Sifuentes Leticia Project 5 Thematic Unit - Community Workers

Running Head: THEMATIC UNIT-COMMUNITY HELPERS
Thematic Unit: Community Helpers

Carmen Palacios, Leticia Sifuentes, Erica Zambrano
University of St. Thomas

Thematic Planning Framework
Program Model: Dual Language 50:50
Grade Level __1st Grade_____________
Theme ____Community Helpers__________Time Frame__2 weeks____ ________
Content Area __Social Studies & Spanish Language Arts________________
Content Area Concepts __Jobs people do
_______
Unit of Study _Main Idea & Details_____________________________
Vocabulary Development Community Helpers, Cognates & False Cognates____
Reading To
Read-Aloud:
Ayudantes de mi comunidad
By: Bobbie Kalman
Quinitos Neighborhood
By: Ina Cumpiano
Reading With
Shared Reading:
Las personas que conozco
By: Epic! Books
Community Helper,
Community Helper
Teacher Created Big Book
Reading By
Guided Reading:
Ayudantes de la comunidad
By: Kira Freed
Trabajadores comunitarios
By: Pam Bull
Community Helper,
Community Helper
Whose Tools Are These?

By: Sharon Katz Cooper
Los bomberos
By Katie Knight
Los policias
By: Julie Harding
Quisiera ser
By: Katalina Page
Las personas del pueblo de

Ana
By: Alyse Sweeney
Spanish Component
Read Aloud - Introductory Lesson 1
Lesson Plan Template
Content Area
Spanish Language Arts integrated with Social Studies
Theme/Big Ideas
Community Helpers/Identifying Main Idea
Literacy Standards:
Spanish Language Arts Standards:

(1.14.A) restate the main idea, heard or read
Content Targets:
Social Studies Standards:

(1.10B) Describe what different community helpers do.
Language Targets: (ELPS)
Spanish: Students will state the main idea of book read aloud.
English: Students will create their own side by side chart of
vocabulary terms.
Cross-Linguistic: Students will identify, describe, and provide

examples of cognates.
Building Oracy and
Background Knowledge:
Language of Instruction: Spanish.
This language is maintained until the Bridge.

Vocabulary
ayudantes de la comunidad, constructor, electricistas, plomero,

maestros, bibliotecarios, guardias peatonales, conductores de
autobs, enfermeras, directores, conserjes, dentistas,

paramdicos, bomberos, policas, voluntarios
Book:
Background/Prior Knowledge
The teacher will show the front cover of the book and ask
students if they can predict what the book is going to be about.
(engage/hook)
By: Bobbie Kalman
The teacher will listen to all student responses.
The responses will prompt a discussion about community

workers. The responses will help in defining the term
ayudantes de la comunidad.
The teacher will draw a 3 column table on chart paper and

write the new terms ayudantes de la comunidad in red letters
on the left side of the chart paper.
Mini Lesson: (Question Stems Demonstration/Modeling- As the teacher reads the book
embedded in all sections)
aloud, the teacher will model using the pictures in the book to
help identify new community workers.
Active Engagement/Shared- As the students identify new
community workers, the teacher will write them down in red ink
on the left side of the anchor chart. Each time, the teacher will
ask students Quin es es el/ella? Students will respond,
Es un ___________!
Guided Practice/Small Group- The teacher will then write the

new community helper in red letter on the left side of the chart.
In the middle column, the teacher will paste a picture of the
community identified. * see example below
The teacher will then ask the students to take turns telling their
shoulder partner Es un _______.
Independent Practice- They will repeat each name out loud
so they can practice pronouncing the names correctly.
Continue to do this until the end of the book.
Assessment (Formative or
Summative; Check for
Understanding):
The teacher will ask the students what the main idea of the
book was.
Students should respond ayudantes de la comunidad.
The teacher will ask the students what ayudantes de la

comunidad are.
She will then use anchor chart to review each community

helper identified.
Closure:
Teacher will remove the pictures from chart tablet and ask
students to match the picture with the correct community
worker.
The Bridge
With the students help, the teacher will write the names of each
community worker in English on the right side of the chart in
blue ink.
* see example below
Students will use the chart and look for cognates. Those
cognate swill be circled.
Language of Instruction:
Spanish and English
Spanish and English

Extension Activity
(the other language)
The teacher can take off Spanish sentence stems, pictures,

and English sentence stems, and have student create their
own side by side comparison chart by placing matching
sentence strips and pictures in the correct row.
Read Aloud Introductory Lesson 2

