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Go to www.scholastic.com/bilingual2fall10survey
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TM
Vol. 5, No. 3 ISSN: 1930-742X
English
Español
®
November 2010
Level 2
Your Opinion Counts
Last spring we asked subscribers to complete a survey.
You told us you wanted more topics about Latin
American culture. We listened to you an are excited to
bring you the issue “It’s the Day of the Dead!”.
Surveys are so important to us. It’s the best way for us
to know what you like and what you don’t like.
Please go to www.scholastic.com/bilingual2fall10survey to
complete our Fall 2010 Survey! Let us know what you think of our
magazine and how can we improve.
Un cordial saludo,
Our 2010
Fall Survey
is ONLINE!
Isabel Santos, Editor
isantos@scholastic.com
november LESSONS and Standards
It’s the Day of the Dead!
•TESOL STANDARDS: Students will interact in,
through, and with spoken and written English for
personal expression and enjoyment.
•BUILD VOCABULARY: Party Time
•phonemic awareness: Two Sounds of C
•language Structure: Contraction Action
Saved From the Oil
•TESOL STANDARDS: Students will use learning
strategies to extend their communicative
competence.
•BUILD VOCABULARY: Vocabulary Team-Up!
•phonemic awareness: Add to -oil?
•language structure: In Order
A Supplement to Scholastic News
2010-2011*
Planning Calendar
September
•• Latinos at Work
Individuals, groups, and institutions
•• Manners
Personal health & safety
Poster: Hispanic Heritage Month
October
•• The Truth About Bats
Characteristics of organisms
•• Daring Fire Rescues
Individuals, groups, and institutions
November
•• Day of the Dead
Culture/History
•• Saved From the Oil
Organisms and environments
December
•• Animals From Autumn
to Winter
Characteristics of organisms
•• A Holiday Card
Civic ideals and practices
January
•• Arctic Babies
Characteristics of organisms
•• Martin Luther King Jr.
Civic ideals and practices
February
•• Presidents’ Day
Time, continuity, and change
•• Dental Health Month
Personal health
March
•• Weather Idioms
Culture
•• Pond Animals in Spring
Changes in the Earth and sky
April
•• Earth Day
Science, technology, and society
•• Seeds on the Go!
Life cycle of organisms
May
•• Summer Safety
Personal health
•• Insects
Organisms and environments
*Topics may change at editor’s discretion.
It’s
Day of the Dead!
Thethe
Constitution
¡Es
el Día de los Muertos!
La constitución
OBJECTIVE:
this
American
tradition.
OBJECTIVE: Read
Read to
to learn
learn about
the laws
inLatin
the United
States
STANDARDS:
Social
Studies (NCSS):
Constitution for
Constitution
Day. individuals, groups,
and institutions
STANDARDS: Social Studies (NCSS): Power, authority, and
TEACH THE ISSUE IN
SPANISH OR ENGLISH
Build Vocabulary PARTY TIME
BEFORE READING sequence
Teach students the cycle of life.
Tell students that dead is part of the life cycle. All
living things are born, grow up, and die. That’s the
life cycle. Ask students if they can name examples
of living things. (e.g., plants, insects, humans) Then
pick a plant as an example. Draw a seed, a sprout, a
grown plant with fruits, and a withered plant on four
different cards. Place the cards on the board with no
particular order. Ask volunteers to put them in the
proper order to show the life cycle.
DURING READING TRADITIONS
Explain the origin of the Day of the Dead.
Ask students if they know of someone who has died.
Explain that it is normal to feel sad when someone
dies. Explain that long ago in Latin America, people
chose a special day to remember their loved ones
who had died. On that day, instead of being sad,
people would be happy and celebrate. That is the
Day of the Dead!
AFTER READING ANALYZE/EXTEND
What is a skeleton?
Develop English
Language
Have students feel the bones in their hands, their
shoulders, their ribs. Explain that what they feel
under their flesh are bones. What are bones for?
(Bones support our bodies and protect our inner
organs.) Then point out the skeletons on the cover.
