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Iowa Core Math and Literacy Vocabulary (language) Standards

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Iowa Core Math and Literacy Vocabulary (language) Standards

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Iowa Core Math Standard: 2.NBT.A.2:

Count within 1000; skip-count by 5s, 10s, and 100s.

Iowa Core Literacy vocabulary (under language) standard: L.2.3:

Use knowledge of the language and its conventions when writing, speaking, reading, or listening.

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I can count to 20 in Spanish by 1’s and 5’s.

For students who are catching on extremely fast, we will provide them with the opportunity to count even higher.

I can express my understanding of the numerical values by speaking and reading them out loud.

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Iowa Core Literacy Comprehension and Social Studies Standards

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Iowa Core Literacy Comprehension and Social Studies Standards

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•Iowa Core Social Studies Standard:
SS.1.8.
• Identify students’ own cultural practices and those of others within the community and around the world.

•Iowa Core Literacy Comprehension standard:

RF.2.4
• Read with sufficient accuracy and fluency to support comprehension.

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Iowa Core Science and Literacy Comprehension Standards

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Iowa Core Science and Literacy Comprehension Standards

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• Iowa Core Science Standard:
2-LS4-1
•Make observations of plants and animals to compare the diversity of life in different habitats.

• Iowa Core Reading Standard:
W.2.7
• Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

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Iowa Core Literacy Language, writing, and Culture Center Standards

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Iowa Core Literacy Language, writing, and Culture Center Standards

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•Iowa Core Literacy Language Standard: R.L.2.2:
•Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

•Iowa Core writing Standard: W.2.3.:
•Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

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Zoo day, olé!; Children's Literature. Written by Phillis Gershator and illustrated by Santiago Cohen.

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Spanish For Kids| Counting In Spanish 0 - 20 | Count to 20| Spanish Numbers 0 - 20

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Please recreate a similar model, as seen above. Feel free to decorate it in any way you choose.

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• I can identify different cultural practices within the community and around the world.

• I can explain my understanding of the reading by demonstrating fluency and accuracy.

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• I can identify different animals and where they live.

• I can explain how animals looking like their environment can help them.

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Iowa Core Literacy and Children's Literature Standards

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Iowa Core Literacy and Children's Literature Standards

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• Iowa Core Literacy Comprehension Standard:

RL.2.7

•Use the information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

•Iowa Core Writing Standard:

W.2.8

•Recall information from experiences or gather information from provided sources to answer a question.

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• I can recount stories, folktales from diverse cultures and determine their central lesson.

• I can write my own narrative of a short sequence of events, with details of the actions, thoughts and feelings while using signal words and providing closure.

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• I can draw the image to a Spanish object and tell at least one of my classmates more about the image (what it is and where you could find it).

• I can take away at least one of the Spanish words that was presented in the book and draw an image of it.

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• Diego Rivera: His World and Ours

Tomás Rivera Mexican American Children’s Book Award (2012), Pura Belpré Award for Illustration (2012)

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Students, please fill out the beginning, middle, and end of the story on this paper that the teacher will give you.

Then, collaborate with your group members to determine the correct order from beginning to end.

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• Duncan Tonatiuh:Posada and his Day of the Dead calaveras

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• Off We Go to Mexico by Laurie Krebs and Christopher Corr
fiction

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• The Mixed-Up Chameleon by Eric Carle

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Habitats for Kids | Kids learn about Tundra, Desert, Grasslands, Forests and More | Science for Kids

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Harmony Square - Educational Videos & Activities

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All About Habitats: Kids' Guide to Tundra, Deserts, Grasslands, Forests, and More

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Diego Rivera Inspired Drawing

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• You will be given pictures of animals and habitats.
•You are expected to do your best to match the animals to their habitat based on the colors.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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• You are going to be given 5 minutes to write and reflect on the importance of "The Day of the Dead". You are expected to reference both the book Funny Bones and the CoCo movie trailer in your writing.

• After you have completed your writing find another student who has also completed their writing. Then share and discuss your writing together. Be sure to keep an open mind and be respectful when listening to others students ideas.

• Once all students have discussed their writings we will meet together as a class to talk about our writing. Be willing to share your ideas with the class.

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• You will pick an animal from an environment in Mexico and write four sentences about the animal living in that habitat.

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Pair up with another student, and count from 0-20 in Spanish. One of you will start with cero (0), and then the other will say uno (1), and etc.

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• Students today you will be tasked with making your own version of what a Calavera looks like.
• You will be given marshmallows, food coloring, toothpicks, and cake pop stick to create your Calavera. Think back to what you discussed in your writing about Funny Bones, the movie trailer Co-Co, and what a Calaveras represent.
•Try your best and be respectful of others!

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Mexico Virtual Field Trip

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Mexico: Town - Travel Kids in North America

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• Students, you will be making your own painting of any of the traditions, landscapes, architecture, and holidays that were shown in the book.

• There are already examples of this from the illustrations of the book. You can use your own perspective and ideas.

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•You will be given this worksheet before we begin both the book and video. The four categories, “land, important places, food, and celebrations” will be filled out together as a class.

•After the teacher reads or the video shows something that can be put into a specific category, the class will pause and discuss what it is and where it belongs on our sheet.

•Please raise your hand so you can share your answers when asked.

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• You are going to be given the option to choose one Spanish word from the book. The teacher also will have the words visible to all students. Once you have chosen your word, you will draw the object.

•Once everyone has theirs completed, we will draw classroom sticks (names) to pair partners together. You will be expected to talk with your partner about their image. Both you and your partner will need to be sure to be prepared to share your one Spanish word.

• For example: “la playa” means “beach”.

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• When participating in the reading, you will be given the opportunity to demonstrate your fluency and accuracy.
∙The teacher will listen as you read.

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Exit Ticket:
•Turn in your four sentences.
∙Make sure there is proper punctuation.

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Exit Ticket:
• As an entire class, students will be assessed by successfully counting to 20 out loud in Spanish by 1’s and/or 5’s.

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Exit Ticket:
• Before you leave, take a notecard, write down the main lesson about the story with details of the events and use words to provide the main message.

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Exit Ticket: You are going to be given an index card.

•On the index card, please write down the English and Spanish words of the object that you were asked to draw earlier on in the lesson.