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Prepare for Complex Texts

ANCHOR TEXT PAIRED SELECTION

California
Journeys
Gus Takes the Train “City Zoo”
by Russell Benfanti Genre: Informational Text
Genre: Fantasy LV 1.1 1608181

Journeys Student Book

Why this text? Why this text?

As children read more stories, they are better able to analyze story Children will regularly encounter informational text in textbooks,
structure. Through this fantasy, children will learn more about on the Internet, and through other media. This text gives
how characters, setting, and plot work together in a story. factual information about a familiar topic, the zoo. Children are
introduced to basic map reading skills through this selection.

CULTURAL NOTE: Zoos give us an opportunity to observe

animals we would never see in our everyday life. In many zoos
animals are also studied and bred. There are hundreds of zoos all
over the world. The first zoo to open in the United States was the
Central Park Zoo in New York.

TEXT COMPLEXITY RUBRIC

Gus Takes the Train City Zoo

Lexile BR BR
Quantitative
Measures Guided Reading Level D D

Meaning and Purpose Density and Complexity: The text has a single level of Purpose: The text has a single topic that is
meaning with a plot that is easy to understand. explicitly stated.

Organization: The text has a simple, linear chronology with Use of Images: The text has a map with a map
Text Structure events in time-order. key, which is essential to understanding the
selection. This kind of graphic may be
unfamiliar to children.
Qualitative
Measures
Language Features Vocabulary: The text has familiar vocabulary supported by Vocabulary: The text includes some academic
picture clues. and domain-specific vocabulary that will be
unfamiliar to some children.

Life Experiences/Background Knowledge: The plot will be Subject Matter Knowledge: The text presents
Knowledge Demands easy for children to understand but includes some unfamiliar information about a familiar topic, the zoo. It
life experiences. includes some specialized content about maps
that may be new to children.

Reader/Task Determine using the professional judgment of the teacher. This varies by individual reader, type of text, and the purpose and complexity of
Considerations particular tasks.

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FOR THE TEACHER

Text X-Ray
Zoom In on Key Ideas Zoom In on Academic Language
Children should understand these key ideas after reading Gus Guide children at different proficiencies and skill levels to
Takes the Train. understand the structure and language of this text.

Key Idea | pp. 126–129 Focus: Sentence Level | pp. 127, 128, 130, 135, 137
A cat named Gus runs to the train. Have children tell why they Discuss idiomatic phrases in sentences with children and
think Gus needs to run. Have them describe the train. explain their meanings. Discuss that takes the train means Gus
will “get on a train” to go somewhere, not “hold a train in his
hands to keep it.” Other phrases children may need help with
are: get the train, pull up his bag, have a sip, and had fun.
Key Idea | pp. 130–132
The conductor helps Gus. Have children tell why Gus needs help
and how the conductor helps him.
Focus: Word Level | pp. 128, 130, 131, 133–136
Support children to read, pronounce, and understand words
that tell about Gus’s train trip, such as pull, conductor, full,
Key Idea | pp. 133
many, friend, good, and window. Encourage children to write
Gus meets a friend named Peg. Ask children to describe Peg and the words and use them in their everyday speaking
what she and Gus do together. and writing.

Key Idea | pp. 134–136
Gus and Peg do many things on the train. Have children describe
some activities Gus and Peg do on the train. Have them tell how
Gus and Peg feel about each other and how they know.
Key Idea | pp. 137
Gus and Peg get off the train. They are at the zoo. Ask children
to use clues in the picture to tell what might happen next.
Focus: Text Level | pp. 130, 131, 132, 133, 136, 137
The train setting and conductor character may be unfamiliar to
children. Discuss the conductor’s job, based on what he does in
the story. Guide children to use evidence in the illustrations to
describe how the setting changes and what traveling on a train
is like.
Focus: Sentence Level | pp. 133, 135
Guide children to read and understand sentences with
compound subjects or predicates. Help children unpack the
ideas in each sentence.

