
TITLE : Unit 01: Intercambiando ideas y mensajes SUGGESTED DURATION : 20 days
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TEKS UNIT LEVEL SPECIFICITYTEKS#
SE#
1.6A Identifiquen palabras que nombren acciones
(verbos) y palabras que nombren personas,
lugares y cosas (sustantivos).
Identificar
PALABRAS QUE NOMBRAN
Including, but not limited to:
Action (verbos) (e.g., caminando, saltó, leyendo)Persons, places and things (nouns) (e.g., la maestra, la escuela, el escritorio)
Note:
Refer to 1.20Ai,ii for related grammar conventions.
1.Fig19 Lectura/Destrezas de comprensión. Losestudiantes utilizan una variedad flexible de
destrezas meta-cognitivas tanto en lecturas
asignadas como independientes para entender el
mensaje del autor. Conforme se van desarrollando
como lectores autónomos y críticos, losestudiantes continúan aplicando los estándaresprevios con mayor profundidad en textos que
tienen un nivel más alto de complejidad. Seespera que los estudiantes:
TxCCRS Key Cognitive Skills
TxCCRS CDS.I.D - Cross-Disciplinary Standards/Key
Cognitive Skills. Academic behaviors
TxCCRS Foundational Skills
TxCCRS CDS.II.A - Cross-Disciplinary
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Standards/Foundational Skills. Reading across the
curriculum
1.Fig19B Formulen preguntas literales sobre el texto.Formular
PREGUNTAS LITERALES SOBRE EL TEXTO
Including but not limited to:
Who, what, when, where, and how questions
Before, during, and after reading
Refer to 1.4B
Literal question – knowledge level fact based question (e.g., quién, qué, cuándo, donde, por qué and
cómo); questions asked for clarification.
1.Fig19C Presten atención a su comprensión y haganajustes (ej., utilizando conocimientos previos,
creando imágenes sensoriales, volviendo a leer
partes del texto en voz alta).
Prestar atención, Hacer ajustes
COMPRENSIÓN
Including, but not limited to:
Use background knowledge
Create sensory images (images created by using the five senses – vista, olfato, oido, gusto,
tacto)
Re-read a portion aloud
Ask for help
Refer to 1.4C
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1.Fig19D Hagan inferencias sobre el texto y utilicen
evidencia textual para apoyar su comprensión. Hacer
INFERENCIAS SOBRE EL TEXTO
Inference – a logical guess made by connecting bits of information. Readers make inferences by
drawing conclusions, making generalizations, and making predictions.
Utilizar
EVIDENCIA TEXTUAL PARA APOYAR LA COMPRENSIÓN
Textual Evidence – specific details or facts found in text that support what is inferred
1.Fig19E Vuelvan a relatar o actúen los eventosprincipales de una historia en un orden lógico. Volver a relatar, Actuar
LOS EVENTOS PRINCIPALES DE UNA HISTORIA EN UN ORDEN LÓGICO
1.7 Lectura/comprensión de textos literarios/tema ygénero. Los estudiantes analizan, infieren, sacanconclusiones sobre el tema y el género endiferentes contextos culturales, históricos ycontemporáneos, y proporcionan evidencia deltexto para apoyar su comprensión. Se espera quelos estudiantes:
TxCCRS Reading
TxCCRS E/LAS.II.C - English/Language Arts/Reading.
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Describe, analyze, and evaluate information within
and across literary and other texts from a variety of
cultures and historical periods.
1.7B Expliquen la función de las frases recurrentes(ej., "Había una vez" o "Colorín Colorado, estecuento se ha acabado") en leyendas folklóricas ycuentos de hadas tradicionales.
Explicar
LA FUNCIÓN DE LAS FRASES RECURRENTES EN LEYENDAS FOLKLÓRICAS Y CUENTOS DEHADAS TRADICIONALES
Folktale – a story originally passed down in spoken form rather than in writing. Folktales includelegends, fables, tall tales, and fairy tales. They may have recurring phrases (e.g., once upon a time,
they lived happily ever after).
