Vocabulary tifones presión atmosférica mareas crisis deslizamientos de lodo absorber plantaciones reconstrucción. Comprehension Draw Conclusions

Tamaño: px
Comenzar la demostración a partir de la página:

Download "Vocabulary tifones presión atmosférica mareas crisis deslizamientos de lodo absorber plantaciones reconstrucción. Comprehension Draw Conclusions"

Transcripción

1 Teaching Plan EDL Level 40 Guided Reading Level R Lexile Measure 780L Where do hurricanes form, and what kinds of damage do they cause? Through interesting text and vivid visuals, Huracanes tells what happened during Hurricane Mitch. It also describes how people recovered from this devastating experience. Nonfiction Genre Nonfiction Narrative Nonfiction Features Captions Diagrams Index Labels List Maps Photographs Sidebars Text Structure Chronological Cause and Effect Description tifones presión atmosférica mareas crisis deslizamientos de lodo absorber plantaciones reconstrucción Comprehension Draw Conclusions Writing Write a nonfiction narrative. Content Area Connections: Earth Science Describe how and why changes in weather or Earth s surface occur. Understand how to measure and predict weather. Curriculum Support You may want to use Huracanes when teaching the following science topics: Measuring and predicting weather Changes in Earth s surface Cross-Text Reading Diccionario de términos geográficos, an iopeners Grade 4 social studies title

2 1 Introduce the Book Introduce the Nonfiction Genre: Nonfiction Narrative Display the book cover, and read the title and the author s name. Tell students that nonfiction narratives retell or recount specific events in the lives of real people. They use factual information about the event(s) and tell a story. Explain that the contents lists the chapters or general topics discussed in the book. Events in a nonfiction narrative are usually told in sequential order. Point out that authors of nonfiction narratives often use text, photographs, sidebars, and diagrams to present information. Nonfiction Text Features Maps: Point out the map on page 3. Explain that maps show the location of things such as oceans, countries, and cities. Often a map includes a map key and a compass rose. This map shows the path of Hurricane Mitch. Sidebars: Direct attention to the sidebar on page 6. Tell students that sidebars give readers additional information that goes beyond the main text. Sidebars are often separated from the main text by a rule or box and can include diagrams or photographs. List: Draw attention to the list on page 21. Tell students that lists summarize information in an easy-to-read format. Lists often have a title. Preview and Predict Have students look at the cover and then skim the photographs in the book. Then ask students to read the contents on page 2. Al mirar las fotografías y leer la página de contenido, te das cuenta de que este libro trata acerca de experiencias de personas que han sufrido un huracán. Qué tipos de información piensas que aprenderás acerca de huracanes? Introduce You may want to introduce the following words and concepts before reading: tifones: sistemas de tormenta del tipo huracán con vientos muy fuertes que se forman en zonas tropicales sobre el océano Pacífico presión atmosférica: presión causada por el peso del aire mareas: ascensos y descensos de océano cada doce horas aproximadamente, causados por la fuerza de gravedad de la Luna y el Sol crisis: época de gran dificultad deslizamientos de lodo: flujos peligrosos de lodo que se deslizan cuesta abajo absorber: succionar líquidos plantaciones: granjas o fincas grandes, especialmente en una región tropical o subtropical, en la cuales se siembran cosechas como frutas y café reconstrucción: período durante el cual se vuelve a construir Activate or Build Background Ask students to share what they know about hurricanes. Find out if any of them have ever been someplace when a hurricane struck or seen one on the news or in a movie. Have students talk about the destruction a hurricane s heavy rain and strong winds can cause. Next, ask students what they know about weather prediction. Discuss how people know what the weather will be each day. Explain to students that in reading this book they will learn about how hurricanes begin, the kinds of damage they cause, and how people rebuild after them.

3 2 Read the Book SET THE PURPOSE pages 2 6 As they read, encourage students to think about why people would want to know ahead of time that a hurricane was developing. tifones, presión atmosférica pages 7 11 As they read the next section, have students think about what they might do to prepare for a dangerous storm like a hurricane. mareas, crisis, deslizamientos de lodo After students read page 3, have them predict what people might have done to prepare for the oncoming storm. Predict Cuáles son las etapas de desarrollo de un huracán? Sequence of Events Cómo crees que se sentían los pronosticadores del tiempo acerca del hecho de que Mitch era imprevisible? Draw Conclusions Draw attention to the diagram on page 4. De qué manera te ayuda el diagrama a comprender más claramente cómo son los huracanes? Por qué la autora incluyó en este capítulo la columna lateral de la página 6 acerca del rastreo de tormentas? Cómo se relaciona la información de la columna lateral con la fotografía de la página 6? Cuáles fueron algunas razones por las que las personas que vivían cerca de la costa, en valles de ríos y en islas tuvieron que abandonar sus casas? Identify Cause and Effect Por qué piensas que algunas personas no quisieron dejar sus casas a pesar de saber que el huracán venía en su dirección? Make Inferences Si un huracán peligroso estuviera acercandose, piensas que sería mejor evacuar tu casa, o almacenar comida y suministros y resistir hasta que pase la tormenta? Explica tu respuesta. Make Judgments Have students turn to the map on page 11. Qué te indica la línea discontinua con una flecha? Por qué piensas que se una muestran en este mapa las ciudades de Tegucigalpa y Miramesi? pages As they read, encourage students to think about how the people of Central America may have felt as the hurricane made landfall. absorber Cómo crees que fue estar en un lugar en el cual cayeron casi 25 pulgadas de lluvia en un día y medio? Visualize Direct students attention to the quotation on page 16 that appears at the end of the first paragraph. Por qué crees que la autora incluyó esta cita textual aquí? Understand Author s Purpose Qué efectos a largo plazo puede tener un huracán al tocar tierra? Draw Conclusions De qué manera las imágenes de las páginas apoyan la afirmación de la autora que El huracán Mitch tocó tierra en Honduras con vientos de una velocidad muy peligrosa y fuertes lluvias? Cómo completa la información del texto principal la columna lateral de la página 14?

