Helen Shaw & Gloria Gonzalez

Project 5
BIEDL 5338
Summer 2016

Biliteracy Unit Framework 3rd Grade Dual Language

Content area: Language arts integrated with science and social studies
Language in which this content area is taught: English
Language allocation for this grade: 50% Spanish; 50% English
This Unit Framework is for a two-way dual language classroom.

Theme/Big Ideas: Outer Space/Authors use sensory language to create imagery and
connect the reader to the text. /Astronauts and space exploration
Literacy Standards: (see end of Unit Framework for list of targeted Standards and TEKS)
English Language Arts and Reading TEKS
Spanish Language Arts and Reading TEKS
English Language Proficiency Standards (ELPS)
English Language Development Standards (ELD)
Spanish Language Development Standards (SLD) (apply after the Bridge)

Integrated Content Standards:

Science TEKS
Social Studies TEKS

Content Targets: Students will identify sensory language in stories that help readers
experience the text. Students will write a narrative using sensory language to create
imagery so the reader can connect with their story.
Language Targets:

English: Students will identify sensory language and explain how it creates imagery.
Students will describe how the sensory language impacted their reading experience.
Students will answer questions and participate in discussions using sentence stems as
linguistic support.
Spanish: Students will identify and discuss sensory language using the five senses.
Students will identify and discuss how sensory language, similes, metaphors, and
personification create imagery. Students will answer questions and participate in
discussions using sentence stems as linguistic support.

Helen Shaw & Gloria Gonzalez

Project 5
BIEDL 5338
Summer 2016

Cross-linguistic: Students will identify, describe, and provided examples of cognates.

Students will identify and describe how Spanish nouns have a gender feminine or
masculine. Students will provide examples of articles and adjectives that relate to the
gender of the noun.

Building Oracy and Background Knowledge

Language of Instruction: English (This language is maintained until the Bridge; Spanish is
used in Extension Activities.)
Language Resources, linguistic creativity, and cultural funds of knowledge:
Students are aware of the use of cognates and the Space theme provides a bridge to
expand both languages; for example, planeta-planet
sistema solar-solar system

Students use descriptive language and regional phrases in conversation; for example,
parece un burro sin mecate no tiene vela en ese entierro tanto va el cntaro a la fuente
hasta que se rompe. Their use of similes, metaphors, and personification in Spanish will
help them understand their function in English.
Students watch space-related cartoons in both English and Spanish. Students will be able
to make connections and describe the meaning of vocabulary words.

Building Background Knowledge:

Teacher reads the poem entitled Skywatch by Douglas Florian. Ask students to turn and
talk with their partners and discuss what they know about Space. Teacher creates a
K-W-L anchor chart with student responses for What I Know and What I Want to Know.
Pictorial Input Chart: Teacher begins a chart that she will add to throughout the unit.

Students listen to space-related stories read from space by actual astronauts.

http://storytimefromspace.com/library/

Teacher shows students the STEMscopes video. Students sing

along to the Science Rock song Space. Teacher tells students

Helen Shaw & Gloria Gonzalez

Project 5
BIEDL 5338
Summer 2016

that our Solar System is in Outer Space, and she shows them a model of our solar system.
Students turn and talk to their partners about what they observe. Teacher provides the
following sentence stems for discussion:
I see ___________.

I observe ___________.

Mind Map: Students and teacher create a mind map about the solar system.

Hands-on activity: Students will work in small groups for this activity. Students are given
different sizes of round objects and are instructed to label them with the names of planets.
Students will work in groups using an illustration of the solar system projected on the
screen. Teacher will walk around and take anecdotal notes about students language use and
learning.

TPR activity: Students are given head bands with the names of the planets, the sun, and
the moon. Students are randomly selected to represent the celestial object labeled on the
headband. Students will find their place in the solar system and mimic the movement their
object makes in our solar system. Repeat the activity so every student has an opportunity
to participate. Sentence stems are provided as linguistic support.

Students shared observations: Teacher creates an anchor chart

and records students observations on a T-chart. This chart will
provide vocabulary and language support for students.