Fairy tale – a traditional story for children that is often magical and imaginary
Including, but not limited to:
“Había una vez"“Colorín Colorado, este cuento se ha acabado" “Y vivieron felices para siempre”
1.8 Lectura/comprensión de textos literarios/poesía.Los estudiantes comprenden, infieren y sacan
conclusiones sobre la estructura y los elementos
de la poesía, y proporcionan evidencia del textopara apoyar su comprensión. Se espera que losestudiantes:
TxCCRS Reading
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SE#
TxCCRS E/LAS.II.A - English/Language Arts/Reading.
Locate explicit textual information and draw
complex inferences, analyze, and evaluate the
information within and across texts of varying
lengths.
1.8A Respondan a la poesía y usen ritmo, rima yaliteración en ella. Responder, Usar
RITMO, RIMA Y ALITERACIÓN EN POESĺA
Rhythm – regular patterns that emphasize sound
Rhyme – identical or very similar recurring final sounds in words; in poetry, rhyming words may occurat the ends of lines or within lines
Alliteration – the repetition of the same sounds at the beginning of two or more adjacent
words or stressed syllables (e.g., en el silencio solo se escuchaba un susurro de abejas que
sonaba, Garcilaso de la Vega, Égloga III)
1.12 Lectura/comprensión de texto/lecturaindependiente. Los estudiantes leen en forma
independiente por períodos determinados detiempo y producen evidencia de lo que leen. Se
espera que los estudiantes
TxCCRS Key Cognitive Skills
TxCCRS CDS.I.D - Cross-Disciplinary Standards/Key
Cognitive Skills. Academic behaviors
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SE#
TxCCRS CDS.I.E - Cross-Disciplinary Standards/Key
Cognitive Skills. Work habits
1.12A Lean en forma independiente por períodosdeterminados de tiempo. Leer
DE FORMA INDEPENDIENTE POR PERÍODOS DETERMINADOS DE TIEMPO
Including, but not limited to:
Read aloud and/or silently for a developmentally appropriate duration (e.g.,10-20 minutes)
Read independent-level texts that are easy to read and understand at 95% accuracy or above
(no more than 1 in 20 words are difficult for the reader)
Read self-selected and/or teacher-selected material
Read independently at school and at home
1.16 Lectura/textos publicitarios.
Los estudiantes utilizan destrezas de comprensiónpara analizar cómo las palabras, las imágenes, loselementos gráficos y los sonidos interactúan dediferentes maneras para impactar el significado.
Los estudiantes continúan aplicando losestándares previos con mayor profundidad entextos con un nivel más alto de complejidad. Seespera que los estudiantes:
TxCCRS Listening
TxCCRS E/LAS.IV.A - English/Language Arts/Listening.
Apply listening skills as an individual and as a
member of a group in a variety of settings (e.g.,
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lectures, discussions, conversations, team
projects, presentations, interviews).
TxCCRS Key Cognitive Skills
TxCCRS CDS.I.B - Cross-Disciplinary Standards/Key
Cognitive Skills. Reasoning
TxCCRS Foundational Skills
TxCCRS CDS.II.E - Cross-Disciplinary
Standards/Foundational Skills. Technology
1.16A Reconozcan (con ayuda de adultos) los
diferentes propósitos de los medios publicitarios(ej., informativo, de entretenimiento).
Reconocer
LOS DIFERENTES PROPÓSITOS DE LOS MEDIOS PUBLICITARIOS (WITH ADULT ASSISTANCE)
During instruction, integrate media with other unit standards (e.g., vocabulary, literary text, writing)
rather than teaching it in isolation.
Media – a variety of ways people communicate with others (e.g., print, digital, electronic, social)
Including, but not limited to:
To inform
To entertain
To persuade
Possible examples of forms of media:
Commercials, newspapers, magazines, product labels, websites
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1.17 Expresión escrita/proceso de escritura. Losestudiantes usan elementos del proceso de la
escritura (planificar, desarrollar borradores,
revisar, corregir y publicar) para redactar un texto.
Se espera que los estudiantes:
TxCCRS Writing
TxCCRS E/LAS.I.A - English/Language Arts/Writing.
Compose a variety of texts that demonstrate clear
focus, the logical development of ideas in well-
organized paragraphs, and the use of appropriate
language that advances the author's purpose.
TxCCRS Foundational Skills
TxCCRS CDS.II.B - Cross-Disciplinary
Standards/Foundational Skills. Writing across the
curriculum
1.17A Planifiquen un primer borrador generando ideas
para escribir (ej., dibujando, compartiendo
ideas, listando ideas claves).
