Dual Language Program

Osborn School District #8

Program Description

Descripción del Programa

Sample Academic Calendar

Ejemplo de los planes académicos

Academic Curriculum

Currículo Académico

English High Frequency Words

Palabras de alta Frecuencia en Inglés

Spanish High Frequency Words

Palabras de alta Frecuencia en Español

     

Sample Academic Calendars

Ejemplo de los Planes Académicos

SAMPLE A – 3rd Grade Spanish Spelling Concepts

Conceptos de Ortografía de 3er Grado - EJEMPLO A

SAMPLE B – 6TH Grade Reading Benchmarks for Instruction

Conceptos de Lectura de 6to Grado - EJEMPLO B

SAMPLE C – 1ST Grade Mathematics Benchmarks for Instruction

Conceptos de Matemáticas de 1er Grado - EJEMPLO C

  

SAMPLE A – 3rd Grade Spanish Spelling Concepts

EJEMPLO A – Conceptos de Ortografía de 3er Grado  

1st trimester 2nd trimester 3rd trimester
Franja 1 Franja 2 Franja 3

 

1.     Palabras con K y qu

·    K: kilo, kiosko, kilovatio,

·    Kilómetro, kimono

·    Que: quemado, aunque, banquero

·    Quí: chiquito, quinto

2.  Palabras con ch, ll y rr

·    Ch: machete, mochila, chocolate, enchufe

·    Ll: gallina, llano, lloraba, lluvia

·    Rr: carrera, carretera

3.  Palabras agudas con y sin acento escrito

·    Con acento: detrás, están, así

·    Sin acento: animal, mujer, frijol

4.  Palabras que terminan en ción llevan acento en la o
5.  Palabras llanas y esdrujulas

·    Las letras cy z sonido /s/

·    Seusa z delante de la a, o, u  lazo, lapis

·    Se usa c delante de e, o, I difícil, medico, cómico 

 

1.  Que como, etc. con y sin acento escrito

·    Con acento: qué, quién, cómo, cuándo, cuál, cuánto, dónde

·    Sin acento: que, como, cuando

2.  Palabras con h inicial y estresilábica

·    Al principio: hornear, huerto, hacia

·    En medio: almohada, deshacer, ahogado

3.  Diptongos después de la letra g

·    Gu: agua, saguaro, guayaba, guante

·    Güe: bilingüe, cigüeña

·    Güi: pingüino

4.  Hiatos con y sin acento escrito

·    Con acento: día, rugió, caí, dieciséis

·    Sin acento: rodeo, poeta, maestro

 

1.  Prefijos – in, im e ir

·    Imposible, irreparable, incomplete

2.  Sufijos diminutivos -- ito, ita

·    Pedacito, calabacita

3.  Terminaciones verbales que cambian el deletreo

·    Presente: pago, pagüe / toco, toque/ traduzco, traduje/ tropiezo. Tropecé

4.  Comparativos irregulares

·    Bueno: a,os,as

·    Malo, a, os, as

·    Pequeño, a, os, as

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SAMPLE B – 6th Grade Reading Benchmarks for Instruction

EJEMPLO B – Conceptos de Lectura de 6to Grado

1st trimester 2nd trimester 3rd trimester
Franja 1 Franja 2 Franja 3

 

Strand 1 Reading Process

Concept 4:  Vocabulary

 

·    PO1.  Determine the effect of affixes on root words. (Assess in class)

 

·    PO2.  Use context to identify the meaning of unfamiliar words (e.g., definition, example, restatement, synonym, contrast).

 

·    PO5.  Identify the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words, by using a variety of reference aids, including dictionaries, thesauri, and glossaries (and CD-ROM and the Internet when available).

 

Strand 1 Reading Process

 Concept 4:  Vocabulary

           

·    PO1.  Determine the effect of affixes on root words. (Test)

 

·    PO 3.  Use context to identify the intended meaning of words with multiple meanings (e.g., definition, example, restatement, or contrast).

 

·    PO4.  Determine the meaning of figurative language, including similes, metaphors, personification, and idioms in prose and poetry.

 

 

 

Strand 1 Reading Process

 Concept 4:  Vocabulary

 

·    PO4.  Determine the meaning of figurative language, including similes, metaphors, personification, and idioms in prose and poetry.

 

 

 

 

 

 

 

 

         

 

 

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SAMPLE C – 1st Grade Mathematics Benchmarks for Instruction

EJEMPLO C – Conceptos de Matemáticas de 1er Grado

1st trimester 2nd trimester 3rd trimester
Franja 1 Franja 2 Franja 3

Strand 1 Number Sense and Operations

 

Concept 1:  Number Sense

 

Understand and apply numbers, ways of representing numbers, the relationships among numbers and different number systems.

 

·    PO1.  Make a model to represent a given whole number 0 through 100.  (0-25)

 

·    PO2.  Identify a whole number represented by a model with a word name and symbol 0 through 100.  (0-25)

Strand 1 Number Sense and Operations

 

Concept 1:  Number Sense

 

Understand and apply numbers, ways of representing numbers, the relationships among numbers and different number systems.

 

·    PO1.  Make a model to represent a given whole number 0 through 100.  (0-50)

 

·    PO2.  Identify a whole number represented by a model with a word name and symbol 0 through 100.  (0-50)

Strand 1 Number Sense and Operations

 

Concept 1:   Number Sense

 

Understand and apply numbers, ways of representing numbers, the relationships among numbers and different number systems.

 

·    PO1.  Make a model to represent a given whole number 0 through 100. (0-100)

·    PO2.  Identify a whole number represented by a model with a word name and symbol 0 through 100.  (0-100)

 

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Contact information

Información de Contacto

 

 

Carlos Ardon

Osborn School District

1226 W. Osborn

Phoenix, AZ  85013

 

Phone/Teléfono:  602-707-2000

Fax: 602-707-2040

cardon@osbornnet.org