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Grade 2: Response to Nonfiction Reading (Spanish)
In this Spanish-language collection, students read nonfiction articles from TIME for Kids and then write responses based on, or inspired by, the articles. Each assignment allows students to demonstrate comprehension, respond to text, and practice writing in the Argument/Opinion, Information, or Narrative genre.
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Párrafo de opinión - “Ciudad de árboles”
Párrafo de opinión - “Ciudad de árboles”
In this Spanish-language assignment, students read the nonfiction article "City of Trees." The article details how urban forests help to keep cities in Pakistan cool during heat waves. Students write an Opinion Paragraph providing details from the article and demonstrating their understanding by writing in the Argument genre.
SKILLS (3):Cite Evidence from Text (IR), Demonstrate Understanding, State a Claim, Opinion, or Point of ViewSTANDARDS:W.3-5.1.aFORMAT:Short ResponseSkills in this Assignment
- Cite Evidence from Text (IR)
- Demonstrate Understanding
- State a Claim, Opinion, or Point of View
Standards in this Assignment
- W.3-5.1.a
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Párrafo de resumen - “¿Qué hay de nuevo, perro?”
Párrafo de resumen - “¿Qué hay de nuevo, perro?”
In this Spanish-language assignment, students read the nonfiction article "What's Up Dog?" The article explains how scientists have found that dogs can communicate, count, and understand the passage of time. Students write a Paragraph summarizing the article and providing details from the article that demonstrate their understanding.
SKILLS (4):Identify Main Idea and Details (IR), Summarize/Paraphrase Text (IR), Demonstrate Understanding, Introduce Topic & SubtopicsSTANDARDS:W.3.2.a, RI.3.2FORMAT:Short ResponseSkills in this Assignment
- Identify Main Idea and Details (IR)
- Summarize/Paraphrase Text (IR)
- Demonstrate Understanding
- Introduce Topic & Subtopics
Standards in this Assignment
- W.3.2.a
- RI.3.2
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Párrafo de opinión - “Cuento de juguetes”
Párrafo de opinión - “Cuento de juguetes”
In this Spanish-language assignment, students read the nonfiction article "Toy Story." The article discusses stores separating their toys according to gender stereotypes. Students write an Opinion Paragraph stating their opinion on the topic and demonstrating their understanding by writing in the Argument genre.
SKILLS (5):Demonstrate Comprehension (IR), End with an Idea, Introduce an Argument/Opinion, Cite Text Evidence, Elaborate (Arg)STANDARDS:W.3-5.1.a, W.3-5.1.bFORMAT:Short ResponseSkills in this Assignment
- Demonstrate Comprehension (IR)
- End with an Idea
- Introduce an Argument/Opinion
- Cite Text Evidence
- Elaborate (Arg)
Standards in this Assignment
- W.3-5.1.a
- W.3-5.1.b
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Párrafo de resumen - “Un deporte más seguro”
Párrafo de resumen - “Un deporte más seguro”
In this Spanish-language assignment, students read the nonfiction article "A Safer Sport," by Brian S. McGrath. The article covers why flag football has become a popular alternative to tackle football among families. Students write a Paragraph summarizing the article and providing details from the article that demonstrate their understanding.
SKILLS (4):Demonstrate Comprehension (IR), Summarize/Paraphrase Text (IR), Choose Words Carefully, Use Content VocabularySTANDARDS:RI.3.7, RI.3.2FORMAT:Short ResponseSkills in this Assignment
- Demonstrate Comprehension (IR)
- Summarize/Paraphrase Text (IR)
- Choose Words Carefully
- Use Content Vocabulary
Standards in this Assignment
- RI.3.7
- RI.3.2
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Párrafo informativo - “Lecciones de vida silvestre”
Párrafo informativo - “Lecciones de vida silvestre”
In this Spanish-language assignment, students read the nonfiction article "Wildlife Lessons," by Brian S. McGrath. The article explains how a conservation group is trying to teach villagers in Botswana to coexist with wild elephants. Students write an Informative Paragraph summarizing the article and providing details that demonstrate their understanding.