Planifiquen
UN PRIMER BORRADOR GENERANDO IDEAS PARA ESCRIBIR
Including, but not limited to:
Generate ideas or topics through a range of strategies (e.g., dibujando, compartiendo ideas,
creando listas de ideas clave, etc.)
Select a focused idea or topic
Generate and categorize ideas and details about the selected topic (e.g., redes, organizadores
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gráficos, listados, etc.)
Examples of purposes for writing:
To entertain
To explain
To describe
To inform
To respond
Purpose – the intended goal of a piece of writing; the reason a person writes
Note:
This is the first step in the writing process, often referred to as prewriting or planning.
1.17B Desarrollen borradores poniendo ideas en
secuencia mediante oraciones escritas. Desarrollen
BORRADORES PONIENDO IDEAS EN SECUENCIA MEDIANTE ORACIONES ESCRITAS
Including, but not limited to:
Categorize ideas using a graphic organizer
Sequence ideas (e.g., chronological or logical sequence)
Write sentences in sequence to develop the draft
Note:
This is the second step in the writing process often referred to as drafting. The focus is on developing
ideas and the message not on mechanics.
1.17E Publiquen y compartan el trabajo escrito con los
demás. Publiquen, Compartan
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EL TRABAJO ESCRITO CON LOS DEMÁS
Including, but not limited to:
Use legible handwriting with appropriate spacing and/or use available technology to publish
written work
Share published work with an appropriate audience
Refer to Speaking 1.28A (as applicable)
Note:
This is the last step in the writing process. Publishing can be done in many forms including producing
a final written product or by orally sharing with others.
1.19 Expresión escrita/textos expositivos y deinstrucción. Los estudiantes escriben textosexpositivos y de instrucción, o textos relacionadoscon empleos para comunicar propósitosespecíficos, así como ideas e información apúblicos específicos. Se espera que losestudiantes:
TxCCRS Writing
TxCCRS E/LAS.I.A - English/Language Arts/Writing.
Compose a variety of texts that demonstrate clear
focus, the logical development of ideas in well-
organized paragraphs, and the use of appropriate
language that advances the author's purpose.
TxCCRS Foundational Skills
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TxCCRS CDS.II.B - Cross-Disciplinary
Standards/Foundational Skills. Writing across the
curriculum
1.19C Escriban comentarios breves de textos literarios
o informativos. Escriban
COMENTARIOS BREVES DE TEXTOS LITERARIOS
Possible examples include:
Ideas, reflections, responses to text, connections
1.20 Convenciones del lenguaje oral y
escrito/convenciones. Los estudiantes entienden la
función y el uso del lenguaje académico al hablary al escribir. Los estudiantes continúan aplicandoestándares previos con mayor complejidad. Seespera que los estudiantes:
TxCCRS Writing
TxCCRS Edit writing for proper voice, tense, and syntax,
assuring that it conforms to standard English,
when appropriate.
TxCCRS Foundational Skills
TxCCRS CDS.II.B - Cross-Disciplinary
Standards/Foundational Skills. Writing across the
curriculum
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TxCCRS Write clearly and coherently using standard
writing conventions.
1.20A Entiendan y utilicen los siguientes elementos
gramaticales en el contexto de la lectura, la
escritura y el lenguaje hablado:
Entiendan, Utilicen
LOS SIGUIENTES ELEMENTOS GRAMATICALES EN EL CONTEXTO DE LA LECTURA, LA
ESCRITURA Y EL LENGUAJE HABLADO
1.20A.i los verbos en los tiempos (pasado, presente y
futuro) del modo indicativo (canto, canté) Verb – a word that describes an action or state of being (e.g., jugar)
Past tense (preterite) – expresses an action that has already taken place. (e.g., Ellos llegaron ayer.)
Past tense (imperfect) – used to describe conditions as they existed in the past, to providebackground to events and to describe habitual actions (e.g., Yo hablaba mucho con mis amigos de la
escuela.)
Present tense – states an action that is happening now (e.g., Yo hablo con mis amigos.)
Future tense) – used to express an action that will be happen (e.g., (Yo) Cenaré carne guisada.). The
form ir + a + infinitive is also commonly used (Voy a cenar carne guisada.)
Note:
Spanish verbs are conjugated in four modes: indicative (indicativo), subjunctive
(subjuntivo), conditional (condicional) and imperative (imperativo).
