Teacher's Notes and Assessments
Assessments Unit 1
1 Assessment 1a: Listen, point and color.
Distribute Assessment Unit 1 1a and the red, blue, black,
purple, green and yellow crayons. Write students’ names on
their papers.
Say the different actions the characters are doing in the
pictures. Have students point to them and color the dots.
T: Look! (He) is (painting). Point to (painting).
T: Show me your (purple) crayon. Color the dot below
(painting) (purple).
Repeat with he / she and drawing, writing, cutting, gluing
and coloring. Use a different color for each action.
2 Assessment 1b: Look, count and color.
Distribute Assessment Unit 1 1b and the red, blue, black, purple
and yellow crayons. Write students’ names on their papers.
Give instructions for students to look at the pictures and
to identify the classroom objects. Ask them to count the
number of classroom objects in each section and to color
the correct number.
T: (What are these?) Point to the (paintbrushes).
SS: (Paintbrushes).
T: How many (paintbrushes) can you see? Count them.
SS: (Ten).
T: Color number (ten) (red).
Do the same with What is this?, crayons, backpacks, pencil
cases, lunch box and glue sticks. Use a different color for
each section.
Assessments Unit 2
1 Assessment 2a: Listen, point and trace.
Distribute Assessment Unit 2 2a and the red, blue, black,
purple, green and yellow crayons. Write students’ names on
their papers.
Say the different actions Dino is doing in the pictures and
have students point to them.
T: Dino is (taking a shower). Point to Dino (taking a shower)
T: Show me your (yellow) crayon. Trace the circle (yellow).
Teacher's Notes Level 2
Repeat with combing his hair, washing his hands, brushing
his teeth, brushing his hair and drying his hands. Use a
different color for each action
2 Assessment 2b: Listen, point and color.
Distribute Assessment Unit 2 2b and the red, blue, black,
purple and yellow crayons. Write students’ names on their
papers.
Say the different parts of the body and have students point
to them.
T: (Arm). Point to Jimmy’s (arm).
T: Show me your (purple) crayon. Color Jimmy’s (arm)
(purple).
Repeat with leg, hand, foot, knee, eyes, nose, ear, fingers
and mouth. Use different colors.
Assessments Unit 3
1 Assessment 3a: Listen, point and color.
Distribute Assessment Unit 3 3a and the yellow, green,
orange, brown and pink crayons. Write students’ names on
their papers.
Say the different actions the characters are doing in the
picture and have students point to them.
T: (The squirrel is climbing the tree). Point to (the squirrel).
T: Show me your (yellow) crayon. Color the dot (yellow).
Repeat with he / she and crawling, jumping, running and
sitting. Use a different color for each action.
2 Assessment 3b: Listen, point and mark (✔).
Distribute Assessment Unit 3 3b and the yellow, green,
orange, brown, blue and pink crayons. Write students’
names on their papers.
Say where the animals are and have students point to them.
T: (The squirrel is on the log). Point to (the squirrel on
the log).
Students look at the two pictures of the (squirrel) and point
to the correct one.
T: Show me your (yellow) crayon. Make a check in
the box.
© Richmond Publishing, S.A. de C.V., 2018 Printable
Repeat with The butterfly is in front of the tree.
The bird is under the bench. The butterfly is on the bench.
The rabbit is under the log. The squirrel is in front of the tree.
Use a different color for each section.
Assessments Unit 4
1 Assessment 4a: Count and write.
Distribute Assessment Unit 4 4a and the yellow, green,
orange, brown, blue and pink crayons. Write students’
names on their papers.
Say the names of the different animals in the picture and
have students point to them. Then have students count
the number of animals in each group and write the correct
number in the box.
T: What are these? Point to the (sheep).
SS: (Sheep).
T: How many (sheep) do you see? Let’s count.
SS: One, two, three, ...(nine).
T: We see (nine) (sheep). Take your (yellow) crayon. Write
the number (nine) in the box.
Repeat with horses, cows, ducks, chicks and cats. Use a
different color for each box.
2 Assessment 4b: Point, listen and mark (✔ or ✘).
Distribute Assessment Unit 4 4b and the yellow, green,
orange and pink crayons. Write students’ names on their
papers.
Ask students to point to the farm animals in the picture.
Then ask them questions about each animal’s location.
If the answer is yes, they make a check in the box. If the
answer is no, they make an X.
T: Point to the (cow).
SS: Students point to the (cow).
T: Is the (cow in the barn)?
SS: (Yes.)
T: Show me your (yellow) crayon. (Make a check in the box).
Repeat with different combinations of duck, turkey and
sheep and locations that include behind, next to, in front of,
under, on or in. Use a different color for each mark.
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Assessments Unit 5
1 Assessment 5a: Look and color.
Distribute Assessment Unit 5 5a and the yellow, green,
orange, brown, pink, purple, blue, red and black crayons.
Write students’ names on their papers .