SKILLS (5):Cite Evidence from Text (IR), Demonstrate Comprehension (IR), Introduce Topic & Subtopics, Elaborate (Info), Provide a Focus StatementSTANDARDS:W.3-5.2.b, W.3-5.9, W.4-5.9FORMAT:Short ResponseSkills in this Assignment
- Cite Evidence from Text (IR)
- Demonstrate Comprehension (IR)
- Introduce Topic & Subtopics
- Elaborate (Info)
- Provide a Focus Statement
Standards in this Assignment
- W.3-5.2.b
- W.3-5.9
- W.4-5.9
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Párrafo de resumen - “Viajes seguros”
Párrafo de resumen - “Viajes seguros”
In this Spanish-language assignment, students read the nonfiction article "Safe Travels." The article examines wildlife crossings and how these help animals and people. Students write a Paragraph summarizing the article and providing details from the article that demonstrate their understanding.
SKILLS (3):Identify Main Idea and Details (IR), Check Spelling & Punctuation, Support with Reasons & EvidenceSTANDARDS:W.3.2.b, W.3.5, RI.3.2FORMAT:Short ResponseSkills in this Assignment
- Identify Main Idea and Details (IR)
- Check Spelling & Punctuation
- Support with Reasons & Evidence
Standards in this Assignment
- W.3.2.b
- W.3.5
- RI.3.2
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Párrafo informativo - “Una esperanza para los tigres”
Párrafo informativo - “Una esperanza para los tigres”
In this Spanish-language assignment, students read the nonfiction article "Hope for Tigers," by Brian S. McGrath. The article explains how tigers became an endangered species and the ongoing efforts to save them. Students write an Informative Paragraph summarizing the article and providing details that demonstrate their understanding.
SKILLS (6):Cite Evidence from Text (IR), Summarize/Paraphrase Text (IR), Summarize Text/Topic, Introduce Topic & Subtopics, Elaborate (Info), Support with Reasons & EvidenceSTANDARDS:W.3-5.2.b, W.3-5.9FORMAT:Short ResponseSkills in this Assignment
- Cite Evidence from Text (IR)
- Summarize/Paraphrase Text (IR)
- Summarize Text/Topic
- Introduce Topic & Subtopics
- Elaborate (Info)
- Support with Reasons & Evidence
Standards in this Assignment
- W.3-5.2.b
- W.3-5.9
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Grade 3: Response to Nonfiction Reading (Spanish)
In this Spanish-language collection, students read nonfiction articles from TIME for Kids and then write responses based on, or inspired by, the articles. Each assignment allows students to demonstrate comprehension, respond to text, and practice writing in the Argument/Opinion, Information, or Narrative genre.
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Párrafo de resumen - "Alimento del futuro"
Párrafo de resumen - "Alimento del futuro"
In this Spanish-language assignment, students read the nonfiction article "Future Food," by Rebecca Mordechai. The article explains what lab-grown meat is and the potential impact it could have on the environment. Students write a Summary Paragraph providing details from the article and demonstrate their understanding by writing in the Information genre.
SKILLS (5):Cite Evidence from Text (IR), Demonstrate Comprehension (IR), Summarize/Paraphrase Text (IR), Choose Words Carefully, Use Content VocabularySTANDARDS:W.4-5.9FORMAT:Short ResponseSkills in this Assignment
- Cite Evidence from Text (IR)
- Demonstrate Comprehension (IR)
- Summarize/Paraphrase Text (IR)
- Choose Words Carefully
- Use Content Vocabulary
Standards in this Assignment
- W.4-5.9
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Párrafo informativo - "Justicia para todos"
Párrafo informativo - "Justicia para todos"
In this Spanish-language assignment, students read the nonfiction article "Justice for All" about the Little Rock Nine. The article explains school segregation and how the teens in Little Rock helped to end it. Students are asked to provide details from the article in an Informative Paragraph and demonstrate their understanding by writing in the Information genre.
SKILLS (3):Summarize/Paraphrase Text (IR), Introduce Topic & Subtopics, Organize for Flow and LogicSTANDARDS:W.3.2.a, RI.3.2FORMAT:Short ResponseSkills in this Assignment
- Summarize/Paraphrase Text (IR)
- Introduce Topic & Subtopics
- Organize for Flow and Logic
Standards in this Assignment
- W.3.2.a
- RI.3.2
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Discurso informativo - "Ley de la tierra"
Discurso informativo - "Ley de la tierra"
In this Spanish-language assignment, students read the nonfiction article "Law of the Land," by Brian S. McGrath. The article covers the functions and creation of the Supreme Court, as well as a landmark decision by the Court. Students are asked to write a speech using information in the article and demonstrate their understanding by writing in the Information genre.