Content and Language Instruction Make note of additional

content knowledge and language features children may
FOR THE STUDENT find challenging in this text.
Student Learning Log
Have children update Learning Log Set 7 in the Assessment Handbook at the points indicated in the
lesson to track their own learning. You may wish to use children’s Learning Logs as formative
assessment opportunities.

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Frontload for Success

Preview Vocabulary and Concepts

1 Read Aloud

Oral Vocabulary Listening Comprehension

subways underground trains Build Background Tell children that you will read a text about special trains they can
see in the city. Ask children to say if they have traveled by train and what other means of
space open area; room
transport they know.
alleys narrow streets, usually behind or
Project the passage, or distribute copies, so that children can follow along as you read it
between buildings
aloud. Pause at the indicated points to ask questions such as these:
ferry to carry people or things from one place
1 How can you tell that the article is about real trains? Sample answer: The place
to another
Fort Worth, Texas, is real and there are facts such as the year the subway in
dash to move quickly Fort Worth was built. ANALYZE GENRE/DOK 3
sealed closed up 2 What kinds of trains does this article describe? subways and streetcars
IDENTIFY KEY DETAILS/DOK 1
3 How are subways and streetcars different? How are they alike? Subways run
under the ground. Streetcars run on rails which are on the streets next to
lanes for cars and buses. Both are used to transport people. COMPARE AND
CONTRAST/DOK 2
4 What is this article mostly about? different kinds of trains CONNECT DETAILS
TO MAIN IDEA/DOK 3

2 Teach Oral Vocabulary

Classroom Collaboration
Build on Children’s Prior Knowledge Use this activity to help children draw on what
they already know and develop vocabulary-learning strategies:

Extra Support
IF children have difficulty understanding
the oral vocabulary,
THEN provide additional examples of
the words in context and elicit their use
to offer children more opportunities to
interact with them.
WORD STATIONS Write each word on a card, and place the cards around the room.
Add a sketch to each card as a cue to meaning, and make sure children can recognize
each word. Have children walk around and then stop near a word that they know
something about. If they don’t recognize any, they can just choose one. The children
near each word should form a group to talk about the word; for example, have them
answer questions such as the following: Does it have a cognate—or a word that looks
similar— in Spanish? What do they know about the meaning? Can they tell anything
about the meaning from how the word is used in the passage?
Call on a child from each group to share with the class. Then use the routine below.
Use child-friendly explanations and examples to expand understanding of the vocabulary:
1. Write a sentence on the board, using the word.
2. Read aloud and pronounce the word.
3. Explain the word.
4. Discuss the word in the context of the read-aloud.
5. Have children use reference materials (i.e., thesauruses) to identify alternate word
choices that would work in the same context. Discuss shades of meaning.

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Scaffold Close Reading

California
Journeys

1 Preview Together
LV 1.1
1608181

• Have children open their books to the beginning of the story (p. 127). Read aloud the title A
Gus Takes the Train. Is Gus like a real cat? Why or why not? Sample answer: He is not like a a
Journeys Student real cat, because cats do not travel alone by train. 1
Book • Preview the illustrations of the text with children. Look at p. 128. Where is the cat going?
He is going to take the train. Is Gus Takes the Train about real things or made-up things?
Gus Takes the Train
How do you know? Sample answer: It is about made-up things. It is a tale about a cat that 2
by Russell Benfanti does things that only people can do.

• As you preview, ask children to point out additional examples that would lead them to 3
Selection Vocabulary think the selection is a fantasy. Have children use the sentence frames on the left for help.
Tell children they may see words they do not • Model identifying the genre of the story.
recognize as they read Gus Takes the Train.
4
Write the following Selection Vocabulary words Think Aloud
on the board, and read them with children. I see a cat doing things that only people can do. This story is a fantasy. A
Share the explanations with them. fantasy is a kind of fiction that tells about made-up people, animals, and events. Gus Takes 5
the Train is about a cat that carries a big bag and travels on a train like a person would.
conductor the person in charge of a train That could not really happen.
takes uses or makes use of
6
train a group of railroad cars that travel
on tracks Anticipation Guide
window an opening in a wall or a vehicle that
7
lets in light and air Work with children to complete the chart and help them make predictions about
the story.