4 pages As they read, ask students to look at the ways in which people in Honduras responded when they saw the damage and problems caused by Hurricane Mitch. plantaciones Por qué empezaron a propagarse enfermedades después de que el huracán Mitch azotó a Honduras? Make Inferences Qué crees que tuvo que hacer la gente de Honduras para reconstruir su economía? Predict Qué podrías concluir acerca de por qué las casas de Miramesi quedaron destruidas completamente? Draw Conclusions Point to the photographs at the top of page 18. Cómo te ayudan los rótulos a comprender lo que te muestran las fotografías? Examina las fotografías de la página 20. Por qué crees que la autora incluyó estas fotografías aquí? pages As students read this final section, encourage them to think about how other nations could help Central America recover. reconstrucción Por qué piensas que es importante para las agencias internacionales de rescate ayudar cuando hay emergencias alrededor del mundo? Make Judgments De qué manera piensas que se benefició la gente de Honduras con la ayuda que recibió? Make Inferences Qué tipos de suministros contiene un paquete de supervivencia? Por qué podrían servir de ayuda estos suministros? Summarize Review the list on page 21 with students. Por qué crees que la autora presentó esta información en una lista en vez de escribir un párrafo acerca del contenido de un paquete de supervivencia? Ask students to examine the index on page 24. Qué entradas buscarías si quisieras información acerca de los daños que causan los huracanes cuando tocan tierra? ESL/ELL Strategy Ask pairs of students to work together to write in English a definition for each glossary word or other challenging vocabulary in the book. Encourage students to include illustrations or diagrams if appropriate. Set aside time for students to review their definitions. Reread the Book As students reread the book, have them complete the summary chart shown on the back cover. Then invite them to orally summarize key information about hurricanes in general and Hurricane Mitch specifically. Discuss the way in which the text is organized. Guide students to recognize that the information in the book is presented in mostly chronological order. Por qué piensas que fue importante presentar la información en el orden en que ocurrieron los sucesos? Ask students what they would do first if their community received a hurricane warning. Encourage students to explain why they made their choices. Answers to Student Book Questions 1. Habla acerca de personas y sucesos reales. 2. Muestra la trayectoria de la tormenta. 3. Las respuestas variarán pero pueden incluir: Porque quieren dar a la gente el tiempo suficiente para prepararse para los cambios del tiempo, particularmente si se anticipa un tiempo peligroso. 4. Las respuestas variarán pero pueden incluir: La gente pudo cubrir con tablas las ventanas de sus casas o negocios, evacuar sus casas para ir a lugares más seguros o permanecer en refugios a resistir hasta que pasara la tormenta. 5. Las respuestas variarán.

5 3 Learn Through the Text SCIENCE: Storm Trackers Use Huracanes to reinforce your teaching about how weather is measured and predicted. Review with students the information about storm trackers (or hurricane hunters) on pages 5 6. Divide students into three groups. Help the first group research what jobs each member of the crew of a storm tracker plane does. Help the second group research what kinds of weather instruments are used by storm trackers and how they work. Help the third group research why weather forecasters need to know the information the storm trackers collect, such as the wind speed and air pressure of a storm. Suggest that students try Internet searches for caza-huracanes, Escuadrón 53 de Reconocimiento del Clima, and rastreadores de tormentas to locate information. Invite each group to present its findings to the class. COMPREHENSION: Draw Conclusions Tell students that, as they read the text, they can group related facts together and make a judgment or final decision based on these facts. Explain that this is called drawing conclusions. Invite a volunteer to locate a group of related facts in Huracanes. For example: 1. Los pronosticadores del tiempo pidieron ayuda a la NOAA. 2. La NOAA envió rastreadores de tormentas para que investigaran la tormenta. 3. Los pilotos investigaron la tormenta. Have students use the information to draw a conclusion. For example: Es importante obtener información de fuentes confiables acerca de las tormentas que se aproximan. Review students ideas in class. Encourage them to locate other groups of related facts and to draw other conclusions about hurricanes. WRITING Write a Nonfiction Narrative Have students use what they have learned about nonfiction narratives to write a story about a natural disaster that occurred in the past. Encourage students to choose disasters other than hurricanes, such as tornadoes, northeasters, volcanoes, earthquakes, fires, and avalanches. Have small groups of students choose a natural disaster to focus on and then research online or in the library to learn about one specific occurrence of the disaster. Using the book as a guide, model for students how to write an outline for their story. Explain that the first chapter should detail the general characteristics of the disaster, and the subsequent chapters should describe chronologically the events that occurred. Students should also include a final chapter that draws conclusions about the event. After students have written a first draft, have them review their chapter and section titles, revising them if necessary. Ask students to make sure the events in their story are in the correct order. Encourage students to review their writing to check their spelling, punctuation, and grammar. After students have written their final draft, invite a member of each group to read aloud their story.

6 Huracanes Organizador gráfico Nombre Completa el cuadro de abajo con información del libro. Cómo se forman los huracanes? Cuadro de resumen Cómo se prepara la gente para los huracanes? Cuáles son los peligros de los huracanes? Qué sucede después que pasa un huracán? Copyright 2006 by Pearson Education, Inc., publishing as Celebration Press, an imprint of Pearson Learning Group, 299 Jefferson Road, Parsippany, NJ All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher, except for the Reproducible Graphic Organizer, which may be reproduced for classroom use only. For information regarding permission(s), write to Rights and Permissions Department. Lexile is a U.S. registered trademark of MetaMetrics, Inc. All rights reserved

Comprehension Compare and Contrast. Writing Write an informational text.

Comprehension Compare and Contrast. Writing Write an informational text. Teaching Plan EDL Level 3 Guided Reading Level C Intervention Level 3 People around the world live in different kinds of homes. Hogares alrededor del mundo compares homes of different shapes and sizes.

Más detalles

Teaching Plan. Clouds come in all. shapes and sizes. Three types of clouds and how they form are featured in Las nubes.