The indicative mode is the most common and is used to express something that is fact (not
speculative, conditional, hoped or a directive).
1.20A.ii los sustantivos (singulares/plurales,
comunes/propios) Noun – names a person, place or thing
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Singular noun – names a single (one) person, place or thing (e.g., niño, casa, gato)
Plural noun – names more than one person, place or thing (e.g., niños, casas, gatos)
Common noun – the general name of a person, place, thing or idea (e.g., niño, ciudad)
Proper noun – names a specific person, place, thing or idea and is always begins with a capital letter
(e.g., Juan, Mexico)
1.20A.vi los pronombres personales (ej., yo, ellos)Including but not limited to:
Subject pronouns: yo, tú, él , ella, nosotros, ellos, ellas, ustedesObject pronouns: me, te, lo/la/le, nos, los/las/les
Pronouns – a word that is used in place of a noun. They must match in gender and number to
the subject that is being replaced.
1.20A.vii las palabras de transición que indiquen tiempo yorden (ej., primero, luego, después) Timeorder, transition words – a word or phrase that helps the reader or writer to go from one sentence
to the next (e.g., primero, pronto, inmediatamente, mientras, durante, ocasionalmente, segundo,
luego, en ese tiempo, mientras tanto, cuando, frecuentemente, finalmente, ahora, hasta, ya, después,entretanto, siguiente)
1.20B Hablen usando oraciones completas y
expresando concordancia entre el artículo y elsustantivo (ej., la pelota, el mapa, el agua, la
mano, el águila).
Hablen
USANDO ORACIONES COMPLETAS
Including, but not limited to:
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Declarative sentence – a sentence that states something (e.g., Los perros pueden ladrar.)
Interrogative sentence – a sentence that asks a question (e.g., ¿Pueden ladrar los perros?)
Exclamatory sentence – a sentence that shows strong feelings (e.g., ¡Gané el primer premio!)
Expresando
CONCORDANCIA ENTRE EL ARTÍCULO Y EL SUSTANTIVO
Masculine
Definite articles: el libro, los libros
Indefinite articles: un libro, unos libros
Feminine
Definite articles: la flor, las flores
Indefinite articles: una flor, unas flores
1.21 Convenciones del lenguaje oral y
escrito/caligrafía, uso de las letras mayúsculas ypuntuación. Los estudiantes escriben de maneralegible y usan correctamente las mayúsculas y lossignos de puntuación en sus composiciones. Seespera que los estudiantes:
1.21A Formen letras mayúsculas y minúsculas legiblesen un texto usando las convenciones básicas dela letra impresa (avanzando de derecha a
izquierda y de arriba hacia abajo), incluyendo
espacios vacíos entre las palabras y las
Formen
LETRAS MAYÚSCULAS Y MINÚSCULAS LEGIBLES EN UN TEXTO USANDO LASCONVENCIONES BÁSICAS DE LA LETRA IMPRESA
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oraciones.Including, but not limited to:
Progression from left to right
Progression from top to bottom
Spacing between words
Spacing between sentences
Using the correct formation
Using the appropriate size
Using the appropriate spacing
Gain control of penmanship, such as pencil grip, paper position, and beginning stroke
1.21B Reconozcan y utilicen las convenciones básicasdel uso de las mayúsculas: Reconozcan, Utilicen
LAS CONVENCIONES BÁSICAS DEL USO DE LAS MAYÚSCULAS PARA:
1.21B.i al comienzo de oracionesIncluding, but not limited to:
Capitalize the first word in a declarative, interrogative and exclamatory sentence
Example of usage:
Los perros ladran.
¿Por qué estás llorando?¡Qué sorpresa!
1.21B.ii en los nombres de las personasIncluding, but not limited to:
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Own name
Names of pets
Names of family members
1.21C Reconozcan y utilicen los signos de puntuaciónal comienzo y al final de las oraciones
exclamativas e interrogativas, y al final de las
oraciones declarativas.
Reconozcan
LOS SIGNOS DE PUNTUACIÓN AL COMIENZO Y AL FINAL DE LAS ORACIONES EXCLAMATIVASE INTERROGATIVAS, Y AL FINAL DE LAS ORACIONES DECLARATIVAS
Utilicen
LOS SIGNOS DE PUNTUACIÓN AL COMIENZO Y AL FINAL DE LAS ORACIONES
Including, but not limited to:
Declarative sentence – a sentence that states a complete idea and ends with a period (.) (e.g.,Los perros ladran.)
