Planner (1664285460821)

Challenge 1
Class Global Pathway - P1A

Pathway English
Global Knotion Health and Well-Being
Global Issue Risks and Hazards
Magneti·k Understanding It is important to be aware of risks and dangers in order to keep safe.
Magneti·k Question How can we keep safe?
Action Question What can I do to keep my family and friends safe?
WEEK Session 1 · Identify
1 Startup
Length 125 minutes
1. What Is Safety?
Activity
Curricular
Learners will investigate safety by looking
at a gallery of images and determining
whether the situations depicted are safe or
Description
unsafe. They will write sentences
explaining their decisions.
Length 30 minutes
Steps 1 | 2 | 3R
|| [IN] [CC | CA] Recognizes risky

Learning Outcomes situations and demonstrates safe
behaviors to prevent injuries to self and
others.
Additional material 2. How Do You Use Sentence
Activity Capitalization and Punctuation?
importance of capitalization and
Description Curricular
punctuation and practice identifying them
Length in
20sentences.
minutes
Steps 1|2
Learning Outcomes || [IN] [DLE | LM] Capitalizes the first letter
Additional material of a sentence and uses end punctuation.
3. Why Do Animals Talk in Stories?
Activity
house in the forest. They will discuss what
Curricular
Description
a fantasy story is and identify some of its
1
Length 35 minutes
Steps 1|2|3|4|5
Learning Outcomes || [IN] [DL | RS] Demonstrates that a
Additional material fantasy
4. Which story is not true
Situation isand
Safeincludes
and Which
Activity Is Unsafe?
gallery of safe and unsafe situations. They
will use sentence
- No visibleprompts o
to discuss
para el alumn
Length whether
15 minuteseach situation is safe or unsafe.
Steps 1|2
Learning Outcomes || [IN] [EV | CO] Uses multiple strategies to
Additional material develop
5. Whatand Soundexpand
Does oralthe
vocabulary.
Short a
Activity Make?
a makes. They will have a mini-lesson,
sing a song, and practice identifying the
Length sound of the short a in words.
10 minutes
Steps 1|2
Learning Outcomes || [IN] [DLE | LM] Relates short vowel
Additional material sounds
6. WhattoArespelling patterns andWords
the Challenge develops
for
Activity Challenge One?
this activity, you will introduce learners to
the new challenge words and have them
Length match them
15 minutes to images.
Steps 1|2
Learning Outcomes || [IN] [DLE | LM] Acquires new vocabulary
Additional material words related to the challenge.
7. Scholastic Literacy Pro Earlybird
Activity
them to take a look at the different book
Curricular
Description
covers and choose one that draws their
Length 0 minutes
Steps 1|2
Learning Outcomes
Additional material
Kn·saving the Planet 1
Activity In this activity, you will introduce the
Campaña 1 - No visible para el alumno
Description annual campaign Kn·saving the Planet.
Length 0 minutes
Steps 1|2|3|4
Learning Outcomes
Additional material
Activity
Description
Length
Steps
Learning Outcomes
Additional material
Close up
Length 125 minutes
WEEK Session 6 · Map
2
Startup
2
Length 1.
125What
minutes
Do You Do in an
Emergency?
Activity situations are emergencies. They will
complete an activity about who to call in an
Length emergency
30 minutes and which people can help if
Steps 1 | 2 | 3 | 4R | 5
Learning Outcomes || [IN] [CC | CA] Recognizes emergency
Additional material situations
2. How Can andYou
demonstrates
Complete thethe
skills to
Activity Sentences?
about complete sentences. They will
Description practice
Curricular joining two parts to form complete
Length sentences.
20 minutes
Steps 1|2
Learning Outcomes || [IN] [DLE | LM] Identifies that a sentence
Additional material is
3. aWhat
complete idea. Does a Fantasy
Elements
Story Have?
Activity fantasy story and practice the reading skill:
predicting by reading a fantasy story and
Length predicting
35 minuteswhat they think will happen.
Steps 1|2|3|4|5
•fantasy
A couple of fantasy story
story is not true andbooks.
includes
Additional material
4. What Is Your Emergency?
Activity
their communication skills: listening to and
Curricular
Description
recognizing questions to provide
Length 15 minutes
Steps 1|2|3
Learning Outcomes || [IN] [EV | CO] Listens to and recognizes
• • 2 large to
paper
givecups
Additional material questions
5. information.
• • What
2 paperSound
clips Does the Short i
Make?
Activity completing a mini-lesson on the topic,
reading a story, and identifying all the
Length phonics
10 minutes words.
Steps 1 | 2 | 3R
Additional material sounds to spelling patterns and develops
6. What Are the Mystery Words?
Activity and complete an activity by decoding
Curricular
Description letters to form some of the challenge
Length words.
15 minutes
Steps 1 | 2 | 3 | 4R
Activity
Curricular
Description
Length 0 minutes
Steps 1
Learning Outcomes
Additional material
Activity In this activity, learners will share their
Campaña 1
Description experiences saving water.
3
Length 0 minutes
Steps 1|2
Learning Outcomes
Additional material
Close up
Length 125 minutes
3
Startup
Length 125 minutes
1. Why Are Rules Important?
Activity rules are important. As a group, they will
Curricular
Description write a set of rules for a sport of their
Length choice.
30 minutes
Steps 1 | 2 | 3 | 4 | 5R
Learning Outcomes || [IN] [CC | CA] Demonstrates an
• Poster paper of safety rules and
Additional material understanding
2. How Can You Identify the Subject
Activity and Predicate in a Sentence?
completing a mini-lesson on subject and
predicate. They will practice joining
Length 20 minutes
Steps 1|2
Learning Outcomes || [IN] [DLE | LM] Identifies the subject and
Additional material predicate of a sentence.
3. How Does He Keep Fit?
Activity elements of a fantasy story and will
Curricular
Description practice the reading skill: author's point of
Length view
35 minutes
Steps 1R | 2 | 3R | 4
4. Whatstory is not
Sound true and
Does Theincludes
Short o
Activity Make?
sound of the short o through a mini-lesson
on the subject.
Length 10 minutes
Steps 1|2
Additional material sounds to spelling patterns and develops
5. What is Your Favorite Sport?
Activity
be working on the communication skill:
Curricular
Description
giving information about personal data,
Length 15 minutes
Steps 1|2|3
Learning Outcomes || [IN] [EV | CO] Gives information about
Additional material personal data, likes, and preferences.
6. What Is the Challenge Word?
Activity Learners will read clues to guess the
Curricular
Description challenge words in an interactive game.
Length 15 minutes
Steps 1|2
words related to the challenge.
4
Additional material
Activity
Curricular
Description
Length 0 minutes
Steps 1
Learning Outcomes
Additional material
Activity Learners will share some tips on saving
Campaña 1
Description water at home.
Length 0 minutes
Steps 1|2
Learning Outcomes
Additional material
Activity
Description
Length
Steps
Learning Outcomes
Additional material
Close up
Length 125 minutes
WEEK Session 16 · Prototype
4
Startup
Length 1.
125Howminutes
Can You Help Your Friends
Activity and Family Keep Safe From Germs?
identify places at school where people
wash their hands and interview other
Length 30 minutes
Steps 1 | 2 | 3 | 4R | 5R
Learning Outcomes || [IN] [CSV | LS] Describes healthy habits
Additional material (hygiene
2. How Can and diet).
You Arrange Items in
Activity Alphabetical Order?
order by completing a mini-lesson and an
Description interactive to arrange words in alphabetical
Curricular
Length order.
20 minutes
Steps 1|2
Learning Outcomes || [IN] [DLE | LM] Classifies words and
Additional material ideas in alphabetical order.
3. What Is His Talent?
Activity
story about a group of animals in a talent
Curricular
Description
show and will practice the reading skill:
Length 35 minutes
Steps 1 | 2 | 3R | 4 | 5
4. Whatstory
Doesis not
Thetrue and U
Short includes
Sound
Activity Like?
short u sound. They will have a mini-
lesson and practice identifying the short u
sound.
5
Length 10 minutes
Steps 1|2
Additional material sounds
5. Where to spelling patterns Wash
Can Learners and develops
Their
Activity Hands?
skills by finding places in the school where
learners can wash their hands and by
Length investigating
15 minutes the elements of posters.
Steps 1 | 2 | 3R
Learning Outcomes || [IN] [EV | CO] Uses verbal and nonverbal
Additional material language to receive and express
6. What Is the Sentence?
Activity Learners will review the challenge words
Curricular
Description and practice forming sentences with them.
Length 15 minutes
Steps 1 | 2R
Activity
Curricular
Description
Length 0 minutes
Steps 1
Learning Outcomes
Additional material
Activity their ideas for continuing to save water.
Campaña 1
Description They will write their proposals in a
Length document.
0 minutes
Steps 1|2|3
Learning Outcomes
Additional material
Activity
Description
Length
Steps
Learning Outcomes
Additional material
Close up
Length 125 minutes
6
Length
7
s and dangers in order to keep safe.
and friends safe?