Teaching Plan. Clouds come in all. shapes and sizes. Three types of clouds and how they form are featured in Las nubes. Teaching Plan EDL Level 16 Guided Reading Level I Intervention Level 16 Clouds come in all shapes and sizes. Three types of clouds and how they form are featured in Las nubes. Nonfiction Genre Informational

Más detalles

Text Structure Cause and Effect Description Explanation

Text Structure Cause and Effect Description Explanation Teaching Plan EDL Level 38 Guided Reading Level O Lexile Measure 660L Nuevos idiomas, nuevos amigos presents several reasons why a person might want to learn to speak more than one language: to make friends,

Más detalles

Teaching Plan. A house is an

Teaching Plan. A house is an Teaching Plan EDL Level 6 Guided Reading Level D Intervention Level 6 A house is an important part of any neighborhood. In Haz una casa, some creative construction helps readers turn a paper bag and newspaper

Más detalles

Learning Masters. Fluent: Wind, Water, and Sunlight

Learning Masters. Fluent: Wind, Water, and Sunlight Learning Masters Fluent: Wind, Water, and Sunlight What I Learned List the three most important things you learned in this theme. Tell why you listed each one. 1. 2. 3. 22 Wind, Water, and Sunlight Learning

Más detalles

Vocabulary generaciones medio ambiente población crías conservar hábitat selvas tropicales dosel vegetal. Comprehension Make Inferences

Vocabulary generaciones medio ambiente población crías conservar hábitat selvas tropicales dosel vegetal. Comprehension Make Inferences Teaching Plan EDL Level 50 Guided Reading Level U Lexile Measure 800L How do the characteristics of many animal species change over time to help the species survive? In Supervivencia: Adaptaciones de los

Más detalles

Learning Masters. Fluent: Animal Habitats

Learning Masters. Fluent: Animal Habitats Learning Masters Fluent: Animal Habitats What I Learned List the three most important things you learned in this theme. Tell why you listed each one. 1. 2. 3. 22 Animal Habitats Learning Masters How I

Más detalles

Learning Masters. Early: Force and Motion

Learning Masters. Early: Force and Motion Learning Masters Early: Force and Motion WhatILearned What important things did you learn in this theme? I learned that I learned that I learned that 22 Force and Motion Learning Masters How I Learned

Más detalles

Learning Masters. Fluent: States of Matter

Learning Masters. Fluent: States of Matter Learning Masters Fluent: States of Matter What I Learned List the three most important things you learned in this theme. Tell why you listed each one. 1. 2. 3. 22 States of Matter Learning Masters How

Más detalles

Vocabulary lados mantenerse estable equilibrio revolotear. Comprehension Identify Text Organization and Structure

Vocabulary lados mantenerse estable equilibrio revolotear. Comprehension Identify Text Organization and Structure Teaching Plan EDL Level 18 Guided Reading Level J Intervention Level 17 An animal that lives in water doesn t have much use for legs or wings. Fins are what they need! Aletas, alas y patas explains how

Más detalles

Vocabulary excesivo precauciones negativamente transmitir factores ruido ansiedad regulaciones. Comprehension Identify Fact and Opinion

Vocabulary excesivo precauciones negativamente transmitir factores ruido ansiedad regulaciones. Comprehension Identify Fact and Opinion Teaching Plan EDL Level 50 Guided Reading Level W Lexile Measure 950L Noise pollution and the effects of loud noise on human ears are the main topics of Baja el volumen! The book explains the process of

Más detalles

Learning Masters. Early: Animal Bodies

Learning Masters. Early: Animal Bodies Learning Masters Early: Animal Bodies WhatILearned What important things did you learn in this theme? I learned that I learned that I learned that 22 Animal Bodies Learning Masters How I Learned Good readers

Más detalles

Teaching Plan. Everyday objects are. used to create musical instruments that produce different sounds in Toquemos música.

Teaching Plan. Everyday objects are. used to create musical instruments that produce different sounds in Toquemos música. Teaching Plan EDL Level 14 Guided Reading Level H Intervention Level 13 Everyday objects are used to create musical instruments that produce different sounds in Toquemos música. Nonfiction Genre Procedural

Más detalles

GUIDE FOR PARENT TEACHER CONFERENCES

GUIDE FOR PARENT TEACHER CONFERENCES GUIDE FOR PARENT TEACHER CONFERENCES A parent-teacher conference is a chance for you and your child s teacher to talk. You can talk about how your child is learning at home and at school. This list will

Más detalles

Vocabulario. Capítulo 6 Vida y muerte en la Mara Salvatrucha Teacher s Manual

Vocabulario. Capítulo 6 Vida y muerte en la Mara Salvatrucha Teacher s Manual Vocabulario You may choose to pre-teach the following vocabulary. This list is in the back of the novel for easy reference. Note to teachers: Do not feel pressured to teach all of these words before reading.

Más detalles

Disfruten su verano! Hola estudiantes,

Disfruten su verano! Hola estudiantes, Hola estudiantes, We hope that your experience during Spanish 1 was enjoyable and that you are looking forward to improving your ability to communicate in Spanish. As we all know, it is very difficult

Más detalles

programa. Hoy nuestros invitados son un camello y su cuidador. Cuál es el hábitat de este animal? no necesitan beber agua con frecuencia.

programa. Hoy nuestros invitados son un camello y su cuidador. Cuál es el hábitat de este animal? no necesitan beber agua con frecuencia. Teatro de los lectores Entrevistador: Un saludo y bienvenidos a nuestro programa. Hoy nuestros invitados son un camello y su cuidador. Cuál es el hábitat de este animal? Cuidador: Vive en el desierto.

Más detalles

EL DINERO CUENTA. Personajes. Escenario. Esta obra de teatro tiene lugar en y alrededor de la. Acto 1

EL DINERO CUENTA. Personajes. Escenario. Esta obra de teatro tiene lugar en y alrededor de la. Acto 1 EL DINERO CUENTA Narrador 1 Ben Narrador 2 Personajes Sr. Dinero Sra. Dinero Escenario Esta obra de teatro tiene lugar en y alrededor de la casa del Sr. y la Sra. Dinero. Sr. Dinero Sra. Dinero Ben Melissa

Más detalles

La rutina de Elena: Cada día, corre a las seis. Luego, cocina el desayuno. Después, lee su libro favorito. Finalmente, ve la tele durante dos horas.

