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Reading Lesson Plan: Our Communities

By: Sarah Curry, Jessica Camarena, Linnaea Funk


Read Aloud Book Title: Whoever You Are / Quienquiera que seas by Mem Fox
Shared Reading Book Title: Lugares donde vive la gente / Where people live from
Myon
Guided Reading Book Title: Amigos alrededor del mundo / Friends Around the
World from Reading A-Z
Program: Dual Language, 90:10
Grade: 2nd
Reading: 1st
TEKS: 2.5B Use context clues to determine the relevant meaning of unfamiliar words
or multiple-meaning words.
2.9B Describe main characters in works of fiction, including their traits, motivations,
and feelings.
SLA.2.2A.i Decode words in context and in isolation by applying the knowledge of
letter-sound relationships in different syllabic structures including open syllable (CV)
(e.g., la/la-ta; to/to-ma).
Content TEKS: 2.7(D)* identify the characteristics of different communities,
including urban, suburban, and rural, and how they affect activities and settlement
patterns
2.16(A)* identify the significance of various ethnic and/or cultural celebrations
2.15(A) identify selected stories, poems, statues, paintings, and other examples of the
local cultural heritage
2.15(B) explain the significance of selected stories, poems, statues, paintings, and other
examples of the local cultural heritage
2.16(B)* compare ethnic and/or cultural celebrations

Reading Lesson Plan: Our Communities

Before Read Aloud:


Before the read aloud, create a collaborative content dictionary with students.
Have students work together to make their prediction of the word.

Comprehension Question
Los personajes del cuento son miembros de una comunidad? Cmo sabes? Cmo
son los personajes? [2.9B]
Are the characters in the story part of a community? How do you know? What are the
characters like? [2.9B]
After Read Aloud
Have students discuss the comprehension questions. Allow students to think, turn,
and talk to share their ideas first, and then to volunteer to share with the entire group.
Finally, complete any of the definitions on the collaborative content dictionary if
students feel that they can complete them.
_________________________

Reading Lesson Plan: Our Communities

Before Shared Reading:


Create observations charts for students using pictures of where different people in
the world live. (See images below)

Reading Lesson Plan: Our Communities

Reading Lesson Plan: Our Communities

During Shared Reading


Ensure that after every 10 minutes of instruction (about 3 pages), students have an
opportunity to discuss what they have learned (10:2) (GLAD).
After Take a Tour section, allow students to think, turn, and talk to discuss the
following question: What are some ways that you have adapted to life living in
Houston?
After All Kinds of Food section, allow students to think, turn, and talk to
discuss the following question: What are some different types of foods that
people eat based on where they live? [If students are stuck, as about the desert as
opposed to the ocean]
After All Kids of Homes sections, allow students to think, turn, and talk to
discuss the following question: What types of homes do you see in Houston?
Why do you think those homes are here in Houston?
After Shared Reading
Return to Collaborative Content Dictionary and see if students can define any words
that are on the list.
________________________

Reading Lesson Plan: Our Communities

Before Guided Reading


Sight word review: gusta, jugar
New vocabulary: seda (silk), hierbas (plants)
After Guided Reading
Todos estos nios pertenecen a una comunidad? Cmo son similares estos nios?
Cmo son diferentes?
Are all of these children part of a community? How are the children similar? How are
they different?
________
Modeled Writing
Pictorial Input Anchor Chart (GLAD)
Teacher will create the anchor chart about letter
writing conventions. Students will watch as the
teacher creates the anchor chart with them. This
will serve as a guide through the rest of the unit.

Reading Lesson Plan: Our Communities


Shared Writing
Cooperative Paragraph (GLAD)
Students will write a cooperative
letter to a fictitious student in
Ecuador. Students will work with
their language partner to write their
sentence on a sentence strip. Then,
students will work together to build
the letter. Students will place their
sentence in the letter, and the class
will work together to ensure that all
of the parts of the letter are
included.

Guided Writing
Students will write letters to a student in a different community or country, focusing on
correct capitalization of proper nouns and letter writing conventions.

