Family Time Reading Fun Spanish Extracts
Edition: 3
Copyright: 2021
Pages: 144
Edition: 3
Copyright: 2021
Pages: 146
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PARTE 1 - DIEZ CLAVES PARA EL ALFABETISMO
(PART 1: TEN KEYS TO LITERACY)
PARTE 2 - INFLUENCIAS EN EL DESARROLLO DE LA ALFABETIZACION
(PART 2: INFLUENCES ON LITERACY DEVELOPMENT)
PARTE 3: ACTIVIDADES CON UN PROPOSITO
(PART 3: ACTIVITIES WITH A PURPOSE)
1. LECTURA: DESTREZAS FUNDAMENTALES
(READING: FOUNDATIONAL SKILLS)
2. AUDICION Y EXPRESION ORAL
(LISTENING AND SPEAKING)
3. LENGUAJE
(LANGUAGE)
4. LECTURA PARA LA LITERATURA & LECTURA DE TEXTO INFORMATIVO
(READING LITERATURE AND INFORMATION TEXT)
5. ESCRITURA
(WRITING)
Todas las actividades están vinculadas, según correspondan, a los Estándares Estatales Comunes K-5 para Artes del Lenguaje Español y para la lecto-escritura en Historia / Estudios Sociales, Ciencias y Materias Técnicas, lo que lo convierte en un libro perfecto para desarrollar y apoyar asociaciones entre el hogar y la escuela.
(All activities are linked, as applicable, to the national K-5 Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects which makes this a perfect book for developing and supporting partnerships between home and school.)
Parte 1: DIEZ CLAVES PARA ALFABETIZAR - (Diviértanse Leyendo en Familia - en inglés Kendall Hunt-2020-Página 1)
Parte 2: INFLUENCIAS EN EL DESARROLLO DE LA ALFABETIZACIÓN - (Diviértanse Leyendo en Familia - en inglés Kendall Hunt-2020-Página 7)
Parte 3: ACTIVIDADES CON UN PROPÓSITO - (Diviértanse Leyendo en Familia - en inglés Kendall Hunt-2020-Página 25)
(1) LECTURA: DESTREZAS FUNDAMENTALES (Literacy/Reading: Foundational Skills)
1.1 El Libro del Abecedario, (ABC Book, pg. 30)
1.2 Segméntalas, (Breaking Up is Hard to Do, pg. 35)
1.3 Máquinas de Aplausos, (Clapping Machines, pg. 36)
1.4 ¿Escuchas el Eco? (Do you Hear an Echo?, pg. 37)
1.5 Seguir el Ritmo en el Automóvil, (Drivin’ to the Beat, pg. 38)
1.6 Diversión en el Automóvil, (Fun on Board, pg. 40)
1.7 En la Bolsa, (In the Bag, pg. 42)
1.8 ¿Es muy Difícil? (Is It Too Hard?, pg. 43)
1.9 Jugando a Bromear, (Joking Around, pg. 44)
1.10 ¡Que Caiga en el Cuadro! (Land on It!, pg. 45)
1.11 Arte de Letras, (Letter Art, pg. 47)
1.12 Buscando los Pares, (Make a Match, pg. 50)
1.13 Ver y Decir Palabras Claves, (Seeing and Saying Key Words, pg. 54)
1.14 ¡Compren hasta Cansarse! (Shop ‘Til You Drop, pg. 57)
1.15 Compras de Palabras, (Shopping for Words, pg. 58)
1.16 ¡Grítalo y escríbelo - Estoy tan orgulloso! (Shout It Loud, I’m So Proud, pg. 59)
1.17 Sonidos Chistosos, (Silly Sounds, pg. 60)
1.18 Dar Golpecitos con el Pie, (Tap Dancer, pg. 61)
1.19 Arte de Letras Trazadas, (Trace-Over Art, pg. 62)
1.20 Reconocimiento Rápido de Palabras, (Word Speed-Up, p. 65–67)
(2) ESCUCHANDO Y HABLANDO (Listening and Speaking)
2.1 ¡La Cuenta por Favor! (Check, Please!, pg. 72)
2.2 Platique con el Niño, (Child Chat, pg. 73)
2.3 Dibuja una Palabra, (Draw a Word, pg. 74)
2.4 Consulta con el Médico, (Going to the Doctor, pg. 76)
2.5 Escúchalo Primero, (Hear It First, pg. 77)
2.6 Esconde y Adivina, (Hide and Guess, pg. 79)
2.7 ¡Luces, Cámara, Acción! (Lights, Camera, Action!, pg. 80)
2.8 El Reportero, (News Reporter, pg. 81)
2.9 Recuento de una Actividad, (Play-by-Play, pg. 84)
2.10 Dime Más, (Tell Me More, pg. 89)
(3) LENGUAJE (Language)
3.1 Hacer la Limpieza Puede Ser Divertido, (Cleaning Day Fun, pg. 97)
3.2 Demostración, (Demonstration Station, pg. 99)
3.3 ¡Se Siente Agradable! (Feeling Good!, pg. 102)
3.4 Ninguna Tarea Doméstica Es Aburrida, (Not-a-Bore Chore, pg. 103)
3.5 ¡Encuentra la Palabra que Va con la Imagen! (Picture What You Mean!, pg. 105)
3.6 Palabras Arcoíris, (Rainbow Word Trace-Over, pg. 107)