Content Area
Theme/Big Ideas
Identifying Details/Community Helpers/What do they do?
Literacy Standards:
Spanish
(1.14B) identify important facts or details in text, heard or read
Content Targets:
Identify different community helpers

English: Using the sentence stem provided, students will write

and illustrate a community helper and what they do.
Spanish: Students will use the sentence stem provided to

identify the job each community helper does.
Cross-linguistics: Students will use yesterdays side by side

chart to review community helpers and identify cognates.
Building Oracy and
Language of Instruction: Spanish.
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Vocabulary
ayudantes de la comunidad, constructor, electricista, plomero,

maestra, bibliotecaria, guardia peatonal, conductores de
autobs, enfermeras, directores, conserje, dentista,
paramdico, bombero, polica, voluntario
Book:
The teacher will use the left side of the side by side chart
created yesterday to review the different community workers.
(engage/hook)
By: Bobbie Kalman
Mini Lesson: (Question
Demonstration/Modeling- The teacher will reread the book
sections)
the details of what each community helper does.
Stems embedded in all
aloud to the class and asks students to pay close attention to

The teacher will listen to all student responses.
The responses will prompt a discussion about what each

community worker does.
The teacher will choose a section to model finding details that

describe what each community helper does.
With the students help, the teacher will model using the text to
find details that tell what each community helper does in this
section.
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Active Engagement/Shared- Students will help teacher fill in

details to finish sentence stem.
Un polica proteje las personas de la

comunidad.
Un dentista
___________________________________.
Guided Practice The teacher will separate the students into groups.
Each group will be assigned a section.
Using the identifying details strategy, each group will complete

3 sentence stems describing what each community helper in
that section does.
The teacher will walk around and monitor groups.
Understanding):
As groups begin to finish their sentence strips, the teacher

asks the students to work collaboratively to come up with a
movement (TPR) for each key word in their sentence strips.
Groups will present their sentence stems to the class using the
TPR they came up with.
Closure:
Teacher will ask students to describe what different

community worker do.
The Bridge
Using the movements the students created, the teacher elicits

or provides for them the terms in English and completes
English sentence stems and places them next to the matching
Spanish sentence stem.
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Language of Instruction
English
Extension Activity
Students can choose one community worker and using the

sentence stem, write what they do. Students can also illustrate
their page. All the pages can be put together to create a class
book about community workers and what they do.
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Shared Reading
Content Area
Literacy Standards:
Spanish
(1.14.B) identify important facts or details in text, heard or
read
Theme/Big Ideas
Content Targets:
Language Targets:
(ELPS)
Building Oracy and

Background
Knowledge:
Vocabulary
Book
Identifying Main Idea & Details/Jobs People Do
English
(1.10B) describe what different community helpers do.
Spanish: Students will state the main idea and details of a poem.
English: Students will create an ABC list of community helpers
using vocabulary learned during bridge activity.
Cross-Linguistic: Students will identify, describe, and provide
examples of cognates.
Language of Instruction: Spanish. This language is maintained until

the Bridge; the other language is used in extension activities.
idea principal, detalles
carpintero, polica, mdico, bombero, maestro, azafata
Las personas que conozco por Lisa Gardiner

Projectable book from Epic!
https://www.getepic.com/app/
Background/Prior
Knowledge
(engage/hook)

sections)
Estamos aprendiendo de los trabajadores de la comunidad.

Nuestra comunidad est compuesta de personas que conocemos.
El libro que vamos a leer hoy se titula Las personas que conozco.
Antes de leerlo quiero que veas la portada y le digas a tu
compaero de qu crees que se va tratar este cuento. Haz una
predicin.
Allow for time to Think-Pair-Share. After asking students to share
out, state the following.
En este cuento veremos miembros de la comunidad y como
ayudan en la comunidad. Ahora piensa en personas que conoces
en tu comunidad. Cul es el trabajo de esa persona? Es un
ayudante de la comunidad? Cuntale a tu compaero.
Allow for time to Think-Pair-Share and for students to share out.
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Demonstration/Modeling- Todos los miembros de nuestra