La rutina de Elena: Cada día, corre a las seis. Luego, cocina el desayuno. Después, lee su libro favorito. Finalmente, ve la tele durante dos horas. Ashley Kracke Lesson Plan Third Person Singular Present Tense Verbs Objectives: Students will recognize and use, both orally and in writing, third person singular present tense verbs. narrate, in writing,

Más detalles

Other verbs that have irregular stems in the future tense are: A. Look at each sentence and write the infinitive form of the underlined verb.

Other verbs that have irregular stems in the future tense are: A. Look at each sentence and write the infinitive form of the underlined verb. Fecha Guided Vocabulary Practice Activities Check, Sheet 9B-1 1 The future tense: other irregular verbs (p. 484) Other verbs that have irregular stems in the future tense are: decir dir- salir saldrponer

Más detalles

Notes for teachers: Length of podcast: 7:59

Notes for teachers: Length of podcast: 7:59 : Technology Enhanced Elementary Spanish Program Lesson Plan: # 50 Story: # 1 Level 4 Objective(s) & Progress Indicator(s): 1a: Express simple descriptions 1b: Answer simple questions 1d: Identify visual

Más detalles

Learning Masters. Early: Food From Plants

Learning Masters. Early: Food From Plants Learning Masters Early: Food From Plants WhatILearned What important things did you learn in this theme? I learned that I learned that I learned that 22 Food From Plants Learning Masters How I Learned

Más detalles

Notes for teachers: Length of podcast: 14:38

Notes for teachers: Length of podcast: 14:38 : Technology Enhanced Elementary Spanish Program Lesson Plan: # 55 Story: # 2 Level 5 Objective(s) & Progress Indicator(s): 1a: Express simple descriptions 1b: Answer simple questions 1d: Identify visual

Más detalles

Spanish Advanced Unit 4: Research, Understanding and Written Response

Spanish Advanced Unit 4: Research, Understanding and Written Response Write your name here Surname Other names Edexcel GCE Centre Number Candidate Number Spanish Advanced Unit 4: Research, Understanding and Written Response Tuesday 12 June 2012 Afternoon Time: 2 hours 30

Más detalles

Mi ciudad interesante

Mi ciudad interesante Mi ciudad interesante A WebQuest for 5th Grade Spanish Designed by Jacob Vuiller jvuiller@vt.edu Introducción Tarea Proceso Evaluación Conclusión Créditos Introducción Bienvenidos! Eres alcalde de una

Más detalles

Welcome to lesson 2 of the The Spanish Cat Home learning Spanish course.

Welcome to lesson 2 of the The Spanish Cat Home learning Spanish course. Welcome to lesson 2 of the The Spanish Cat Home learning Spanish course. Bienvenidos a la lección dos. The first part of this lesson consists in this audio lesson, and then we have some grammar for you

Más detalles

Level 1 Spanish, 2010

Level 1 Spanish, 2010 9 0 1 2 5 L P 1 Level 1 Spanish, 2010 90125 Listen to and understand simple spoken Spanish in familiar contexts Credits: Six 9.30 am Tuesday 30 November 2010 LISTENING PASSAGE BOOKLET This booklet contains:

Más detalles

Level 2 Spanish, 2010

Level 2 Spanish, 2010 9 0 4 2 6 L P 2 Level 2 Spanish, 2010 90426 Listen to and understand spoken language in Spanish in less familiar contexts Credits: Six 2.00 pm Friday 26 November 2010 LISTENING PASSAGE BOOKLET This booklet

Más detalles

TEACHER TOOLS: Teaching Kids Spanish Vocabulary. An Activity in 4 Steps

TEACHER TOOLS: Teaching Kids Spanish Vocabulary. An Activity in 4 Steps TEACHER TOOLS: Teaching Kids Spanish Vocabulary An Activity in 4 Steps Teaching Kids Spanish Vocabulary Lesson for Spanish Teachers Learning new vocabulary words in Spanish is an important element in the

Más detalles

Vermont Mini-Lessons: Leaving A Voicemail

Vermont Mini-Lessons: Leaving A Voicemail Vermont Mini-Lessons: Leaving A Voicemail Leaving a Voice Mail Message Learning Objective 1) When to leave a message 2) How to leave a message Materials: 1) Voice Mail Template blanks & samples 2) Phone

Más detalles

Reinforcement Plan. Day 27 Month 03 Year 2015

Reinforcement Plan. Day 27 Month 03 Year 2015 BETHLEMITAS SCHOOL Reinforcement Plan Day 27 Month 03 Year 2015 TERM: I Date: COMPREHENSION GOAL: The students develop comprehension about the Living and Non- living things, plants, animals and their main

Más detalles

Entrevista: el medio ambiente. A la caza de vocabulario: come se dice en español?

Entrevista: el medio ambiente. A la caza de vocabulario: come se dice en español? A la caza de vocabulario: come se dice en español? Entrevista: el medio ambiente 1. There are a lot of factories 2. The destruction of the ozone layer 3. In our city there is a lot of rubbish 4. Endangered

Más detalles

Creating your Single Sign-On Account for the PowerSchool Parent Portal

Creating your Single Sign-On Account for the PowerSchool Parent Portal Creating your Single Sign-On Account for the PowerSchool Parent Portal Welcome to the Parent Single Sign-On. What does that mean? Parent Single Sign-On offers a number of benefits, including access to

Más detalles

Synergy Spanish Solutions. Día de San Valentín Audio Lessons

Synergy Spanish Solutions. Día de San Valentín Audio Lessons Synergy Spanish Solutions Día de San Valentín Audio Lessons Created by Marcus Santamaria Edited by Elena Chagoya & Claire Boland Copyright 2014 Marcus Santamaria All Rights reserved. No part of this publication

Más detalles

1) Yo/ asistir. 2) Yo / ser. 3) Yo / tener. 4) Yo / lograr. 5) Yo / trabajar. Some questions to consider: Future Tense:

1) Yo/ asistir. 2) Yo / ser. 3) Yo / tener. 4) Yo / lograr. 5) Yo / trabajar. Some questions to consider: Future Tense: Nombre: Clase: Fecha: REPASO (Examen Final ESCRIBIR) TASK 1: Felicidades! You have been accepted into the university of your dreams! Tomorrow, you will have to meet with an admissions officer. Before your