SKILLS (6):Provide Closure, Choose Words Carefully, Consider the Reader, Hook the Reader, Introduce Topic & Subtopics, Cite Text EvidenceSTANDARDS:W.3-5.2.d, W.3-5.4FORMAT:Short ResponseSkills in this Assignment
- Provide Closure
- Choose Words Carefully
- Consider the Reader
- Hook the Reader
- Introduce Topic & Subtopics
- Cite Text Evidence
Standards in this Assignment
- W.3-5.2.d
- W.3-5.4
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Entrada de diario - "Explorador de Marte"
Entrada de diario - "Explorador de Marte"
In this Spanish-language assignment, students read the nonfiction article "Mars Explorer," by Brian S. McGrath. The article discusses NASA's Mars Rover and its mission to the red planet. Students use their imaginations and details from the article to write a fictional Journal Entry from the perspective of the first astronaut to land on Mars. This assignment gives students practice writing in the Narrative genre.
SKILLS (4):Apply Readings, Stay on Topic, Establish Point of View, Organize for Flow and LogicSTANDARDS:W.3-5.3.a, W.3-5.4, W.5.3.bFORMAT:Short ResponseSkills in this Assignment
- Apply Readings
- Stay on Topic
- Establish Point of View
- Organize for Flow and Logic
Standards in this Assignment
- W.3-5.3.a
- W.3-5.4
- W.5.3.b
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Cuento - “La vida en la jungla”
Cuento - “La vida en la jungla”
In this Spanish-language assignment, students read the nonfiction article "Jungle Life." The article explains why tropical rain forests are important, as well as why they are in danger. Students use their imaginations and details from the article to write a Short Story about an adventure in the jungle. This assignment gives students practice writing in the Narrative genre.
SKILLS (5):Apply Readings, Elaborate (Narr), Provide Closure (Narr), Connect the Ending, Introduce the StorySTANDARDS:W.3-5.3.a, W.3-5.3.bFORMAT:Short ResponseSkills in this Assignment
- Apply Readings
- Elaborate (Narr)
- Provide Closure (Narr)
- Connect the Ending
- Introduce the Story
Standards in this Assignment
- W.3-5.3.a
- W.3-5.3.b
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Artículo breve - "Deja pasar la sal"
Artículo breve - "Deja pasar la sal"
In this Spanish-language assignment, students read the nonfiction article "Pass on Salt." Students read the article to learn how eating salty foods could affect their health. Students then write a Short Article that provides details from the reading and demonstrate their understanding by writing in the Information genre.
SKILLS (8):Use Voice/Style/Tone, Choose Words Carefully, Hook the Reader, Summarize Text/Topic, Introduce Topic & Subtopics, Write to Task & Purpose, Elaborate (Info), Support with Reasons & EvidenceSTANDARDS:W.3-5.2.b, W.4-5.9FORMAT:Short ResponseSkills in this Assignment
- Use Voice/Style/Tone
- Choose Words Carefully
- Hook the Reader
- Summarize Text/Topic
- Introduce Topic & Subtopics
- Write to Task & Purpose
- Elaborate (Info)
- Support with Reasons & Evidence
Standards in this Assignment
- W.3-5.2.b
- W.4-5.9
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Carta de opinión - "Cuento de juguetes"
Carta de opinión - "Cuento de juguetes"
In this Spanish-language assignment, students read the nonfiction article "Toy Story." The article discusses stores separating their toys according to gender stereotypes. Students write an Opinion Letter arguing for their stance on the topic and demonstrate their understanding by writing in the Argument genre.
SKILLS (5):Write a Persuasive Letter, Use Voice/Style/Tone, Introduce Background & Topic, State a Claim, Opinion, or Point of View, Support with Reasons & EvidenceSTANDARDS:W.6-8.1.b, W.6-8.1.c, W.6-8.1.a, W.6-8.1.dFORMAT:Short ResponseSkills in this Assignment
- Write a Persuasive Letter
- Use Voice/Style/Tone
- Introduce Background & Topic
- State a Claim, Opinion, or Point of View
- Support with Reasons & Evidence
Standards in this Assignment
- W.6-8.1.b
- W.6-8.1.c
- W.6-8.1.a
- W.6-8.1.d
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Párrafo de resumen - “¿Qué hay de nuevo, perro?”