Project G. L. A. D. Activities
Pictorial Input Chart
Mind Map
Big Book

Reading Comprehension
Guided reading will be in small groups. Students will be grouped according to their
reading levels. Guided reading lessons will use books that will focus on descriptive
language, such as sensory language, similes, metaphors, and personification. Guided
reading lessons will also focus on using dialogue in stories, as well as learning about
Space.
Students will complete charts and organizers to record their understanding of what they
read in the text.

Helen Shaw & Gloria Gonzalez

Project 5
BIEDL 5338
Summer 2016

Writing
Students will write in their Reading Response Journals in response to what they read.
Writing Process: Students will write a narrative where they will include elements of
sensory language, imagery, similes, metaphors, and personification. Students will include
at least two characters that engage in dialogue in their story. Teacher models prewriting,
drafting, peer revising, editing, and publishing.

Teacher will provide mini-lessons on the following:

Sensory language
Imagery
Similes, metaphors, and personification
Dialogue
Character development

Word Study and Fluency

Students will spell space-related compound words; for example, spacecraft, liftoff,
stargaze, etc.
Students will spell high-frequency words from a commonly used list.
Teacher will provide mini-lessons on the following:
CVCe pattern words space
CVVC pattern words moon
Students practice reading aloud during guided reading to help build fluency.
Students buddy read with emphasis on punctuation and intonation to help build
fluency.

Summative Assessment
Students will write a narrative where they will include elements of sensory language,
imagery, similes, metaphors, and personification. Students will include at least two
characters that engage in dialogue in their story.
Students will also include science concepts learned, as well as characteristics of good
citizens in their characters.
Students will also be assessed by reading another classmates writing and identifying
elements of sensory language, imagery, science concepts, and/or good citizenship.
Teacher will use a rubric to assess writings.

Helen Shaw & Gloria Gonzalez

Project 5
BIEDL 5338
Summer 2016

The Bridge: Strengthening Bridges between Languages

Language of Instruction: English and Spanish
Students work collaboratively to brainstorm English key words learned during the unit of
study. Teacher begins the Bridge activity in English.
TPR Activity: Students get up and go and stand next to a visual of their word. If no visual
is available, students may create a movement for the word.
Students and teacher move into Spanish, and associate each visual or movement with the
Spanish word. Students provide the Spanish words and the teacher provides the words
the students do not know.

Metalinguistic focus

Cognates
la luna-the moon el planeta-the planet (nouns have a gender in Spanish)

Transfer Activity (The Bridge)

Protocol:
Students work in small groups to brainstorm 5-10 English words they learned during the
unit of study.
Teacher provides the following sentence stems as linguistic support:
I learned about _________. I learned the word _________.
Teacher randomly calls on students for words and creates an anchor chart with the words
listed on one side of the anchor chart, using a blue marker.
TPR Activity: Students move around the room and stand next to an illustration of the
word. If an illustration is not found, the students create a movement for the word.

Language of instruction changes to Spanish beyond this point.

Teacher randomly calls on students for the Spanish word the illustration or movement
represents.
Teacher randomly calls on students and writes the Spanish word next to the English
word on the chart, using a red marker.
Teacher asks students to identify cognates and to explain why they are cognates.
Teacher provides the following sentence stems as linguistic support:

Helen Shaw & Gloria Gonzalez

Project 5
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Summer 2016

La palabra __________ es un cognado de ___________ porque ____________.

____________es un cognado de ____________ porque _______________.
Teacher underlines words that are cognates and will add them to Pared de cognados.
Time will be provided for students to record the cognates in their own personal Wall of
Cognates.
Teacher will also discuss how the vocabulary words have a gender feminine and
masculine. Teacher points out that the English language does not give nouns a gender and
that we usually use the article the before a noun.
Teacher hands out post-it notes with el and la printed on them and assigns a
vocabulary word to each team.
Students work with a partner to determine the gender of their vocabulary word. Students
are allowed to consult a bilingual dictionary for help.
Teacher randomly calls on students to provide the article for each word. Students come
up and place the correct post-it next to their word. Examples: el systema solar, la luna, el
planeta, etc.
Teacher chooses students who consulted the bilingual dictionary to come up and explain
how the bilingual dictionary helped them. Students may use the document camera to
project the page up on the screen.