comunidad aportan algo importante. Ahora te voy a leer este
cuento. Si deseas, puedes leer conmigo. Luego hablaremos de la
idea principal y detalles del cuento.
Teacher will read the book aloud.
Active Engagement/Shared- Students are encouraged to read
along, since the text has predictable text. Use Think-Pair-Share
throughout the text to practice decoding and comprehension
strategies.
Example: En las ilustraciones veo una seora con flores. Habla
con tu compaero acerca de cul es su trabajo. Allow students to
Think-Pair-Share. After arriving to the conclusion that the lady is a
florist (florista), ask a student to identify the word florista. Ask them
how they know that is the word florista.
Guided Practice/Small Group- After reading the text, teacher will
guide students in identifying the main idea of the story. Use anchor
chart created in previous lesson to review main idea and details.
15
After students identify main idea, teacher will write main idea in the
center of a bubble map. Remind students that details are pieces of
information that support your main idea. The teacher will model
identifying details of the story by doing a think-aloud.
Estamos de acuerdo de que la idea principal de este cuento es
que las personas que conocemos son ayudantes de la comunidad.
Ahora les voy a ensear como identificar detalles del cuento. Los
detalles del cuento nos dan ms informacin sobre la idea
principal. En el texto, el personaje conoce el chofer del autobs.
Este es un detalle del cuento. Lo apuntare en nuestro organizador
grfico.
Independent Practice- Ask students to use Think-Pair-Share other
recall other community helpers in the text. Then complete the
bubble map as a class.
16
Assessment
(Formative or
Understanding):
Formative Assessment: Take anecdotal records during Think-PairShare on comments and connections students make throughout the
lesson.
Observe that students identifying are details during Think-PairShare.
Closure:
Students each construct clues (riddles) about the key terms and
quiz partners or the room.
The Bridge
Language of
Instruction: Spanish
and English
Extension Activity
Any vocabulary terms from this lesson can be added to the bridge
anchor chart created in the previous read-aloud lesson.
Metalinguistic Focus:
Students will identify cognates between English and Spanish
community helper terms.
Language of instruction: English
Using the bridge anchor chart terms, students will create an ABC
chart of community helpers as a class.
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18
Guided Reading Lesson Plans
Book: Ayudantes de la comunidad
Before
Reading
During
Reading
After
Reading
Level: D
Predictions:
Building Background
Word Work/ Text
Ask students to make
Schema:
Features:
predictions based on title
Connect lesson to whole group lesson
Review nonfiction text
and front cover of book.
on community helpers by referring to
features such real
Use sentence stem: Yo
bridge anchor chart. Ask students to
pictures.
predigo que este libro se
identify community helpers and what
tratara de ___ porque
they do.
____.
Vocabulary:
polica, trabajador de construccin, doctora, maestro, bombero, panadero, perra de servicio.
Decoding Focus:
Reread the sentence
patterns and try to decode
the new word and rely on
clues that make sense.
Responding to Text:
Using a graphic organizer,
like a list of who are the
community helpers we
read about in the story.
Comprehension Focus:
Use picture clues to understand who is
the community helper we are reading
about is.
Fluency Focus:
Read fluently. Repetitive
sentence pattern.
Interpretation/Reflection:
Which of my predictions were right?
What information from the text tells me
that I am correct?
Personal Connections:
Have you seen any of
these community helper in
our community? In the
school?
Extension: Students will illustrate and write in their journal about their favorite community helper.
Skills:
HFW in context
Strategies for new

words
Reads accurately
Word study to decode
Student
Notes
Predictions
Text Features
Personal Connections
Higher Level Thinking
Literal Comprehension
Reads Fluently
Independent Reading
Student
1
Student 2
Student 3
Student
4
Student 5
Student 6
19

Book: Trabajadores comunitarios
Before
Reading
During
Reading
After
Reading
Level: F
Predictions:
Building Background
Schema:
predictions based on title and
Connect lesson to whole group lesson
front cover of book. Use
on community helpers by referring to
sentence stem: Yo predigo
bridge anchor chart. Ask students to
que este libro se tratara de
identify community helpers and what
___________ porque
they do.
__________.
Vocabulary:
bombero, cartero, comunidad, doctora, entregar, termmetro
Decoding Focus:
Reread the sentence and try a
word that makes sense.
Use clues in text to make a prediction on
what community helpers will appear next
in the text.
Responding to Text:
Using a graphic organizer, like
a bubble map, guide students
in identifying the main idea
and supporting details from
the story.
How where you able to correctly predict
the community helpers in the book?
Word Work/ Text