Session 2 · Identify Session 3 · Identify
125 minutes 110 minutes
1. Do You Know the Dangers Around

1. What Keeps You Safe at School?
You?
Curricular
Learners will walk around the school taking Curricular
Learners will discover some of the dangers
photos of things that keep them safe. They around them. They will look at different
will choose three objects and write situations, decide whether they are
sentences in their kn·books explaining how dangerous, choose one dangerous
they keep them safe. situation, and think of ways to make it safe.
1 | 2 | 3R | 4R 1 | 2 | 3 | 4R | 5
|| [IN] [CSV | LS] Describes people and || [IN] [IPS][CC | CA] Recognizes risky
products that promote health. situations and demonstrates safe
|| [IN] [CC | CA] Recognizes risky behaviors to prevent injuries to self and
situations and demonstrates safe others. (R)
behaviors to prevent
2. What Keeps Youinjuries
Safe?to self and ||
2. [IPS]
WhatIdentifies
Are thehis or her relationship to
Dangers?
others. a problem or need.
that keep them safe at home using
Curricular capitalization and punctuation by rewriting
Curricular
capitalization and punctuation. sentences about dangerous situations.
1 | 2R 1 | 2 | 3R
|| [IN] [DLE | LM] Capitalizes the first letter || [IN] [DLE | LM] Capitalizes the first letter
of a sentence and uses end punctuation. of a sentence and uses end punctuation.
3. What Is Fantasy? 3. What Questions Do You Have?
is, choose a book or movie, and identify
Curricular and answers. They will practice doing so
Curricular
the key elements. using the Little Red Riding Hood story.
8
1 | 2 | 3 | 4R 1 | 2 | 3 | 4 | 5R
|| [IN] [DL | RS] Demonstrates that a || [IN] [EE | WW] Constructs written
fantasy story is not true and includes questions and answers.
4. What Keeps You Safe? 4. What Is the Sound?
gallery
Curricularof safety equipment. They short a sound and complete an activity
Curricular
will respond to sentence prompts to
identifying the words that contain it.
discuss
15 minutes how they keep them safe. 10 minutes
1 | 2R 1 | 2R
|| [IN] [EV | CO] Uses multiple strategies to || [IN] [DLE | LM] Relates short vowel
develop and expand oral vocabulary. sounds to spelling patterns and develops
5. What Is the Word? 5. What Are the Missing Words?
spelling words
Curricular that contain the short a. using the
Curricular challenge words in an
sound. interactive.
1 | 2 | 3R 1 | 2R
|| [IN] [DLE | LM] Relates short vowel || [IN] [DLE | LM] Acquires new vocabulary
sounds
6. WhattoArespelling patterns and develops
the High-Frequency words related to the challenge.
Words
words forfor Challenge
this One?
challenge by reading a story
Curricular
about a girl
Curricular at the pet store. They will circle
the words on a worksheet.
1 | 2 | 3R 1
|| [IN] [DLE | LM] Acquires new grade-level
vocabulary words in a variety of contexts.
them to take
Curricular a look at the different book
0 minutes
1

In this activity,
Campaña you will
2 - No visible introduce
para el alumnothe
annual campaign Kn·saving the Planet 2.
0 minutes
1|2|3|4
Session 7 · Map Session 8 · Map
9
1. What Do Police Officers Do? 1. What Should You Do in a Fire?
of fire. They will work in teams to create a
officer. They
Curricular will present and explain their Curricular
video that teaches other learners and
illustrations to the group and write a set of
30 minutes coaches
30 minutes the steps to follow in case of fire.
1 | 2 | 3 | 4R | 5R 1 | 2 | 3 | 4 | 5R
|| [IN] [CC | CA] Recognizes emergency || [IN] [CC | CA] Recognizes emergency
situations
2. What Do andPolice
demonstrates
OfficerstheWear
skills and
to situations and demonstrates
2. What Should You Do Duringthe skills
a to
Fire
Use? Drill?
wear and use and write complete
Curricular
a worksheet explaining the steps for safely
Curricular
sentences in their Kn·books. evacuating the school during a fire drill.
1 | 2R 1 | 2R
|| [IN] [DLE | LM] Identifies that a sentence || [IN] [DLE | LM] Identifies that a sentence
is a complete idea. is
3. aWhat
complete idea. Do You Have
Questions
3. What Do You Predict?
About
Learners the
willText?
review by writing and
what they
Curricular think will happen next based on Curricular
answering questions about a story.
clues.
1 | 2 | 3R | 4 1 | 2 | 3 | 4R
|| [IN] [DL | RS] Explains what might || [IN] [EE | WW] Constructs written
happen
4. How next in a story
Do Police or what Keep
Officers the author
You questions and answers.
4. Who Is the Learner?
Safe?
about what they do while working on their recognizes questions to give information
Curricular
communication
Curricular skills: listening to and by playing a game asking questions and
recognizing
15 minutes questions to provide using answers to guess who their
15 minutes
1 | 2R 1|2
|| [IN] [EV | CO] Listens to and recognizes || [IN] [EV | CO] Listens to and recognizes
questions to give •questions
Blindfold give information.
5. How Can Youinformation.
Remember Them 5. Which to Phonics Words Do You
All? Understand?
words and play a memory game in which
Curricular
and work on a team to play a game of tic-
Curricular
they find phonic words. tac-toe with words that have the short i.
1|2 1|2
|| [IN] [DLE | LM] Relates short vowel || [IN] [DLE | LM] Relates short vowel
sounds
6. WhattoArespelling patterns and develops
the High-Frequency sounds to spelling patterns and develops
6. How Do You Spell It?
Words?
words and practice forming sentences with
Curricular
challenge words in a spell-it-out-loud
Curricular
them. activity.
1 | 2R 1|2
|| [IN] [DLE | LM] Acquires new grade-level || [IN] [DLE | LM] Acquires new vocabulary
vocabulary words in a variety of contexts. words related to the challenge.
7. Scholastic Literacy Pro Earlybird 7. Scholastic Literacy Pro Earlybird
that appeals to their interests. Ask them to
them to take
Curricular a look at the different book Curricular
take a look at the different book covers
0 minutes and choose one that draws their attention.
0 minutes
1 1

experiences
Campaña 2 in their quest to inspire people
to save the planet.
10
0 minutes
1|2
110 minutes
1. Which Rules Are Really 125 minutes
1. Who Do You Visit When You Get
Important? Sick?
They will write the rules to their favorite
Curricular
uses and will practice applying a sling to
Curricular
game and the things that would happen if another learner.
1 | 2 | 3 | 4R | 5 1R | 2 | 3 | 4
|| [IN] [CC | CA] Demonstrates an || [IN] [CSV | LS] Describes people and
•understanding
Hat or Scarf of safety rules and •products
50 cm Xthat
50 cm square
promote pieces of fabric
health.
2. What Are the Subject and
2. What Does a Doctor Do and Use?
Predicate?
the subject and predicate in a sentence.
and the tools they use. They will check
Curricular
They will
Curricularcomplete sentences by writing
sentences are complete by identifying
the predicate.
1 | 2 | 3 | 4R 1 | 2 | 3 | 4R
|| [IN] [DLE | LM] Identifies the subject and || [IN] [DLE | LM] Identifies the subject and
predicate of a sentence. predicate of a sentence.
3. Who Is Telling the Story? 3. What Is Narrative Writing?
workshop
Curricular skill: narrative writing. They will
having a
Curricular mini-lesson on the subject and
discover that stories have a sequence and
will read extracts from stories to determine
35 minutes complete
35 minutes an activity by sequencing some
1 | 2 | 3R 1 | 2 | 3R | 4
|| [IN] [DL | RS] Describes how a narrator’s || [IN] [EE | WW] Writes narratives
or speaker’s point of view influences how recounting two or more appropriately
4. Why Is the Fox in the Box? 4. Have You Ever Been Sick?
o by reading a story and practice their
Curricular have had in the past. They will continue
Curricular
pronunciation by completing an interactive working on the communication skill: giving
to
10identify
minutesthe phonics words. information
15 minutes about personal data, likes, and
1 | 2 | 3R 1 | 2R
|| [IN] [DLE | LM] Relates short vowel || [IN] [EV | CO] Gives information about
sounds to spelling patterns and develops personal
5. Whichdata, likes,Are
Words andDifficult
preferences.
to
5. Who Stole All the Consonants?
words. Pronounce?
CurricularThey will add the missing letters to the short o sound and complete an
complete the words and write sentences Curricular
interactive.
using each high-frequency word.
1 | 2R 1 | 2R
|| [IN] [DLE | LM] Acquires new grade-level || [IN] [DLE | LM] Relates short vowel
vocabulary words in a variety of contexts. sounds
6. HowtoWillspelling
You patterns
Win theand develops
Competition?
will be divided into two teams and will play
Curricular
against each other by creating sentences
Curricular
0 minutes using the challenge words.