Statements I agree./I disagree.

Gus Takes the Train is a fantasy.

The events in this story really happened.

All the characters in this story are real.

The main character is a cat.

The cat does the same thing as other cats in

Integrated ELD real life.

The cat misses the train.

Use Sentence Frames Have children
complete the sentence frames to tell The author’s purpose is to inform.
why they think Gus Takes the Train is
a fantasy.

The selection is a fantasy

because ________.

The cat pours ________ just like

2 Set a Purpose
people do.
Write-Pair-Share Have children use the Anticipation Guide in the Resources section,
p. R46 to think about what might happen. Then have them write about their predictions.
Have children share their writing with a partner. After reading, children can return to their
Anticipation Guides and predictions and tell whether or not they were correct, citing
text evidence.

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3 Think Through the Text

As you guide children through their first reading, use these questions to check understanding
and build meaning.
Extra Support
1. p. 128–129 Where is Gus? At a train station Why is Gus running? To catch the train Why do
you think he has to run? He came to the station late; it is hard for him to pull his bag. IF children have difficulties
UNDERSTAND CHARACTERS/DOK 2 understanding the story,

2. p. 130 Why does Gus have trouble pulling up his bag? It is too big and too heavy for him. THEN use the Analyze/Evaluate strategy
Gus cannot hold the handle very well because he is a cat. MAKE INFERENCES/DOK 3 to gather information about the
characters and how the story develops.
3. p. 131 Where is Gus now? Gus is inside the train. How do you know? I see lots of people
sitting down on seats. The text says that the train is full, and Gus is looking at lots of kids. Think Aloud
So I know he is inside the train. MAKE INFERENCES/DOK 3 Gus looks like he might
be late for the train. The words “Run,
4. p. 133 Who is the new character in this story? Peg Describe her. She is happy and friendly. Gus, run!” tell me this. It makes me think
UNDERSTAND CHARACTERS/DOK 2 about how I feel when I am late. I would
5. p. 133 What happens at the beginning of the story? Gus gets on the train. What is feel worried. I think Gus is worried. The
happening in this part? Gus is riding on the train and has met a friend. ANALYZE TEXT picture shows a worried look on his face.
STRUCTURE/DOK 3 Ask children to analyze the different
6. p. 136–137 How is the place at the beginning of the story different from the place at the moments of the story, as well as the
end of the story? At the beginning, Gus is at the train station. At the end, Gus and Peg are characters the story has. Encourage
at the zoo. COMPARE AND CONTRAST/DOK 2 children to write down sentences with
their analysis of the story.
7. p. 137 What happens at the end of the story? The train stops, and Gus and Peg get off. The
conductor gives Gus his bag. What do you think Gus and Peg will do next? Why? go
together to the zoo; Peg is pointing at the zoo sign. I think they will go together because
they are friends. ANALYZE ILLUSTRATIONS/DOK 3

Performance
Task Write About Reading
Review Tell children they will write a response to the story Gus Takes the Train. Guide
children to say what they remember about the story and write it on the board. Where was
Gus at the beginning? Who helped him with his bag? Did he make any friends on the train? FORMATIVE ASSESSMENT
Where did they get off the train? Now read Student Book p. 141 with them. Student Learning Log
Have children update their logs by
Discuss Explain that they will write a story from Peg’s point of view, by telling what Peg saw, completing the Think Through the Text
did, and felt during the story. Tell them to work in pairs to discuss what they will write and section. Guide them to write down what
receive help from partners to make changes in their work. happened first, next, and last in Gus Takes
the Train. Then have children use the
Performance Task page to complete the
Write Guide children to write the response. Make sure children understand they must tell Write About Reading steps.
what happens at the beginning, middle, and end of the story. Read the Writing Tip before
they begin writing. Explain to them that using words such as first, next, and last will help
them tell the events in order.

