1 3 3 mama (fiction)

Mamá by Ana Rosa ELL Reader 1.3.3 Fiction INTRODUCE THE BOOK RESPOND Activate Prior Knowledge/Build Background Read the title, and ask children about their first day in this school: How did you get to school? Was it warm or cold out? Tell children this book is about a boy and his first day at a new school Answers to the Reader’s Inside Back Cover: Preview/Use Text Features Preview the reader by talking about the illustrations together and naming the labeled items Preteach Vocabulary Review the highfrequency words that appear in this book: school and very Introduce these key words from the book: walks (p 2), warm (p 3), writes (p 6), and same (p 8) Discuss these words and add them to a Word Wall READ THE BOOK Choose among these options for reading to support children at all English proficiency levels Read Aloud Read the book aloud as children follow along Pause to verify comprehension and to explain unfamiliar concepts Monitored Reading Have children read silently a few pages at a time Use the following questions to support comprehension: • Pages 2–3 Where is Pablo going? (He is going to his new school.) • Pages 4–5 What was Pablo’s school like back home? (His school back home was small The children spoke Spanish.) • Pages 6–8 What word does the teacher write? (The teacher writes the word Mamá.) Write About It Pictures will vary, but they should show Pablo wearing winter clothes in his new school and lightweight clothes in his old school Possible response: Pablo is in his new school He is wearing warm clothes now This is Pablo’s old school He wore other clothes Support writers at various English proficiency levels Beginning Allow children to write in the home language If feasible, have children translate their work with the help of a partner Intermediate Have children look through the book for words they can use in their writing Advanced Have children use this sentence frame in their writing: Pablo is wearing Have them write two or three additional sentences Extend Language The opposite of hot is cold The opposite of warm is cool Encourage children to identify other opposites: new (old); big (small); smiles (frowns); same (different) Answers to page 30: Drawings will vary Children could draw Pablo in his new school Possible response: Pablo sits in his new school Family Link Read aloud the Family Link activity on page 30 before sending copies of the Study Guide home with children Later, have them tell about their family members’ first days of school © Scott Foresman Reread Have children reread the book with a partner, in small groups, or independently Have them complete the Study Guide on page 30 Talk About It Possible response: Yes, he will like it because the teacher is nice The weather is cold The school is big The children speak English (Compare and Contrast) ELL Readers Teaching Guide Unit 3, Week Mamá 29 Study Guide Mamá Name Family Link Ask family members what they remember about their first day of school 30 Mamá Unit 3, Week ELL Readers Teaching Guide â Scott Foresman ã Read Mamá again • Draw a picture that shows what the book is about • Write a sentence that goes with your picture  ... Mamá Name Family Link Ask family members what they remember about their first day of school 30 Mamá Unit 3, Week ELL Readers Teaching Guide © Scott Foresman • Read Mamá again • Draw a picture that