Párrafo de resumen - “¿Qué hay de nuevo, perro?”
In this Spanish-language assignment, students read the nonfiction article "What's Up Dog?" The article explains how scientists have found that dogs can communicate, count, and understand the passage of time. Students write a Summary Paragraph providing details from the article and demonstrate their understanding by writing in the Information genre.
SKILLS (3):Demonstrate Understanding, Summarize Text/Topic, Introduce Topic & SubtopicsSTANDARDS:W.3-5.2.a, W.4-5.9FORMAT:Short ResponseSkills in this Assignment
- Demonstrate Understanding
- Summarize Text/Topic
- Introduce Topic & Subtopics
Standards in this Assignment
- W.3-5.2.a
- W.4-5.9
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Entrada de blog - “Drones que salvan vidas”
Entrada de blog - “Drones que salvan vidas”
In this Spanish-language assignment, students read the nonfiction article "Lifesaving Drones," by Aryn Baker. The article details how the start-up Zipline is saving lives with their delivery drones. Students write a Blog Post explaining what they read and demonstrate their understanding by writing in the Information genre.
SKILLS (5):Cite Evidence from Text (IR), Demonstrate Comprehension (IR), Introduce Topic & Subtopics, Elaborate (Info), Provide a Focus StatementSTANDARDS:W.3-5.2.b, W.3-5.9FORMAT:Short ResponseSkills in this Assignment
- Cite Evidence from Text (IR)
- Demonstrate Comprehension (IR)
- Introduce Topic & Subtopics
- Elaborate (Info)
- Provide a Focus Statement
Standards in this Assignment
- W.3-5.2.b
- W.3-5.9
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Grade 4: Response to Nonfiction Reading (Spanish)
In this Spanish-language collection, students read nonfiction articles from TIME for Kids and then write responses based on, or inspired by, the articles. Each assignment allows students to demonstrate comprehension, respond to text, and practice writing in the Argument/Opinion, Information, or Narrative genre.
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Párrafo de resumen - "Un deporte más seguro"
Párrafo de resumen - "Un deporte más seguro"
In this Spanish-language assignment, students read the nonfiction article "A Safer Sport," by Brian S. McGrath. The article covers why flag football has become a popular alternative to tackle football among families. Students write a Summary Paragraph providing details from the article and demonstrate their understanding by writing in the Information genre.
SKILLS (3):Demonstrate Comprehension (IR), Summarize/Paraphrase Text (IR), Introduce Topic & SubtopicsSTANDARDS:W.3-5.2.a, W.4-5.9FORMAT:Short ResponseSkills in this Assignment
- Demonstrate Comprehension (IR)
- Summarize/Paraphrase Text (IR)
- Introduce Topic & Subtopics
Standards in this Assignment
- W.3-5.2.a
- W.4-5.9
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Carta amistosa - "Aferrarse a la esperanza"
Carta amistosa - "Aferrarse a la esperanza"
In this Spanish-language assignment, students read the nonfiction article "Holding on to Hope," by Jaime Joyce. The article details how some children live on the U.S.-Mexico border as they wait to receive asylum. Students are asked to write a Friendly Letter to a student living on the border and make connections to the article by writing in the Narrative genre.
SKILLS (3):Use a Letter Format, Elaborate (Narr), Establish Point of ViewSTANDARDS:W.3-5.3.a, W.3-5.3.d, W.3-5.4, W.3-5.3.bFORMAT:Short ResponseSkills in this Assignment
- Use a Letter Format
- Elaborate (Narr)
- Establish Point of View
Standards in this Assignment
- W.3-5.3.a
- W.3-5.3.d
- W.3-5.4
- W.3-5.3.b
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Artículo de opinión - "No desperdicies"
Artículo de opinión - "No desperdicies"
In this Spanish-language assignment, students read the nonfiction article "Waste Not," by Shay Maunz. The article examines how school cafeterias are a major cause of food waste and some potential solutions. Students write an Op-Ed explaining what they believe their school should do to cut down on food waste and demonstrate their understanding by writing in the Argument genre.