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Scaffold Close Reading
Terms about Literature
characters the people and animals in a story
setting when and where a story takes place
plot the events of a story, including the
problem and how it is solved
fantasy a story that could not happen in
real life
Domain-Specific Vocabulary
Have children think of animals that are the
main characters of some stories they know.
Remind children that this week’s topic is At the
Zoo. Then, tell them that they will use some
words that can help them learn more about
animals. Read the following words along with
their definitions, and have children respond to
the prompts.
habitat the place where an animal lives
diet the food that people or animals eat
conservation protecting or saving animals,
plants, and resources.
• What are some birds that have made their
homes in our area? Accept reasonable
answers. How can we describe the habitat of
those birds? Encourage children to describe
the natural habitat in your area.
• If you could choose any diet that you would
like, what would it be? Accept
reasonable answers.
• What can we all do to practice water
conservation? Accept reasonable responses,
including not letting water run until it gets
cold; taking showers, not baths.
Build Word Knowledge Distribute the
Four-Square Map from the Teacher’s
Resources Online, p. G35. Have children work
in small groups to complete the map for each
Domain-Specific word. Work with children
and guide them to write the word, draw
something about the word, explain the word’s
meaning and write a sentence with the word in
the four squares.
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continued
4 Dig Deeper
Story Structure Remind children that they have read Gus Takes the Train, a fantasy about
a train ride. Tell them that a story has many parts. It has characters, or the people or animals
the story is about. It has a setting where the story takes place. The events, or the things the
characters do, make up the plot.
• Remind children that a story map can help them describe who is in the story, where they
are, and what they do. Use this model.
Think Aloud
A story map can help us tell details about, or describe the parts of a story.
Who are the characters? I will write the name of the first character we meet, Gus, in the
first box. I’ll write these words to describe him: small orange cat, brave, friendly. We can
name and describe where the story takes place in the next box and describe the events in
the last box. We can use details from the words and pictures to help us describe things.
Fantasy Explain to children the main characteristics of a fantasy. A fantasy is a make-believe
story that could not happen in real life. Gus could not pull a big bag and get on a train. Have
children name other ways they know that Gus Takes the Train is a fantasy. To help children
distinguish genres, review with them the characteristics of informational texts they have read.
Have children explain the major differences between a fantasy story and an informational R
text like “Training Around the Town”.
1
Pair-Share-Write Have pairs return to their written predictions and Anticipation Guides and
discuss whether their predictions were correct. Then have children write about what really
2
happened in the story. Remind them to use evidence from the words and pictures.
3
5 Build Fluency
Accuracy: Self-Correct Explain that good readers do not skip hard parts. They take their
time, go back, and correct themselves. That way, they understand the words they are reading
and what they mean.
• Have children turn to Student Book p. 128. Tell them that they will practice self-
correcting. Read the two sentences on at a steady pace. At the end of the second sentence,
read full instead of pull. Then, go back and self-correct.
• Use the Choral-Reading Routine in the Resource section, p. R38 to read Gus Takes the Train.
Then, have children take turns reading p. 130 aloud to each other. Listen to
monitor fluency.
6 Review Oral Vocabulary
Use questions like these to help children make connections between oral vocabulary words
and their use.
1. What can you ferry in the subway?
2. How much space does the school building take up?
3. How are alleys different from streets?
4. Why do fire trucks dash down the street?
5. Can you go through a tunnel if the entrance is sealed?
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Read the Paired Selection