Ask, What are those skeletons made of? (bones)
New words: traditions, celebrations
Tell children that traditions are the beliefs and ways
of doing things that are passed down from parents
to children. Many traditions are celebrations when
people prepare special foods and participate in
fun activities. Ask children to draw a picture of a
tradition their family celebrates. What special foods
do they eat? What activities do they do?
PHONEMIC AWARENESS TWO SOUNDS OF C
Focus: the letter c
Write the words celebrate and costumes on chart
paper. Ask children how the words are similar. They
start with the same letter! But do they start with the
same sound? Explain that in English the letter c can
sound soft, as in celebrate, or hard, as in costumes.
This is true in Spanish too (e.g., celebrar/calle). Ask
children to search this month’s issue for more words
with c. Which have soft c? Which have hard c?
LANGUAGE STRUCTURE CONTRACTION ACTION
Focus: let’s, it’s, don’t
Tell children that let’s, it’s, and don’t are called
contractions. They are shorter ways of writing
let us, it is, and do not. Ask children to circle every
contraction they can find in this month’s issue. What
two words have been combined to form each one?
Are there any places where contractions could still
be used? (e.g., It is at the top of page 2.)
Bridging Languages: –cion and –tion
Write the words tradición and tradition on chart paper. Ask children how these words are similar. How
are they different? Explain that words with –ción in Spanish, often have –tion in English. Challenge
children to find more words with –ción and –tion in this November issue.
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•
Scholastic News Bilingual Edition Level 2
November 2010
Nombre: _______________________________________
English
®
Español
Comprensión de lectura
Punto de lectura:
¡Es el Día de los Muertos!
Utiliza la revista “¡Es el Día de los Muertos!”
para contestar las siguientes preguntas.
Rellena la burbuja de cada respuesta correcta.
1. ¿Cuándo es el Día de los Muertos?
el 8 de agosto
el 25 de diciembre
el 2 de noviembre
2. ¿Cómo se llama el pan que se compra
en el Día de los Muertos?
pan de papalotes
pan de muertos
pan de calaveras
O
O
O
. ¿Cuánto tiempo toma hacer un papalote?
3
una hora
meses
una semana
O
O
O
4.¿De qué forma son los dulces que compramos
en el Día de Muertos?
en forma de calaveras
en forma de personas
en forma de esqueletos
O
O
O
5. ¿De qué se disfraza la gente
en el Día de los Muertos?
de mariposa
de gente
O
O
3
O de esqueletos
•
Scholastic News Edición bilingüe Nivel 2
Noviembre 2010
©2010 by Scholastic Inc. Teachers may make machine copies of this page to distribute to their students.
O
O
O
Name: ______________________________________
English
®
Español
Recognizing Plurals
Just Add an S
Read the words in the column below. Then add
an s at the end of each word to make it plural.
Use the plural words to fill in the blanks and
complete the sentences.
Sentence
skeleton___
There are ___________________________
on the street.
skull___
We buy sugar _____________________ .
kite___
We fly huge _______________________ .
flower___
People put _________________________
on the altars.
Let’s learn EngIish With Maya and Miguel
picture___
4
They put __________________________
on the altars as well.
•
Scholastic News Bilingual Edition Level 2
November 2010
©2010 by Scholastic Inc. Teachers may make machine copies of this page to distribute to their students.
Word
Name: ____________________________________
English
®
Español
Sequencing
Sequence the Story
Read “Story of a Pelican” in the boxes below.
Cut the boxes along the dotted lines.
Then paste each box in the corresponding step.
Step 3
Maya & Miguel CC-12
Step 2
Step 4
Story of a Pelican
Finally, the pelican was clean.
The team freed the bird near
clean ocean water.
Next, they used a big net
to catch the pelican.
Let’s learn First,
EngIish
With Maya and Miguel
people looked for dirty
Then the team members
scrubbed the pelican using
soap and water.
5
birds near the oil spill. They
saw a pelican.
•
Scholastic News Bilingual Edition Level 2
November 2010
©2010 by Scholastic Inc. Teachers may make machine copies of this page to distribute to their students.
Step 1
TM & © 2004 Scholastic Entertainment Inc.
Nombre: _______________________________________
English
®
Animales de la costa del Golfo
Español
Tabla de
referencia
La tabla muestra tres animales que viven cerca del
derrame de petróleo en el Golfo de México. Mira la tabla.