SKILLS (4):Cite Evidence from Text (IR), Provide a Strong Conclusion, State a Claim, Opinion, or Point of View, Support with Reasons & EvidenceSTANDARDS:W.3-5.1.d, W.3-5.1.a, , W.3-5.1.b, W.4-5.9FORMAT:Short ResponseSkills in this Assignment
- Cite Evidence from Text (IR)
- Provide a Strong Conclusion
- State a Claim, Opinion, or Point of View
- Support with Reasons & Evidence
Standards in this Assignment
- W.3-5.1.d
- W.3-5.1.a
- W.3-5.1.b
- W.4-5.9
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Relato de ficción - "Ingreso en la historia"
Relato de ficción - "Ingreso en la historia"
In this Spanish-language assignment, students read the nonfiction article "Stepping into History," by Shay Maunz. The article discusses the Moon landing and the astronauts who were part of the Apollo 11 mission. Students write a Fictional Retelling from the perspective of an alien creature on the Moon and use details from the article in their Narrative writing.
SKILLS (3):Apply Readings, Write a Personal Narrative, Establish Point of ViewSTANDARDS:W.4.3, W.4.3.a, W.4.9FORMAT:Short ResponseSkills in this Assignment
- Apply Readings
- Write a Personal Narrative
- Establish Point of View
Standards in this Assignment
- W.4.3
- W.4.3.a
- W.4.9
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Párrafo informativo - "Esperanza para los tigres"
Párrafo informativo - "Esperanza para los tigres"
In this Spanish-language assignment, students read the nonfiction article "Hope for Tigers," by Brian S. McGrath. The article explains how tigers became an endangered species and the ongoing efforts to save them. Students are asked to provide details from the article in an Informative Paragraph and demonstrate their understanding by writing in the Information genre.
SKILLS (4):Summarize Text/Topic, Introduce Topic & Subtopics, Elaborate (Info), Support with Reasons & EvidenceSTANDARDS:W.3-5.2.b, W.3-5.2.a, W.3-5.9FORMAT:Short ResponseSkills in this Assignment
- Summarize Text/Topic
- Introduce Topic & Subtopics
- Elaborate (Info)
- Support with Reasons & Evidence
Standards in this Assignment
- W.3-5.2.b
- W.3-5.2.a
- W.3-5.9
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Carta de opinión - "El problema con los plasticos"
Carta de opinión - "El problema con los plasticos"
In this Spanish-language assignment, students read the nonfiction article "The Problem with Plastics," by Brian S. McGrath. The article discusses plastic pollution and its effects on the environment. Students write an Opinion Letter arguing for their stance on the topic and demonstrate their understanding by writing in the Argument genre.
SKILLS (5):Write a Persuasive Letter, Use Voice/Style/Tone, Introduce Background & Topic, State a Claim, Opinion, or Point of View, Support with Reasons & EvidenceSTANDARDS:W.6-8.1.b, W.6-8.1.c, W.6-8.1.a, W.6-8.1.dFORMAT:Short ResponseSkills in this Assignment
- Write a Persuasive Letter
- Use Voice/Style/Tone
- Introduce Background & Topic
- State a Claim, Opinion, or Point of View
- Support with Reasons & Evidence
Standards in this Assignment
- W.6-8.1.b
- W.6-8.1.c
- W.6-8.1.a
- W.6-8.1.d
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Entrada de blog - "Soluciones dulces"
Entrada de blog - "Soluciones dulces"
In this Spanish-language assignment, students read the nonfiction article "Sweet Solutions," by Shay Maunz. The article details how climate change is putting chocolate production in danger and what scientists are doing to solve the problem. Students write a Blog Post explaining what they read and demonstrate their understanding by writing in the Information genre.
SKILLS (5):Cite Evidence from Text (IR), Demonstrate Understanding, Introduce Topic & Subtopics, Elaborate (Info), Provide a Focus StatementSTANDARDS:W.3-5.2.b, W.3-5.9FORMAT:Short ResponseSkills in this Assignment
- Cite Evidence from Text (IR)
- Demonstrate Understanding
- Introduce Topic & Subtopics
- Elaborate (Info)
- Provide a Focus Statement
Standards in this Assignment
- W.3-5.2.b
- W.3-5.9
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Párrafo descriptivo - "Reconstruyendo la historia"
Párrafo descriptivo - "Reconstruyendo la historia"
In this Spanish-language assignment, students read the nonfiction article "Rebuilding History," by Rebecca Katzman. The article covers the fire that destroyed Notre-Dame cathedral in Paris as well as the ongoing efforts to rebuild it. Students write a Descriptive Paragraph and practice writing in the Narrative genre.