Reading Lesson Plan: Our Communities

Guided Reading Lesson Plan: Community Government


Lesson Length: 3-4 Days, 20 minute lengths
Book Summary:
This book is an informational text about the roles and responsibilities of government in a community.
It is broken up into small sections and is designed to develop concepts and vocabulary about local
government.
Targeted Reading Strategy:
Ask and Answer Questions
Objectives:
(Social Studies) 2.11A Government- The student understands the purpose of governments. The
student is expected to identify the functions of government such as establishing order, providing
security and managing conflict.
(Language Arts) 2.3B- Ask relevant questions, seek clarifications, locate facts and details about
stories and other texts and support answers with evidence from texts.
2.14A- Identify the main idea from the text and distinguish it from the topic
2.14B- Locate facts that are clearly stated in the text.
Language Objective:
The learner will listen, speak, read, and write on the topic of communities in a small group,
contributing to discussions about government, and writing questions that they may have before,
during and after reading.
ELPS:
Speaking:
3.C Speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting
words with increasing accuracy and ease as more English is acquired.
3.D Speak using grade-level content area vocabulary in context to internalize new English words and
build academic language proficiency.
3.E Share information in cooperative learning interactions.
Reading:
4.F Use visual and contextual support and support from peers and teachers to read grade-appropriate
content area text, enhance and confirm understanding, and develop vocabulary, grasp of language
structures, and background knowledge needed to comprehend increasingly challenging language.

Reading Lesson Plan: Our Communities


Writing:
5.B Write using newly acquired basic vocabulary and content based grade-level vocabulary.
5.C Spell familiar English words with increasing accuracy, and employ English spelling patterns and
rules with increasing accuracy as more English is acquired.
1.C ii- Understand most main points, most important details, and some implicit information during
social and basic instructional interactions that have not been intentionally modified for ELLs.
Materials:
Copy of book for each student
White boards/chart paper
Student Journals and pencils
Copies of worksheets
Before Reading/Building Background Knowledge:
Write the word government on the board and read it aloud with students. Remind students that the
school has its own government in the form of the student council. Discuss the word community.
Have students turn and talk about what community is and what they know about it. Have them fill in
the first part of their KWL worksheet as you create a KWL on the white board or chart paper.
Introduce the book:
Give students their copy of the book. Guide them to the front and back covers and read the title.
Have students discuss what they see on the covers. Encourage them to offer ideas as to what type of
book it is (genre, text type) and what it might be about. Show students the title page. Discuss the
information of the page.
Introduce the Reading Strategies:
Ask and Answer Questions. Remind students that engaged readers help themselves understand
what they are reading by asking questions before, during and after reading, and searching for answers
as they read. Discuss with students how asking and answering questions will help them understand
and remember what they read.
Model how to ask questions by doing a think aloud about the cover.
Review the KWL chart on the white board and on their worksheets. Have the students think about
some questions they make have about governments or communities. Allow them to share some
questions before recording them in writing on their KWL charts.
Introduce the comprehension skill: Main Idea and Details:
Remind students that a main idea is the general topic of a book, and the details are the extra
information or descriptions that further explain the main idea. Point out that the title often provides
clues about the main idea of the book. Have the students read the title of the book Community
Government. Ask students to share with a partner their thoughts on possible main ideas for the book.
Explain that sometimes the author will present the main idea at the beginning of the book in a

Reading Lesson Plan: Our Communities


sentence or two, and the reader will have to infer the main idea by putting together all the details and
making their own sentence to describe it.
Introduce the Vocabulary:
While previewing the book, reinforce the vocabulary words students will encounter. For example,
while looking at the picture on page 5, you might say: The woman in this picture is a mayor. Do you
know what a mayor does? A mayor leads the city or towns government. Who is our mayor?
Introduce the story-critical vocabulary words:

English Vocabulary
Word

Cognate? Yes or No Spanish Vocabulary


Word

Community

Yes

La comunidad

Council

No

El consejo

Departments

Yes

El departamento

Elections

Yes

Las eleciones

Government

Yes

El gobierno

Mayor

No

El alcalde

Reading Lesson Plan: Our Communities


During Reading:
Set the purpose for reading for students to find out more about community governments. Encourage
students to ask and answer questions while reading and to pay attention to the main idea and
supporting details of the book.
Guide the reading and encourage students use of reading strategies during the reading. Encourage
students to record their answers to their questions on their KWL as they find them. Also encourage
students to write new questions on their KWL as they read. Also encourage students to find the main
ideas of each section of the book.
After Reading:
Ask students if there were any tricky words encountered during the reading of the book that they were
able to figure out. Have students model for each other the strategies they used to figure out the tricky
words.
Reflect on the reading strategy:
Have students discuss with a partner new questions they wrote on their KWL as they read. Have
students share any answers to their questions, or questions that are still unanswered. Take that
opportunity to talk about how good readers seek out answers to their lingering questions after
reading.
Reflect on the comprehension skill:
Discussion: Have students work in groups to determine a main idea for the section Other Jobs in The
Community. Review with students the final details of the book, and discuss how they support the
main ideas of the final sections. Record details on the board using key words and sentences. Explain
to students that a conclusion has the job of wrapping up the information with an engaging ending.
Point out that rather than having a main idea of its own, the conclusion usually rewords the main idea
of the book to reinforce it in the closing.
Questions for group discussion:
In this book, you learned about the people involved in community governments and the word they do.
Why do people need government?
How can you be involved in your government right now?
Build Fluency:
Independent Reading:
Allow students to read their book independently. Additionally, partners can take turns reading parts
of the book to each other.
Home Connection:
Give students their book to take home to read with parents, caregivers, siblings, or friends. Have
students demonstrate to someone at home how a reader asks questions then searches for the answers
while reading.

Reading Lesson Plan: Our Communities

Reading Lesson Plan: Our Communities

Reading Lesson Plan: Our Communities

Reading Lesson Plan: Our Communities

Reading Lesson Plan: Our Communities

Reading Lesson Plan: Our Communities

Reading Lesson Plan: Our Communities

Reading Lesson Plan: Our Communities

Reading Lesson Plan: Our Communities

Reading Lesson Plan: Our Communities

Reading Lesson Plan: Our Communities

Reading Lesson Plan: Our Communities

Reading Lesson Plan: Our Communities

Reading Lesson Plan: Our Communities

Reading Lesson Plan: Our Communities

Reading Lesson Plan: Our Communities

Reading Lesson Plan: Our Communities

Reading Lesson Plan: Our Communities

Reading Lesson Plan: Our Communities

Transitional Guided Reading Plan


Date:

Title:

Level:

Day 1
1. Introduction

Strategy Focus:

Day 2
1. Continue Reading

Day 3
1. Reread the book for
fluency
(5 min) OPTIONAL

Observations:

Observations:

Gist
stateme
nt:

New
Vocab:

2. Teaching Points: Choose 1 or 2 each day

2. Guided Writing
(15-20 min)

Comprehension Strategies:
Decoding Strategies:
Reread & think what would make
sense
Cover (or attend to) the ending.
Use a known part (shouted)
Use analogies (saw jaw)
Chunk big words (re-mem-ber)

Fiction
BME
SWBS
5-finger retell
Compare
characters
Character
feelings
Flag VIP

Nonfiction:
Recall
information

BME
Problem-Solution
5-finger retell

Write key
words

Compare/ Contrast

Compare/Contras
t

Character Analysis

Ask questions
Summarize

SWBS

Event detail
Key word summary

Reading Lesson Plan: Our Communities


Main
idea/Details

Vocabulary Strategies:
Reread the sentence and look for
clues
Check the picture or visualize
Use a known part (compound
words)

Fluency & Phrasing:


Phrasing
Attend to bold words
Dialogue, intonation, expression
Attend to punctuation

Use the glossary

3. Discussion Prompt

3. Discussion Prompt

4. Word Study (if


appropriate)

4. Word Study (if


appropriate)

Sound
boxes:

Sound
boxes:

Analogy:

Analogy:

Make a big
word:

Make a big
word:

Other:
_________________________
_

Observations:

Reading Lesson Plan: Our Communities

Read Aloud Lesson Plan: Cultures in a


Community
Book: Rosita y Conchita por Eric Gonzalez y Erich Haeger
Program: Dual Language 90:10
TEKS: (Language Arts): 2.14C- Students analyze, make
inferences and draw conclusions about and understand expository
text and provide evidence from text to support their understanding. Students are expected to describe
the order of events or ideas in a text.

(Social Studies): 2.16A Culture- The student understands ethnic and/or cultural celebrations.
The student is expected identify the significance of various ethnic and/or cultural celebrations.