Ask students about the different articles of clothing.
T: (What’s this?) Point to the (umbrella).
SS: (It’s an umbrella).
T: Do we use (an umbrella) in (sunny) weather or in (rainy)
weather? Point to the weather symbols.
SS: (Rainy) weather.
T: Show me your (yellow) crayon. Color the (rainy) weather
symbol.
Repeat with scarf, swimsuit, shorts, raincoat, mittens, hat,
t-shirt and boots. For shorts, mittens and boots use What
are these? and They are.... Use a different color for each
article of clothing.
2 Assessment 5b: Count and write.
Distribute Assessment Unit 5 5b and the yellow, green,
orange, brown and pink crayons. Write students’ names on
their papers.
Say the names of the different articles of clothing.
T: What are these? Point to the (dresses).
SS: (Dresses).
T: How many (dresses) do you see? Let’s count.
SS: One, two, three, ...(thirteen).
T: We see (thirteen) (dresses). Take your (yellow) crayon.
Write the number (thirteen) in the box.
Repeat with socks, blouses, caps and skirts. Use a different
color for each number.
Assessments Unit 6
1 Assessment 6a: Listen and match.
Distribute Assessment Unit 6 6a and the yellow, green,
orange, brown, pink and purple crayons.
Write students’ names on their papers.
Give students instructions to identify and put their finger on
a number and an action.
Teacher's Notes Level 2
T: Put your finger on number (thirteen). Put your finger on
(Kelly folding the clothes).
Ask students to draw a line to join the two pictures.
T: Take your (yellow) crayon. Draw a line from number
(thirteen) to (Kelly folding the clothes).
Repeat with fourteen, fifteen, sixteen, seventeen,
eighteen, feeding the cat, putting away the toys, watering
the plants, making the bed and setting
the table. Use a different color for each line.
2 Assessment 6b: Look and cross out (✘).
Distribute Assessment Unit 6 6b and the yellow, green,
orange and brown crayons. Write students’ names on their
papers.
Name the different rooms and items to help students
identify which items do not belong.
Point to the (kitchen).
T: What room is this?
SS: It’s the (kitchen).
Explain that students will cross out the items that don’t
belong in a (kitchen).
Point to the (refrigerator).
T: What’s this?
SS: It’s a (refrigerator).
T: Does it belong in the (kitchen)?
SS: Yes, it does.
Point to the (closet).
T: What’s this?
SS: It’s a (closet).
T: Does it belong in the (kitchen)?
SS: No, it doesn’t. It belongs in the (bedroom).
T: Right! Cross out the (closet).
Repeat with bathroom, bedroom, living room, armchair,
stove, sink, toilet, sofa, TV, bed, lamp, dresser and bathtub.
Use a different color for each room.
Assessments Unit 7
1 Assessment 7a: Listen and circle.
Distribute Assessment Unit 7 7a and the yellow, green,
orange and brown crayons. Write students’ names on the
their papers.
© Richmond Publishing, S.A. de C.V., 2018 Printable
Ask students to listen and point to the corresponding foods.
T: Point to the (watermelon).
SS: Students point to the (watermelon).
T: Is it a (grain) or a (fruit)?
SS: It is a (fruit).
T: Show me your (yellow) crayon. Circle the (watermelon)
yellow.
Repeat with carrot, apple, fish, bread, melon, cheese,
broccoli, rice, chicken, cucumber and cereal.
Have students use yellow to circle the fruits, green for the
vegetables, orange for the grains and brown for the protein.
2 Assessment 7b: Count and match.
Distribute Assessment Unit 7 7b and the yellow, green,
orange, blue and brown crayons. Write students’ names on
their papers.
Have students count the peas in each row and match them
to the correct number.
Point to the first row.
T: How many (peas) are there? Let’s count them.
SS: One, two, three, ... (nineteen).
T: Point to number (nineteen). Match the (peas) to the
number (nineteen).
Do the same with the remaining rows and numbers. Use a
different color for each line.
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Assessments Unit 8
1 Assessment 8a: Look and color.
Distribute Assessment Unit 8 8a and the red, blue, purple
and pink crayons. Write students’ names on their papers.
Guide students in describing the plant growth sequence
and have them color the correct dots.
T: (To grow a plant, first, we...)
T/SS: (...plant a seed in the soil).
T: Right! Show me your (red) crayon. Color the dot below
the (seed) (red).
Repeat with roots come out and seedling starts to sprout,
the plant gets a stem and leaves and the plant continues to
grow taller and taller. Use a different color for each section.

2 Assessment 8b: Count and write.

Distribute Assessment Unit 8 8b and the red, blue, purple,
orange and pink crayons. Write students’ names on their
papers.
Guide students in counting the seeds in each fruit and in
writing the correct numbers in the boxes.
Point to the (watermelon).
T: How many seeds does it have? Let’s count.
SS: One, two, three, ...(twenty).
T: The (watermelon) has (twenty) seeds. Write the number
(twenty) in the box.
Repeat with apple, papaya, orange, melon, four, twelve,
eight and eighteen. Use a different color for each number.

Teacher's Notes Level 2 © Richmond Publishing, S.A. de C.V., 2018 Printable 3