SKILLS (3):Apply Readings, Choose Words Carefully, Establish Point of ViewSTANDARDS:W.4.3.a, W.4.9, W.4.3.dFORMAT:Short ResponseSkills in this Assignment
- Apply Readings
- Choose Words Carefully
- Establish Point of View
Standards in this Assignment
- W.4.3.a
- W.4.9
- W.4.3.d
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Escena de la historia - “¡Habla, Fido!”
Escena de la historia - “¡Habla, Fido!”
In this Spanish-language assignment, students read the nonfiction article "Speak Fido," by Shay Maunz. The article looks at how new technology could let dogs communicate with humans. Students write a Story Scene inspired by the article and practice writing in the Narrative genre.
SKILLS (5):Elaborate (Narr), Provide Closure (Narr), Consider the Reader, Introduce the Story, Establish Point of ViewSTANDARDS:W.3-5.3.e, W.3-5.3.aFORMAT:Short ResponseSkills in this Assignment
- Elaborate (Narr)
- Provide Closure (Narr)
- Consider the Reader
- Introduce the Story
- Establish Point of View
Standards in this Assignment
- W.3-5.3.e
- W.3-5.3.a
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Discurso informativo - "Cambio de marea"
Discurso informativo - "Cambio de marea"
In this Spanish-language assignment, students read the nonfiction article "Turning the Tide," by Shay Maunz. The article discusses how artificial reefs help the ocean's ecosystem as natural reefs die. Students are asked to write a speech using information in the article, and demonstrate their understanding by writing in the Information genre.
SKILLS (8):Cite Evidence from Text (IR), Identify Main Idea and Details (IR), Provide Closure, Choose Words Carefully, Consider the Reader, Hook the Reader, Introduce Topic & Subtopics, Elaborate (Info)STANDARDS:W.4.4, W.4.2.e, W.4.2.a, W.4.2.d, W.4.2.bFORMAT:Short ResponseSkills in this Assignment
- Cite Evidence from Text (IR)
- Identify Main Idea and Details (IR)
- Provide Closure
- Choose Words Carefully
- Consider the Reader
- Hook the Reader
- Introduce Topic & Subtopics
- Elaborate (Info)
Standards in this Assignment
- W.4.4
- W.4.2.e
- W.4.2.a
- W.4.2.d
- W.4.2.b
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Grade 5: Response to Nonfiction Reading (Spanish)
In this collection, students read nonfiction articles from TIME for Kids and then write responses based on, or inspired by, the articles. Each assignment allows students to demonstrate comprehension, respond to text, and practice writing in the Argument/Opinion, Information, or Narrative genre.
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Párrafo de resumen - "Mascota de la maestra"
Párrafo de resumen - "Mascota de la maestra"
In this Spanish-language assignment, students read the nonfiction article "Teacher's Pup," by Rebecca Mordechai. The article details how dogs are being brought into schools and classrooms to help children learn empathy and other important lessons. Students are asked to provide details from the article in a Summary Paragraph and demonstrate their understanding by writing in the Information genre.
SKILLS (3):Demonstrate Comprehension (IR), Summarize/Paraphrase Text (IR), Introduce Topic & SubtopicsSTANDARDS:W.3-5.2.a, W.4-5.9FORMAT:Short ResponseSkills in this Assignment
- Demonstrate Comprehension (IR)
- Summarize/Paraphrase Text (IR)
- Introduce Topic & Subtopics
Standards in this Assignment
- W.3-5.2.a
- W.4-5.9
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Discurso persuasivo - "Reforma del recreo"
Discurso persuasivo - "Reforma del recreo"
In this Spanish-language assignment, students read the nonfiction article "Recess Reform," by Rebecca Mordechai. The article explains how some students and their families are pushing schools for more recess breaks throughout the day. Students write a short Persuasive Speech and demonstrate their understanding by writing in the Argument genre.