15 minutes
1 1|2
|| [IN] [DLE | LM] Acquires new vocabulary
words related to the challenge.
11
Kn·saving the Planet 2 7. Scholastic Literacy Pro Earlybird
Learners
Campaña 2will share some tips on their them to take
chosen eco-tip.
0 minutes 0 minutes
1|2 1
8. Challenge Booster
This is an individual task to help learners
Curricular
demonstrate what they have learned.
0 minutes
1R
|| [IN] [CC | CA] Recognizes risky
situations and demonstrates safe
Sesión 17 · Prototype Session 18 · Act
120 minutes
1. How Do You Wash Your Hands 140What
1. minutes
Materials Do You Need to
Correctly?
wash their hands correctly and create a list Make Antibacterial Gel?
teams to record themselves making
of materials they need to make an
Curricular Curricular
antibacterial gel.
antibacterial
30 minutes gel. 45 minutes
1|2|3|4|5 1 | 2 | 3R
|| [IN] [CSV | LS] Describes healthy habits || [IN] [CSV
• • A bowl | LS] Describes healthy habits
•(hygiene
• Water and diet).
2. •(hygiene
• A spoon and diet).
• • How
PaperCan You Organize Your List
towels 2.
of Materials?
and arrange the materials they need for • • What Does
Recycled a Doctor
liquid soap or Use?
hand sanitizer
complete a worksheet helping a doctor
Curricular
the antibacterial gel into alphabetical
Curricular
organize her things in alphabetical order.
order.
1 | 2R 1 | 2R
|| [IN] [DLE | LM] Classifies words and || [IN] [DLE | LM] Classifies words and
ideas in alphabetical order. ideas in alphabetical order.
3. What Can You Visualize? 3. What Happens in Your Story?
reading
Curricular skill: visualization. They will have a Learners
Curricular will use their plan to write their
mini-lesson on the topic and complete an first drafts of their stories.
exercise,
35 minutes drawing what they hear. 35 minutes
1 | 2 | 3R 1 | 2 | 3R
|| [IN] [DL | RS] Creates mental images || [IN] [EE | WW] Writes narratives
that reflect or represent the ideas in a text. recounting two or more appropriately
4. Which Letter Is Needed? 4. What Is the Sound?
Learners
Curricular will practice listening and spelling short u sound and complete an activity
Curricular
words that contain the short u sound. identifying words that contain the short u
sound.
12
1 | 2 | 3R 1 | 2R
sounds
5. Which to spelling
Words patterns and develops
Are Difficult to sounds
5. Where to spelling patterns Wash
Can Learners and develops
Their
Spell? Hands?
communication skills. They will design a
frequency words in a spell-it-out-aloud
Curricular poster about
Curricular the importance of washing
activity.
15 minutes hands.
15 minutes
1|2 1|2
|| [IN] [DLE | LM] Acquires new grade-level || [IN] [EV | CO] Uses verbal and nonverbal
vocabulary
6. How Have words
Youin Prepared
a variety of for
contexts.
Your language to receive and express
6. Which Letters Are Missing?
Action?
Learners will use a worksheet to complete
words, drawing pictures to represent each
Curricular
a written reflection on the Prototype phase.
Curricular
one, and writing sentences for all the
1R 1 | 2R
|| [IN] [IPS][CSP | PS] Participates in || [IN] [DLE | LM] Acquires new vocabulary
creativity development strategies to words related to the challenge.
7. Scholastic Literacy Pro Earlybird 7. Scholastic Literacy Pro Earlybird
Curricular them to take a look at the different book
Curricular
covers and choose one that draws their covers and choose one that draws their
0 minutes 0 minutes
1 1

their ideas
Campaña 2 for continuing to save the
planet. They will write their proposals in a
document.
0 minutes
1|2|3
13
14
Session 4 · Identify Session 5 · Map
1. How Do Paramedics Keep Us

1. Who Keeps You Safe?
Safe?
Curricular
Curricular
Learners will meet some people in their In this activity, learners will discover what
community who help them stay safe. They to do if someone stops breathing. They will
will discover how people keep us safe and read an infographic and practice giving
what they need to help them do their jobs. CPR on a teddy bear.
1|2|3|4|5 1 | 2 | 3 | 4R | 5
|| [IN] [CSV | LS] Describes people and || [IN] [IPS][CSV | LS] Describes people
products that promote health. and products that promote health. (R)
|| [CLP] Shows collaborative skills when || [IN][IN][IN][IN][IN][IN] [EV | CO]
working
• Poster within
Paper aand
team.
Markers Responds to spoken language by
2. What Do Paramedics Use? demonstrating
2. Who Keepsunderstanding
You Safe? of the main
correct sentences in an interactive and idea, specific
capital letters information,
and and details.
periods—about different
write sentences of the things paramedics people in their community and how those
need to save lives.
20 minutes people
20 minutes keep them safe.
1 | 2R | 3R 1 | 2R
|| [IN] [DLE | LM] Capitalizes the first letter || [IN] [DLE | LM] Capitalizes the first letter
of
3. aWhat
sentence and Key
Are the uses Elements
end punctuation.
in the of3. aWhat
sentence
Keeps andYou
usesSafe
end punctuation.
During a
Story? Vacation?
stepmother
Curricular
won't allow her. They will about safety when camping. They will also
Curricular
identify the key elements of the story on a practice writing statements and questions
15
1 | 2R | 3R 1 | 2 | 3 | 4R
|| [IN] [DL | RS] Describes story elements, || [IN] [CSV | LS] Describes people and
including
4. What Do plot,You
setting,
Usecharacters, and key products that promote health.
to Stay Safe
4. What Do Paramedics Do?
While Playing
They will create aSports?
video explaining the Learners
Curricular will create a video explaining
things they
Curricular use to keep themselves or what paramedics do and what they use.
others safe in their chosen sport.
1 | 2R 1 | 2R
|| [IN] [EV | CO] Uses multiple strategies to || [IN] [CSV | LS] Describes people and
develop and expand oral vocabulary. products
5. What that promote
Happens inhealth.
the Story About
5. What Are the Missing Letters?
Short a?
the short
Curricular a sound and draw pictures that story containing many words with the short
Curricular
represent each word. a sound to check their pronunciation.
1 | 2R 1 | 2R
sounds to spelling patterns and develops sounds
6. Which to spelling
Words patterns
Can Youand develops
6. How Can You Find the Words?
Unscramble?
helping them to identify the high-frequency
Curricular unscrambling
Curricular
the letters in each challenge
words. word.
1|2|3 1|2
7. What Have You Identified? 7. Scholastic Literacy Pro Earlybird
Learners
Curricular -will complete a alumn
written
o reflection Curricular
No visible para el them to take a look at the different book
on the Identify phase.
1R 1
|| [IN] [IPS][CSV | LS] Identifies real-life
needs or problems. (R)
8. Scholastic Literacy Pro Earlybird 8. Challenge Boosters
0 minutes 0 minutes
1 1R | 2R | 3R
|| [IN] [DLE | LM] Capitalizes the first letter
of a sentence and uses end punctuation.
Power Up!
paramedics
Curricular - Noand willpara
visible need o some
to bring
el alumn
materials to school.
0 minutes
1
16
1. What Do Push and Pull Mean? 1. How Much Force is Needed?
and pull. They will read a story about how
Curricular to get the boy out the hole. They will
Curricular
firefighters push and pull to handle experiment with how much force they need
situations.
30 minutes to
30push and pull objects.
minutes
1 | 2 | 3 | 4 | 5R 1 | 2 | 3R | 4R | 5
|| [IN] [CME | PS] Recognizes that a force •|| Pull
[IN] Experiment:
[CME | PS] Recognizes that a force
•isWooden block
2. aHow
pushWill
or pull
You that can move the
Complete an object. •is•aApush
chairor pull that can move an object.
2.• What
String Can
•Learners You Push or Pull?
Sentences? will write sentences about what
sentences by sticking them back together Curricular
Curricular people in their community push and pull.
again using adhesive bandages.
1 | 2 | 3R 1 | 2R
|| [IN] [DLE | LM] Identifies that a sentence || [IN] [DLE | LM] Identifies that a sentence
•isAdhesive bandages
a complete idea. is
3. aHow
complete
Do Youidea.Write True or False
3. What Will Happen Next?
Questions?
statements about safety. They will change
what what
Curricular will happen next based on the
them to questions and ask other
Curricular
clues.
35 minutes schoolmates
35 minutes to answer them.
1 | 2 | 3 | 4 | 5R 1 | 2 | 3R | 4 | 5
|| [IN] [DL | RS] Explains what might || [IN] [EE | WW] Constructs written
happen next in a story or what the author questions
4. How Can andYou
answers.
Improve Your
4. How Do You Stay Safe?
recognizing questions to give information Pronunciation?
short i sound by recording themselves
Curricular
by working with a partner to record an reading sentences
Curricular containing the phonics
interview
15 minutes in which they ask each other words.