Más detalles

Connection from School to Home Kindergarten Math Module 2 Topic A. Making 3 with Triangles and Chips

Connection from School to Home Kindergarten Math Module 2 Topic A. Making 3 with Triangles and Chips Connection from School to Home Kindergarten Math Module 2 Topic A Making 3 with Triangles and Chips Here is a simple activity to help your child learn about composing and decomposing the number 3 and analyzing

Más detalles

The Home Language Survey (HLS) and Identification of Students

The Home Language Survey (HLS) and Identification of Students The Home Language Survey (HLS) and Identification of Students The Home Language Survey (HLS) is the document used to determine a student that speaks a language other than English. Identification of a language

Más detalles

Scholarship 2014 Spanish

Scholarship 2014 Spanish 93007 930070 S SUPERVISOR S USE ONLY Scholarship 2014 Spanish 9.30 am Tuesday 25 November 2014 Time allowed: Three hours Total marks: 24 Check that the National Student Number (NSN) on your admission slip

Más detalles

Español. Learn a language your way! Lesson #2 - De dónde eres exactamente? PDF - Beginner. www.cactuslanguagetraining.com/hola

Español. Learn a language your way! Lesson #2 - De dónde eres exactamente? PDF - Beginner. www.cactuslanguagetraining.com/hola Learn a language your way! PDF - Beginner Español Lesson #2 - De dónde eres exactamente? www.cactuslanguagetraining.com/hola Lesson Conversation: Escucha la conversación, primero a una velocidad normal

Más detalles

Spanish Language CURRICULUM STANDARDS / STUDENT OUTCOMES

Spanish Language CURRICULUM STANDARDS / STUDENT OUTCOMES Overview: In this unit, students learn about the country of Mexico. In this context, they also learn different cultural traditions, birthday parties, celebrations in the community, as well as customs and

Más detalles

Classroom Objects and Plurality

Classroom Objects and Plurality Classroom Objects and Plurality Objectives 1. Students will be able to recognize and recall the objects in the classroom. 2. Students will be able to recognize, respond to, and use the plural forms of

Más detalles

Guide to Health Insurance Part II: How to access your benefits and services.

Guide to Health Insurance Part II: How to access your benefits and services. Guide to Health Insurance Part II: How to access your benefits and services. 1. I applied for health insurance, now what? Medi-Cal Applicants If you applied for Medi-Cal it will take up to 45 days to find

Más detalles

Summer Reading Program. June 1st - August 10th, 2015

Summer Reading Program. June 1st - August 10th, 2015 June 1st - August 10th, 2015 Dear Educator, Attached you will find three flyer templates. You can use any of these templates to share your Group Number (GN) with your group participants. 1. 2. 3. The first

Más detalles

Qué viva la Gráfica de Cien!

Qué viva la Gráfica de Cien! Qué viva la Gráfica de Cien! La gráfica de cien consiste en números del 1 al 100 ordenados en cuadrilones de diez números en hileras. El resultado es que los estudiantes que utilizan estás gráficas pueden

Más detalles

WRITING ASSIGNMENT. Express ideas and real life situations in written form taking into account the contents from level A1.

WRITING ASSIGNMENT. Express ideas and real life situations in written form taking into account the contents from level A1. WRITING ASSIGNMENT General Objetive Express ideas and real life situations in written form taking into account the contents from level A1. Specific objetives: Make a sketch or outline chart to present

Más detalles

Su presupuesto. Cómo hacer un presupuesto

Su presupuesto. Cómo hacer un presupuesto Finanza Toolbox Materials Su presupuesto Un presupuesto es un plan que ayuda a emparejar los gastos con los ingresos. Los gastos son la cantidad de dinero que gasta. Los ingresos son la cantidad de dinero

Más detalles

TOUCH MATH. Students will only use Touch Math on math facts that are not memorized.

TOUCH MATH. Students will only use Touch Math on math facts that are not memorized. TOUCH MATH What is it and why is my child learning this? Memorizing math facts is an important skill for students to learn. Some students have difficulty memorizing these facts, even though they are doing

Más detalles

Teaching Plan. Using special tools. and skills, Matsumura turns a block of ice into a beautiful swan in La escultura de hielo de Matsumura.

Teaching Plan. Using special tools. and skills, Matsumura turns a block of ice into a beautiful swan in La escultura de hielo de Matsumura. Teaching Plan EDL Level 12 Guided Reading Level I Intervention Level 15 Using special tools and skills, Matsumura turns a block of ice into a beautiful swan in La escultura de hielo de Matsumura. Nonfiction

Más detalles

What is family health history?

What is family health history? Family Health History Project Pre-Survey What is family health history? Family health history is information about diseases that run in your family, as well as the eating habits, activities, and environments

Más detalles

Level 2 Spanish, 2008

Level 2 Spanish, 2008 90429 2 904290 For Supervisor s Level 2 Spanish, 2008 90429 Read and understand written language in Spanish in less familiar contexts Credits: Six 2.00 pm Tuesday 2 December 2008 Check that the National

Más detalles

Giros postales Money Orders

Giros postales Money Orders Finanza Toolbox Materials Giros postales No mande nunca dinero por correo. Si el dinero se pierde o se lo roban, no tiene ningún recibo. Es casi seguro que no recibirá ese dinero de vuelta. Una manera

Más detalles

Connection from School to Home Science Grade 5 Unit 1 Living Systems

Connection from School to Home Science Grade 5 Unit 1 Living Systems Connection from School to Home Science Grade 5 Unit 1 Living Systems Here is an activity to help your child understand human body systems. Here is what you do: 1. Look at the pictures of the systems that

Más detalles

Final Project (academic investigation)

Final Project (academic investigation) Final Project (academic investigation) MÁSTER UNIVERSITARIO EN BANCA Y FINANZAS (Finance & Banking) Universidad de Alcalá Curso Académico 2015/16 GUÍA DOCENTE Nombre de la asignatura: Final Project (academic

