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G A t E w A y S t O L A n G u A G EpLAnt tHE SEEdS

Design a bulletin board that encapsulates the values and key objectives of the Language Series as they are explored throughout the unit .

The bulletin board becomes a metaphoric garden where ideas are planted and knowledge and student productivity are harvested . This is a tremendous tool to create an interactive, child-centered environment to launch the theme of the unit . You may want to use the model below as an inspiration for your Language bulletin board .

¿Qué es el lenguaje? Engage students in a discussion about what language is . Begin by asking them what methods they use to communicate with others . Elicit that we not only use words to convey our ideas to other people, but also other “codes” (“códigos”) such as gestures and signs, images, symbols, and sounds . Tell them that all those codes or systems that we use to communicate are called “languages .” Math and music also help to convey ideas, so they are languages too!

Discuss why language and, by extension, communication are important for humans beings . Motivate students to imagine a world without language, and to think how it would be for people who cannot hear or speak if sign language did not exist .

Tell them that the stories they are going to read in the books Uno, dos, tres. ¡Dime quién es!, El nuevo hogar de los siete cabritos, ¡Feliz cumpleaños, Caperucita Roja!, and Ratoncito Pérez, cartero will provide them with opportunities to learn many new things about language and the way we use it in different situations of life .

Launching the unit

¡Abramos las puertas! Motivate students to create their own reduced version of the bulletin board in which they record notes, sayings, summaries, drawings, citations from the books, elaboration, and amplifications that connect the knowledge learned as they read the Language books of Puertas al sol . Students may use this “map of learning” as the cover of a portfolio or a personal collection of work and activities developed throughout this unit .

inspirational qUote

“Que otros se jacten de las páginas que han escrito; a mí me enorgullecen las que he leído .”

Jorge Luis Borges (Argentinean writer)

Uno, dos, tres. ¡dime quién es! 95

LeSSon 1:uno, dos tres. ¡dime quién es!

exploreThis book challenges students to make predictions by asking them to guess the names of some well-known children’s folk tale characters based on their descriptions . As a warm-up activity, motivate students to retell some of the classic stories associated with each or some of the characters presented in the book .

teachCreative Reading

As you read the book with students, pause on pages 5, 9, 13, 17, 21, 25, and 29, to allow them to guess who the character is . Then, read the ¿Qué más sabes de mí? sections and encourage students to answer the questions .

Questions such as the following will help to initiate a creative dialogue after you read the book together with students:

dEScRiptivE pHASE

¿De dónde crees que sale el nombre de Caperucita Roja?(Where do you think Little Red Riding

Hood’s name comes from?)

El lobo aparece varias veces en el libro. Encuentra los cuentos donde aparece. ¿Qué quiere hacer el lobo en cada cuento?

¿Por qué no logra hacerlo?(The wolf appears several times in the book . Find the stories in which he appears . What does he want to do in the stories? Why doesn’t he succeed in doing those things?)

¿Cuál de las tres casitas que construyeron los cerditos es la más fuerte? ¿Por qué?(Which of the houses built by the Three

Little Pigs is the strongest? Why?)

pERSOnAL/intERpREtivE pHASE

¿Se te ha caído un diente alguna vez? ¿Lo colocaste debajo de la almohada para que lo recogiera el Ratoncito Pérez? ¿Encontraste algo debajo de tu almohada la mañana siguiente? (Have you ever lost a tooth? Did you put it under your pillow for Ratoncito Pérez? Did you find anything under your pillow the next day?) Note: You might want to present this character as the Hispanic equivalent of The Tooth Fairy .

objectiveSRead a book about well-known folk tale and fable charactersLearn vocabulary associated with traditional children’s storiesPlay guessing games and make predictionsDiscuss personal relationshipsWrite about personal traitsDiscuss the role of illustrations in a storyDo research on animals, their habitats and diet

eSSentiaL SK iLLS practiced

Comprehension: Using Picture Clues

Comprehension: Main Idea and Details

Vocabulary: Position Words

Vocabulary: Word Structure

Speaking: Summarize/Retell Stories

materiaLS

Literature Selection: Uno, dos tres. ¡Dime quién es!

Activity Sheets 21–23

Assessment Sheet 9

Assessment Forms 1, 3, 4

See pages 92–93 for a correlation to the Standards for Language Arts, Social Studies, Math, Fine Arts, Foreign Language, and Technology.

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suggestions for

C L A s s R o o M U s E L A n G u A G E

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Piensa en el cuento en el que aparece este personaje. Haz un resumen corto del cuento. ¿Qué otra pista tomada del cuento

darías para que un compañero o compañera adivine quién es?(Think about the story where this character appears . What other clue from the story would you give to a classmate who is trying to guess who is the character?)

Los cabritos son muy obedientes (casi siempre). ¿Eres tú obediente casi siempre? ¿Por qué piensas que es importante obedecer a los padres? ¿Cómo podrías tú demostrar a tus padres que eres un niño o una niña obediente?(The little goats are obedient—most of the time . Are you obedient most of the time? Why do you think that it is important to obey your parents? How could you show your parents that you are an obedient son or daughter?)

applyVocabulary development

intROducinG nEw wORdS

Use the following strategies to guide students to figure out the meaning of any unknown words that they encounter as they read this book:

1 . Tell them to explore the context and the illustrations to find clues to the meanings .

2 . Ask them to check other places where the same word is used .

3 . Suggest that they examine the structure of the words to see if they recognize word parts that can help them .