10 minutes
1 | 2R 1 | 2 | 3R
|| [IN] [EV | CO] Listens to and recognizes || [IN] [DLE | LM] Relates short vowel
questions
5. Which to give information.
Image Represents the sounds to spelling patterns and develops
5. What Is the Word?
Word?
match words with pictures on a
Curricular
challenge
Curricular words to complete a crossword
worksheet. puzzle.
1 | 2 | 3R 1|2
|| [IN] [DLE | LM] Relates short vowel || [IN] [DLE | LM] Acquires new vocabulary
sounds to spelling patterns and develops words related to the challenge.
6. How Will You Describe It? 6. Scholastic Literacy Pro Earlybird
Learners
Curricular will practice describing the high- that appeals to their interests. Ask them to
Curricular
frequency words without saying them. take a look at the different book covers
15 minutes and choose one that draws their attention.
0 minutes
1 1
|| [IN] [DLE | LM] Acquires new grade-level
vocabulary words in a variety of contexts.
7. Scholastic Literacy Pro Earlybird 7. Challenge Boosters
them to take
Curricular a look at the different book Curricular
0 minutes 0 minutes
1 1R | 2R | 3R
|| [IN] [DLE | LM] Identifies that a sentence
is a complete idea.
17

1. Why Do You Get Sick? 1. What Are Your Healthy Habits?
how to kill them. They will research healthy
and do an
Curricular experiment to explore how Curricular
habits and create a video about what they
germs spread.
30 minutes do
30 every
minutesday to stay healthy.
1 | 2 | 3R | 4 | 5 1 | 2 | 3 | 4 | 5R
||
• • Hand cream Describes healthy habits
[IN] [CSV | LS] || [IN] [CSV | LS] Describes healthy habits
(hygiene
• • Glitter and diet). (hygiene and diet).
2. • Are
•subjects
PaperGerms
towels Everywhere? 2. Who Keeps You Safe?
Curricular and predicates in sentences. about people who keep them safe in the
Curricular
They will also see that predicates start with community. They will identify the subject,
a
20verb.
minutes predicate,
15 minutesand verb in each sentence.
1 | 2 | 3R 1 | 2 | 3R
|| [IN] [DLE | LM] Identifies the subject and || [IN] [DLE | LM] Identifies the subject and
predicate
3. What Is of the
a sentence.
Author's Point of predicate of a sentence.
3. What Will Happen in your Story?
View?
reading skill: author's point of view by
reviewing that narrative stories have a
Curricular
reading a short story, answering questions,
Curricular
sequence of events. They will start
and identifying who is telling the story.
1 | 2 | 3R | 4R 1 | 2 | 3 | 4R
|| [IN] [DL | RS] Describes how a narrator’s || [IN] [EE | WW] Writes narratives
or speaker’s point of view influences how recounting two or more appropriately
4. What Would You Like to Do? 4. What Are Your Healthy Habits?
communication skill: giving information
Curricular about personal data, likes, and
Curricular
about personal data, likes, and
preferences. They will talk about what they
preferences
15 minutes by talking about what job they 15 minutes
1 | 2R 1 | 2 | 3 | 4R
|| [IN] [EV | CO] Gives information about || [IN] [EV | CO] Gives information about
personal data, likes, and preferences. personal
5. How Can data,You
likes,Improve
and preferences.
Your
5. What Is That Sound?
Pronunciation?
complete an exercise by identifying words
Curricular contain
Curricular
the short o sound and checking to
with the short o sound. see whether their pronunciation has
1 | 2 | 3R 1 | 2R
sounds
6. Do You to spelling patternsAll
Understand andthe
develops sounds to spelling patterns and develops
6. Who Will Win the Game?
Words? Learners
words and work with a partner to play a Curricular will create bingo cards and play a
Curricular game of bingo using the challenge words.
game of tic-tac-toe.
1|2|3 1|2
18
• Nine beans or another type of counter
perWhat
7. learner
Have You Discovered So
Far?
Learners will complete a written reflection
them to take
on the Map phase.
Curricular
1 1R
|| [IN] [IPS][CC | CA] Understands the
consequences associated with a real-life
them to take
0 minutes
1
9. Challenge Boosters
Curricular
0 minutes
1R | 2R
|| [IN] [DLE | LM] Identifies the subject and
predicate of a sentence.
Sesión 19 · Act Session 20 · Act
125 minutes
1. How Can You Help Others Keep 165How
1. minutes
Can You Help Your Friends
Safe From
working with Germs? and FamilytoStay
their teams to create a tutorial classrooms Safe
explain theFrom Germs?
importance of
video on how to wash your hands correctly
Curricular washing hands and to demonstrate how to
Curricular
using their antibacterial gel.
30 minutes wash hands correctly.
30 minutes
1 | 2 | 3 | 4R 1 | 2R
|| [IN] [CSV | LS] Describes healthy habits || [IN] [CSV | LS] Describes healthy habits
(hygiene and diet). (hygiene
2. How Can and diet).
You Help Them Organize
2. Which Name Comes First?
putting Their Things?
Curricularthemselves in alphabetical order organize the objects—first by who uses
based on their first names. They will Curricular
them and then in alphabetical order.
complete
20 minutes an interactive organizing objects. 20 minutes
1 | 2R 1 | 2 | 3R
|| [IN] [DLE | LM] Classifies words and || [IN] [DLE | LM] Classifies words and
ideas in alphabetical order. ideas in alphabetical order.
3. What Is Missing? 3. What Is Missing?
reading
Curricular skill: visualization by reading a story by moving
Curricular on to the next stages of
story and visualizing what they can see
the writing process.
using the vocabulary from the text.
1R | 2 | 3 | 4R 1 | 2 | 3R
|| [IN] [DL | RS] Creates mental images || [IN] [EE | WW] Writes narratives
that reflect or represent the ideas in a text. recounting
4. How Dotwo or Pronounce
You more appropriately
the
pronouncing and spelling words with the Phonics Words?
Curricular Sounds Book to check their pronunciation
short u by adding the missing letters to Curricular
of the short u sound.
form words.
19
1 | 2R 1 | 2 | 3R
sounds
5. HowtoDo spelling patterns
You Wash and Hands
Your develops sounds to spelling patterns and develops
5. Which Words Can You Spell?
Correctly?
design from the previous session to create challenge
Curricular
Curricular words and will have a spelling
a poster about how to wash their hands bee.
1 | 2R 1 | 2 | 3R
|| [IN] [EV | CO] Uses verbal and nonverbal || [IN] [DLE | LM] Acquires new vocabulary
language
6. WhichtoHigh-Frequency
receive and express
Words Will words related to the challenge.
6. How Can We Keep Safe?
You Use?
words and write sentences using each one
Curricular
describing
Curricular the action for this challenge,
in their Kn·books. and complete a worksheet revising the
1 | 2R 1R | 2 | 3R | 4
|| [IN] [DLE | LM] Acquires new grade-level || [CLP] Assesses the final result of an
vocabulary words in a variety of contexts. activity or project. on the Action Map of
7. Put Yourself
the World’s Largest Lesson!
Curricular the United Nations 2030 Agenda for
Curricular
covers and choose one that draws their Sustainable Development. Learners will
1 1

them to take
0 minutes
1
Curricular
0 minutes
1R | 2R | 3R | 4R
|| [IN] [DLE | LM] Classifies words and
ideas in alphabetical order.