Features:
Review nonfiction
text features such as
table of contents and
glossary.
Fluency Focus:
Read with
expression; focus on
inflection when
reading questions
Personal
Connections:
Is a student a
community helper?
What tools do you
use as a student?
Extension: Students will write a Reading Tweet on whether or not they recommend the book to
their classmates. Like a tweet on social media, their Reading Tweet must be 30 words or less.
Skills:
HFW in context
Strategies for new words

Reads accurately

Student
Notes
Predictions
Text Features
Reads Fluently
Independent Reading
20

Book: Los bomberos
Before
Reading
During
Reading
After
Reading
Predictions:
Building Background
Word Work/ Text
Schema:
Features:
predictions based on title
Connect lesson to whole group
and front cover of book.
lesson on community helpers by
features such real pictures
Use sentence stem: Yo
referring to bridge anchor chart. Ask
and labels.
predigo que este libro se
students to identify community
tratara de ___________
helpers and what they do.
porque __________.
Vocabulary:
bombero, camin de bomberos, incendio, ensean, salvan, incendios forestales, herramienta
Decoding Focus:
Reread the sentence and
look at the picture to
check if it makes sense.
Use clues in text and pictures to
clarify.
Fluency Focus:
Read with fluency.
Responding to Text:
Using a graphic organizer, How were you able to understand
Have you ever seen
like a web, guide students what was happening in the story?
the firefighters in action?
in identifying details of
What were they doing?
what firefighters do.
Extension: Students will use the web organizer to write sentences about what the firefighters
do: Ex: Los bomberos____. Tambien_____. Ellos usan ____. A mi me gustan los bomberos
porque ____.
Student
Student Student Student
Skills:
Student 2
Student 3
1
4
5
6
HFW in context
Strategies for new

words
Reads accurately
Word study to
decode
Student
Notes
Level: F
Predictions
Text Features
Personal
Connections
Higher Level
Thinking
Literal
Comprehension
Reads Fluently
Independent
Reading
21

Book: Los policas
Before
Reading
During
Reading
After
Reading
Predictions:
Building Background
Ask students to make predictions Schema:
based on title and front cover of
Connect lesson to whole group
book. Use sentence stem: Yo
lesson on community helpers by
predigo que este libro se tratara
referring to bridge anchor chart.
de ___ porque ____.
Ask students to identify community
Yo pienso que el cuento se va a helpers and what they do.
tratar de ___ porque ___.
Vocabulary:
polica, entrenar, proteger, uniforme, crimen, resolver problemas.
Word Work/ Text Features:

Review nonfiction text features
table of content, subtitles, bold
words, and glossary.
Decoding Focus:
Reread and try to decode the
new word and rely on picture
clues to check if it make sense.
Use picture clues to understand
what they are reading about.
Fluency Focus:
Read fluently.
Responding to Text:
Using a graphic organizer, like a
web to write what police officers
do.
What connections can I make to
the text? How do you feel about it?
Have you seen a police officer
in your community? Has a
police officer ever helped you?
Extension: Students will use the web organizer to write sentences about what the firefighters do: Ex: Los
policas ____. Tambin_____. Ellos usan ____. A mi me gustan los policas porque ____.
Skills:
HFW in context
Strategies for
new words
Reads
accurately
Word study to
decode
Student
Notes
Level: H
Predictions
Text Features
Personal
Connections
Higher Level
Thinking
Literal
Comprehension
Reads Fluently
Independent
Reading
Student
1
Student
2
Student 3
Student
4
Student 5
Student 6
22

Book: Quisiera ser
Before
Reading
During
Reading
After
Reading
Level: H
Predictions:
Building Background
Schema:
predictions based on title and
Connect lesson to whole group lesson on
features such real pictures.
front cover of book. Use
community helpers by referring to bridge
sentence stem: Yo predigo
anchor chart. Ask students to identify
que este libro se tratara de
community helpers and what they do.
___________ porque
__________.
Vocabulary:
ayaso, jugador, jardinero, sirena, vaquero, bailarina, pintor, pirata, astronauta, msico
Decoding Focus:
Reread the sentence with
correct intonation. Identify
rhyming words
Use clues in text and pictures to clarify.
Fluency Focus:
Read with fluency.
Responding to Text:
Using a graphic organizer, like
a web, guide students in
selecting what they would like
to be and why?
How were you able to understand what
was happening in the story?
What connections can I
make to the text? How do
you feel about it?
Extension: Students will make a list of what they would like to be. Start thinking on their project.
Skills:
HFW in context