Extension Activity
Language of Instruction: Spanish
Students study the same elements of creating imagery in texts: sensory language, similes,
metaphors, and personification using Spanish texts. Students also continue learning about
Space and characteristics of Good Citizenship concepts using Spanish texts.
Note: Different stories will be used for the Spanish component of the unit. Do not use
Spanish translation of the stories already read in English.

Lesson #1: Read-Aloud: Sensing Space

Theme/Big Idea: Outer Space/ Authors use sensory language to create imagery and connect
the reader to the text.
Language Arts Objective:
3.10 Students understand, make inferences and draw conclusions about how an author's
sensory language creates imagery in literary text and provide evidence from text to

Helen Shaw & Gloria Gonzalez

Project 5
BIEDL 5338
Summer 2016

support their understanding. Students are expected to identify language that creates a
graphic visual experience and appeals to the senses.

Science Objective:
3.3D Students will connect grade-level appropriate science concepts with the history of
science, science careers, and contributions of scientists.
Text: If You Decide to Go to the Moon by Faith McNulty

Materials:
- Sensory Language Anchor Chart
- T-Chart from Building Background Knowledge Activity
- Student Reading Journal
- Student Organizer
Protocol:
Teacher begins by asking the students how many of them have been on a trip. Students turn and
talk about the trips they have taken with their partner. Teacher randomly chooses students to
share with the class. Teacher introduces the book If You Decide to Go to the Moon by Faith
McNulty and tells students that we will be taking an imaginary trip to the Moon! Introduce the
term Sensory Language to the students and explain how authors use it to help the reader
experience what is in the story. Show students the Sensory Language anchor chart that you
will complete with their help while you read aloud.

Teacher will also remind students to continue adding to the anchor chart of new vocabulary and
language. Time will be set aside after the lesson to add to the anchor chart.

Prepare and encourage the students to count down with you before reading Get aboard. Close
the hatch. Light the burners. Have students join you in counting down to lift off!

Teacher continues reading and stops at certain points in the reading to

record her thinking on the anchor chart.

Helen Shaw & Gloria Gonzalez

Project 5
BIEDL 5338
Summer 2016

Continue reading and have students turn and talk about how the sensory language impacted
them. Students may use the following sentence stem to respond:

The word ______ made me feel/hear/see/smell/taste _______. Record a few responses.

Here are suggested stopping points to discuss with students. Have students participate in TPR
activities to show their thinking whenever possible.

The sun blazes with fiery light. . . glows like a pearl in the black, black, sky.
It will be big and round and very bright with dark patches that look like lakes or seas.
Now and then . . . and spread out on the surface like spilled soup.
Playing cards . . . will drift around the cabin like butterflies.
Floating . . . feels like swimming in a dream.
You look down on an endless desert.
As you descend, your craft shivers and shakes.
As you walk . . your boots dont crunch on the pebbles.
Teacher ends the lesson by reviewing the sensory language and their thinking from the story.
She tells students that today when they read independently, they will be looking for sensory
language the author included in their story. They will be completing an organizer in their
Reading Journal similar to the teachers anchor chart. Teacher pre-selects books with sensory
language for students to read during independent reading.

Lesson #2: Shared Reading: Space Talk

Language Arts Objective:
3.10 Students will identify language that creates a graphic visual experience and appeals
to the senses.
3.23C Students will recognize and use punctuation marks when using dialogue.
Social Studies Objective:
3.11B Students will identify people who exemplify good citizenship.

Helen Shaw & Gloria Gonzalez

Project 5
BIEDL 5338
Summer 2016

Text: The Space Zoo by Michele Dufresne

Materials:
- Dialogue Anchor Chart
- Post-it notes
- Mini Clip Boards
- Document Camera
- Pointers
- Manila Paper
- Markers
Protocol:
Teacher begins by asking students to think about the last field trip they went on. Teacher has
students turn and talk about their field trip with their partner. What was the best part of the field
trip? Have students share with the class.

Teacher introduces the book The Space Zoo and explains to the students that today we will be
practicing our reading and language skills. Teacher explains that the two characters, Galaxy Girl
and Spaceboy, will be talking in the story. Does anyone know the proper term for this. Students
answer dialogue. Teacher explains that quotation marks let us know when someone is talking.