Language Proficiency Standards: 2(E)- Use visual, contextual, and linguistic support to
enhance and confirm understanding of increasingly complex and elaborated spoken language. 2(G)Understand the general meaning, main points, and important details of spoken language ranging from
situations in which topics, language, and contexts are familiar to unfamiliar.

Introduce the Book: Explain to the students the theme of the unit and state the genre. You may say:
Este es un libro sobre una nina, Conchita, que celebra la muerte de su hermana Rosita en el Dia de los
muertos (This is a book over a Little girl, Conchita, whom celebrates the death of her sister Rosita on the Day
of the Dead.) This will immediately spark a conversation, especially for those students that do not celebrate it
or do not know about it. The teacher will explain that around November first and second many countries honor
and celebrate the people that have passed away. The teacher can focus on the cover and the title to ignite
students interest and begin to make predictions.

Introduce Vocabulary: The teacher can frontload vocabulary that students will need to understand
the text. She can make a t-chart and write the Spanish words on one side like, dia de los muertos, altar,
portales, difuntos etc.

During the Reading: The teacher will make natural pauses for students to make predictions and track
the sequence of the story. The teacher can cover up certain words of the story to help students make
predictions.

After the Reading: The teacher will ask students to share their favorite parts, what they found most
interesting or reread the story.

Bridging: This is a great book for bridging because it is in two languages, English and Spanish. The teacher
can repeat the lesson but in English. The teacher can frontload vocabulary in English like, day of the day, altar,
portals, deceased etc. and write these down on the other side of the t-chart. Students will see how these words
are cognates and are very similar. They will also see words that are not cognates and acquire this new
information. Students can practice using these vocabulary words by using them and explaining to a buddy their
favorite part of the story.

Reading Lesson Plan: Our Communities


Shared Reading Lesson Plan: Cultures in a
Community
Big Book: Tortillas y Canciones por Lynn Reisner Ilustraciones por Corazones
Valientes

Which Reading: First Reading


Program: Dual Language 90:10
TEKS: (Language Arts) 2.14C- Students analyze, make inferences and
draw conclusions about and understand expository text and provide
evidence from text to support their understanding. Students are expected to describe the order of events
or ideas in a text.

(Social Studies) 2.16A Culture- The student understands ethnic and/or cultural celebrations.
The student is expected identify the significance of various ethnic and/or cultural celebrations.

Language Proficiency Standards: 2(I) - Demonstrate listening comprehension of increasingly


complex spoken English by following directions, retelling or summarizing spoken messages, responding
to questions and requests, collaborating with peers, and taking notes commensurate with content and
grade-level needs. 4(C) - Develop basic sight vocabulary, derive meaning of environmental print, and
comprehend English vocabulary and language structures used routinely in written classroom materials.
4 (F)- Use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of
language structures, and background knowledge needed to comprehend increasingly challenging
language. 4(G)- Demonstrate comprehension of increasingly complex English by participating in
shared reading, retelling or summarizing material, responding to questions, and taking notes
commensurate with content area and grade level needs

Purpose of Reading: I want students to enjoy the story and learn about traditions in a culture.
Students will observe me modeling strategies like setting a purpose for reading, tracking, predicting and
sequencing the order of events or ideas in a text. Also, students will join in the reading and the
discussions before, during and after.
Focus: Predicting and sequencing events in order. Explain to students that in order to make an
inference students must use this equation:
Schema (what they know) + Text (what the text say) = Inference (an opinion)
Inferences are opinions good readers make to predict the future and explain that we all make inferences all the
time. Also define what sequencing is, a sequence is putting events or ideas of a story in chronological order.
Introduce important vocabulary terms that go along with sequencing like, primero, despues, luego, al final etc.
(first, after, then, at last). Make the connection that good readers always keep track of their reading by
understanding what already happened, what is happening at the moment and making inferences on what may
happen next.