20
21
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Student Description
Coach Description
55
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Session
Activity
1
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
56
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Session
Activity
2
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
57
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Session
Activity
3
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Resource 3
Type
Step
58
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Session
Activity
4
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
59
Coach Description
Deliverable
Visibility
Rubric
Visibility
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Session
Activity
5
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
60
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Session
Activity
6
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
61
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Session
Activity
7
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
62
Type
Session
Activity
0
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Session
Activity
1
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
63
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Session
Activity
2
Length
Student Description
Coach Description
64
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Session
Activity
3
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
65
Rubric
Visibility
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Session
Activity
4
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
66
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Session
Activity
5
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
67
Visibility
Resource 1
Type
Session
Activity
6
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Session
Activity
7
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
68
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Session
Activity
0
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Session
Activity
1
Length
Student Description
Coach Description
Visibility
69
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
70
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Resource 3
Type
Session
Activity
2
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Session
Activity
3
Length
71
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Resource 3
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
72
Session
Activity
4
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Session
Activity
5
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
73
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Session
Activity
6
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
74
Type
Resource 2
Type
Session
Activity
7
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Session
Activity
1
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
75
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Resource 3
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Session
Activity
2
76
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Session
Activity
3
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
77
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Session
78
Activity
4
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Session
Activity
5
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
79
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Session
Activity
6
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
80
Rubric
Visibility
Resource 1
Type
Session
Activity
7
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Session
Activity
1
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
81
Type
Resource 2
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Resource 3
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
82
Resource 2
Type
Session
Activity
2
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Session
Activity
3
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
83
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Session
Activity
4
84
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Resource 3
Type
Session
Activity
5
Length
85
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Session
Activity
6
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
86
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Session
Activity
7
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
87
Visibility
Resource 1
Type
Session
Activity
1
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
88
Visibility
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Session
Activity
2
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Session
Activity
3
Length
89
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Resource 3
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Step
90
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Resource 3
Type
Resource 4
Type
Session
Activity
4
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
91
Resource 2
Type
Session
Activity
5
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Session
Activity
6
Length
Student Description
92
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Session
Activity
7
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
93
Visibility
Resource 1
Type
Session
Activity
0
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Session
Activity
1
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
94
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Session
Activity
2
Length
95
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
96
Session
Activity
3
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Resource 3
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
97
Type
Resource 2
Type
Session
Activity
4
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
98
Session
Activity
5
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Session
Activity
6
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
99
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Session
Activity
0
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Resource 3
Type
Resource 4
Type
Resource 5
Type
Resource 6
Type
Resource 7
Type
Step
Student Description
Coach Description
100
Deliverable
Visibility
Rubric
Visibility
Session
Activity
1
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
101
Type
Step
Student Description
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Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Session
Activity
2
Length
Student Description
Coach Description
Visibility
Homework
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Resource 1
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102
Visibility
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Step
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Rubric
Visibility
Resource 1
Type
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Activity
3
Length
Student Description
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Visibility
Homework
Student Material
Coach Material
SAMR
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Learningoutcomes
Step
Student Description
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Deliverable
Visibility
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Visibility
Resource 1
Type
Resource 2
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Resource 1
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103
Resource 2
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Rubric
Visibility
Resource 1
Type
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Visibility
Rubric
Visibility
Resource 1
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Session
Activity
4
Length
Student Description
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Visibility
Homework
Student Material
Coach Material
SAMR
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Learningoutcomes
Step
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Deliverable
Visibility
Rubric
Visibility
Resource 1
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Type
Resource 3
104
Type
Resource 4
Type
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Visibility
Rubric
Visibility
Resource 1
Type
Session
Activity
5
Length
Student Description
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Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
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Deliverable
Visibility
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Visibility
Resource 1
Type
Session
Activity
105
6
Length
Student Description
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Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Session
Activity
7
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
106
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Session
Activity
8
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Session
Activity
1
Length
Student Description
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Visibility
Homework
Student Material
Coach Material
SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
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Deliverable
107
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
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Student Description
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Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
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Step
Student Description
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Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
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Visibility
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Visibility
Resource 1
Type
Resource 2
Type
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Visibility
108
Rubric
Visibility
Resource 1
Type
Session
Activity
2
Length
Student Description
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Visibility
Homework
Student Material
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EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
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Step
Student Description
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Visibility
Rubric
Visibility
Step
Student Description
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Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
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Session
Activity
3
109
Length
Student Description
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Visibility
Homework
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SAMR
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Learningoutcomes
Step
Student Description
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Deliverable
Visibility
Rubric
Visibility
Resource 1
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Resource 2
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Student Description
Coach Description
Deliverable
Visibility
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Visibility
Resource 1
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Resource 2
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Resource 3
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Resource 4
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Resource 1
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110
Resource 2
Type
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Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
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Session
Activity
4
Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
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Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
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Deliverable
Visibility
Rubric
Visibility
Resource 1
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Session
111
Activity
5
Length
Student Description
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Visibility
Homework
Student Material
Coach Material
SAMR
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Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
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Student Description
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Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Resource 2
Type
Step
Student Description
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Deliverable
Visibility
Rubric
Visibility
Resource 1
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Session
Activity
6
Length
112
Student Description
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Visibility
Homework
Student Material
Coach Material
SAMR
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Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
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Visibility
Resource 1
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Student Description
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Deliverable
Visibility
Rubric
Visibility
Step
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Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
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Activity
7
Length
Student Description
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Visibility
Homework
Student Material
Coach Material
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113
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Learningoutcomes
Step
Student Description
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Deliverable
Visibility
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Visibility
Resource 1
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Visibility
Homework
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Visibility
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Visibility
Resource 1
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114
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Visibility
Resource 1
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Deliverable
Visibility
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Visibility
Resource 1
Type
Resource 2
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Resource 3
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Activity
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Length
Student Description
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Visibility
Homework
Student Material
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SAMR
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Learningoutcomes
Step
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115
Coach Description
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Visibility
Resource 1
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Student Description
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Visibility
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Visibility
Resource 1
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Resource 2
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Deliverable
Visibility
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Visibility
Resource 1
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Session
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3
Length
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Visibility
Homework
Student Material
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Learningoutcomes
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Deliverable
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116
Rubric
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Resource 2
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Resource 1
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Resource 2
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Deliverable
Visibility
Rubric
Visibility
Resource 1
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Resource 2
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Step
Student Description
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Deliverable
Visibility
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Visibility
Resource 1
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Session
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4
Length
Student Description
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Homework
117
Student Material
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SAMR
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Learningoutcomes
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Student Description
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Deliverable
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Visibility
Resource 1
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Student Description
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Deliverable
Visibility
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Visibility
Resource 1
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Visibility
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Visibility
Resource 1
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Step
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Rubric
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5
Length
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118
Visibility
Homework
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Learningoutcomes
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Student Description
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Deliverable
Visibility
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Visibility
Resource 1
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Student Description
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Deliverable
Visibility
Rubric
Visibility
Resource 1
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Resource 2
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Session
Activity
6
Length
Student Description
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Visibility
Homework
Student Material
Coach Material
SAMR
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Learningoutcomes
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Student Description
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Deliverable
Visibility
119
Rubric
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Resource 1
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Visibility
Rubric
Visibility
Session
Activity
7
Length
Student Description
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Homework
Student Material
Coach Material
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Learningoutcomes
Step
Student Description
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Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
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Activity
8
Length
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Visibility
Homework
Student Material
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SAMR
EdTech Quintet
120
Learningoutcomes
Step
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Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Session
Activity
9
Length
Student Description
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Visibility
Homework
Student Material
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SAMR
EdTech Quintet
Learningoutcomes
Step
Student Description
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Deliverable
Visibility
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Resource 1
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Resource 1
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121
1
Length
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SAMR
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Visibility
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Visibility
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Resource 1
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Resource 1
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122
Step
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Resource 1
Type
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Type
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Length
Student Description
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Homework
Student Material
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Deliverable
Visibility
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Visibility
Resource 1
Type
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Rubric
Visibility
Resource 1
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Resource 2
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Session
123
Activity
3
Length
Student Description
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Homework
Student Material
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SAMR
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Deliverable
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Resource 1
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Resource 3
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Resource 1
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Resource 1
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124
Resource 3
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Visibility
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Resource 1
Type
Resource 2
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Length
Student Description
Coach Description
Visibility
Homework
Student Material
Coach Material
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Learningoutcomes
Step
Student Description
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Deliverable
Visibility
Rubric
Visibility
Resource 1
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Resource 2
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Step
125
Student Description
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Visibility
Resource 1
Type
Resource 2
Type
Session
Activity
5
Length
Student Description
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Visibility
Homework
Student Material
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Visibility
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Student Description
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Visibility
Resource 1
Type
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Student Description
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Deliverable
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Rubric
126
Visibility
Resource 1
Type
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Type
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Activity
6
Length
Student Description
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Visibility
Homework
Student Material
Coach Material
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EdTech Quintet
Learningoutcomes
Step
Student Description
Coach Description
Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
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Rubric
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Resource 1
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Activity
7
Length
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Visibility
Homework
Student Material
127
Coach Material
SAMR
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Learningoutcomes
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Student Description
Coach Description
Deliverable
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Rubric
Visibility
Resource 1
Type
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Activity
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Length
Student Description
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Visibility
Homework
Student Material
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EdTech Quintet
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Deliverable
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Deliverable
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128
Rubric
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Resource 3
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Length
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Visibility
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Student Material
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Visibility
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Resource 1
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Resource 1
129
Type
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Visibility
Resource 1
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Resource 2
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Visibility
Resource 1
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Resource 2
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Length
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Visibility
Homework
Student Material
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Resource 1
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130
Resource 2
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Visibility
Resource 1
Type
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Resource 3
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Length
Student Description
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Visibility
Homework
Student Material
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Deliverable
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Resource 1
131
Type
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Resource 1
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Length
Student Description
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Visibility
Homework
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Resource 1
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132
Resource 1
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Resource 1
Type
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Activity
5
Length
Student Description
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Visibility
Homework
Student Material
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Coach Description
Deliverable
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Visibility
Resource 1
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Resource 1
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133
Activity
6
Length
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Student Material
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SAMR
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Learningoutcomes
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Student Description
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Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Session
Activity
7
Length
Student Description
Coach Description
Visibility
Homework
Student Material
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SAMR
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Learningoutcomes
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Deliverable
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Resource 1
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Activity
134
0
Length
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Visibility
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Length
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Visibility
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Visibility
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Visibility
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Visibility
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Visibility
Resource 1
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Resource 2
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Visibility
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Visibility
Resource 1
Type
Resource 2
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Length
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Homework
Student Material
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136
SAMR
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Visibility
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Visibility
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Deliverable
Visibility
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Visibility
Resource 1
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Resource 2
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Resource 3
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Length
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Student Material
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137
Resource 1
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Resource 1
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Visibility
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Visibility
Resource 1
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Resource 2
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Activity
4
Length
Student Description
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Visibility
Homework
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Resource 1
138
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Resource 1
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Activity
5
Length
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Student Material
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EdTech Quintet
Learningoutcomes
Step
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Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
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Deliverable
Visibility
Rubric
Visibility
Resource 1
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Session
Activity
6
Length
139
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SAMR
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Learningoutcomes
Step
Student Description
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Deliverable
Visibility
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Visibility
Resource 1
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Resource 2
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Step
Student Description
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Deliverable
Visibility
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Visibility
Resource 1
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Session
Activity
7
Length
Student Description
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Visibility
Homework
Student Material
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EdTech Quintet
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Step
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140
Deliverable
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Visibility
Resource 1
Type
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Activity
1
Length
Student Description
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Student Material
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EdTech Quintet
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Visibility
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Resource 1
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Resource 1
141
Type
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Resource 1
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2
Length
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Visibility
Homework
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Step
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Deliverable
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Visibility
Resource 1
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Resource 1
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142
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3
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Homework
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Step
Student Description
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Visibility
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Visibility
Resource 1
Type
Resource 2
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Resource 1
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143
Visibility
Resource 1
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Visibility
Resource 1
Type
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4
Length
Student Description
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Visibility
Homework
Student Material
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EdTech Quintet
Learningoutcomes
Step
Student Description
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Deliverable
Visibility
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Visibility
Resource 1
Type
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144
Session
Activity
5
Length
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Student Material
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SAMR
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Step
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Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Step
Student Description
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Deliverable
Visibility
Rubric
Visibility
Resource 1
Type
Session
Activity
6
Length
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Step
145
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Resource 1
Type
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Resource 1
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Activity
7
Length
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Visibility
Homework
Student Material
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EdTech Quintet
Learningoutcomes
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Resource 1
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1
Length
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146
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Resource 1
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Visibility
Resource 1
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2
Length
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EdTech Quintet
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147
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Resource 1
Type
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Rubric
Visibility
Resource 1
Type
Resource 2
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Session
Activity
3
Length
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Visibility
Homework
Student Material
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Learningoutcomes
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Deliverable
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1
Global Pathway - P1A
English
Health and Well-Being
Risks and Hazards
It is important to be aware of risks and dangers in order to keep safe.