SKILLS (4):Cite Evidence from Text (IR), Use Voice/Style/Tone, Introduce an Argument/Opinion, Organize for Flow and LogicSTANDARDS:W.3-5.1.a, W.3-5.1.bFORMAT:Short ResponseSkills in this Assignment
- Cite Evidence from Text (IR)
- Use Voice/Style/Tone
- Introduce an Argument/Opinion
- Organize for Flow and Logic
Standards in this Assignment
- W.3-5.1.a
- W.3-5.1.b
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Breve presentación - "Alimentos para el bien"
Breve presentación - "Alimentos para el bien"
In this Spanish-language assignment, students read the nonfiction article "Food for Good," by Shay Maunz. The article discusses how World Central Kitchen brings together volunteers to feed survivors of natural disasters. Students write a presentation using information in the article and demonstrate their understanding by writing in the Information genre.
SKILLS (5):Provide Closure, Choose Words Carefully, Consider the Reader, Introduce Topic & Subtopics, Support with Reasons & EvidenceSTANDARDS:W.5.2.e, W.5.2.a, W.5.2.b, W.5.4, W.5.2.dFORMAT:Short ResponseSkills in this Assignment
- Provide Closure
- Choose Words Carefully
- Consider the Reader
- Introduce Topic & Subtopics
- Support with Reasons & Evidence
Standards in this Assignment
- W.5.2.e
- W.5.2.a
- W.5.2.b
- W.5.4
- W.5.2.d
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Narración personal - "Es genial ser bondadoso"
Narración personal - "Es genial ser bondadoso"
In this Spanish-language assignment, students read the nonfiction article "Cool to be Kind," by Rebecca Mordechai. The article explains how an incident of bullying was turned into an opportunity to teach children kindness. Students are asked to write a short Personal Narrative and practice writing in the Narrative genre.
SKILLS (4):Elaborate (Narr), Choose Words Carefully, Write a Personal Narrative, Establish Point of ViewSTANDARDS:W.3-5.3.a, W.3-5.3.d, W.3-5.3.bFORMAT:Short ResponseSkills in this Assignment
- Elaborate (Narr)
- Choose Words Carefully
- Write a Personal Narrative
- Establish Point of View
Standards in this Assignment
- W.3-5.3.a
- W.3-5.3.d
- W.3-5.3.b
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Entrada de blog - “Aliados de los animales”
Entrada de blog - “Aliados de los animales”
In this Spanish-language assignment, students read the nonfiction article "Wildlife Lessons," by Brian S. McGrath. The article explains how a conservation group is trying to teach villagers in Botswana to coexist with wild elephants. Students write a Blog Post explaining what they read and demonstrate their understanding by writing in the Information genre.
SKILLS (5):Cite Evidence from Text (IR), Demonstrate Understanding, Introduce Topic & Subtopics, Elaborate (Info), Provide a Focus StatementSTANDARDS:W.3-5.2.b, W.3-5.9FORMAT:Short ResponseSkills in this Assignment
- Cite Evidence from Text (IR)
- Demonstrate Understanding
- Introduce Topic & Subtopics
- Elaborate (Info)
- Provide a Focus Statement
Standards in this Assignment
- W.3-5.2.b
- W.3-5.9
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Resumen del vídeo - "Decisiones difíciles"
Resumen del vídeo - "Decisiones difíciles"
In this Spanish-language assignment, students read the nonfiction article "Tough Choices," by Jamie Joyce. The article discusses the lives of children at a school in Honduras, where many children have family members who've immigrated to the United States. Students write a Video Summary for a potential documentary on the subject and demonstrate their understanding by writing in the Information genre.
SKILLS (4):Cite Evidence from Text (IR), Summarize/Paraphrase Text (IR), Demonstrate Understanding, Elaborate (Info)STANDARDS:W.3-5.2.bFORMAT:Short ResponseSkills in this Assignment
- Cite Evidence from Text (IR)
- Summarize/Paraphrase Text (IR)
- Demonstrate Understanding
- Elaborate (Info)
Standards in this Assignment
- W.3-5.2.b
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Párrafo de opinión - "Ciudad de arboles"
Párrafo de opinión - "Ciudad de arboles"
In this Spanish-language assignment, students read the nonfiction article "City of Trees," by Rebecca Katzman. The article details how urban forests help to keep cities in Pakistan cool during heat waves. Students write an Opinion Paragraph providing details from the article and demonstrate their understanding by writing in the Argument genre.