Más detalles

Lesson 6. Joke of the week

Lesson 6. Joke of the week Lesson 6 Joke of the week El doctor llama por teléfono a su paciente: Verá, tengo una noticia buena y otra mala. Bueno... dígame primero la buena. Los resultados del análisis indican que le quedan 24 horas

Más detalles

Cómo comprar en la tienda en línea de UDP y cómo inscribirse a los módulos UDP

Cómo comprar en la tienda en línea de UDP y cómo inscribirse a los módulos UDP Cómo comprar en la tienda en línea de UDP y cómo inscribirse a los módulos UDP Sistema de registro y pago Este sistema está dividido en dos etapas diferentes*. Por favor, haga clic en la liga de la etapa

Más detalles

Unidad 1 Lección 1 8th Grade

Unidad 1 Lección 1 8th Grade Unidad 1 Lección 1 8th Grade Nombre: Presentación de vocabulario- Unidad 1 Qué te gusta hacer? ( ) Qué significa? Me gusta No me gusta What does the following sentence mean in English? Me gusta escuchar

Más detalles

A Member of My Community

A Member of My Community Connection from School to Home Kindergarten Social Studies Unit 1 A Member of My Community Here is an easy activity to help your child learn about what it means to be a member of a community. Here is what

Más detalles

Nombre Clase Fecha. committee has asked a volunteer to check off the participants as they arrive.

Nombre Clase Fecha. committee has asked a volunteer to check off the participants as they arrive. SITUATION You are participating in an International Student Forum. The organizing committee has asked a volunteer to check off the participants as they arrive. TASK As the volunteer, greet the participants

Más detalles

Student Perception Survey

Student Perception Survey Student Perception Survey Grades 6-12 Survey Directions You will be completing a survey that will provide important information about your teacher. A survey is different from a test. On a survey, you are

Más detalles

Matemáticas Muestra Cuadernillo de Examen

Matemáticas Muestra Cuadernillo de Examen Matemáticas Muestra Cuadernillo de Examen Papel-Lápiz Formato Estudiante Español Versión, Grados 3-5 Mathematics Sample Test Booklet Paper-Pencil Format Student Spanish Version, Grades 3 5 Este cuadernillo

Más detalles

TEESP: Technology Enhanced Elementary Spanish Program Lesson Planner. Title: Qué pasa con su corazón?

TEESP: Technology Enhanced Elementary Spanish Program Lesson Planner. Title: Qué pasa con su corazón? : Technology Enhanced Elementary Spanish Program Lesson Plan #: 60 Story #: 2 Level 6 Resources used: Title: Qué pasa con su corazón? Pages/URL/etc.: Cuéntame! Pages 167-174 Objective(s) & Progress Indicator(s):

Más detalles

General Certificate of Education Advanced Level Examination June 2013

General Certificate of Education Advanced Level Examination June 2013 General Certificate of Education Advanced Level Examination June 2013 Spanish Unit 4 Speaking Test Candidate s Material To be conducted by the teacher examiner between 7 March and 15 May 2013 (SPA4T) To

Más detalles

The 10 Building Blocks of Primary Care

The 10 Building Blocks of Primary Care The 10 Building Blocks of Primary Care My Action Plan Background and Description The Action Plan is a tool used to engage patients in behavior-change discussion with a clinician or health coach. Using

Más detalles

Text Structure Enumerative Compare and Contrast. Vocabulary exactamente par absorber único. Comprehension Understand Context Clues

Text Structure Enumerative Compare and Contrast. Vocabulary exactamente par absorber único. Comprehension Understand Context Clues Teaching Plan EDL Level 24 Guided Reading Level K Intervention Level 19 Different animals often look similar. Animales parecidos compares and contrasts the characteristics of common animal pairs. Nonfiction

Más detalles

Session 1: Text A. A: El derecho a la privacidad B: Juicio por jurados PREVIEWING THE TEXT. 5 minutes LITERACY STANDARDS ADDRESSED IN THIS PLAN

Session 1: Text A. A: El derecho a la privacidad B: Juicio por jurados PREVIEWING THE TEXT. 5 minutes LITERACY STANDARDS ADDRESSED IN THIS PLAN GUIDED READING InfoPairs Social Studies 820L/730L A: El derecho a la privacidad B: Juicio por jurados LITERACY STANDARDS ADDRESSED IN THIS PLAN LI.2.1 MAIN FOCUS Ideas clave y detalles Sessions 1, 2, 3

Más detalles

Spanish for You! Viajes. Spanish for You!

Spanish for You! Viajes. Spanish for You! Spanish for You! Viajes Spanish for You! Viajes Learn Spanish in a simple, effective, and affordable way! Debbie Annett MSEd. Viajes is a neat theme where students learn language useful in their daily

Más detalles

IRS DATA RETRIEVAL NOTIFICATION DEPENDENT STUDENT ESTIMATOR

IRS DATA RETRIEVAL NOTIFICATION DEPENDENT STUDENT ESTIMATOR IRS DATA RETRIEVAL NOTIFICATION DEPENDENT STUDENT ESTIMATOR Subject: Important Updates Needed for Your FAFSA Dear [Applicant], When you completed your 2012-2013 Free Application for Federal Student Aid

Más detalles

Reading Skills & Strategies Primary

Reading Skills & Strategies Primary Reading Skills & Strategies Primary R017 R018 R019 R020 R021 R022 R023 R024 R025 R026 R027 R028 R029 R030 R031 R032 R033 R034 R035 R036 R037 R038 R039 R040 R041 R042 R043 R044 R045 R046 R047 R048 R049

Más detalles

Keep reading, for a list of required elements and questions to inspire you!

Keep reading, for a list of required elements and questions to inspire you! You will write at least TEN sentences describing a typical week in the life of a BCC student YOU! -- based on the three Encuestas (surveys) you conducted with your classmates: If you can t think of what

Más detalles

El condicional Recordatorio: Conditional is used for 2 purposes.

El condicional Recordatorio: Conditional is used for 2 purposes. El condicional Recordatorio de la función: The conditional tense is how we say would en español. The word would does not exist en español. Instead, take the verb that follows would in the idea that you

Más detalles

Antes de ver el video

Antes de ver el video VIDEO Antes de ver el video Actividad 1 In the second column, write the title of a movie or a television program that is associated with the category in the first column. The first one is done for you.