Interrogative sentence – a sentence that asks a question; begins with a question mark (¿) andends with a question mark (?) (e.g., ¿Por qué estás llorando?)
Exclamatory sentence – a sentence that expresses strong feelings; begins with anexclamation mark (¡) and ends with an exclamation mark (!) (e.g., ¡Qué sorpresa!)
1.22 Convenciones del lenguaje oral y
escrito/ortografía. Los estudiantes escribenpalabras correctamente. Se espera que los
estudiantes:
1.22A Usen el conocimiento fonológico para combinarsonidos con letras y sílabas al construir palabras. Usen
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EL CONOCIMIENTO FONOLÓGICO PARA COMBINAR SONIDOS CON LETRAS Y SÍLABAS ALCONSTRUIR PALABRAS
Phonological knowledge / awareness – an “umbrella” term that is used to refer to a student’ssensitivity to the sound structure in language. It encompasses awareness of individual words in
sentences, syllables, and onset-rime segments, as well as awareness of individual phonemes.
Note:
Refer to 1.3 and 1.22 for related phonics and spelling skills.
1.22C Mezclen fonemas para formar sílabas y palabras(ej., mismo, tarde). Mezclen
FONEMAS PARA FORMAR SÍLABAS Y PALABRAS
Examples:
Syllables: /g/a/ says ga, /t/o/ says to, /t/a/ says ta, /z/a/ says za
Words: gato says “gato” taza says “taza”
1.22D Conozcan palabras que usan patrones
ortográficos, como: Conozcan
PALABRAS QUE USAN PATRONES ORTOGRÁFICOS, COMO:
1.22D.i palabras que contienen una /r/ fuerte, deletreada
como "r" o "rr", como en ratón y en carro Strong sound of “r”
The letter “r” itself has a strong sound when used at the beginning of a word: risaWhen the “r” has a strong sound in the middle of a word is always written like “rr”: carro and is
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always found between two vocals
1.22D.ii palabras que contienen una /r/ suave deletreada
como "r" y siempre entre vocales, como en pero
y perro
Soft sound of “r”
The letter “r” has a weak sound when used in the middle or at the end of a word. (e.g., loro,
cocer, marcar)
1.22J Utilicen fuentes de información para encontrar laortografía correcta de las palabras. Utilicen
FUENTES DE INFORMACIÓN PARA ENCONTRAR LA ORTOGRAFÍA CORRECTA
Possible examples of resources:
Word wall
Beginning dictionary
Beginning glossary
1.27 Escuchar y hablar/escuchar. Los estudiantes usan
destrezas de comprensión para escuchar conatención a los demás en ambientes formales einformales. Los estudiantes continúan aplicandoestándares previos con mayor complejidad. Seespera que los estudiantes:
TxCCRS Listening
TxCCRS E/LAS.IV.B - English/Language Arts/Listening.
Listen effectively in informal and formal situations.
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1.27A Escuchen atentamente a interlocutores y les
formulen preguntas para clarificar la
información.
Escuchar
ATENTAMENTE A INTERLOCUTORES
Including, but not limited to:
In formal and informal settings
Formular
PREGUNTAS PARA CLARIFICAR LA INFORMACIÓN
Including, but not limited to:
Ask literal questions (e.g., quién, qué, dónde, cuándo, por qué, cómo)
Note:
Refer to 1.4B for related beginning reading strategies.
1.27B Sigan, repitan y den instrucciones orales que
involucren una secuencia corta de acciones
relacionadas.
Seguir, Repetir, Dar
INSTRUCCIONES ORALES QUE INVOLUCREN UNA SECUENCIA CORTA DE ACCIONES
RELACIONADAS
Possible examples of multi-step directions include:
Classroom procedures, directions, game rules, science experiment, craft project
1.28 Escuchar y hablar/hablar. Los estudiantes hablan
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claramente y de forma directa, y utilizando las
convenciones del lenguaje. Los estudiantes
continúan aplicando estándares previos conmayor complejidad. Se espera que los estudiantes
TxCCRS Speaking
TxCCRS E/LAS.III.B - English/Language Arts/Speaking.
