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Teacher Resources by Grade
|1st - 2nd||3rd - 4th|
|5th - 6th||7th - 8th|
|9th - 10th||11th - 12th|
Let's Read It Again: Comprehension Strategies for English-Language Learners
|Grades||K – 2|
|Lesson Plan Type||Standard Lesson|
|Estimated Time||Five 30-minute sessions|
Port Richey, Florida
MATERIALS AND TECHNOLOGY
- Con Mi Hermano/With My Brother by Eileen Roe (Aladdin Paperbacks, 1991)
- Computers with Internet access
- LCD projector
- Writing materials
- Overhead projector and transparencies
- Spanish-speaking volunteers (optional)
- Tape player and cassette (optional)
Grades 3 – 12 | Student Interactive | Writing & Publishing Prose
The Flip Book is designed to allow users to type and illustrate tabbed flip books up to ten pages long. Students and teachers can use the flip book for taking notes while reading, making picture books, collecting facts, or creating question and answer booklets.
Grades K – 12 | Student Interactive | Writing & Publishing Prose
The Stapleless Book can be used for taking notes while reading, making picture books, collecting facts, or creating vocabulary booklets . . . the possibilities are endless!
Grades K – 12 | Student Interactive | Writing Poetry
This online tool enables students to learn about and write acrostic poems. Elements of the writing process are also included.
- Pictures for Con Mi Hermano/With My Brother
- Concept Web Worksheet
- List of English/Spanish Vocabulary Words From Con Mi Hermano/With My Brother
|1.||Select a picture book that meets the requirements outlined in the From Theory to Practice section and also fits the needs of your students. This lesson uses Con Mi Hermano/With My Brother by Eileen Roe, which is topically appropriate for second-grade students, has text in both Spanish and English, and contains numerous illustrations to support the words. Ideally, you will have a copy of the book for every student in your class. Give English-language learners a chance to look at the book before the start of this lesson.
|2.||If you do not read or speak Spanish fluently, make arrangements to have a volunteer in your classroom during Session 1 to read the Spanish text. You might also ask someone to record the Spanish text for you to play back to students.
|3.||Print off the Pictures for Con Mi Hermano/With My Brother to post in your classroom during Session 2. The key on the first page indicates which words go with each picture.
|4.||Make a copy of the Concept Web Worksheet for each student in your class. Make a transparency of it as well.
|5.||Visit the Flip Book and follow the directions to label the pages. Starting with A, enter three letters to a page (e.g., A, B, C on Page 1; D, E, F on Page 2; and so on) until you have completed the alphabet. You should have nine pages total. Print the pages without entering anything else on them and then make enough copies of the pages so that each student will have his or her own book. Assemble the books for students to fill out during Session 3.
Also make a sample Flip Book containing a few of the vocabulary words with pictures to illustrate the words. The words should be written on the correct letter page for the English spelling; write them in both English and Spanish with the English word listed first.
|6.||If you do not have classroom computers with Internet access, reserve Sessions 4 and 5 in your school's computer lab. If possible, arrange to use an LCD projector.
|7.||Visit and familiarize yourself with the Acrostic Poems and the Stapleless Book tools. Students will use the Acrostic Poems tool to write a poem about the types of things they do with a favorite person (see Session 4), and the Stapleless Book tool to retell what the main character of Con Mi Hermano/With My Brother does with his brother (see Session 5). Prepare your own acrostic poem and stapleless book to use when modeling the tools for students.
|8.||Make arrangements with a teacher of older students to have struggling readers come and read with your class during Session 4.