Reads accurately

Student
Notes
Predictions
Text Features
Reads Fluently
Independent Reading
Student
1
Student 2
Student 3
Student
4
Student
5
Student
6
23
Book: Las personas del pueblo de Ana
Before
Reading
Predictions:
Ask students to make predictions
based on title and front cover of
book. Use sentence stem: Yo
predigo que este libro se tratara
de ___________ porque
__________.
Level: J
Building Background
Schema:
Ask students to list people in their
neighborhood and what their job
is.
Vocabulary:
Bomberos, maestros, policas, heladera, zoolgico
During
Reading
After
Reading
Decoding Focus:
Reread the word to make sure you
are articulating the accent in words
that contain them.
Retell the plot of the story in
sequence.
Fluency Focus:
Read with expression; focus on
exclamation points and words in
all caps.
Responding to Text:
Using a three part foldable, ask
students to write and illustrate the
begging, middle, and end of the
story.
What where to problem and
solution of the story?
What are some community
helpers in your community?
Extension: Like the character of the story, students can create a model or map of their community and the
people that work in it.
Skills:
HFW in context

Reads accurately

Student
Notes

Practice sustantivos masculinos y
femeninos
Ex: el polica, la enfermera, los
bomberos, las floristas
Predictions
Text Features
Reads Fluently
Independent Reading
24
English Component
Read Aloud - Introductory Lesson 1
Read-aloud: Quinitos Neighborhood/El vecindario de Quinito (this

book is bilingual, therefore this lesson can be done is English or
Spanish.)
Content Area
Social Studies integrated with Language Arts
Literacy Standards:
Confirm predictions
Identify important facts or details in text, heard or read
Theme/Big Ideas
What jobs are needed in a community?
Content Targets:
HSS 1.6.2 Identify the specialized work that people do.
Building Oracy and

Language of Instruction: English. This language is maintained until the

Bridge; the other language is used in extension activities.
Vocabulary
Carpenter, nurse, truck driver, watchmaker, muralist, dance teacher,

clown, dentist, baker, bank teller, mailman, seamstress, teacher,
crossing guard.
Language Targets:
(ELPS)
Book:
Spanish: Students will use the vocabulary words learned in the bridge
lesson to write about what community helper they would like to be.
English: Students will state the main idea and details.
Cross-Linguistic: students will identify cognates
Ex: carpintero-carpenter
polica -police
muralista-muralist
dentista-dentist
guardia-guard
Quinitos Neighborhood/El vecindario de Quinito
Background/Prior
Knowledge
(engage/hook)
25
Building background knowledge: What jobs are necessary in a

community? (Refer to anchor chart from previous week)
*Anchor chart: Add job titles not on list.
List of jobs

sections)
This week we are going to continue learning about jobs in the

community.
Listening and Speaking: turn to your partner and tell him/her what kind
of jobs people do in your community. Why are these jobs important?
Make and confirm predictions.

Show the cover of the book and read the title. Have the student predict
what the book is going to be about.
Sentence frame: I predict that the story is going to be about ______.
List of predictions
Read the story for enjoyment and confirm predictions with the students.
Ask the students what other job titles can we add to the list of jobs from
previous week. Add a picture to help build language comprehension.
Independent Practice- Students will practice identifying the main idea
and details of a text during guided reading.
Assessment (Formative Formative Assessment: Take anecdotal records during Think-Pairor Summative; Check for Share on comments and connections students make throughout the
Understanding):
lesson.
Observe as they are answering your questions about identifying the
community helpers and their jobs.
26
Closure:
Ask students write down or draw someone they know and their job.
My ________is ________. He/she_______.
Given a signal, they throw their paper snowballs in the air. Then each
student picks up a nearby response and reads it aloud.
The Bridge
Reading strategy:
As I read this story, I noticed it had some words in Spanish. I dont
know if everyone in the class knows these. So today we are going to
work on language. We are going to use our language knowledge and
our Spanish speakers to help us with the meaning of these words.
Spanish Words: Family members
Abuelo-grandfather
Abuela-grandmother
To-uncle
Ta-aunt
Primo-male cousin
Prima-female cousin
Other Spanish words:
Bodega-small grocery store
Doa-Mrs.
Extension Activity
Centers:
1. Guided reading: with teacher
2. Independent work: The students in this group will work on
matching job titles to picture corresponded picture of a
community helper.
3. Independent work: Poetry, the students will read the poem of
the week and illustrate it.
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Read Aloud - Introductory Part 2 with GLAD Activity