Teacher begins the first reading of the story using the pointer as she reads. Students join in
when they are ready.

Teacher begins the second reading and stops after the first sentence on page 2. Teacher asks
students the following questions to engage students in a discussion about dialogue: Is someone
talking? How do you know someone is talking? Who is talking? How do you know? Teacher
gives students time to record the answers to the questions. Teacher randomly calls on students
for answers.

Sentence stems will be used for the discussion to help students who
need the support.

Teacher records the sentence on the Dialogue Anchor Chart. Teacher will place post-it notes
containing the questions and answers she asked the students, next to the sentence on the anchor
chart.

Helen Shaw & Gloria Gonzalez

Project 5
BIEDL 5338
Summer 2016

Teacher continues reading and stops after the last sentence on page 6. Teacher asks students
the following questions to engage students in a discussion about the punctuation used in
dialogue: What do you notice about the punctuation used in the sentence? Where is the
punctuation placed in the sentence? Teacher will place post-it notes containing the questions
and answers she asked the students, next to the sentence on the anchor chart.

Teacher and students complete the second reading and review the completed anchor chart.

Big Book Activity: Students work in partner groups to help create a class Big Book entitled
Space Talk. Teacher gives each group a large piece of manila paper and a marker. Students are
to continue the plot and write one dialogue sentence for either Galaxy Girl or Spaceboy. Students
will also add an illustration to accompany the dialogue.

Bridging Activity: Teacher will wait until after the Spanish literacy lesson to engage students
in a discussion about the difference between English dialogue and Spanish dialogue. Teacher
will create an anchor chart to record the information.

Third Reading: Third reading of this book will focus on Good Citizenship. What
characteristics of good citizenship did Galaxy Girl and Spaceboy exhibit while on the field trip.

Lesson #3: Guided Reading: Space Signs

Language Arts Objective:
3.13D use text features (e.g., bold print, captions, key words, italics) to locate
information and make and verify predictions about contents of text.
Science Objective:
3.3D Students will connect grade-level appropriate science concepts with the history of
science, science careers, and contributions of scientists.
Text: Destination Planet Blobb by Jill Eggleton
Materials:
- Leveled Books
- Small Dry-Erase Board
- Marker

Text Level: P/38

Helen Shaw & Gloria Gonzalez

Project 5
BIEDL 5338
Summer 2016

Protocol:
Book Introduction: Teacher begins the guided reading lesson by asking the group the
following question: Have you ever visited a place where you had to read signs to get around?
Guide students to think of a theme park, museum, the zoo, etc. Introduce the book Destination
Planet Blobb and ask students to make a prediction about what the story will be about. What
makes you think that?

Vocabulary: Teacher and students locate and discuss the following vocabulary and phrases
from the story: destination, spaceport, airlock, sealed, arriving, departing

Lesson Focus: Teacher tells students the focus of the reading is to read information from
graphics and to use the graphics and print to comprehend what you are reading.

During Reading: Students go and read aloud while teacher takes a running record on one
student. After completing the running record, teacher listens in on students and provides
guidance to those who need it. Teacher takes notes to inform future lessons.

After Reading: Teacher calls students back together and engages students in a discussion
about the text. Teacher guides the discussion by asking questions beyond the text where students
have to infer, make connections, draw conclusions, etc.

Teacher ends the lesson by sending students to read the book independently at their desks.

Lesson #4: Read-Aloud: All about Astronauts

Theme/Big Idea: Outer Space/Astronauts & Space Exploration
Language Arts Objective:
3.13B Students will draw conclusions from the facts presented in informational
/expository text and support those assertions with textual evidence.
Science Objective:
3.3D Students will connect grade-level appropriate science concepts with the history of
science, science careers, and contributions of scientists.

Helen Shaw & Gloria Gonzalez

Project 5
BIEDL 5338
Summer 2016

Text: A Book of Astronauts for You by Franklyn M. Branley

Materials:
- Inquiry Chart
- Photo cards of astronauts
Protocol:

Teacher begins by introducing the title of the book, A Book of Astronauts for You. She
can ask What is an astronaut? and Who would like to be an astronaut? to elicit
existing knowledge from the students. For lower proficiency, she may give students
sentence stems, such as Astronauts do/do not ______.