California
Journeys
1608181
LV 1.1

1 Preview Together
Journeys,
Student Book
• Explain that this informational text is like what can be found in a brochure at a place you “City Zoo”
visit. A brochure is a small booklet that gives facts and other information about a place.
Tell children they will be reading information about a zoo. Remind children that when
they read Gus Takes the Train, the cat went to the zoo. Display Student Book p. 143. What
can you see in the picture? Animals. How many animals can you see? Four. Where are the Compare Texts
animals? At a zoo.
Write to Compare Children should
• Ask, Have you ever been to a zoo? Have children take turns mentioning their favorite
identify Gus Takes the Train as fantasy
animal and sharing some information about it. My favorite animal is the cheetah. It runs
because the main character is a cat
very fast.
that acts like a person. Children should
• Have children work in pairs. Guide them to ask each other question about the animals they identify “City Zoo” as true because it
see in the illustrations and share what they know about them. gives facts about a place and provides a
map and key. Have children explain the
major differences between fantasies and
informational texts. Ask them to provide
2 Think Through the Text details that support their answers.
Sample answer: Gus Takes the Train
is a fantasy because cats cannot catch
Read the text aloud several times and use the following questions to check understanding.
a train on their own. “City Zoo” is an
1. p.143 What is a map? A map is a drawing of a place. It helps you get somewhere. informational text because it gives facts
IDENTIFY KEY DETAILS/DOK 1 about real zoos.

2. p.143 What is the key on the zoo’s map for? To figure out where the animals are located.
ANALYZE ILLUSTRATIONS/DOK 3

3. p.144 Can you take pictures inside the zoo? Yes, you can. IDENTIFY KEY DETAILS/
DOK 1

Integrated ELD
3 Unpacking Meaning Use Sentence Frames Have children
use these sentence frames to answer the
prompt in the Write to Compare section.
• Read the selection with children. Ask children to use the map key and the map to locate
where they would go in the zoo to see their favorite animal. _______ is different from _______
because _______.
• Help children figure out the meaning of polar.
I think this because _______.
Think Aloud
One of the animals at the zoo is a polar bear. I wonder what kind of bear
is a polar bear. I can see that the polar bear is sitting on a piece of ice. I know that some
bears live very close to the North Pole, so a polar bear must be that kind of bear. I guess the
word polar means that it lives near the Pole.

• Have children think of their favorite animal and write sentences describing it. Encourage
them to use describing words in their sentences.