Read-aloud: Quinitos Neighborhood/El vecindario de Quinito (L2)
Theme/Big Ideas
What jobs are needed in a community?
Content Area
Literacy Standards:
(1.14.B) identify important facts or details in text, heard or read
Language Targets:
(ELPS)
Spanish: Students will use the vocabulary words learned in the

bridge lesson to write about what community helper they would
like to be.
English: Students will state the main idea and details.
Cross-Linguistic: students will identify cognates
Ex: carpintero-carpenter
policas -police
muralista-muralist
dentista-dentist
guardia-guard
Content Targets:
Building Oracy and

HSS 1.6.2 Identify the specialized work that people do.
Language of Instruction: English. This language is maintained

until the Bridge; the other language is used in extension activities.
Vocabulary
truck driver, dance teacher, baker, bank teller.
Book:
Quinitos Neighborhood/El vecindario de Quinito
Background/Prior
Knowledge
(engage/hook)
Building background knowledge: What jobs are necessary in a

community? (Refer to anchor chart from previous week and
review the job titles that were added the day before)
*Anchor chart: Add job titles not on list.
List of jobs

sections)
28
Today we are going to reread Quinitos Neighborhood. We are

going to focus on the details to infer the job title.
Details:
As the teacher is reading the book, stop at these pages and ask
the students the corresponding question?
Pg. 5 If the abuela drives a big truck, what is her job title?
Pg. 7 if the to teaches dance, what is his job title?
Pg. 12 if Rafi makes bread, what is his job title?
Pg. 15 if Sonia Isabel counts the money in the bank, what is her
job title?
GLAD Activity
Exploration Report
Community jobs
What were the jobs

What would you like
mentioned in the book? to be when you grow up?
Assessment (Formative
or Summative; Check for
Understanding):
Closure:
Independent Practice- Students will practice identifying the main

idea and details of a text during guided reading.
Individual Project Presentation: The students will select a job title
they would like to investigate further. They can do a poster, a
diorama in a shoebox, or do an interview. They can read more
books from the library or use the internet to investigate further
with the assistance of the parents.
Formative Assessment: Take anecdotal records during ThinkPair-Share on comments and connections students make
throughout the lesson.
Observe as they are answering your questions about identifying
the community helpers and their jobs.
Ask students to write down or draw someone they know and their
job.
My ________is ________. He/she_______.
The Bridge
29
Given a signal, they throw their paper snowballs in the air. Then
each student picks up a nearby response and reads it aloud.
Reading strategy: Review the meaning of Spanish language
words to confirm the English speaker know the words
Spanish Words: Family members
Abuelo-grandfather
Abuela-grandmother
To-uncle
Ta-aunt
Primo-male cousin
Prima-female cousin
Other Spanish words:
Bodega-small grocery store
Doa-Mrs.
Extension Activity
Partner talk: turn to your partner and tell them something your
family member from the list does.
Example: Mi abuela no trabaja.
Centers:
1. Guided reading: with teacher
2. Independent work: The students in this group will work on
matching job titles to the correct picture of the community
helper. Then they will create a complete sentence verbally
and write down.
3. Independent work: Poetry, the students will read the
poem of the week and circle the rhyming words.
Read Aloud with GLAD Activity
30

Content Area
Theme/Big Ideas
Literacy Standards:
Jobs People Do (Tools They Use)

Identifying Main Idea and Details

(1.14.B) identify important facts or details in text, heard or read
Content Targets:
Building Oracy and

Language of Instruction: English. This language is maintained until

the Bridge; the other language is used in extension activities.
Spanish: Students will use the vocabulary words learned in the

bridge lesson to write about what community helper they would like
to be and the tools they use.
English: Students will state the main idea and details of a poem.
Students will use a Process Grid to help them identify details of a
story.
Cross-Linguistic: Students will identify, describe, and provide,
examples of false cognates of the tools community helpers use.
Vocabulary
Doctor, Chef, Biologist, Hairdresser, Teacher, Artist, Lifeguard,

Student, Tools
Book:
Whose Tools Are These? By Sharon Katz Cooper
Background/Prior
Knowledge
(engage/hook)
Using the vocabulary words from the side-by-side anchor chart

created the previous bridge activity, students will identify the
community helpers in the Community Helpers Quiz. Give students
the following sentence stem to identify the community helpers.

sections)
That community helper is a _______________. I know this

because _________________.
Listen to the description of the community helper. Identify the
community helper that matches the description.
http://www.education.com/game/community-helpers-quiz/
31
Demonstration/Modeling- The teacher will read the book Whose