The teacher asks what students already know about astronauts, and records it on one
column of the inquiry chart. She then asks what else they would like to learn about
astronauts. These questions, such as What do astronauts wear? How do people become
astronauts? etc. are recorded on the second column of the inquiry chart.

The teacher says Well, today we are going to read a book about astronauts, and we will
learn much more about them! As were reading, keep in mind the questions you have
about astronauts and we will fill in the chart if we come across the answers.

The teacher introduces the book and the author, who is an astronaut himself. Notice that
this is a non-fiction text. What does that mean? After eliciting some ideas, she begins to
read.

Whenever the teacher reads an answer to one of the student questions, she pauses and
discusses this information with the class. For example, the teacher might stop on page six
and say Hmmon our chart, we want to know how old astronauts are. Do we know the
answer now? How old do you have to be to be an astronaut? These pauses occur
wherever there are either answers to questions on the chart, or when further clarification
is needed for reading comprehension.

Once the teacher has finished reading the book, she goes over the answers on the inquiry
chart with the class, reviewing what they have learned about astronauts.

Discussion: The teacher says Note that this book was written in 1963. Many things have
changed since then! Importantly, in this book, youll notice that all the astronauts back

Helen Shaw & Gloria Gonzalez

Project 5
BIEDL 5338
Summer 2016

then were men. Do you think astronauts have to be men? Can astronauts be women? The
teacher leads a discussion about this. In fact, many astronauts have been women. Here
are some examples. The teacher can then show a few photos of female astronauts and
talk about their achievements. This is a critical literacy exercise.

To conclude, students will record what they have learned about astronauts in their reading
reflection journals. The teacher provides sentence stems for students with low English
proficiency. For example: I have learned that Astronauts are _______.

Lesson #5: Shared Reading: Astronaut Adventures

Language Arts Objective:
3.4 Students will understand new vocabulary and use it when reading and writing.
Text: Max Goes to the Moon by Jeffrey Bennett & Alan Okamoto (big format if possible)
Materials:
- Pictorial Input Chart
- Post-its with vocabulary
Protocol:

The teacher says Yesterday, we learned about who astronauts are and what they do.
Lets review some of the words we came across yesterday. The teacher puts up a picture
containing visual representations of the vocabulary (space, stars, astronaut, space suit,
spaceship, rocket, etc.). Each vocabulary word is written on a post-it. Each student or pair
of students is given one post-it note, and one by one they take turns placing it on the
correct part of the image, discussing each word as they go.

The teacher says Now we know the important words we need to talk about astronauts
and space travel! Today, were going to read a book about an
unusual astronaut. Its called Max Goes to the Moon. Look at
the cover. Can you tell me what makes this astronaut strange?
(wait for response) Yes! Hes a dog. Are astronauts usually
dogs? (No.) So what does this tell you about the type of book

Helen Shaw & Gloria Gonzalez

Project 5
BIEDL 5338
Summer 2016

this is? Is it fiction or non-fiction? (wait for response). Based on the cover, what do you
think this book will be about? (Provides sentence stems and/or yes/no questions for
lower proficiency students.)

The teacher tells the students Were going to read this book together, but youll notice
there are some words missing. Wherever words are missing, I want you to think about
which of our space words fits best. Lets begin.

The teacher introduces the book, and the class begins reading together. Whenever a word
is deleted, the teacher stops. Were missing a word here. Lets look for clues. Do you
see anything in the illustration that tells you what the word is? Does something in the
sentence tell you what the word is? What do you think the word is? Students work
together to figure out which words go where.

After reading, the teacher leads a discussion. Do you think dogs can really go into
space? Why or why not? Why might a dog be useful in space? If you were an astronaut,
would you take a dog with you? The teacher shares a photo of Laika, the Russian dog
who went to space (right).

Reading Journal: Write a short story about a different animal going into space. What
would it do there? Sentence stems provided for low-proficiency speakers.

