(A) Beginning. Beginning ELLs have little or no ability to use the English
language to build foundational reading skills. These students:
(i) derive little or no meaning from grade-appropriate stories read aloud in
English, unless the stories are:
(I) read in short "chunks;"
(II) controlled to include the little English they know such as
language that is high frequency, concrete, and recently practiced;
and
(III) accompanied by ample visual supports such as illustrations,
gestures, pantomime, and objects and by linguistic supports such
as careful enunciation and slower speech;
(4) Reading, Grades 2-12
(A) Beginning. Beginning ELLs have little or no ability to read and understand
English used in academic and social contexts. These students:
(i) read and understand the very limited recently practiced, memorized, or
highly familiar English they have learned; vocabulary predominantly
includes:
(I) environmental print;
(II) some very high-frequency words; and
(III) concrete words that can be represented by pictures;
Objectives:
The student will retell the order of events of the book by referring to the words and/or
illustrations.
The students will learn the history behind where the alebrijes came from and how the
families come together to create them.
The students will learn how making the alebrijes is a skill that started in the community
of the Oaxaca people.
The students will view pictures and create a form of an alebrijes using their knowledge of
what they have learned.
The student will write a brief story, containing a beginning, middle, and end about how
their alebrijes originated.
Materials:
Book:
De la Ossa, E., Marta, H., & Suzan, G. (2003). The Little Animals of Oaxaca. Barrington,
IL: Rigby/Reed Elsevier.
Pre-assessment of vocabulary with words in English and Spanish
Social Studies Prezi- https://prezi.com/ykwgsbxrvsm-/the-little-animals-of-oaxaca/
(information adapted from: http://www.google.com/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CB4QFjAA&url=http%3A%2F
%2Fwww.allenisd.org%2Fcms%2Flib%2FTX01001197%2FCentricity%2FDomain
%2F1875%2FOaxacan
%2520Animals.ppt&ei=mEhZVNvRDoGcgwSHv4DwCA&usg=AFQjCNEOvQmgzFJZ
0KPo-OzOtr-xNKwnWQ&bvm=bv.78677474,d.eXY )
Pictures of the book for students to put in sequential order
Creation of Oaxaca animals and book creation center materials- construction paper,
markers, crayons, paint/paintbrushes, scissors, glue
Sentence strips with examples from the book
Timer to keep track of the time students spend at each center
Vocabulary List:
English- family, mask, grandpa, little animals, market, crazy, name, surprise, friends, whole, has,
soft, little, which, dry, sun, paint, copal tree, trip
Spanish- todo, animalitos, sol, suave, familia, abuelo, cual, amigos, mercado, nombre, pintura,
loco, hombre, rbol de copal, viaje, mascara, tiene, sorpresa, pequeo, seco
Alebrijes!
Procedures:
1. As the students walk in, the teacher will provide them with a colored sticker. The teacher will
have students join her in the center of the classroom for Story Time.
2. Teacher will talk about and hand out a pre-assessment Show What You Know vocabulary
worksheet, where they will match the Spanish word to its corresponding English definition.
3. The teacher will allow 3 minutes for the students to work.
4. Discussion of the meaning of the vocabulary words in the pre-assessment.
5. The teacher reads The Little Animals of Oaxaca and asks specific questions about the
illustrations, story, and vocabulary.
The student will retell the order of events of the book by referring to the words
and/or illustrations.
This objective will be assessed informally by the teachers observation of the
students at center 1. The teacher will ask questions about the story and
illustrations to check for understanding.
The students will learn the history behind where the alebrijes came from and how
the families come together to create them.
The students will learn how making the alebrijes is a skill that started in the
community of the Oaxaca people.
These objectives will be assessed informally by the teacher asking the students to
share 1 thing they learned about alebrijes and the people of Oaxaca.
The students will view pictures and create a form of an alebrijes using their
knowledge of what they have learned.
This objective will be assessed informally by reviewing the drawing of the
alebrijes that the students created.
The student will write a brief story, containing a beginning, middle, and end about
how their alebrijes originated.
This objective will be assessed by the finished product of the story of how their
alebrijes originated.