Luego rellena las burbujas de cada respuesta correcta.
Tabla de animales
Tipo de
animal
pelícano pardo
ave
tortuga lora
reptil
delfín nariz
de botella
mamífero
Hábitat
lagos, pantanos,
playas, mar
playas y mar
mar
1. ¿Qué tipo de animal es el pelícano pardo?
ave reptil O mamífero
2. ¿Qué tipo de animal es la tortuga lora?
mamífero reptil
O ave
O
O
O
O
3. ¿Cuál es el hábitat del delfín nariz de botella?
lago mar
pantano O
O O
4.¿Cuál de los siguientes no es un hábitat de la tortuga lora?
playa
mar
pantano
O
O O
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Scholastic News Edición bilingüe Nivel 2
Noviembre 2010
©2010 by Scholastic Inc. Teachers may make machine copies of this page to distribute to their students.
Nombre
del animal
Saved
From the Oil
The
Constitution
Salvado
del petróleo
La
constitución
OBJECTIVE: Read
Find out how animals were saved from the oil spill in
OBJECTIVE:
to learn the laws in the United States
the Gulf of Mexico.
Constitution for Constitution Day.
STANDARDS: Science: Organisms and environments; Social Studies
STANDARDS:
(NCSS): Power,
authority,
and
(NCSS): People, Social
places,Studies
and environments;
Global
connections
TEACH THE ISSUE IN
SPANISH OR ENGLISH
BEFORE READING BUILD BACKGROUND
Background knowledge about the
oil spill.
Ask children what they know about the oil spill.
Children may have seen frightening images on
television or in the news. Explain the basics of
what happened (see the Read-Aloud background
for help). Then tell children that they will learn
about animals that were saved from the oil.
DURING READING USING GRAPHICS
Use the map icon on p. 1 for information.
After reading the text on the cover, draw
children’s attention to the map. Ask, What country
does the map show? (United States) How do you
know? (the label) Next, help children read the
other labels: Pacific Ocean, Atlantic Ocean, and
Gulf of Mexico. Ask, Why do you think one of these
labels is red? (The label is red to show where the
oil spilled.)
AFTER READING TEXT STRUCTURE
Find the sequence in the text.
Explain that this issue is organized in time order.
The numbers 1, 2, 3, and 4 tell you this. Certain
words also give clues about time order. Challenge
children to find four of them on pages 2-3. (first,
next, then, last) Have students complete the
printable activity on p. 5 of this Teacher’s Edition.
Develop English
Language
BUILD VOCABULARY VOCABULARY TEAM-Up!
New words: slick, teamwork
Tell children that when oil spills into the ocean, a slick,
or an area of oil, is left on the water. It takes teamwork
to clean it up. Explain that teamwork involves people
working together. Ask children to complete their own
teamwork task. Is there an area of the school or their
classroom that needs to be cleaned up? If so, what
can they do to help?
PHONEMIC AWARENESS ADD TO -oil?
Focus: the dipthong oi
Write the word oil on chart paper and read it aloud.
Then circle the oi in the middle. Help children practice
making the oi sound. Explain that it sounds the same
as the oy in boy. Then write the following consonants
on separate cards: s, b, c, f, t. Hold them up in front of
the word oil. Ask children to sound out each new word
and talk about what the words mean.
LANGUAGE STRUCTURE IN ORDER
Focus: sequencing
Have children write on chart paper what they did
this morning before going to school. Tell them they
have to explain every step in a sequence. That means
they have to show what happens first, next, then, and
finally. Give the students some time to finish their
assignment. Have a volunteer read his/her story to the
rest of the class.
Bridging Languages: –ly and –mente
Write the words finalmente and finally on chart paper. Ask students how the words are similar. How
are they different? Point out that finalmente ends with the suffix –mente and finally ends with the
suffix –ly. Explain that many Spanish words ending in –mente correspond to English words ending in
–ly (e.g., lentamente/slowly; cuidadosamente/carefully). Do children know any more examples?
7
•
Scholastic News Bilingual Edition Level 2
November 2010