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Includes a vocabulary plan for strength, supported by kid-friendly definitions, gestures, and context usage. The reading sequence provides before-, during-, and after-reading questions to activate prior knowledge and build comprehension through predict, infer, connect, and synthesize strategies, with page references and structured student turn-and-talk routines. An extension activity guides students to create luchador trading cards using a “My Shield” graphic organizer.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/nino-wrestles-the-world-k-2-literacy-lesson-plan/239297/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/nino-wrestles-the-world-k-2-literacy-lesson-plan/239297.png","ImageObject",442,249,{"name":88,"@type":89},"Aurora","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-31","2026-09-11",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",27,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What is the lesson’s Big Idea and how is it reinforced during reading?","Question",{"text":109,"@type":110},"The Big Idea is that people have different strengths. Students revisit this through focus vocabulary practice and questions that connect characters’ feelings and actions to their strengths.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How are students supported to use the focus word “strength” in context?",{"text":114,"@type":110},"Students define strength, discuss examples in everyday terms, and then practice using it by talking with a partner and responding to questions related to Niño’s strengths.",{"name":116,"@type":107,"acceptedAnswer":117},"What comprehension strategies are used during reading?",{"text":118,"@type":110},"The plan targets predict, infer, connect, and synthesize by asking different question types and directing students to use illustrations if they get stuck.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},239297,1791305766,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":136,"language":137,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":61,"update_tm":141,"read_time":79},4810365810221,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| Suggested Grade:\u003Cbr>K-2 | Facilitator: | Grade: | Lesson Date(s): |\n| --- | --- | --- | --- |\n| Book Title and Author(s)/Illustrator(s): Niño Wrestles the World, written and illustrated by Yuyi Morales |  |  |  |\n| Theme(s)/Big Idea(s): People have different strengths |  |  |  |\n\n\n| VOCABULARY PLAN |  |\n| --- | --- |\n| Focus word & kid-friendly definition: strength – a strong or positive quality |  |\n| Image/symbol: Picture following lesson:\u003Cbr>This is a picture of an 8-year-old boy named Tanitoluwa Adewumi. He won the New York State Chess Championship. One of his strengths is being able to play chess very well. | Gesture: |\n| Use in context: Sometimes strength means being physically strong, like being able to lift something large or heavy. But today, we’re going to talk about being strength meaning something that you’re really good at. |  |\n| Prompt kids to use in context: One of my strengths is being able to speak more than one language. Can you turn and talk to your partner about a strength that you have? |  |\n| Bridge to book: Today we are going to read a book about a little boy named Niño who shows his strength in different ways. |  |\n\n\n| BEFORE READING\u003Cbr>write questions and student interaction (T/T, S/J, Act-it-out) |  |\n| --- | --- |\n|  |  |\n| 􀀀 Review RR expectations\u003Cbr>􀀀 Introduce\u003Cbr>Book/Author/Illustrator\u003Cbr>􀀀 Teach focus vocab word ( See plan above)\u003Cbr>􀀀 Ask 1-2 questions to activate prior knowledge/ solicit predictions | Q1 . What is a strength that you have? Turn and talk to your partner.\u003Cbr>Give students ~2 minutes to talk. If necessary, remind students to switch/let their partner speak. Ask 2-3 students to share what their partner told them.\u003Cbr>Additional Notes: Explain that the book students read today will have a lot of words in Spanish that they may or may not already know. Review these words as they come up in the reading. Tell them that this is because the book they are reading is about a little boy named Niño who competes with different luchadores. Show them a picture of Mexico on a map as well as pictures of luchadores. |\n| DURING READING\u003Cbr>write questions and vocab with page numbers and student interaction (T/T, S/J, Act-it-out) |  |\n| 􀀀 Ask 3-4 questions that target different comprehension strategies (predict, infer, connect, synthesize) | Q1. How do you think Niño feels about the contenders? What makes you say that? Turn and talk to a partner. Tell students to focus on the illustration if they get stuck. (pg. 6)\u003Cbr>Give students ~2 minutes to talk. If necessary, remind students to switch/let their partner speak. Ask 2-3 students to share what their partner told them. |\n\n\n| 􀀀 Note opportunities to reinforce focus word.\u003Cbr>􀀀 Identify other potential new vocab to define while reading | Q2. What do you think Niño is going to do next? Stop and jot your answer on your whiteboards/notebooks. Students may have the option of drawing their response instead of writing. (pg. 8)\u003Cbr>Give students 2-3 minutes to draw/write. Let 2-3 students share their response.\u003Cbr>Q3. How do you think these characters feel? What makes you think that? Turn and talk to a partner. (pg. 25)\u003Cbr>Give students ~2 minutes to talk. If necessary, remind students to switch/let their partner speak. Ask 2-3 students to share what their partner told them.\u003Cbr>Q4. Why do you think Niño is more worried about the match with his sisters than he was he was about the other characters? (pg. 28)\u003Cbr>Take popcorn responses from 2-4 students.\u003Cbr>Where and how will you reinforce focus word? What additional words might you address while reading?\u003Cbr>Lucha libre – a term used in Mexico for professional wrestling Luchador – a professional wrestler\u003Cbr>Temperament – a person’s attitude; how they act or speak Superb – outstandingly excellent, impressive, or beautiful Challenge – to invite or dare to take part in a contest Contender – a person who competes with others Guanajuato – a city in Mexico\u003Cbr>Olmec – the earliest known civilization in Ancient Mexico\u003Cbr>O","cbCaibNGNYdfK6P7","https://ap.wps.com/l/cbCaibNGNYdfK6P7","pdf",898294,10,"English","# Before Reading\n## Vocabulary Plan\n## Activate Prior Knowledge\n# During Reading\n## Comprehension Questions by Strategy\n## Reinforce Focus Vocabulary\n# After Reading\n## Reflect on Theme\n## Connect to Extension Activity\n# Extension Activity\n## Create Luchador Trading Cards","[{\"question\":\"What is the lesson’s Big Idea and how is it reinforced during reading?\",\"answer\":\"The Big Idea is that people have different strengths. Students revisit this through focus vocabulary practice and questions that connect characters’ feelings and actions to their strengths.\"},{\"question\":\"How are students supported to use the focus word “strength” in context?\",\"answer\":\"Students define strength, discuss examples in everyday terms, and then practice using it by talking with a partner and responding to questions related to Niño’s strengths.\"},{\"question\":\"What comprehension strategies are used during reading?\",\"answer\":\"The plan targets predict, infer, connect, and synthesize by asking different question types and directing students to use illustrations if they get stuck.\"}]","Niño Wrestles the World - K-2 Literacy Lesson Plan | PDF",1789146942]