Estrellita Scope and Sequence and Planning Guide

Week Week 1 Week 2 Week 3 Weeks 4-5 Weeks 6-7 Weeks 8-9 Weeks 10-11 Weeks 12-13 Weeks 14-15

Literacy Literacy activities in 10 Days of Lesson Plans

Literacy activities in 10 Days of Lesson Plans

Create literacy mini-lessons focused on read alouds, vocabulary, and/or comprehension.

See Calle 10-day Plan for Calle and Estrellita

See Calle 10-day Plan for Calle and Estrellita

See Calle 10-day Plan for Calle and Estrellita

See Calle 10-day Plan for Calle and Estrellita

See Calle 10-day Plan for Calle and Estrellita

See Calle 10-day Plan for Calle and Estrellita

Calle Story Ema En la Sala El Regalo ¡Arriba, Abajo! En la Escuela De Compras

Estrellita Story

Papá. Mamá, y Ana

Papá. Mamá, y Ana, Pepe y

Adela

Fifí y Miqui

Toñita Hugo y la

urraca Story Review or Special Project

Estrellita Phonics

Vowels o, a, i, u, e

Vowels o, a, i, u, e

Sounds m, p, s, l, t

Sounds d, r, c & c, n, f

Sounds b, j, g & g, ch, ñ

Sounds v, ll, qu, z, h

Sounds y, x, k, w Review All Sounds

Estrellita Blending Words & Sentences

Blending with “a”

Blending with “a-e”

Blending with “a-e-i”

Blending with “a-e-i-o”

Blending with “a-e-i-o-u”

Review Blending

Days 1 & 2

--Introduction of Sounds: Introduce the week’s new sounds and associate them with the letters. Use Wall Cards.

--Chant: Teach the chant with the hand motions. Model it, student models it, class practices it. Refer to chant poster. Start from the beginning of the chant poster

and practice previous sounds and new sounds.

--Story, Cheer, Riddle: (Optional) Read short story about the new sound, do the cheer and say the riddle.

--Syllables Flip Chart or Posters: Use the Syllables Flip Chart or Posters to practice the new sounds in combination with different vowels. Review past sounds.

Days 3 & 4

--Review Sounds, Chant, and Syllables Flip Chart (Optional)

--Syllables Poster: Display the syllables posters for each of the vowels. Have students identify the syllables as you point to the ones that have sounds the students

have learned and those that will be in the story.

--Syllables Cards: Use Color-coded Pocket Chart Syllable Cards (blending with a, blending with a-e, blending with a-e-i, blending with a-e-i-o, blending with a,e,i,o,u) to

combine two syllables together that the students have learned to make words. (on the board or in a pocket chart)

-- Student Practice With Syllables: Pass out Syllable Cards to students (copied from blackline masters from blending with a, blending with a-e, blending with a-e-i,

blending with a-e-i-o, blending with a,e,i,o,u) to cut up and place together to make words with a partner.

Days 5 & 6

--Review Sounds, Chant, and Syllables Posters

--Word Cards: Use Colored-coded Pocket Chart Words Cards (blending with a, blending with a-e, blending with a-e-i, blending with a-e-i-o, blending with a,e,i,o,u) to

combine a couple of words together to make a sentence. (on the board or in a pocket chart)

--Student Practice with Words:

Pass out word cards to students (copied from blackline masters from blending with a, blending with a-e, blending with a-e-i, blending with a-e-i-o, blending with a,e,i,o,u) to

cut up and place together to make sentences with a partner.

--Book: Read the book aloud to students. (Papá. Mamá, y Ana, Papá. Mamá, y Ana, Pepe y Adela, Fifí y Miqui, Toñita, Hugo y la urraca)

Days 7 & 8

--Review Sounds, Chant, Syllables Posters, and Word Cards,

--Sentence Cards: Write sentences from the story on Sentence Strips. Combine the sentences to make part of the story. And/Or copy the student Oraciones cards

(Oraciones con “a”, Oraciones con “a-e”, Oraciones con “a-e-i”, Oraciones con “a-e-i-o”, Oraciones con “a-e-i-o-u”) and combine the sentences to make a short story. (on the

board or in a pocket chart)

--Student Practice with Sentences: Pass out sentence cards to students (copied from blackline masters from blending with a, blending with a-e, blending with a-e-i,

blending with a-e-i-o, blending with a,e,i,o,u) to cut up and place together to make a story to read with a partner.

--Book: Read the book chorally with students. (Papá. Mamá, y Ana, Papá. Mamá, y Ana, Pepe y Adela, Fifí y Miqui, Toñita, Hugo y la urraca)

Days 9 & 10

--Review Sounds, Chant, Syllables Posters and Sentence Cards

--Book: Read the book chorally with students. (Papá. Mamá, y Ana, Papá. Mamá, y Ana, Pepe y Adela, Fifí y Miqui, Toñita, Hugo y la urraca)

--Mini-Book: Pass out mini-book to students to cut out and put together. Have them read the story with a partner. (Model first) Have them draw pictures to the story.

(Papá. Mamá, y Ana, Papá. Mamá, y Ana, Pepe y Adela, Fifí y Miqui, Toñita, Hugo y la urraca)