Lesson Sampler
Reading Intervention for K 3 Spanish Speaking Students Voyager Pasaporte is a targeted, Spanish intervention program that helps K 3 Spanish-speaking struggling readers master critical reading skills and build the confidence they need to be fluent grade-level readers. Research indicates that a strong reading foundation in a student s primary language can accelerate the transition to reading in English. Voyager Pasaporte builds that foundation with research-based, instruction tailored to meet the needs of Spanish-speaking students. Strengthen all core reading programs Provide immediate, ongoing analysis of student performance Close the achievement gap for struggling English learners Through targeted, research-based instruction, Voyager Pasaporte targets the five essential components of reading. Daily lessons emphasize word study and vocabulary to ensure students have a firm foundation for future reading success. The small-group format includes teacher-directed instruction as well as opportunities for students to learn and practice reading and writing skills with their peers during group activities. Improve student achievement with Voyager Pasaporte! Systematic, scaffolded instruction in the five essential components of reading Embedded assessment system to measure growth and track progress Small-group lesson format Leveled passages in Spanish Engaging content with familiar cultural references Detailed lesson plans with teacher directions in English and teacher dialogue in Spanish Built-in correction procedures and re-teaching opportunities Take-home readers to extend learning and promote parent involvement Voyager Pasaporte A Word Study (20 minutes) Phonemic Awareness Phonics - Syllable Practice Sentence and Story Reading Automaticity and Fluency Vocabulary/Comprehension (10 minutes) Listening Comprehension Narrative and Expository Passages High-Utility Words in Context Multiple Exposures Voyager Pasaporte B Word Study/Comprehension (30 minutes) Phonemic Awareness Phonics - Syllable Practice - Word Building Daily Story Reading Reading Comprehension Fluency Vocabulary/Comprehension (10 minutes) Listening Comprehension Narrative and Expository Passages High-Utility Words in Context Multiple Exposures 2 Voyager Pasaporte
Table of Contents Overview...2 Voyager Pasaporte A Introduction...4 Support Material...5 Sample Lesson: Adventure 6, Lesson 1...6 Voyager Pasaporte B Introduction...12 Support Material...13 Sample Lesson: Adventure 2, Lesson 3...14 Voyager Pasaporte C Introduction...20 Support Material...20 Sample Lesson: Adventure 3, Lesson 7...21 Voyager Pasaporte D Introduction...24 Support Material...25 Sample Lesson: Adventure 3, Lesson 1...26 Voyager Pasaporte C Comprehension/Vocabulary/Word Study (30 minutes) Phonemic Awareness and Phonics (Adventures 1-2) Advanced Word Study - Word Building Narrative and Expository Passage Reading Vocabulary Explicit Comprehension Strategies Fluency (10 minutes) Scaffolded Fluency Practice Timed Reading Partner Reading Daily Passages Voyager Pasaporte D Comprehension/Vocabulary/Word Study (30 minutes) Phonemic Awareness and Phonics (Adventures 1-2) Advanced Word Study - Word Building Narrative and Expository Passage Reading Vocabulary Explicit Comprehension Strategies Fluency (10 minutes) Differentiated Fluency Passages Timed Reading Partner Reading Content-Area Topics Teacher s Edition Lesson Sampler 3
Voyager Pasaporte C Voyager Pasaporte C Sample Lessons Voyager Pasaporte Level C targets second-grade students who struggle with reading in Spanish. The program systematically integrates the five essential components of reading into a coherent instructional routine. Student interest is sparked by engaging narrative and expository text that increase domain knowledge and provide connections to science and social studies. Fluency Readers provide instructional-level text to build fluency, vocabulary, and comprehension. The easy-to-follow Teacher s Editions provide explicit teacher instructions in English and dialogue to students in Spanish. The first sets of lessons provide explicit phonics instruction to support the foundation that students need to access text. Advanced word study strengthens word knowledge and builds academic vocabulary. Correction procedures give immediate feedback, redirect instruction, and establish accuracy. Benchmark Assessments and weekly evaluations enable teachers to monitor student progress and make informed instructional decisions. Palabras de uso frecuente (Sight Word Cards) These cards should be used as often as needed to help students build automaticity in word reading for these high frequency Spanish words. There are a total of 180 words (nine words per page on perforated cards) that students should know by sight to improve fluency. Libritos para llevar a casa (Take Home Readers ) Take Home Readers contain one narrative or expository passage per Adventure that students can take home and read alone and with family members to practice fluency. Each reader has a reading log, so students can track their reading outside of school. A summer reading log is also included to encourage students and their families to continue reading well after the school year ends. 20