Más detalles

Desayuno o almuerzo? Segment VHS DVD. A primera vista El desayuno con vocabulario sin vocabulario

Desayuno o almuerzo? Segment VHS DVD. A primera vista El desayuno con vocabulario sin vocabulario Desayuno o almuerzo? Segment VHS DVD A primera vista con vocabulario sin vocabulario Cassette 2 Disc 1 Disc 1 GramActiva Present tense of -er and -ir verbs Me gustan, me encantan Cassette 2 Disc 1 Disc

Más detalles

Agustiniano Ciudad Salitre School Computer Science Support Guide - 2015 Second grade First term

Agustiniano Ciudad Salitre School Computer Science Support Guide - 2015 Second grade First term Agustiniano Ciudad Salitre School Computer Science Support Guide - 2015 Second grade First term UNIDAD TEMATICA: INTERFAZ DE WINDOWS LOGRO: Reconoce la interfaz de Windows para ubicar y acceder a los programas,

Más detalles

Ethnography of a Classroom Sample Questions (May need to be adjusted for lower grades)

Ethnography of a Classroom Sample Questions (May need to be adjusted for lower grades) Claremont Graduate University, Teacher Education Program Ethnography of a Classroom Sample Questions Parent/Family Interview Be sure to schedule enough time for interview minimum 30 minutes. If possible,

Más detalles

Objetivo: You will be able to You will be able to

Objetivo: You will be able to You will be able to Nombre: Fecha: Clase: Hora: Título (slide 1) Las cosas _ Capítulo 2 1 (Chapter Two, First Step) Objetivo: You will be able to You will be able to First look at the other sheet of vocabulary and listen,

Más detalles

La salud y el médico. Cómo está la persona? Describe each person s condition according to the illustration. 1. 2. 3. 4.

La salud y el médico. Cómo está la persona? Describe each person s condition according to the illustration. 1. 2. 3. 4. La salud y el médico Cómo está la persona? Describe each person s condition according to the illustration. 1. 2. 3. 4. Copyright by The McGraw-Hill Companies, Inc. Buen viaje! Level 1 Capítulo 8 87 De

Más detalles

Ausentismo (Truancy - Why it's important to go to school)

Ausentismo (Truancy - Why it's important to go to school) Ausentismo (Truancy - Why it's important to go to school) By Jesus Villasenor-Ochoa Reproduced with permission of the University of MN 2003 BRYCS is a project of the United States Conference of Catholic

Más detalles

Food and drink: Comida y bebida típica

Food and drink: Comida y bebida típica Antes de escuchar Tarea 1: verdadero o falso? Con un compañero, decide si las frases son verdaderas o falsas y corrige las falsas. V F a. El desayuno típico inglés lleva pescado y patatas. b. El helado

Más detalles

_X_Ethical Considerations Unanswered Questions _X_ Over Time Different Perspectives Big Ideas. Lessons and Activities Resources:

_X_Ethical Considerations Unanswered Questions _X_ Over Time Different Perspectives Big Ideas. Lessons and Activities Resources: Grade Level: 4 Topic: Texas Endangered Species Subject Area(s): Reading, Writing, Mathematics Science _X_ Social Studies Essential Question(s): What is an endangered species? What are the causes for some

Más detalles

Daly Elementary. Family Back to School Questionnaire

Daly Elementary. Family Back to School Questionnaire Daly Elementary Family Back to School Questionnaire Dear Parent(s)/Guardian(s), As I stated in the welcome letter you received before the beginning of the school year, I would be sending a questionnaire

Más detalles

School Preference through the Infinite Campus Parent Portal

School Preference through the Infinite Campus Parent Portal School Preference through the Infinite Campus Parent Portal Welcome New and Returning Families! Enrollment for new families or families returning to RUSD after being gone longer than one year is easy.

Más detalles

SIGUIENDO LOS REQUISITOS ESTABLECIDOS EN LA NORMA ISO 14001 Y CONOCIENDO LAS CARACTERISTICAS DE LA EMPRESA CARTONAJES MIGUEL Y MATEO EL ALUMNO DEBERA

SIGUIENDO LOS REQUISITOS ESTABLECIDOS EN LA NORMA ISO 14001 Y CONOCIENDO LAS CARACTERISTICAS DE LA EMPRESA CARTONAJES MIGUEL Y MATEO EL ALUMNO DEBERA SIGUIENDO LOS REQUISITOS ESTABLECIDOS EN LA NORMA ISO 14001 Y CONOCIENDO LAS CARACTERISTICAS DE LA EMPRESA CARTONAJES MIGUEL Y MATEO EL ALUMNO DEBERA ELABORAR LA POLITICA AMBIENTAL PDF File: Siguiendo

Más detalles

Session 1: Text A. A: Sopa de piedra B: Sopa con una piedra PREVIEWING THE TEXT. 5 minutes LITERACY STANDARDS ADDRESSED IN THIS PLAN

Session 1: Text A. A: Sopa de piedra B: Sopa con una piedra PREVIEWING THE TEXT. 5 minutes LITERACY STANDARDS ADDRESSED IN THIS PLAN GUIDED READING LitPairs Folktale A: Sopa de piedra B: Sopa con una piedra LITERACY STANDARDS ADDRESSED IN THIS PLAN AL.1.3 MAIN FOCUS Ideas clave y detalles Sessions 1, 2, 3 Describen personajes, ambientes

Más detalles

Please join us in circle. Please put on a nametag. Por favor, únete a nosotros en ronda. Ponte una etiqueta con su nombre.