3.7 Revolver y Acomodar Palabras en las Oraciones, (Sentence Scramble, pg. 108)
3.8 Tomando Turno, (Taking Turns, pg. 111)
3.9 El Objeto Correcto, (The Right Fit, pg. 112)
3.10 Listas de Deseos, (Wish Lists, pg. 115)
(4) LECTURA PARA LA LITERATURA Y LECTURA DE TEXTO INFORMATIVO (Reading Literature and Informational Text)
4.1 Antes, Durante, y Después, (Before, During and After, pg. 118)
4.2 Salgan a Conocer, (Go and Know, pg. 119)
4.3 Cuadrícula de lo que Sé, (I Know Grid, pg. 121)
4.4 Es Divertido Organizar, (It’s Fun to Organize, pg. 123)
4.5 Mapa del Cuento, (Story Map, pg. 124)
4.6 Reír Mucho, (Laugh It Up, pg. 126)
4.7 Imaginárselo, (Picture It, pg. 127)
4.9 ¡La Lectura Está en Todas Partes! (Reading Is Everywhere, pg. 130)
4.10 Confunde al Adulto, (Stump the Grown-Up, pg. 132)
(5) ESCRITURA (Writing)
5.1 Buscar Ocasiones, (Be on the Lookout, pg. 137)
5.2 Divídelo en Partes, (Break It Up, pg. 138)
5.3 Mi Horario Diario, (My Daily Schedule, pg. 145)
5.4 Sin Límites, (No Boundaries, pg. 146)
5.5 Note lo “Bueno” (Notice the “Good Stuff”, pg. 147)
5.6 El Juego de la Secretaria, (Playing Secretary, pg. 149)
5.7 Escrito con Faltas, (Sloppy Copy, pg. 152)
5.8 El Proceso para Escribir, (The Writing Process, pg. 153)
5.9 Voltéala, (Turn It Around, pg. 155)
5.10 Guía del Escritor, (“Write On”, pg. 159)
APÉNDICES
APÉNDICE 1- K-5 EXPECTATIVAS - LECTURA: DESTREZAS FUNDAMENTALES
APÉNDICE 2- K-5 EXPECTATIVAS - AUDICIÓN Y EXPRESIÓN ORAL
APÉNDICE 3- K-5 EXPECTATIVAS – LENGUAJE
APÉNDICE 4- K-5 EXPECTATIVAS - LECTURA PARA LA LITERATURA Y LECTURA DE TEXTO INFORMATIVO
APÉNDICE 5- K-5 EXPECTATIVAS - ESCRITURA
* Español páginas (English pages—páginas en inglés 2020—5th edition)
Linda McCorkel Clinard received her Ph.D. from the University of Michigan with a focus on curriculum development and teacher education, her M.S. in reading education from Indiana University, and her B.A. in K-8 education from Biola University, La Mirada, California. She received the California Reading Association Margaret Lynch Community Service Award in 2003, the Orange County (California) Reading Association “Outstanding Contribution to Reading Award” in 2001, and the Michigan “International Reading Association Literacy Award” in 1988.
Dr. Clinard has served as an elementary and secondary classroom teacher and reading specialist in California, Illinois, Michigan, New York, and overseas for the Department of Defense Schools in Germany and Okinawa. Dr. Clinard taught reading/literacy education courses for Michigan State University, the University of Michigan and the University of California-Irvine Department of Education. She retired from UCI in 2007 after serving for seven years as site director of the California Reading and Literature Project in the UCI Center for Educational Partnerships. As CRLP director, she facilitated professional development for PreK-Grade 12 partners with a goal of developing literacy leaders and improving reading, writing, and other literacy skills for all students.
Dr. Clinard currently serves as an early literacy consultant and also delivers presentations for schools and the community that focus on school-to-home communication, early literacy, and literacy across the curriculum. She uses Family Time Reading Fun to combine her areas of professional interest. She brings the unique combination of parent (a daughter and twin sons), grandmother (six grandchildren seven years old and younger), classroom teacher, reading specialist, university lecturer, researcher, and professional development leader to produce down-to-earth ideas for all audiences. Linda also brings to her work insights gained from her mother, who immigrated to the U.S. from Mexico at age eight and faced the challenges of learning English.