4 . Encourage them to draw upon their prior knowledge so that every student feels compelled to contribute to the discussion .

5 . When necessary, refer to a school dictionary . Read the appropriate definition aloud and discuss it with the class .

Ask students who know the meanings of the verbs or action words tumbar, fabricar, recoger, cazar, librar, and engañar to

act them out for their classmates . You may also want to ask students to “perform” the meaning of the more abstract concepts such as a prueba de, en medio de, and consejos . Point out the position word “medio” in “en medio de” (p . 10) and ask students to provide more position words they know and make a list with them . Use the illustrations in the book to practice or introduce the meaning of the position words that students

name .

To help students apply or extend their knowledge of the new vocabulary, begin

to build, or continue to create Verb Word Banks, categorized according to the ending of the infinitive form, –ar, -er, -ir . Help students decide which group each verb belongs to .

Según el texto y la ilustración de la página 8, ¿crees tú que Caperucita y la abuelita se llevan bien o mal? ¿Cómo lo

sabes? ¿Tienes algún familiar que te enseñe cosas interesantes, como la abuelita a Caperucita? ¿Quién es? ¿Qué te ha enseñado?(According to the text and illustration on page 8, do you think Little Red Riding Hood gets along well or badly with her grandma? How can you tell? Do you have a relative who teaches you things? What does that person teach you?)

El Osito dice que su mamá es cariñosa y su papá es divertido. ¿Cómo dirías tú que son tus padres o tus familiares? ¿Qué crees que dirían ellos si les preguntamos cómo eres tú? (Little Bear says that his mom is loving and his dad is funny . What would you say your parents or family members are like? What do you think they would say you are like?)

cRiticAL/muLticuLtuRAL/ Anti-BiAS pHASE

La mamá de los cabritos les dice a sus hijos que no le abran la puerta a nadie cuando ella no está en casa. ¿Por qué crees que les dice eso? ¿Por qué crees que los cabritos deben obedecer? ¿Por qué crees que tú también debes seguir ese consejo?(The little goats’ mom tells them not to open the door to strangers when she’s not at home . Why do you think she says that? Why do you think the kids should obey her? Why do you think that you should also follow Mrs . Goat’s advice? )

cREAtivE/tRAnSfORmAtivE pHASE

Observa bien el dibujo de este personaje. ¿Qué otra pista darías para que un

compañero o compañera adivine quién es?(Look at the picture of this character . What other clue would you give to a classmate who is trying to guess who the character is?)

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L A n G u A G E

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Uno, dos, tres. ¡dime quién es! 97

L A n G u A G E

¡Somos nosotros! Allow students to work on their portraits in detail . Make sure they complete the sentence with their names

and their friends’ names .

AdditiOnAL vOcABuLARy ActivitiES

You may also want to take advantage of the discussion about folk tales and the illustrations in the book to teach additional words such as caperuza (hood), fuego (fire), bosque (woods), almohada (pillow), huevos de pascua (Easter eggs), paja (straw), madera (wood), palos (sticks), ladrillos (bricks), chimenea (chimney) .

For Language Learners For younger students, or for those who are not thoroughly familiar with the language, you may want to work on simpler words such as madre (mother), padre (father), abuela (grandma), abuelo (grandpa), hermano

(brother), hermana (sister), hijo (son), hija (daughter) .

reFlect and closeoral Language development

Remind students about the important bonds mentioned in the book, such as those that exist between Little Red Riding Hood and her Grandma, Little Bear and Goldilocks, and the three pigs . Ask them why they think that it is important to have close relationships with friends or family members . Encourage them to talk about a special friend or family member, what makes that person special, and the kinds of things they do with that person .

See pages 99–100 for a comprehensive Assessment of this lesson .

RELAtEd vOcABuLARy

This storybook offers students the opportunity to learn or practice the use of the first person, singular and

plural, in simple present, indicative mood (“presente indicativo”) to describe themselves . The following activities promote word study through inquiry and interactive strategies . They may be utilized for direct, guided, or modeled instruction, as well as for individual or collaborative group work . Use Activity Sheet 21 .

¿Quién soy? Invite students to guess who the character is and then emulate the sentences to give clues about themselves .

¿Quiénes somos? Students should now work with the plural form, in the same fashion as the exercise above .

iLLuStRAtEd BiLinGuAL dictiOnARy

Help students begin to build, or continue to create, their own illustrated bilingual dictionaries . List all words in the story that students have generated or asked about during the reading process . Encourage them to write the words and their corresponding English terms along with a drawing of each item . Motivate older students, and those who have a better grasp of both languages, to add related words . Motivate students to work in bilingual pairs or groups whenever possible so they can contribute to each other’s language development .

my fAvORitE AnimALS

Use Activity Sheet 22 to encourage students to name some of the animals they like, and some they do not like . Ask them to complete the sentences provided by using the names of each of the animals pictured . Encourage them to say the sentences aloud . You may also want to help them explain the reasons behind their answers by providing them with adjectives, such as “I like rabbits because they are soft .” Motivate students with a greater degree of fluency to write the names of animals that do not appear on the sheet, and help them with their spelling .

wHO Am i?

Encourage students to create a guessing game about themselves similar to those found in the book following these steps:

n Think of adjectives that describe you, such as alto, pelinegro, chistoso .

n Write (or dictate) sentences to explain why you have chosen each of the adjectives, for example: “Soy chistoso, porque hago reír a todos” .

n Put all of your sentences together to create your descriptions .

Motivate students to exchange descriptions to play a class guessing game .

writingconnection to english langUage

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