1 3 3 mama (fiction)

Mamá
by Ana Rosa

ELL Reader 1.3.3

Fiction

INTRODUCE THE BOOK

RESPOND

Activate Prior Knowledge/Build
Background Read the title, and ask children
about their first day in this school: How did you
get to school? Was it warm or cold out? Tell
children this book is about a boy and his first day
at a new school.

Answers to the Reader’s Inside Back Cover:

Preview/Use Text Features Preview the
reader by talking about the illustrations together
and naming the labeled items.
Preteach Vocabulary Review the highfrequency words that appear in this book:
school and very. Introduce these key words
from the book: walks (p. 2), warm (p. 3),
writes (p. 6), and same (p. 8). Discuss these
words and add them to a Word Wall.

READ THE BOOK
Choose among these options for reading to

support children at all English proficiency levels.
Read Aloud Read the book aloud as children
follow along. Pause to verify comprehension and
to explain unfamiliar concepts.
Monitored Reading Have children read
silently a few pages at a time. Use the following
questions to support comprehension:
• Pages 2–3 Where is Pablo going? (He is
going to his new school.)
• Pages 4–5 What was Pablo’s school like
back home? (His school back home was
small. The children spoke Spanish.)
• Pages 6–8 What word does the teacher
write? (The teacher writes the word Mamá.)

Write About It
3. Pictures will vary, but they should show Pablo
wearing winter clothes in his new school and
lightweight clothes in his old school. Possible
response: Pablo is in his new school. He is
wearing warm clothes now. This is Pablo’s old
school. He wore other clothes.
Support writers at various English proficiency
levels.
Beginning Allow children to write in the
home language. If feasible, have children
translate their work with the help of a partner.
Intermediate Have children look through the
book for words they can use in their writing.
Advanced Have children use this sentence

frame in their writing: Pablo is wearing
.
Have them write two or three additional
sentences.
Extend Language The opposite of hot is cold.
The opposite of warm is cool. Encourage children
to identify other opposites: new (old); big (small);
smiles (frowns); same (different).
Answers to page 30:
Drawings will vary. Children could draw Pablo in
his new school. Possible response: Pablo sits in
his new school.
Family Link Read aloud the Family Link activity
on page 30 before sending copies of the Study
Guide home with children. Later, have them tell
about their family members’ first days of school.

© Scott Foresman 1

Reread Have children reread the book with a
partner, in small groups, or independently. Have
them complete the Study Guide on page 30.

Talk About It
1. Possible response: Yes, he will like it because
the teacher is nice.
2. The weather is cold. The school is big. The
children speak English. (Compare and Contrast)

ELL Readers Teaching Guide

Unit 3, Week 3 Mamá

29


Study Guide

Mamá

Name

Family Link
Ask family members what they remember about their
first day of school.
30

Mamá Unit 3, Week 3

ELL Readers Teaching Guide

© Scott Foresman 1

• Read Mamá again.
• Draw a picture that shows what the book is about.
• Write a sentence that goes with your picture.