Sample Lesson Aventura 3 Aventura 3: Lección Aventura 7 3: Lección 7 7 Antes de leer Before Reading 5 minutes 1. En la Lección 6, leímos sobre El Festival de los Faroles. En qué país se celebra este festival? Qué hace la gente para celebrar este festival? (Este festival se celebra en China. Es como un segundo Año Nuevo que se celebra en la primavera. Toda la gente hace faroles para decorar árboles, casas y templos. También hay fuegos artificiales y hacen actividades y comida especial.) 2. Cuál es el nombre del río que se menciona en la lectura? (Río Amarillo) Recuerdan dónde ponen faroles para que floten por el río? (en balsas y pequeños botes) Vocabulary Review 3. Write the vocabulary words from Lesson 6 on the board. Read the words. Then, have students say the meaning of the words in their own words. pintorescas significan especialista simboliza templo significar: tener valor o importancia pintoresco(a): que llama la atención por su belleza; con muchos colores templo: un edificio donde se practica la religión simbolizar: cuando una cosa representa otra especialista: persona que sabe mucho sobre algo 4. Have students turn to page 34 in the Student Book. Read each sentence aloud. Have students choose the word that best completes each sentence, and have them write it in the blank. Then call on individuals to read a sentence. Assist students as needed. 80 Pasaporte C Teacher s Edition Lesson Sampler 21
Aventura 3 Aventura 3: Lección 7 Lección 7 Sample Lesson Leer para entender Reading for Understanding 1. Have students turn to page 32 in the Student Book. La lectura Festival de los Faroles nos cuenta de un festival en China. Nos cuenta hechos verdaderos, es decir, cosas que son ciertas. Este tipo de lectura se llama lectura expositiva porque podemos obtener hechos o información verdadera sobre diferentes cosas. 2. Remind students that expository text often includes signal words that are clues to the order in which things happen. A veces las lecturas expositivas tienen las palabras primero, luego, entonces, después y al final para indicar el orden en que pasan los hechos. Mientras leen piensen en el orden en que pasan las cosas. Pongan atención para ver si encuentran algunas de estas palabras. Building Fluency 5 minutes 3. Have students choose a partner and reread the story together each taking a turn reading the paragraphs aloud as the other partner follows along. As partners read, informally assess their reading and offer guidance as necessary. Help with words that are still difficult and model reading the story with fluency and expression. Reading Practice 22 Voyager Pasaporte Comprensión, vocabulario y estudio de palabras 81
Sample Lesson Aventura 3 Aventura 3: Lección 7 Lección 7 Después de leer After Reading 5 minutes 1. Have students turn to page 35 in the Student Book. Al terminar la lectura hemos aprendido cosas nuevas. Usaremos la tabla que usamos en la Lección 6 para ayudarnos a recordar lo que aprendimos en la lectura. 2. Remind students that they recorded things they already know and questions about things they would like to know. Explain that thinking about what you know and what you would like to find out are good strategies when reading expository text. Reread the first two columns from the class S-Q-A chart aloud. Invite students to add other ideas from their individual charts. Have students read the selection chorally, stopping after each section to tell what they learned. Cuando termino de leer la lectura me doy cuenta que aprendí mucha información acerca de los faroles y de las cosas que hacen en este festival. Write facts in the third column of the class chart. Have students fill in their own charts at the same time. Qué ocurre en la lectura? Es decir, qué cosas aprendimos? Hay un festival de faroles en China. El festival se hace en la primavera. La gente fabrica faroles con diseños y los cuelgan en todas partes. La gente se junta a escuchar adivinanzas. Hay fuegos artificiales y comida especial. La gente pone faroles en balsas y botes que flotan por el Río Amarillo. Ask students if what they thought they knew was accurate (first column Lo que sé), and which of their questions were answered (second column Lo que quisiera saber). Discuss where students might find the answers to unanswered questions. 3. Algunas lecturas expositivas usan palabras que indican la secuencia en que ocurren los hechos. Estas palabras también pueden explicar un proceso, o cómo se puede hacer algo. Recuerdan cuáles son las palabras que usamos para describir el orden en que ocurrieron los hechos en un cuento? (primero, luego, entonces, después, al final) En cuál párrafo aparecen algunas de estas palabras? (en el segundo párrafo) Cuáles son las palabras que indican el orden en el que suceden los hechos en este párrafo? (primero, luego, entonces, al final) Have students circle these words in the text. Festival de los Faroles Algunos se hacen de papel de colores y adentro tienen una vela. (Answers will vary.) Hay un festival de faroles en China. El festival se hace en la primavera. La gente fabrica faroles con diseños y los cuelgan en todas partes. La gente se junta a escuchar adivinanzas. Hay fuegos artificiales y comida especial. La gente pone faroles en balsas y botes que flotan por el Río Amarillo. 82 Pasaporte C Teacher s Edition Lesson Sampler 23