Reading Lesson Plan: Our Communities


Childrens Needs: This second grade class will need some picture text support and interaction with
the text. I will use a pointer and a stuffed animal to keep students engaged and relate to the story. I will
focus on predictions and following the order of events.
Introductions: Tap into students prior knowledge about their cultures and knowledge over
celebrations. Use anchor chart and post-its to write down students predictions and track the order of
major events in the story. First, set the scene by looking at the illustrations on the cover while students
make predictions. Second, read the title and question what it could mean. In the meantime, the teacher
will continue to write down students responses.
During Reading: Using the pointer stick, track your reading and point out illustrations so students
know where to follow along. Cover up key vocabulary to allow students to make predictions. Make
natural pauses to sequence what has happened in the story.
After Reading: Students can share their favorite parts of the story, they can verbally sequence the
story by taking turns on describing what happened first, second, etc., or refer to anchor chart and check
original predictions.
Follow-Ups: Teacher can re-read the story using readers theater and students can take on the role of
the characters, the class can make their own big book over a tradition that is common within their
culture or reread and change the ending of the story.
Bridging: This book is perfect for bridging at the end of the lesson since it is in English and Spanish.
Once this lesson has been taught in Spanish, the teacher can go back and read it in English. The teacher
can front load cognates that are found in the book and write them down on an anchor chart using a Tchart. While the teacher rereads the book in English, students may follow along. Once the teacher is
done reading the book in English, the students can verbally sequence the story in English.
Mini-lesson: This mini-lesson is done on the second reading. The teacher or students can write
separate parts of the sequence on post-it notes for students to manipulate and put them in the correct
order. Students may write the completed sequence onto their reading journal.

Reading Lesson Plan: Our Communities


GLAAD Activity: Teacher-Made Big Book- The teacher can make a big book about celebrations or
traditions he or she celebrates in their culture. The book can be read to the class and students can make
their own as an extension or make one as a class.
For example:

Guided Reading Lesson Plan: Celebrations in a Community


Lesson Length: 3-4 Days, 20 minute lengths
Program: Dual Language 90:10
Book Summary:
Book: Festividades del mundo/ World Holidays. This book is
an informational non-fiction book about traditional
celebrations around the world. Students will learn about
seven different holidays from around the world and how
they are celebrated.
Targeted Reading Strategy:
Making predictions and sequencing events in chronological order
Objectives:
(Social Studies) 2.16A Culture- The student understands ethnic and/or cultural celebrations. The
student is expected identify the significance of various ethnic and/or cultural celebrations.
(Language Arts) 2.14C- Students analyze, make inferences and draw conclusions about and
understand expository text and provide evidence from text to support their understanding. Students
are expected to describe the order of events or ideas in a text.
(Language Proficiency Standards) 4(C)-Develop basic sight vocabulary, derive meaning of
environmental print, and comprehend English vocabulary and language structures used routinely in
written classroom materials. 4(D)- Use prereading supports such as graphic organizers, illustrations,
and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of
written text. 4 (J)- Demonstrate English comprehension and expand reading skills by employing
inferential skills such as predicting, making connections between ideas, drawing inferences and

Reading Lesson Plan: Our Communities


conclusions from text and graphic sources, and finding supporting text evidence commensurate with
content area needs;
Materials:
Copy of book for each student
White boards/chart paper
Student Journals and pencils
Review Reading Strategies: Inferencing and Sequencing
Remind students that in order to make an inference students must use this equation:
Schema (what they know) + Text (what the text say) = Inference (an opinion)
Inferences are opinions good readers make to predict the future. Explain that we all make inferences
all the time. Also remind students what sequencing is. A sequence is putting events or ideas of a story
in chronological order. Reiterate important vocabulary terms that go along with sequencing: primero,
despues, luego, al final etc. (first, after, then, at last). Make the connection that good readers always
keep track of their reading by understanding what already happened, what is happening at the
moment and making inferences on what may happen next.
Before Reading/Building Background Knowledge:
The teacher can relate to previous text like the read aloud or shared reading. Explain to the students
that we are continuing with the same topic, Cultures in a community. Explain that we have read over
one specific culture, Mexico, but now we will read about seven different cultures and how they
celebrate holidays within their cultures.
Introduce the book and vocabulary:
Give students their copy of the book. Guide them to the front and back covers and read the title.
Have students discuss what they see on the covers. Encourage them to offer ideas as to what type of
book it is (genre, text type) and what it might be about. Show students the title page. Discuss the
information of the page.
While looking at the cover, reinforce the vocabulary words students will encounter. Only fill in the
Spanish section for now. For example, while looking at the picture on page 5, you might say: Hay una
cultura que tiene una celebracion que se llama, Kwanza. Saben que es Kwanza? (There is a culture
that has a celebration called Kwanzaa. Do any of you know what is Kwanzaa?)
Introduce the story-critical vocabulary words:

English Vocabulary
Word
Kwanzaa
Ramadan
Traditions
Menorah

Cognate? Yes or No Spanish Vocabulary


Word
Yes
Kwanzaa
Yes
Ramadan
Yes
Tradiciones
Yes
Menorah

Reading Lesson Plan: Our Communities


Orientation: Before reading the story, walk the students through the book by discussing the pictures
and pointing out particular vocabulary in the text. Pay close attention to the cover page, since it will
give important information about the text and students can make predictions over what might happen
or what they may learn about.
Students Read by Themselves:
Students can spread out around the classroom without going too far and begin reading the text. As
students read, the teacher walks around to each student listening to their reading and offering help
when needed.
Discussion:
After a couple of minutes of independent reading, the group comes back to the table. The teacher will
ask students if there were any tricky words encountered during the reading of the book that they were
able to figure out and what was their favorite part of the story.
Follow-Up:
Students can discuss with a partner the sequence of the story by verbally stating the order of events. If
students have a hard time remembering, they can reread the text by taking turns and using the
illustrations for deeper comprehension. They can also write the sequence in their journal and make
illustrations of their own after each part.
Evaluation:
Teacher may use a check list, observation or student authentic work to evaluate the students use of
strategies. Did they master inferences? Did they master sequencing?
Bridging:
The teacher can give the English copy to the students and go through the entire lesson in English.
Students will have the background knowledge from the Spanish lesson. During the vocabulary part of
the lesson, the teacher will front load the English vocabulary words and write them down on the
English side of the graphic organizer. The teacher will then analyze the words and discuss if they are
cognates or not. If they are, she may underline the part of the word that makes them cognates.

Dual Language Community Thematic Unit


Grade: 2nd
Lessons: 10
Subjects: Reading, Writing, Social Studies
Reading (SLA)
TEKS:

Social Studies
TEKS:

2.5B Use context clues to determine the


relevant meaning of unfamiliar words
or multiple-meaning words.
2.9B Describe main characters in works
of fiction, including their traits,
motivations, and feelings.
SLA.2.2A.i Decode words in context
and in isolation by applying the
knowledge of letter-sound relationships
in different syllabic structures including
open syllable (CV) (e.g., la/la-ta; to/toma).

2.7(D)* identify the characteristics of


different communities, including urban,
suburban,
and rural, and how they affect activities
and settlement patterns
2.16(A)* identify the significance of
various ethnic and/or cultural
celebrations
2.15(A) identify selected stories, poems,
statues, paintings, and other examples
of the local cultural heritage
2.15(B) explain the significance of
selected stories, poems, statues,
paintings, and other examples of the
local cultural heritage
2.16(B)* compare ethnic and/or
cultural celebrations

Read Aloud
Quienquiera que seas por
Mem Fox
CPQ (comprehension
purpose question)
Los personajes del cuento
son miembros de una
comunidad? Cmo sabes?
Cmo son los personajes?
[2.9B]

GLAD Activities
Before the read aloud, create
a collaborative content
dictionary with students.

Shared Reading
Lugares donde vive la gente
de MyOn
Qu significa la palabra
refugio? alimentos?
Cmo sabes? [2.5B]

Guided Reading
Amigos alrededor del
mundo de Reading A-Z
Palabras nuevas: parecido,
seda, aborigen
Cmo son parecidos los
nios? Cmo son
diferentes? [2.2Aii][2.9B]

Before shared reading


Create observations
charts for students using
pictures of where different
people in the world live.
(see pictures on last page)

Dual Language Community Thematic Unit


Grade: 2nd
Lessons: 10
Subjects: Reading, Writing, Social Studies
Writing
TEKS
SLA.2.22B.iii Use capitalization for the
salutation and closing of a letter.
SLA.2.22B.i Use capitalization for
proper nouns,

Modeled Writing
Pictorial Input Anchor
Chart (GLAD)

Shared Writing
Cooperative Paragraph
(GLAD)
Students will write a
cooperative letter to a
fictitious student in
Ecuador. Students will
work with their language
partner to write their
sentence on a sentence strip.

Guided Writing
Students will write letters to
a student in a different
community or country,
focusing on correct
capitalization of proper
nouns and letter writing
conventions.