Tools Are These?. Through this book students will review
community helpers introduced in the previous Spanish Language
Arts Lesson. Students will guess the community helper by the tools
they use. The teacher will guide students to complete Process Grid,
a GLAD activity. After listening to the story, use Think-Pair-Share to
start a discussion on the books main idea. The teacher will write
the main idea at the top of the Process Grid. Next, the teacher will
model identifying details of the text while continuing to add these to
the Process Grid.
Remember that the main idea is what the text is mostly about. We
have identified the main idea of our book as Community helpers
use tools to do their job. Now we will learn how to identify details of
a story. The details are pieces of information from the text that
support the main idea. To organize our ideas we will use a Process
Grid. From example: In the book it states that doctors use x-ray
machines to do their job. X-ray machines are tools, so this
information supports my main idea. I will write that in our Process
Grid.
Continue to model identifying details and how to complete the
Process Grid.
Active Engagement/Shared- Use Think-Pair-Share to have
students think of other community helpers from the book.
Guided Practice- Revisit the book to identify what tools that
community helper uses. Lead the students in completing the
Process Grid.
Understanding):
Closure:
The Bridge
Language of
Instruction: Spanish and
English
32
Independent Practice- Students will practice identifying the main

idea and details of a text during guided reading.
Formative Assessment: Take anecdotal records during Think-PairShare on comments and connections students make throughout
the lesson.
Observe as they are answering your questions about identifying the
community helpers and their jobs.
Ask students write down or draw a community helper and the tools
they use on a post it note. Students can use the following sentence
stem to write their response.
_________ use ________ to do their job.
Given a signal, they throw their paper snowballs in the air. Then
each student picks up a nearby response and reads it aloud.
Students collaboratively choose keywords from the book, in

English.
TPR: Students collaboratively create movements to associate with
each key word.
Students and teacher move into Spanish, and associate each
movement with the word in Spanish. Students provide the Spanish
equivalent that they know, and teacher provides those terms
students do not know in Spanish.
Extension Activity
Metalinguistic Focus:
False CognatesFor example:
knife- navaja; not the same as cuchillo
pincel- pencil not paintbrush
33
Language of instruction: Spanish

Students write a journal entry on what profession they would like to
pursue when they grow up. Encourage students to include in their
writing what tools they will use in that profession.
Example:
****Note: Students will write their journal entry in Spanish.
34
Shared Reading with GLAD Activity

Content Area
Social Studies integrated with English Language Arts
Theme/Big Ideas
Identifying Details/Community Helpers/What do they do?
Literacy Standards:
Spanish
(1.14B) identify important facts or details in text, heard or read
Content Targets:
TEKS Identify different community helpers

English: Using the Brown Bear, Brown Bear pattern text, the
students will use key vocabulary to write a class big book about
community helper and what they do.
Students will also include real pictures or photos to match the text.
Spanish: Students will write a Community Helper class book.
Cross-linguistics: Students will use yesterdays side by side chart to
review community helpers and what they do. Students will analyze
cognates.
Building Oracy and Background

Knowledge:
Language of Instruction: English.
35

Vocabulary
community helpers, construction worker, plumber, teacher, librarian,

nurse, doctor, dentist, policeman, fireman, mailman
Book:
Community Helper, Community Helper
By: Mrs. Sifuentes Class
Community Helper,
Community Helper
By: Mrs. Sifuentes

1st Grade Class
(engage/hook)
The students will use sentence stems and vocabulary from previous
lessons.

Mini Lesson: (Question Stems
embedded in all sections)
36
Demonstration/Modeling- The teacher will review the topic of the

unit Community Helpers.
The teacher will begin by showing a photo or picture of a community

worker and ask students to identify the community worker.
The teacher will write the community worker on the top of a chart
paper twice followed by the question What do you do?. *See
example below.
The teacher will then ask students what that community helper does.
The teacher will listen to student responses and will write a
description of what the community helper does below the community
helpers name.
The teacher tells students they can use previously created
sentencestrips to help them.
Teacher, Teacher,
What do you do?
I help children learn like you.