How can we keep safe?

What can I do to keep my family and friends safe?
1
Curricular
What Is Safety?
30 minutes
images and deciding whether the situations depicted are safe or unsafe. Write sentences to explain your
Learners will investigate safety by looking at a gallery of images and determining whether the situations depicted
decisions.
are safe or unsafe. They will write sentences explaining their decisions.
Yes
No
Augmentation
Visualization Storytelling
|| [IN] [CC | CA] RecognizesSocial
risky situations and demonstrates safe behaviors to prevent injuries to self and
others.
1
What do safe and unsafe mean?Describe a safe situation and an unsafe situation with your classmates.
and drawing safe and unsafe situations.Example:At the park last Saturday, I saw two boys riding their bikes. The
first boy was safe because he was wearing a helmet. The second boy was not safe because he wasn't wearing a
No
Yes
N/A
N/A
Challenge Action: Create antibacterial hand wash
Coach Card
2
Is it safe or unsafe?Look at the different situations in the Safe and Unsafe gallery. Shout safe if you think the
situation
Introduceisthe
safe andorunsafe if
Safe it is not.and explain that it is a set of different situations. Display each one to the
Unsafe gallery
group and ask learners to shout safe if they think the situation is safe and unsafe if it is not.
No
Yes
N/A
N/A
Safe and Unsafe
Gallery
3
Do you think it is safe or unsafe?Look at the different situations in the Is It Safe? worksheet. Circle safe or
unsafe and finish the sentences by explaining your decisions.
155
Ask learners.to look at the different situations in the Is It Safe? worksheet, circle safe or unsafe, and finish the
sentences by explaining their decisions. Model the activity by completing the first situation together as a group.
Yes
Yes
Formative
Yes
Kn·book C1 EN E1
Printed Material
1
Curricular
How Do You Use Sentence Capitalization and Punctuation?
20 minutes
Do you know how important capitalization and punctuation are in a sentence? In this activity, you will discover the
importance of capitalization
In this activity, and punctuation
learners will discover and practice
the importance identifying and
of capitalization thempunctuation
in sentences.
and practice identifying
them in sentences.
Yes
No
Augmentation
Visualization Storytelling Mobility
|| [IN] [DLE | LM] Capitalizes the first letter of a sentence and uses end punctuation.
what they think of the sentence and if anything is wrong with it. Elicit that it is missing a capital letter at the
beginning and a period at the end.Facilitate a mini-lesson on the topic. See the Mini-Lesson: Capitalization and
No
No
N/A
N/A
Mini-Lesson: Capitalization and Punctuation
Coach Card
2
What is missing?Open Safety Sentences. The sentences are missing capitalization and punctuation. Use the
toolbar to add
Encourage them to
learners to complete theSentences.
open Safety sentences. See Capitalization and Punctuation
Explain that all the sentences for tipscapitalization
are missing and techniques.
and
punctuation. Ask them to use the toolbar to add them.
No
Yes
N/A
N/A
Safety Sentences
Image
Kn·reminder Capitalization and Punctuation
Image
1
Curricular
Why Do Animals Talk in Stories?
35
Canminutes
animals talk in real life? In this activity, you will read a fantasy story about a little girl taking some food to her
grandma's house in the forest. You will discover what a fantasy story is and identify some key elements.
156
Learners will read a fantasy story about a little girl taking some food to her grandma's house in the forest. They
will discuss what a fantasy story is and identify some of its key elements.
Yes
No
Augmentation
and animals that can do extraordinary things.
|| [IN] [DL | RS] Describes story elements, including plot, setting, characters, and key events.
1
Can animals talk in real life? Share you thoughts with your classmates.
Start the activity by facilitating a discussion about whether animals can talk in real life.
No
Yes
N/A
N/A
2
What will happen
Introduce in the story?Open
the story, Little Red Ridingthe Little Red Riding
Hood. Explain that itHood story and girl
is about a little readwho
it astakes
a shared
somereading
food to activity.
her
grandma's house in the forest. Open the book and read it as a shared reading exercise. See the Shared
Reading coach
No card for tips and techniques.
Yes
N/A
N/A
Reading Skills and Strategies: Shared Reading
Coach Card
(No Audio) Little Red Riding Hood
Kn Story
Little Red Riding Hood
Kn Story
3
Can animals wear clothes and talk to humans?Open the Fantasy infographic, read it as a choral reading exercise,
Ask
and learners whetherthe
discuss whether animals
story can talk. Elicit
is fantasy that this is a fantasy story and some elements are not real. Open the
or reality.
Fantasy infographic and encourage them to read it as a choral reading exercise. See the Choral Reading coach
card
No for tips and techniques.
Yes
N/A
N/A
Reading Strategies: Choral Reading
Coach Card
Fantasy
Infographic
4
Which elements in the story are real and which are fantasy?Look at the Little Red Riding Hood story again and
find some
Divide the elements that Write
board in two. are real and some
fantasy that
on one areand
side fantasy. Together
realistic with your
on the other. classmates,
Encourage maketoalook
learners list on the
through
board.
the Little Red Riding Hood story again and find elements that are realistic or fantasy. Start the activity by giving
an
No example of each.Fantasy: The wolf is wearing clothes.Realistic: The girl is going to visit her grandma.
Yes
N/A
157
N/A
Kn Story
Kn Story
5
Can you identify all the elements?In your Kn·book write the following headings:• Plot• Characters• Settings•
Conflict• SolutionWith your classmates, find and draw pictures of the different elements. Finding key elements
headings
helps you in
totheir Kn·books:•
understand Plot• better.
the story Characters• Settings• Conflict• SolutionGuide them as they find and draw
pictures of the different elements. When learners identify story elements such as character and plot, they are
No
Yes
N/A
N/A
Key Elements
Image
Fantasy
Infographic
1
Curricular
Which Situation is Safe and Which Is Unsafe?
15 minutes
Is the situation safe or unsafe? In this activity, you will look at different situations and discuss whether they
are safe or unsafe.
In this activity, learners will look at a gallery of safe and unsafe situations. They will use sentence prompts to
discuss whether each situation is safe or unsafe.
No
No
Substitution
Visualization Storytelling Social
|| [IN] [EV | CO] Uses multiple strategies to develop and expand oral vocabulary.
1
Write these sentences prompts where all learners can see them:I think it is safe because ________.I think it is
unsafe because ________.Open the Safe or Unsafe gallery and project it for the group. As a group, decide
whether
No the first situation is safe or unsafe and model how to use the sentence prompts to explain a decision.