Lesson #6: Guided Reading: Space Exploration A-Z

Language Arts Objective:
3.3 Students will read grade-level text with fluency and comprehension / Students will read
aloud grade-level appropriate text with fluency.
3.4D Students will identify and apply playful uses of language.
Text: Space Alphabet by Irene Zacks & Peter P. Plasencia.
Materials:
Alphabet fill-in worksheet
Letter sheets

Helen Shaw & Gloria Gonzalez

Project 5
BIEDL 5338
Summer 2016

Protocol:

Teacher says Class, today we are going to read in small groups. Each group receives a
copy of the book and the Alphabet Fill-in Worksheet.

The teacher introduces the book, Space Alphabet, and asks students to make predictions
about what it will be about. She models the activity for the group using the first page,
with the letter A. A is for Astronaut, a sailor among the stars, she reads. On her
alphabet fill-in sheet, by the letter A, she writes Astronaut. Then the students break into
small groups and continue reading aloud by themselves.

One student in the group reads a page, for example G is for a galaxy of shining, distant
stars. Amongst group members, the students decide what the main word of the page is,
and fill it in. In this case, G: Galaxy. The student then passes the book to his group mate.

Once all 26 words have been filled in, the teacher comes over to check. If the answers are
all correct, students can re-read the book or choose a different book to read until the
whole class is ready.

Follow-up Activity: Teacher returns to the vocabulary chart created in the previous
lesson, and reviews the words with the students.

Teacher says Now that we reviewed all the words, were going to write a Big Book as a
class, just like the one we read earlier! Each group will receive a few papers, and each
paper has a letter on it. As a group, decide what youre going to write on the page.
Remember, it should be related to space exploration! For example, I am going to do the
letter P: P is for Planet, A planet revolves around the sun in the solar system.

Once all groups have finished their pages, the class reads the book all together.

Helen Shaw & Gloria Gonzalez

Project 5
BIEDL 5338
Summer 2016

Literacy Standards and TEKS:

3.3 Students read grade-level text with fluency and comprehension. Students are expected
to read aloud grade-level appropriate text with fluency (rate, accuracy, expression,
appropriate phrasing) and comprehension
3.4B use context to determine the relevant meaning of unfamiliar words or
distinguish among multiple meaning words and homographs
3.4D identify and apply playful uses of language (e.g., tongue twisters, palindromes,
riddles)
3.6 Reading/Comprehension of Literary Text/Poetry. Students understand, make
inferences and draw conclusions about the structure and elements of poetry and provide
evidence from text to support their understanding. Students are expected to describe the
characteristics of various forms of poetry and how they create imagery (e.g., narrative
poetry, lyrical poetry, humorous poetry, free verse).
3.10 Reading/Comprehension of Literary Text/Sensory Language. Students understand,
make inferences and draw conclusions about how an author's sensory language creates
imagery in literary text and provide evidence from text to support their understanding.
Students are expected to identify language that creates a graphic visual experience and
appeals to the senses.
3.13B draw conclusions from the facts presented in text and support those assertions
with textual evidence
3.13D use text features (e.g., bold print, captions, key words, italics) to locate information
and make and verify predictions about contents of text.
3.18A write imaginative stories that build the plot to a climax and contain details about the
characters and setting
3.17 Writing Process. Students use elements of the writing process (planning, drafting,
revising, editing, and publishing) to compose text.

Science TEKS:
3.3D connect grade-level appropriate science concepts with the history of
science, science careers, and contributions of scientists.
3.8C construct models that demonstrate the relationship of the Sun, Earth, and Moon,
including orbits and positions
3.8D identify the planets in Earth's solar system and their position in relation to the Sun

Helen Shaw & Gloria Gonzalez

Project 5
BIEDL 5338
Summer 2016

Social Studies TEKS:

3.11B identify historical figures such as Helen Keller and Clara Barton and contemporary
figures such as Ruby Bridges and military and first responders who exemplify good
citizenship; and
3.11C identify and explain the importance of individual acts of civic responsibility,
including obeying laws, serving the community, serving on a jury, and voting.
3.14A identify and compare the heroic deeds of state and national heroes, including Hector
P. Garcia and James A. Lovell, and other individuals such as Harriet Tubman, Juliette
Gordon Low, Todd Beamer, Ellen Ochoa, John "Danny" Olivas, and other contemporary
heroes