Biliteracy Unit Framework Lis

Running Head: BILITERACY-UNIT - FRAMEWORK
Biliteracy Unit Framework

By
Lisbeth Banales
Bi-Literacy Strategies for Dual Language Learners BIE-DL5338

University of St. Thomas
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Teaching for Biliteracy, Beeman & Urow, 2013, Caslon Publishing
Biliteracy Unit Framework (BUF) Template
Planning for Biliteracy (backwards design, beginning with STANDARDS)
Content Area(s): Language Arts integrated with Science
Content Standard(s):
2.9 (C) Compare the ways living organisms depend on each other and on their environment such as through food
chain.
● Lesson 6 Food Chain
● Key Concept 2: Food chains show the flow of energy from one organism to another.
Language Arts Standard(s): 2.9(D) recognize characteristics and structures of informational text, including: (ii)
features and graphics to locate and gain information
Language Arts Big Idea(s): Identifying non-fiction features.
Content Target(s): Students will comprehend there are organism that depend on each other.
Language target Students will be able to comprehend text by using different non-fiction features.
Language Targets:
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● Spanish The teacher will show student’s different non-fiction
books with their features. The students will use these books to
participate and complete the following sentences:
Word bank: Planta, Conejo, vaca, herbívoro, carnívoro, omnívoro,
león, zorro, águila.
El/La______________ recibe energía del sol.
La planta le pasa energía al_____________. El/La _______________ es un
herbívoro.
El/La_______________ le pasa energía al ______________. El/La _____________es
un carnívoro.
El/La __________ le pasa energía al ________________. El/La es un omnívoro porque come planta y carne.
The teacher will group the rest of the class in pairs and give each pair a non-fiction feature. Both partners will take
turns using the above sentence stems to describe what the features show. The teacher will walk around the room
to help students with the activity.
Continue with Spanish TPR

Lesson:
Spanish TPR-Total Physical Response
1. Project each slide, say the words and mime an action (movement). Students observe you.
2. Project each slide again and say the words. This time, students do the movements with you.
3. In pairs, one student says the words and the other student does the movements and vice versa.
● The Bridge- Language instruction is the focus of the Bridge. Students will generate a list of words for the
concepts they have just learned, first in Spanish, and they do so while engaged in activities that focus on meaning.
The students will create a bridge chart about the food chain in Spanish.
Now the students are ready to learn the English words for what they have learned. The teacher models the
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academic oral language accompanied by a gesture or pantomime, allowing students to associate new information
with a picture or real object and an action.
English TPR-Total Physical Response

The teacher will project the words, say them and mime actions while students observe. Then the students will
imitate the movements the second time and finally students will practice the movements.
Once the students have placed the English and Spanish words side by side, they are ready to make the contrastive
analysis.
Starting for the similarities, the students will learn about cognates:
Summative Assessment
-The students will write in index cards the words they learned about food chain.
- The students will match some images of different nonfiction features to their names.
Developing Oracy and Background Knowledge (One language until the Bridge) Spanish
Language of instruction: Spanish (This language is maintained until the Bridge; the other language is used
in the Extension Activity.)
Language resources, linguistic creativity, and cultural funds of knowledge:

● Students will use multiple varieties of Spanish ro refer to different organisms and their environment.
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● Students might also use their knowledge about animals and habitats.
● To identify the cultural funds of knowledge of diverse backgrounds, the teacher can send pictures home of
organisms and habitats that are to be taught in the unit. The assignment would be to write the words that
they use to identify the picture. The teacher can then add these words to the Spanish word wall or an anchor
chart so that students can understand how different words are used to identify the same.
Building background knowledge:
● The teacher begins the lesson by introducing key basic vocabulary using TPR gestures to connected visuals to
an action.
● Hands on activity: Food chain books with different nonfiction features.
● After hands on activity, students will compare their books and features, teacher observes and records
observations
Reading Comprehension - Spanish
● Read Aloud “ La Cadena Alimenticia “ and turn and talk while the teacher observes and listens conversations.
● Teacher will conduct strategy reading groups based on the series of books they are reading to ask
comprehension questions using the nonfiction features.
● The teacher will offer a variety of animal books with different nonfiction features for the students to go
through.
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Writing - English
(LEA) Language Experience Approach
● Writing activity that integrates science and ELA.
Writing activity example: Make a class book in which every student contributes a page. Each student
chooses one nonfiction feature ( glossary, index, table of context, labels, pictures), adds them to the book and write
an explanation of what they are learning from each one.
The teacher will model how to write using

complete sentences, starting with capital
letter and ending with a period, also providing
an academic vocabulary box for them to use in
Their writing.
Word Bank:
Glossary, Table of context, Labels, Picture, Title, Food chain, Source of energy, Plants, animals, hervibore,
carnivore, omnivore.
Word Study and Fluency

● Introduce unit vocabulary during word study
● practice decoding
● word work
● fluency
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Unit vocabulary example:
English Spanish
Organism Organismo
Hervibore Herbívoro
Carnivore Carnívoro
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Omnivore Omnívoro
Predator Depredador
Prey Presa
Energy Energía
Food Chain Cadena Alimenticia
Energy Source Fuente de Energía
The Bridge (Both languages side by side)
Create cognate anchor chart to review and create metalinguistic connections for students using unit vocabulary.
Cognates Cognados
Herbivore Herbívoro
Energy Energía
animals animales
Omnivore Omnívoro
More examples:
Language Features
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· Phonology: Predator - Depredador

· Morphology: Carnivore - Carnívoro
· Syntax: La cadena alimenticia - The food chain
· Grammar: ¿Cuál es la fuente principal de energía?—Which is the main energy source?
Extension and Application Activities (Spanish)

The students will choose animals and will create a food chain.
Provide students with research materials such as books and online resources such as Stemscope, Epic, Reading A-Z,
Ebscohost kids. Students will present their project to the class. Teacher will continue to use sheltered instruction to
provide support to ELLs and modify the lesson in order for all students to participate at their level.
Summative Assessment: This project will be used to assess unit understanding.
Project example: Students will create a food chain from the source of energy to the last animal in the chain and
explain how the energy moves from one organism to another.
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Biliteracy Unit Framework (BUF) Template -Lesson 2 Banales
Content Standard(s):
2.9 (C) Compare the ways living organisms depend on each other and on their environment such as
through food chain.
● Lesson 7 Food Chain
● Key Concept 3 Food chains are found in many habitats, including gardens, parks, beaches,
lakes, and forests.