Please join us in circle. Please put on a nametag. Por favor, únete a nosotros en ronda. Ponte una etiqueta con su nombre. Welcome! Bienvenido! Please join us in circle. Please put on a nametag. Por favor, únete a nosotros en ronda. Ponte una etiqueta con su nombre. Questions for You to Think About Preguntas para que pienses

Más detalles

Level 1 Spanish (90908) 2014 Recording Transcript Page 1 of 9. RECORDING TRANSCRIPT Level 1 Spanish (90908), 2014

Level 1 Spanish (90908) 2014 Recording Transcript Page 1 of 9. RECORDING TRANSCRIPT Level 1 Spanish (90908), 2014 Level 1 Spanish (90908) 2014 Recording Transcript Page 1 of 9 RECORDING TRANSCRIPT Level 1 Spanish (90908), 2014 Level 1 Spanish (90908) 2014 Recording Transcript Page 2 of 9 ENGINEER TRACK 1 NARRATOR

Más detalles

TEESP: Technology Enhanced Elementary Spanish Program Lesson Planner. Title: Robin Hood está en Ogallala

TEESP: Technology Enhanced Elementary Spanish Program Lesson Planner. Title: Robin Hood está en Ogallala Lesson Plan #: 58 Story #: 2 Level 5 Resources used: Title: Robin Hood está en Ogallala Pages/URL/etc.: Cuéntame! Pages 152-158 Objective(s) & Progress Indicator(s): 1a: Express simple descriptions 1b:

Más detalles

Flashcards Series 3 El Aeropuerto

Flashcards Series 3 El Aeropuerto Flashcards Series 3 El Aeropuerto Flashcards are one of the quickest and easiest ways to test yourself on Spanish vocabulary, no matter where you are! Test yourself on just these flashcards at first. Then,

Más detalles

Guía de referencia rápida / Quick reference guide Visor de Noticias Slider / NCS News Slider for SharePoint

Guía de referencia rápida / Quick reference guide Visor de Noticias Slider / NCS News Slider for SharePoint Guía de referencia rápida / Quick reference guide Visor de Noticias Slider / NCS News Slider for SharePoint Contenido ESPAÑOL... 3 Términos de Uso... 3 Soporte... 3 Look de la Aplicación... 3 Requisitos

Más detalles

Specimen 2018 Morning Time allowed: 1 hour 15 minutes

Specimen 2018 Morning Time allowed: 1 hour 15 minutes SPECIMEN MATERIAL GCSE SPANISH Higher Tier Paper 4 Writing H Specimen 2018 Morning Time allowed: 1 hour 15 minutes Materials: You will need no other materials. Instructions Use black ink or black ball-point

Más detalles

Shortcut to Informal Spanish Conversations Level 2 Lesson 1

Shortcut to Informal Spanish Conversations Level 2 Lesson 1 Shortcut to Informal Spanish Conversations Level 2 Lesson 1 These lessons extend on the ideas from Shortcut to Informal Spanish Conversations Level 1 http://www.informalspanish.com and Shortcut to Spanish

Más detalles

El Calendario de Español IV

El Calendario de Español IV El Calendario de Español IV *Necesitas hacer las actividades específicas del calendario y de los videos *Necesitas llenar las cajas (escribe o teclea) con la información de la actividad en UNA FRASE COMPLETA

Más detalles

Encuesta. Objetivo: Encuestar a los alumnos del 1º al 5º ciclo de licenciatura en inglés de la Universidad de oriente.

Encuesta. Objetivo: Encuestar a los alumnos del 1º al 5º ciclo de licenciatura en inglés de la Universidad de oriente. Encuesta Objetivo: Encuestar a los alumnos del 1º al 5º ciclo de licenciatura en inglés de la Universidad de oriente. 1 Considera necesario que se imparta la signatura informática como herramienta para

Más detalles

Teaching Plan. The Earth s surface is. constantly changing. Cómo cambia la Tierra explains how highlands above and below the sea are formed.

Teaching Plan. The Earth s surface is. constantly changing. Cómo cambia la Tierra explains how highlands above and below the sea are formed. Teaching Plan EDL Level 30 Guided Reading Level N The Earth s surface is constantly changing. Cómo cambia la Tierra explains how highlands above and below the sea are formed. Nonfiction Genre Informational

Más detalles

Adobe Acrobat Reader X: Manual to Verify the Digital Certification of a Document

Adobe Acrobat Reader X: Manual to Verify the Digital Certification of a Document dobe crobat Reader X: Manual de verificación de Certificación Digital de un documento dobe crobat Reader X: Manual to Verify the Digital Certification of a Document support@bioesign.com Desarrollado por:

Más detalles

An explanation by Sr. Jordan

An explanation by Sr. Jordan & An explanation by Sr. Jdan direct object pronouns We usually use Direct Object Pronouns to substitute f it them in a sentence when the it them follows the verb. Because of gender, him and her could also

Más detalles

Speak Up! In Spanish. Young s Language Consulting. Young's Language Consulting. Lesson 1 Meeting and Greeting People.

Speak Up! In Spanish. Young s Language Consulting. Young's Language Consulting. Lesson 1 Meeting and Greeting People. Buenos días Good morning Buenos días Good afternoon Buenas tardes Good evening Buenas tardes Good night Buenas noches Sir Señor Ma am/mrs. Señora Miss Señorita Buenas tardes Culture Note: When greeting

Más detalles

Instructor: Do you remember how to say the verb "to speak"? Instructor: How do you ask a friend Do you speak Spanish?

Instructor: Do you remember how to say the verb to speak? Instructor: How do you ask a friend Do you speak Spanish? Learning Spanish Like Crazy Spoken Spanish Lección Dos. Listen to the following conversation: Male: Hablas inglés? Female: Sí, hablo inglés porque practico todos los días. Male: Dónde? Female: Practico

Más detalles

Test-taking Strategy: Remember, don t give up. Answer the easy questions first. The others may seem easier as you progress through the test.

Test-taking Strategy: Remember, don t give up. Answer the easy questions first. The others may seem easier as you progress through the test. Test-taking Strategy: Remember, don t give up. Answer the easy questions first. The others may seem easier as you progress through the test. ESCUCHAR CD 20 TRACKS 13, 14 A. Escucha lo que dicen Luisa y

Más detalles

Comprehension Identify Text Organization and Structure. Writing Write a reference text.

Comprehension Identify Text Organization and Structure. Writing Write a reference text. Teaching Plan EDL Level 4 Guided Reading Level A Intervention Level 1 In Animales de la A a la Z, each letter of the alphabet is paired with an animal whose name starts with that letter. Nonfiction Genre

Más detalles