SKILLS (3):Use Transitions, Cite Text Evidence, State a Claim, Opinion, or Point of ViewSTANDARDS:W.3-5.1.aFORMAT:Short ResponseSkills in this Assignment
- Use Transitions
- Cite Text Evidence
- State a Claim, Opinion, or Point of View
Standards in this Assignment
- W.3-5.1.a
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Carta Persuasiva - "Dar sentido a las noticias"
Carta Persuasiva - "Dar sentido a las noticias"
In this Spanish-langauge assignment, students read the nonfiction article "Making Sense of the Media," by Lina Mai. The article tells about a program to teach media literacy to kids. Students write a Persuasive Letter arguing for the importance of media literacy and demonstrate their understanding by writing in the Argument genre.
SKILLS (8):Evaluate Ideas & Texts (IR), Make Connections (IR), Write a Persuasive Letter, End with an Idea, Introduce an Argument/Opinion, Introduce Background & Topic, Write a Strong Introduction & Conclusion, Support with Reasons & EvidenceSTANDARDS:W.3-5.1.a, W.3-5.4, W.3-5.1.bFORMAT:Short ResponseSkills in this Assignment
- Evaluate Ideas & Texts (IR)
- Make Connections (IR)
- Write a Persuasive Letter
- End with an Idea
- Introduce an Argument/Opinion
- Introduce Background & Topic
- Write a Strong Introduction & Conclusion
- Support with Reasons & Evidence
Standards in this Assignment
- W.3-5.1.a
- W.3-5.4
- W.3-5.1.b
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Anuncio de empleo - "La cima del mundo"
Anuncio de empleo - "La cima del mundo"
In this Spanish-language assignment, students read the nonfiction article "Top of the World," by Rebecca Katzman. The article examines how Wheel the World makes it possible for people with disabilities to travel the world. Students write a Job Posting and demonstrate their understanding by writing in the Information genre.
SKILLS (7):Cite Evidence from Text (IR), Demonstrate Comprehension (IR), Introduce Topic & Subtopics, Elaborate (Info), Provide a Focus Statement, Organize for Flow and Logic, Support with Reasons & EvidenceSTANDARDS:W.3-5.2.b, W.3-5.9FORMAT:Short ResponseSkills in this Assignment
- Cite Evidence from Text (IR)
- Demonstrate Comprehension (IR)
- Introduce Topic & Subtopics
- Elaborate (Info)
- Provide a Focus Statement
- Organize for Flow and Logic
- Support with Reasons & Evidence
Standards in this Assignment
- W.3-5.2.b
- W.3-5.9
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Párrafo de resumen - "Construcción ecológica"
Párrafo de resumen - "Construcción ecológica"
In this Spanish-language assignment, students read the nonfiction article "Building Green," by Jaime Joyce. The article details how recycled plastic is being used to build schools in Côte d'Ivoire. Students write a Summary Paragraph providing details from the article and demonstrate their understanding by writing in the Information genre.
SKILLS (3):Demonstrate Comprehension (IR), Summarize/Paraphrase Text (IR), Introduce Topic & SubtopicsSTANDARDS:W.3-5.2.a, W.4-5.9FORMAT:Short ResponseSkills in this Assignment
- Demonstrate Comprehension (IR)
- Summarize/Paraphrase Text (IR)
- Introduce Topic & Subtopics
Standards in this Assignment
- W.3-5.2.a
- W.4-5.9
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Grade 2: Response to Nonfiction Reading (Spanish)
In this Spanish-language collection, students read nonfiction articles from TIME for Kids and then write responses based on, or inspired by, the articles. Each assignment allows students to demonstrate comprehension, respond to text, and practice writing in the Argument/Opinion, Information, or Narrative genre.
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Grade 3: Response to Nonfiction Reading (Spanish)
In this Spanish-language collection, students read nonfiction articles from TIME for Kids and then write responses based on, or inspired by, the articles. Each assignment allows students to demonstrate comprehension, respond to text, and practice writing in the Argument/Opinion, Information, or Narrative genre.
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Grade 4: Response to Nonfiction Reading (Spanish)
In this Spanish-language collection, students read nonfiction articles from TIME for Kids and then write responses based on, or inspired by, the articles. Each assignment allows students to demonstrate comprehension, respond to text, and practice writing in the Argument/Opinion, Information, or Narrative genre.
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Grade 5: Response to Nonfiction Reading (Spanish)
In this collection, students read nonfiction articles from TIME for Kids and then write responses based on, or inspired by, the articles. Each assignment allows students to demonstrate comprehension, respond to text, and practice writing in the Argument/Opinion, Information, or Narrative genre.