Planning for Biliteracy (backwards design, beginning with STANDARDS)
Content Area(s): Language Arts integrated with Science
Language Arts Standard(s): 2.6(F) make inferences and use evidence to support understanding
Language Arts Big Idea(s): Making inferences
Content Big Idea: Food chains in different habitats.
Content Target(s): Students will comprehend there are many different food chains. There is in the garden,
park, beach, lake, forest. 2nd graders will understand there are different animals and different habitats and
they all depend on each other.
Spanish:
The teacher will show students the photographs of the various environments and will ask students to
describe the environments and think about what food chains might be found in each environment. Then
they will construct food chains with cards given by teachers. Finally they will discuss as a class and infer
what type of habitat each food chain belongs to.
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The Bridge:
The students will make a list of the academic vocabulary learned in Spanish using a red marker. Then the
teacher will show them the words in English using a blue marker. They will compare the differences
between the article “The “for English with the “el/la” in Spanish. Then the students will provide examples
of feminine and masculine nouns for Spanish so they can see how it is in both languages.
English:
The students will name all the animals they think live in given habitats (using photographs from last
activity) and how they depend on each other.
Summative Assessment
The students will write inferences about where each food chain belongs to and explain their reasoning
using complete sentences.
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Building Oracy and Background Knowledge (One language until the Bridge) Spanish
Language of Instruction: Spanish (This language is maintained until the Bridge; the other language is
used in the Extension Activity.)
Language Resources, linguistic creativity, and cultural funds of knowledge
 Students use multiple varieties of Spanish to refer to habitats and animals
 Students use personal experiences with animals to share stories and using both repertories, they
can express what they know, what they experienced.
 Students practice oral development, pronunciation and correct verb tense when writing and sharing
with their peers. During this process, teacher record observations and add more vocabulary to the
class anchor chart if necessary.
 Students create a TPR per each word and practice during the concept attainment process to build
background knowledge.
Reading Comprehension
The students will read the article about “La cadena Alimenticia” with a partner. Then they will share their
understanding of the passage. Independently they will answer comprehension questions.
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Writing -
(LEA) Language Experience Approach
The students will look at the picture and read the prompt to write in complete sentences using capital letter
and period at the end of the sentence.
Word Study and Fluency -
The teacher provides a mini lesson based on the differences between B and V in Spanish then the teacher
presents a Dictado based on these. After that those word samples go up in the word study wall.
Dictado:
La vaca es un herbivoro. Ella come pasto. El leon es un carnivoro. El come de otros animales. La vaca recibe
energia de las plantas mientras que el leon recibe energia de otro animal.
English Spanish
Organism Organismo
Hervibore Herbívoro
Omnivore Omnívoro
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Teaching
Predator for Biliteracy, BeemanDepredador
& Urow, 2013, Caslon Publishing
Prey Presa
The Bridge (Both languages side by side)
The Lion El León

The cow La Vaca
The Frog El Sapo
The plant La planta
The Zebra La cebra
The Eagle El Águila
· Phonology: Plant - Planta

· Morphology: Zebra-Cebra
· Syntax: Different Habitats for the Food chains—Ambientes diferentes para las cadenas
alimenticias.
· Grammar: Yo infiero que los animales _____ viven en un ambiente ____ porque.
I infer that _______________live in the __________habitat because
Extension and Application Activities (the other language) -Spanish
The students will create a google slide with a habitat of their choice and a food chain in it. They will post it on
Seesaw where they will record their voice narrating the food chain and where it is located.
Provide students with research materials such as books and online resources such as Discovery Education, Epic,
Reading A-Z, Brain Pop, STEM-Scopes. Students will share with the teacher their project and the teacher will show
what groups did to the class. Teacher will continue to use sheltered instruction to provide support to ELLs and
modify the lesson in order for all students to participate at their level.
Summative Assessment: This project will

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be used to assess unit understanding.
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Running Head: BILITERACY-UNIT - FRAMEWORK

Biliteracy Unit Framework

Bi-Literacy Strategies for Dual Language Learners BIE-DL5338

Content Area(s): Language Arts integrated with Science

Language Arts Big Idea(s): Identifying non-fiction features.

Continue with Spanish TPR

English TPR-Total Physical Response

Language resources, linguistic creativity, and cultural funds of knowledge:

Reading Comprehension - Spanish

● Writing activity that integrates science and ELA.

The teacher will model how to write using

Word Study and Fluency

Unit vocabulary example:

· Phonology: Predator - Depredador

Extension and Application Activities (Spanish)

Summative Assessment: This project will be used to assess unit understanding.

lakes, and forests.

Content Area(s): Language Arts integrated with Science

Language Arts Big Idea(s): Making inferences

Content Big Idea: Food chains in different habitats.

Word Study and Fluency -

The Bridge (Both languages side by side)

The Lion El León

· Phonology: Plant - Planta

Extension and Application Activities (the other language) -Spanish

Summative Assessment: This project will

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