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Welcome to My Neighborhood
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Books that show people at work doing a variety of jobs; books showing different communities |
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 | Gather a collection of your favorite books related to the following topics: people working at different jobs, and families and communities. Include several bilingual titles, if possible. Display the books together on a table or a special shelf in the classroom library. See the Resources section of this guide for additional ideas of books to include. |
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Quinito's Neighborhood / El Vecindario de Quinito is a bilingual book with the text of the story presented in both Spanish and English. If possible, reflect this by including bilingual labels for the things in your classroom, including table/mesa, desk/escritorio, chair/silla, clock/reloj, globe/globo, door/puerta, window/ventana, pencil sharpener/sacapuntas, and so on. |
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Find different pictures of people doing different jobs. Use these images to create a bulletin board display entitled People At Work. Be sure to include images of men and women doing non-traditional jobs. For example, you can show a female construction worker, a male nurse, or a female firefighter.
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Exploring the Book
Students learn basic book concepts as they go on a "guided tour" of the book and make predictions about its contents.
 15-25 min.
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 whole class
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CA Reading Standard 1.1: Identify the front cover, back cover, and title page of a book. 1.2: Follow words from left to right and from top to bottom on the printed page. 2.1: Locate the title, table of contents, name of author, and name of illustrator. 2.2: Use pictures and context to make predictions about story content.
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One copy of Quinito's Neighborhood / El Vecindario de Quinito |
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- During an early circle time meeting with your class, display a copy of Quinito's Neighborhood / El Vecindario de Quinito and explain that you are going to read aloud the story in this book about one boy's neighborhood and how everyone works together to make each other's lives richer. As you point out the various features of the book—the cover, back cover, title page, author's name, illustrator's name, and so on—gauge students' prior knowledge by asking them to name each feature. Repeat back to students the name of each feature they have identified, filling in any they do not name and providing a simple definition for each one.
- Conduct a "picture walk" in which you page through the book and ask students to focus their attention on the pictures. Ask them to name things they see in each picture and to share their ideas about what is happening. Before turning to the next page, have them predict what they think will happen next.
- Read the story aloud, displaying the book to the class. The focus of this first reading should be reading for pleasure—encouraging students to enjoy the beauty of the book and the story it tells. As you read, track the print with your index finger. Take time to point out the Spanish and English version of the story, explaining that this book is a bilingual edition.
Colorful Words
Students identify, recognize, and name colors and then list things in the book and in the classroom that are those colors.
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15-25 min. |
small group or whole class |
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CA Reading Standard 1.17: Identify and sort common words in basic categories (e.g., colors, shapes, foods). 1.18: Describe common objects and events in both general and specific language.
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| Chalkboard and chalk, or butcher paper and markers
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- Read the story again. As you are reading have the students look at the illustrations and ask students to identify the different colors used in the pages.
Sample questions:
p. 2-3
p. 6-7
p. 8-9
p. 12-13
p. 20-21
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What colors do you see on this page?
What is the color of these signs?
What else is blue?
Do you see the color brown? Where?
What color is the street and sidewalk?
Have you ever seen purple sidewalks? Where?
Who are the people on these pages?
What colors are they?
Why do you think they are bright colors?
What colors do you see most of?
Where is this place?
What color do you see most of?
Have you ever seen a blue, white, or red car?
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- Write the colors students identify on the board or on butcher paper and read them aloud. Then have students read them again.
- Ask students to help you think of objects that are the colors they have identified.
Other Vocabulary Activities
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Similar Jobs:
Identify the different professions mentioned in the book and find similarities between them.
For example:
p. 3
p. 3 & 10
p. 5 & 17
p. 6
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How are a carpenter and construction worker alike? (Both help to construct buildings)
How are a nurse and dentist alike? (Both help people feel better)
How are a truck driver and a mailman alike? (Both deliver things)
How are a dance teacher and musician alike? (Both use music) |
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