Develop effective speaking styles for both group
and one-on-one situations.
1.28A Compartan información e ideas sobre un temahablando de manera clara, con un ritmo
apropiado y usando las reglas gramaticales
pertinentes.
Compartir
INFORMACIÓN E IDEAS SOBRE UN TEMA
Hablando
DE MANERA CLARA, CON UN RITMO APROPIADO
Usando
LAS REGLAS GRAMATICALES PERTINENTES
Including, but not limited to:
Speak appropriately for purpose, audience, and occasion
Note:
Refer to 1.20Ai-vii,B,C for grade-appropriate conventions of language.
1.29 Escuchar y hablar/trabajo de equipo. Los
INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
TITLE : Unit 01: Intercambiando ideas y mensajes SUGGESTED DURATION : 20 days
Last Updated 07/21/2014
Print Date 08/19/2014 Printed By Kerry Gain, EDUCATION SERVICE CENTERpage 38 of 41
TEKS UNIT LEVEL SPECIFICITYTEKS#
SE#
estudiantes trabajan productivamente en equipo
con los demás. Los estudiantes continúanaplicando estándares previos con mayorcomplejidad. Se espera que los estudiantes
TxCCRS Speaking
TxCCRS E/LAS.III.A - English/Language Arts/Speaking.
Understand the elements of communication both
in informal group discussions and formal
presentations (e.g., accuracy, relevance, rhetorical
features, and organization of information).
TxCCRS Listening
TxCCRS E/LAS.IV.A - English/Language Arts/Listening.
Apply listening skills as an individual and as a
member of a group in a variety of settings (e.g.,
lectures, discussions, conversations, team
projects, presentations, interviews).
TxCCRS Key Cognitive Skills
TxCCRS CDS.I.E - Cross-Disciplinary Standards/Key
Cognitive Skills. Work habits
1.29A Sigan reglas conversacionales, incluyendo el
escuchar a los demás, hablar cuando les toqueel turno y hacer contribuciones apropiadas.
Seguir
REGLAS CONVERSACIONALES ESTABLECIDAS, INCLUYENDO
ESCUCHAR A LOS DEMÁS
INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
TITLE : Unit 01: Intercambiando ideas y mensajes SUGGESTED DURATION : 20 days
Last Updated 07/21/2014
Print Date 08/19/2014 Printed By Kerry Gain, EDUCATION SERVICE CENTERpage 39 of 41
TEKS UNIT LEVEL SPECIFICITYTEKS#
SE#
HABLAR CUANDO LES TOQUE EL TURNO
HACER CONTRIBUCIONES APROPIADAS
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English languageproficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of
each subject in the required curriculum.
School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated
commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.
School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the
ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency.
http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4
Choose appropriate ELPS to support instruction.
ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
TITLE : Unit 01: Intercambiando ideas y mensajes SUGGESTED DURATION : 20 days
Last Updated 07/21/2014
Print Date 08/19/2014 Printed By Kerry Gain, EDUCATION SERVICE CENTERpage 40 of 41
Bilingual education programs, as required by Texas Administrative Code, Chapter 89, Subchapter BB, §89.1201 shall enable limited English proficient students to
become competent in the comprehension, speaking, reading, and composition of the English language through the development of literacy and academic skills in the primary
language and English.
According to the Spanish Language Arts and Reading Texas Essential Knowledge and Skills, the concept of transfer necessitates the use of some of both languages in
which both (Spanish and English) co-exist with flexibility. Teachers in bilingual programs may refer to the English Language Arts and Reading Instructional Focus Document
to incorporate English language skills as appropriate.
Teachers in bilingual programs shall implement the English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74,
Subchapter A, §74.4. The ELPS outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts arerequired to implement ELPS as an integral part of each subject in the required curriculum.
Link to TEA English Language Proficiency Standards
Link to Cross-curricular second-language acquisition essential knowledge and skills, subsection (c)
Last Updated 07/21/2014
INSTRUCTIONAL FOCUS DOCUMENTGrade 1 Spanish Language Arts And Reading
TITLE : Unit 01: Intercambiando ideas y mensajes SUGGESTED DURATION : 20 days
Last Updated 07/21/2014
Print Date 08/19/2014 Printed By Kerry Gain, EDUCATION SERVICE CENTERpage 41 of 41
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