Active Engagement/Shared- Students will help teacher with one
more example of a community worker and what he does. Students

will follow the same pattern as the one the teacher modeled.
Policeman, Policeman,
What do you do?
I keep you safe, in your neighborhood.
Guided Practice The teacher will separate the students into groups.
37
Each group will be assigned a community worker.
Using the examples and the sentences strips from previous lessons,
they will create one page of the community helpers book.
The teacher reminds students that must follow pattern.
They will also look through magazines and photos that match their
community helpers and paste them on their page.
The teacher will walk around and monitor collaborate groups.
Understanding):
As groups begin to finish they bring their pages to the teacher. The
teacher will ask students to sit on carpet for a quick shared reading
activity.
The teacher will put the pages together to create a class book.
Closure:
Teacher will read aloud the class created book.
Extension Activity
Students can choose one community worker and using the sentence
stem, write what they do. Students can create their own community
helpers book in Spanish.
Students will join in by following the pattern used.
Additional Resources
1. Choferes de autobuses escolares, por Dee Ready

2. Carteros y carteras, por Dee Ready
3. Cuando sea grande, por Peter Horn
4. Jorge el curioso encuentra trabajo, por H.A. Rey
5. Quinitos Neighborhood/ El vecindario de Quinito, por Ina Cumpiano
6. Enfermeros y Enfermeras, por Aida E. Marcuse
7. Doctor/ El mdico, por Jacqueline Laks Gorman
8. Lo que hacen los bomberos/ What firefighters do, by Erin Schmidt
9. Santino el pastelero por Asun Balzola
10. Los osos Berenstain y la niera por Stan & Jan Berenstain
11. Clifford visita el hospital por Norman Bridwell
12. Tito, the firefighter Tito , el bombero por Tim Hoppey
38

Sifuentes Leticia Project 5 Thematic Unit - Community Workers

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Running Head: THEMATIC UNIT-COMMUNITY HELPERS

Thematic Unit: Community Helpers

Running Head: THEMATIC UNIT-COMMUNITY HELPERS

Whose Tools Are These?

Running Head: THEMATIC UNIT-COMMUNITY HELPERS

Las personas del pueblo de

Running Head: THEMATIC UNIT-COMMUNITY HELPERS

Running Head: THEMATIC UNIT-COMMUNITY HELPERS

Spanish Language Arts integrated with Social Studies

Community Helpers/Identifying Main Idea

Spanish Language Arts Standards:

Social Studies Standards:

Language Targets: (ELPS)

Cross-Linguistic: Students will identify, describe, and provide

Language of Instruction: Spanish.

This language is maintained until the Bridge.

ayudantes de la comunidad, constructor, electricistas, plomero,

Running Head: THEMATIC UNIT-COMMUNITY HELPERS

autobs, enfermeras, directores, conserjes, dentistas,

By: Bobbie Kalman

The teacher will listen to all student responses.

The responses will prompt a discussion about community

The teacher will draw a 3 column table on chart paper and

Active Engagement/Shared- As the students identify new

Running Head: THEMATIC UNIT-COMMUNITY HELPERS

Guided Practice/Small Group- The teacher will then write the

The teacher will ask the students what ayudantes de la

She will then use anchor chart to review each community

Spanish and English

Running Head: THEMATIC UNIT-COMMUNITY HELPERS

The teacher can take off Spanish sentence stems, pictures,

Running Head: THEMATIC UNIT-COMMUNITY HELPERS

Read Aloud Introductory Lesson 2

Spanish Language Arts integrated with Social Studies

Identifying Details/Community Helpers/What do they do?

Identify different community helpers

Language Targets: (ELPS)

English: Using the sentence stem provided, students will write

Spanish: Students will use the sentence stem provided to

Cross-linguistics: Students will use yesterdays side by side

Building Oracy and

Language of Instruction: Spanish.

This language is maintained until the Bridge.

Running Head: THEMATIC UNIT-COMMUNITY HELPERS

ayudantes de la comunidad, constructor, electricista, plomero,

By: Bobbie Kalman

Mini Lesson: (Question

Demonstration/Modeling- The teacher will reread the book

the details of what each community helper does.

Stems embedded in all

aloud to the class and asks students to pay close attention to

The responses will prompt a discussion about what each

The teacher will choose a section to model finding details that

Running Head: THEMATIC UNIT-COMMUNITY HELPERS

Active Engagement/Shared- Students will help teacher fill in

Un polica proteje las personas de la

Using the identifying details strategy, each group will complete

As groups begin to finish their sentence strips, the teacher

Teacher will ask students to describe what different

Using the movements the students created, the teacher elicits

Running Head: THEMATIC UNIT-COMMUNITY HELPERS

Students can choose one community worker and using the

(the other language)