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Academic Language Development
The Language of Stories
PD on the Go
Best Practices Young learners can
benefit from multiple exposures to new
concepts, in multisensory modes. Engage
children’s senses with sounds, sights, and
movement. For example, for identifying
characters, you might play a quick
miming game. Call on a volunteer to
mime a character in a well-known story.
When guessing, children must say:
The character is…
Vocabulary Strategies
Synonyms Use this minilesson when you have
a teachable moment to help children develop
strategies for learning new words. Tell children
that synonyms are words that have the same or
almost the same meaning. Demonstrate how
to find clues about the meaning of synonyms in
the sentences where they are found. Write:
I was glad to get a new bike. I don’t know what
glad means, but the rest of the sentence can
help me find it out. Getting a new bike would
make me happy, so glad must be a synonym of
happy. What other synonym of happy do you
know? joyful, cheery Write: pretty, big, small,
huge, beautiful, tiny. What pairs of synonyms
can you find? pretty/beautiful, big/huge,
small/tiny
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Language/Text Elements of Narratives O
L
1 Teach/Model
Connect to the Text Explain that a story includes many parts. The characters are the
people or the animals the story is about. The setting is the time and the place where the
story takes place. The events are what the characters do. Have children turn to Student
Book page 127. Ask, Who is the most important character? Gus Where does the story
take place? on a train Remind children that Gus Takes the Train is a fantasy, a story that
could not happen in real life.
Contrast Everyday and Academic Language Explain that in everyday language, words
like character, setting, or event are not very common. Tell them that when they tell
something they did the day before, they are talking about people, not characters. If I tell
something I did on vacation, am I talking about real people or characters? real people
If I tell something about a frog that can dance, am I talking about a real animal or a
character? a character
Cultural Note Review the definition of character. Tell children that many characters in
make-believe stories are animals. Readers enjoy stories about animals that act like real
people. These characters are also very common in nursery rhymes. Have children sing
their favorite nursery rhyme about animals. Then, ask them to talk about the character in
the nursery rhyme.
2 Guided Practice
Identify and Describe Characters, Setting, and Events Guide children to think of a
special event that happened recently in their school.
• Explain that they are going to tell a story based on that event.
• Work with children to identify the characters, the setting, and the main events.
Draw a story map on the board, and write Characters, Setting, and Plot in the appropriate
sections. Organize children into small groups. Have them think of the characters in the
story and events that could make up the plot. Then ask each group to take turns sharing
one detail. Add their responses to the story map. Then work with children to tell the story.
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Cross-Linguistic Bridge
Transfer, Augment, and Extend
PD on the Go
Bridging for Language Growth Use
the instruction on these pages to
reinforce positive transfer, to augment
academic language and skills in Spanish,
to develop metalinguistic awareness,
and to help children stretch and extend
their Spanish proficiency.
Explain that the formal register of
instructional language used in class
is different from everyday informal
language. Give some examples of formal
and informal language. Encourage
children to respond with more formal,
academic language when doing activities
in class.
Sentence Frames
Have children use these sentence frames to
retell the plot of Gus Takes the Train.
Gus toma el ____________.
Gus conoce a ____________.
Gus ____________ en el tren.
Watch Out!
Integrated ELD
Linguistic Transfer English speaking
children might transpose the adjectives
for color and number within a sentence.
Remind them that in Spanish, adjectives
for number come before the noun, and
adjectives for color come after the noun
in a sentence. Say: Pablo tiene cinco
lápices. Los lápices son azules. Pablo
tiene cinco lápices azules. Use these
sentence models to give more examples
for children to practice.
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From English to Spanish
A
1 Phonics T
Open Syllables with r (initial) and rr
Ensuring Comprehensive Foundational Skills Children who are learning to read in
Spanish and English simultaneously require systematic instruction in foundational skills, with
special attention to skills that do not transfer. The phonics focus of Spanish Lección 5 is “Open E
Syllables with r (initial) and rr,” which does not transfer from English: the sounds of r (initial)
and rr in Spanish are not equivalent in English. Use the Phonics pages from Lección 5 (T212–
T213) to provide full instruction. In addition, use the Rutinas orales diarias (T210–T211) to
ensure that children can read the High-Frequency Words from that lesson. Both phonics and
high-frequency words are applied in the Lección 5 Libros decodificables. Check that children
S
can read the texts with accuracy and comprehension before moving on.
r
Transfer and Augment Remind children that many letters and combinations of letters stand S
for the same sounds in English and in Spanish, but some do not. Explain that the sound of r in
English is not the same as the sound of r in Spanish. Write the words rama and carro on the
board. Read the words aloud and have children repeat them. Divide the words into syllables.
Ask: ¿Qué sonido oyen al comienzo de rama? /rr/ ¿Y al comienzo de la segunda sílaba de
carro? /rr/ Teach that the letter r at the beginning of a word is pronounced /rr/, just like the
letter rr in the middle of a word.
S
Bridge to Spanish Phonics Skill Write the words corre, roto, perro, and rico. Model how to
T
read the first word: corre. Divide it into syllables and have children repeat. Guide children to
read and divide into syllables the remaining words. Tell children to clap whenever they hear
the sound /rr/ in a word. Use Lección 5 Fonética to provide full instruction.
Spanish Linguistic Augmentation Write on the board the words cara, torre, gorra, tira,
mora, and zorro. Model how to read the words and have children repeat after you. Then have
E
children work in small groups to sort the words into Words with r and Words with rr.
2 Genre and Text Structure
Fantasy
Transfer and Augment Remind children that both in Spanish and English, there are
made-up stories that belong to a genre called fantasy, or fantasía in Spanish. These stories
tell about things that could not happen in real life. ¿Qué cosas pasan en Gus Takes the Train
que no podrían pasar en la vida real? Gus es un gato que viaja en tren y lleva una valija, como
si fuera una persona.
Extend Language Proficiency Explain that, in English as in Spanish, fantasy stories have
N
characters, setting, and plot. Write the words personajes, ambiente, and trama. Say: Estas son T
algunas palabras en español que pueden usar para hablar sobre la estructura del cuento. Have
children work in pairs to retell in Spanish the plot of Gus Takes the Train.
E
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Sentence Frames
3 Grammar and Sentence Structure
Provide the following sentence starters to help
children draft their class story:
Adjectives Primero, ____________.
Transfer and Augment Remind children that they already know the Spanish term adjetivo. Después, ____________.
Explain that in both Spanish and English, there are adjectives that tell about number and Por último, ____________.
color. Point out that in English, adjectives come before the noun. In Spanish, color adjectives
follow the noun they describe. Display the following examples: a red car/un carro rojo; six
blue wheels/seis ruedas azules. Guide children to compare the position of adjectives in English
and Spanish.