No
N/A
N/A
Safe and Unsafe
Gallery
2
Work with your partner to look at the different situations, decide whether they are safe or unsafe, and use the
sentence prompts to explain your decisions.I think it is safe because ________.I think it is unsafe because
Pair learners up based on their speaking abilities. Ask them to work together to look at the situations in the gallery
________.
to decide whether they are safe or unsafe and use the sentence prompts to explain their decisions.
No
Yes
N/A
N/A
158
1
Curricular
What Sound Does the Short a Make?
10 minutes
short a makes. You will have a mini-lesson, sing a song, and practice identifying the sound of the short a in
Learners will discover the sound the short a makes. They will have a mini-lesson, sing a song, and practice
words.
identifying the sound of the short a in words.
Yes
No
Augmentation
|| [IN] [DLE | LM] Relates short vowel sounds to spelling patterns and develops decoding skills in context.
1
What
Read do
theall thesealoud
words wordsto have in common?•
the class mat• bag•man•bat
and ask learners •cap•map
to identify what they have in common:• mat• bag• man• bat•
cap• mapElicit that all the words contain the short a sound. Open The Sound of Short a coach card, follow the
steps
Yes to complete the activity, and encourage learners to sing along to the Short a Song.
Yes
N/A
N/A
Short a Song
Kn Graphic
The Sound of Short a
Coach Card
2
What is the missing letter?Open Missing a. Look at the image and use the toolbar to add the missing short a
sounds to thetowords. See
Ask learners Thethe
open Missing Sound of a.
Letter Short a to help
Encourage withtopronunciation.
them look at the images and use the toolbar to add the
missing a. As a group, read the words and point out the short a sound.
No
Yes
N/A
N/A
Keynote
Missing the Letter a
Image
1
Curricular
What Are the Challenge Words for Challenge One?
15 minutes
What are the words for this challenge? In this activity, you will learn the new challenge words and practice
identifying
What are thethem by matching
words them to images.
for this challenge? In this activity, you will introduce learners to the new challenge words and
have them match them to images.
Yes
No
159
Augmentation
Visualization Gaming
|| [IN] [DLE | LM] Acquires new vocabulary words related to the challenge.
1
Open the Challenge Words gallery. Listen to the words and repeat them. What do these words mean? Share your
ideas with your
Encourage classmates
learners to openand
the coach.
Challenge Words gallery, listen to the words, and repeat them. Discuss the
meanings of the words with learners. See the Challenge Words Glossary to find the meanings.
No
Yes
N/A
N/A
Challenge Words Glossary
Coach Card
Challenge Words
Gallery
2
Can you match the words to the images? Read the words in the Challenge Words Check interactive and match
them to the images.You
Ask learners to completecan
the use the Challenge
Challenge Words by
Words Check listmatching
as a reference.
the words to the images.Explain that they can
use the Challenge Words list as a reference.
No
Yes
N/A
N/A
Challenge Words
Image
Challenge Words Check
Drag
1
Curricular
Scholastic Literacy Pro Earlybird
0 minutes
In this independent reading activity, you will choose a book that you would like to read.
You will encourage each learner to look for a book that appeals to their interests. Ask them to take a look at the
different book covers and choose one that draws their attention.
Yes
No
Redefinition
Mobility Visualization Storytelling Gaming
1
Go to Scholastic Literacy Pro Earlybird and choose a book that you find interesting.
Encourage each learner to look for a book that appeals to their interests. Ask them to take a look at the different
book covers and choose one that draws their attention.
No
Yes
N/A
N/A
160
Scholastic Early Bird
Alliances
2
Use the attached coach card to explore the suggested list of texts according to the Global Knotion and the
challenge topics. Encourage learners to read for fun and develop language, cement concepts and content, and
expand
No their reading skills.
No
N/A
N/A
Earlybird Suggested Reading
Coach Card
1
Campaña 1
0 minutes
During this school year, you will take part in an amazing annual campaign in which you will be an Kn·saver to
help reverse the damage we are causing to our planet. Are you ready?
In this activity, you will introduce the annual campaign Kn·saving the Planet.
No
No
Modification
Visualization Storytelling Social Mobility
1
This is the beginning of the annual campaign to save the planet. In each challenge, there will be eco-tips to
follow. The goal is to change learners’ habits. Open the Kn·saving the Planet 1: Recommendations to see what
the
No campaign is about. Then, display the Eco-Tips 1 image for learners.
No
N/A
N/A
Kn·saving the Planet 1: Recommendations
Coach Card
Eco Tips 1
Infographic
2
What can we do to help the planet? During this challenge, we will start changing the way we do things. Open The
Importance
Explain that of Water
this on campaign
annual Earth to see thetoeco-tip. What
aims eco-tipwe
change the things dodo
you think
that youour
harm willplanet.
follow The
during
firstthis challenge?
eco-tip is
Share
relatedyour ideas withlearners
to water. Ask your coach and classmates.
to watch The Importance of Water on Earth. Then, guide a group discussion for
learners
No to share their ideas on what eco-tip they will follow during the challenge.
Yes
N/A
N/A
The Importance of Water on Earth
Partners
3
161
How do you use water every day? Help the coach to create a list of things you do every day in which you use
water. Now
day in whichthat
theyyou
useknow when and
water. Ask wherethis
learners youquestion: How
use it, how cancanyou
youreduce your
reduce thewater
use ofuse in everyday
water activities?
in your everyday
activities? Show them the two eco-tips they will start following this challenge by reading the recommendations in
No
Yes
N/A
N/A
Water Eco Tips
Image
4
Practice the eco-tip during the week. Collect evidence of how you are using the eco-tip to save water in your daily
activities.
Ask learnersKeep your evidence
to practice in your
the eco-tip Knotion
during Bank. Invite them to collect evidence of how they are following the
the week.
challenge eco-tip, and ask them to keep it in the Knotion Bank.
Yes
Yes
N/A
N/A
2
Curricular
What Keeps You Safe at School?
30 minutes
that keep you safe. You will choose three objects, draw them in your Kn·book, and write sentences explaining
Learners
how they will
keepwalk
youaround
safe. the school taking photos of things that keep them safe. They will choose three objects
and write sentences in their kn·books explaining how they keep them safe.
Yes
No
Modification
Visualization Gaming Mobility
|| [IN] [CC | CA] Recognizes risky situations and demonstrates safe behaviors to prevent injuries to self and
others.
1
Does your school keep you safe? What objects inside and around the school keep you safe?Discuss your ideas
Start the activity
with your by facilitating a discussion about safety at school. Ask learners what objects keep them safe at
classmates.
school. Give an example to start the discussion:The handrail on the staircase keeps us safe because we hold on
to
Noit when we are walking up and down the stairs.
Yes
N/A
N/A
2
Can you find any objects that keep you safe?Walk in and around the school taking photos of all the objects that
As
keep a group, walk in and around the school and encourage learners to point out different objects that keep them
you safe.
safe. Ask them to take photos of the objects they find. Examples: handrails, gates, safety signs, fire extinguisher,
fire
No alarms
Yes
N/A
N/A
Cámara
App
3
162
How do they keep us safe?Use the How Do They Keep Us Safe? worksheet. Choose four objects from those you
found around
Encourage your school.
learners Draw pictures
to complete the How of
Dothem
Theyand write
Keep Ussentences explaining
Safe? worksheet. Askhow they
them to keep you
choose safe.This
four objects
keeps
they me safe
found because
around _____________.
the school, draw pictures of them, and write sentences explaining how the objects keep them
safe.Model
No the activity if necessary.This keeps me safe because _____________.
Yes
Sumative
Yes
Kn·book C1 EN E1
Printed Material
4
Is it safe or unsafe?You have discovered a lot about safety and objects that keep you safe. Open the Safety
Objects interactive,
Explain that learnerslook at discovered
have the differenta objects,
lot aboutand drag
safety them
and into the
objects thatcorrect columns.
keep them safe. Ask them to complete
the Safety Objects interactive by dragging the objects into the correct columns.Review the exercise as a group.
No
Yes
Formative
Yes
Safety Objects
Drag
2
Curricular
What Keeps You Safe?
20 minutes
What things keep you safe? In this activity, you will write sentences about things that keep you safe at home
using capitalization and punctuation.
Learners will write sentences about things that keep them safe at home using capitalization and punctuation.
Yes
No
Substitution
Visualization
|| [IN] [CSV | LS] Describes people and products that promote health.
1
What things keep you safe at home? Discuss your ideas with your classmates.
Ask learners about some things that keep them safe at home. Make a list where all learners can see it. Start the
list by giving them examples if necessary.
No
Yes
N/A
N/A
2
Write five sentences in your Kn·book describing things that keep you safe at home. Remember to use
Ask learners to
capitalization write
and five sentencesthe
punctuation.See in their Kn·books describing things
Kn·reminder Capitalization that keep them
and Punctuation safeand
for tips at home. Remind
techniques.
them to use capitalization and punctuation.Walk around the classroom and give each learner feedback on their
use
No of capitalization and punctuation.