Extend Language Proficiency Have pairs of children work together. Assign each pair a
color or a number up to four. For example, have one pair find something that is red in the
classroom. Have another child find four of the same item of their choice (such as four pencils).
Have pairs share their findings with the class by completing in Spanish the sentence frame Yo FORMATIVE ASSESSMENT
tengo ____________.
Student Learning Log
Spanish Linguistic Augmentation Write the following phrases on the board: un carro Contrastive Analysis Work with children
rojo, una pelota roja, and dos pelotas rojas. Guide children to identify that color adjectives in to complete the Venn Diagram in their
Spanish may change to agree in number and gender with the noun they describe. Student Learning Log to compare and
contrast the similarities and differences
between English and Spanish that they have
4 Vocabulary and Word Structure explored during this lesson.
METALINGUISTIC AWARENESS

Synonyms
Transfer and Augment Tell children that in both English and Spanish there are words with
the same meaning or similar meanings called synonyms. Introduce sinónimos as cognate of
the English term synonyms. Display the following examples to teach some common Spanish
synonyms: bonito/bello, rico/delicioso, magnífico/maravilloso, grande/enorme. Discuss the
meanings of the words with the whole class. Inglés Español
Extend Language Proficiency Form pairs of children with different proficiency levels of
Spanish. Ask partners to choose one of the pairs of synonyms from the previous paragraph,
and have each child choose a different synonym from the pair to use in a sentence. Then,
have partners read their sentences aloud to each other. Oraciones de ejemplo: Mi perro es
bonito/Mi jardín es bello. Guide children to check that the synonyms have the same meaning
in each sentence. Ask them to exchange the synonyms in their sentences and to read the
sentences aloud to each other again. Oraciones de ejemplo: Mi perro es bello/Mi jardín
es bonito.

5 Writing Ambos
Venn Diagram: Sample answers
Narrative Writing: Story Class
Inglés: Los adjetivos de color van antes
Transfer and Augment Tell children they are going to write together a story in Spanish
del sustantivo
about an animal they have studied in class. Remind them that when writing stories they must
write the events in order, using Spanish time-order words such as Primero, Después, and Por Español: Fantasía; Adjetivos; Sinónimos; Cuento
último: ¿Qué sucede primero? ¿Qué sucede después? ¿Qué sucede por último? Have children de la clase
use adjectives to describe characters, places, and objects in the story.
Ambos: Sílabas abiertas con r (inicial) y rr; Los
Extend Language Proficiency Have children write or dictate three sentences in Spanish adjetivos de color van después del sustantivo
about something fun the class did together.

Cross-Linguistic Bridge • T255

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