Yes
Sumative
Yes
163
Image
2
Curricular
What Is Fantasy?
35 minutes
What is your favorite book or movie? In this activity, you will review what a fantasy story is, choose a book or
movie, and identify the key elements.
Learners will review what a fantasy story is, choose a book or movie, and identify the key elements.
Yes
No
Augmentation
Mobility Visualization
and animals Storytelling
that can do extraordinary things.
||
1 [COM] Creates audiovisual communication products using the appropriate elements.
Use the app to find some recent children's movie posters. (Find some that you think learners have seen).Divide
the board in two. Write fantasy on one side and realistic on the other. Encourage learners to discuss and write
elements
No that are fantasy and reality.Review the Fantasy infographic if necessary.
No
N/A
N/A
Safari
App
Fantasy
Infographic
2
What is your favorite book or movie? Discuss this with your classmates. In your Kn·book write the name of your
favorite
Facilitatebook or movie about
a discussion and these headings:•
learners' favoritePlot•
booksCharacters• Settings•
or movies. After, Conflict•
ask them toSolution
write the name of their favorite
book or movie and these headings in their Kn·books:• Plot• Characters• Settings• Conflict• Solution
Yes
Yes
N/A
N/A
Key Elements
Image
3
Maybe some of your classmates have not seen or read your favorite book or movie. Let's explain some of the key
elements.Continue working
Explain that we often in your
read books orKn·book and draw
watch movies that or writepeople
other the key elements. to us. Encourage learners to
recommend
continue working in their KnBooks and draw or write the key elements.
No
Yes
N/A
N/A
4
Use the app to make a poster about your favorite book or movie. Don't forget to add the following:• The name of
your chosenlearners
Encourage book ortomovie• Plot•
use the appCharacters• Settings•
to make a poster Conflict•
about Solution•
their favorite Images
books or movies. Remind them to include
the following:• The name of the chosen book or movie• Plot• Characters• Settings• Conflict• Solution• Images
No
164
Yes
Formative
Yes
Pages
App
2
Curricular
What Keeps You Safe?
15
Whatminutes
things keep you safe? In this activity, you will look at images of safety equipment. You will discuss the
sentence
In prompts
this activity, aboutwill
learners why people
look get sick.
at a gallery of safety equipment. They will respond to sentence prompts to
discuss how they keep them safe.
Yes
No
Augmentation
1
Write this sentence prompt where all learners can see:This keeps me safe because _________.Open the Safety
Equipment gallery. Model how to use the app to record yourself explaining how you use this piece of safety
equipment.This
No keeps me safe because _________.
No
N/A
N/A
Safety Equipment
Gallery
Clips
App
2
How do they keep you safe?Open the Safety Equipment gallery and use the app to record yourself explaining
how each piece
Encourage of equipment
learners keeps
to open the youEquipment
Safety safe. gallery and use the app to record themselves explaining how
each piece of equipment keeps them safe.
Yes
Yes
Formative
Yes
Safety Equipment
Gallery
Clips
App
2
Curricular
What Is the Word?
10
Canminutes
you spell the words? In this activity, you will practice listening to and spelling words that contain the short
a sound.
165
Learners will practice listening to and spelling words that contain the short a. sound.
Yes
No
Augmentation
Visualization
1
Do you want some more practice with words that have the short a sound?Open the Sound of Short a hype. Tap
the
Askbuttons to listen
learners to to the
tap the sounds
buttons andSound
in the words,ofand practice
Short a hypeyour pronunciation
to listen by repeating
to the sounds them. practice their
and words and
pronunciation by repeating them.This can be done individually, in pairs, or as a group.
No
Yes
N/A
N/A
Keynote
2
Write the phonics words for learners to see. Read each word and encourage them to repeat it. Make the activity
entertaining by changing the tone of your voice. (scary, old woman, monster, etc.)
No
No
N/A
N/A
Short a Song
Kn Graphic
3
What is the word?These words are all mixed up! Can you match the images to their words in the Phonics
Scramble interactive?
Ask learners to listen to and match the words to their images in the Phonics Scramble interactive.
No
Yes
Formative
Yes
Phonics Scramble
Scramble
2
Curricular
What Are the High-Frequency Words for Challenge One?
15 minutes
What are your high-frequency words for this challenge? In this activity, you will identify the high-frequency words
by reading a story
Learners will about
identify a girl at the pet words
the high-frequency store. You willchallenge
for this circle the by
words on a aworksheet.
reading story about a girl at the pet store.
They will circle the words on a worksheet.
Yes
No
166
Augmentation
Visualization
|| [IN] [DLE | LM] Acquires new grade-level vocabulary words in a variety of contexts.
1
Can you identify them?Take turns reading the story in the Where Are They? worksheet as a shared reading
exercise.
Ask learners to read the story in the Where Are They? worksheet as a shared reading exercise. See the Shared
Reading coach card for tips and techniques.
No
Yes
N/A
N/A
Coach Card
Kn·book C1 EN E1
Printed Material
2
Listen to the high-frequency words and repeat them. What do these words mean? Share your ideas with your
classmates and coach.
Introduce and read high-frequency words. Discuss their meanings with learners.
No
Yes
N/A
N/A
Challenge Words
Image
3
Read the story again and circle the high-frequency words in different colors:• think – red• ask – blue• stop –
yellow• people
Ask learners to–read
orange• openagain
the story – purple
and circle the high-frequency words in different colors:• think – red• ask –
blue• stop – yellow• people – orange• open – purpleReview the answers as a group.
No
Yes
Formative
Yes
2
Curricular
0 minutes
Yes
No
Redefinition
Visualization Storytelling Mobility Gaming
1
167
No
Yes
N/A
N/A
Alliances
2
Campaña 2
0 minutes
will continue your duties as an Kn·saver to help reverse the damage we are causing to our planet. You will have
the opportunity
In this to follow
activity, you new eco-tips
will introduce in every
the annual challenge.
campaign Are youthe
Kn·saving ready?
Planet 2.
No
No
1
This is the beginning of the second annual campaign to save the planet. There will be eco-tips to follow in each
challenge. The goal is to change learners’ habits. Open the Kn·saving the Planet 2 Recommendations to see
what
No the campaign is about. Then, display Eco-Tips 2 to learners.
No
N/A
N/A
Kn·saving the Planet 2 Recommendations
Coach Card
Eco-Tips 2
Infographic
2
As you can see, you are going to work with an eco-tip that needs more of your attention even though you might
have seen
Explain thatit in
before. Which eco-tiplearners
this first challenge, do you think needs
will work withmore of yourfrom
an eco-tip effort to year
last havethat
a greater impact?
was not Share your
implemented or
ideas with enough
promoted your classmates
and needs and coach.
more of their attention. Facilitate a group discussion to analyze last year’s eco-tips
one
No by one.
Yes
N/A
N/A
Eco Tips 1
Infographic
3
ways to reinforce one existing eco-tip. -Open How You Can Help the Planet With your group, write down some
Find new ways
proposals to reinforce
you and one existing
your families eco-tip. (For this
can implement. Talk aboutone, theyyour
it with can group,
use HowandYou Can which
decide Help the Planet
choice with for
is best
their new proposals.)-Open How Can You Help the Planet. With their groups, they will write down some proposals
they
No and their families can implement. This will be the only time they will have an individual group eco-tip. As a
Yes
168
N/A
N/A
Water Eco Tips
Image
Plastic Reduction Eco-Tips
Image
Plastic Bag Reduction Eco-Tip
Image
How You Can Help the Planet
Image
Plants Eco-Tips
Image
Plastic Containers Reduction Eco-Tips
Image
Energy Saving Eco-Tips
Infographic
4
Practice your proposal during the week, and collect evidence of what you do. Keep your evidence in the Knotion
Bank.
Ask learners to practice the selected eco-tip during the week. Invite them to collect evidence of what they do to
follow their eco-tip, and ask them to keep it in the Knotion Bank.
Yes
Yes
N/A
N/A
3
Curricular
Do You Know the Dangers Around You?
30
Do minutes
you know the dangers around you? In this activity, you will discover what things are dangerous. You will look
at different
Learners willsituations,
discover decide
some ofwhether they are
the dangers dangerous,
around choose
them. They will one, and
look at think ofsituations,
different ways to make it safe.
decide whether
they are dangerous, choose one dangerous situation, and think of ways to make it safe.
Yes
No
Augmentation
Visualization
others. (R)
|| [IPS] Identifies his or her relationship to a problem or need.
1
Do you know of any dangerous situations around you?Open the Dangerous Situations hype. Discuss whether
you
Startthink the firstby
the activity situation
asking is dangerous
learners and why with your
to open Dangerous classmates. Decide
Situations. whether
Project the first the where
situation situation
all is
learners can
dangerous by tapping the Yes button or the No button.
see and discuss whether they think it is dangerous and why as a group. Ask them to tap the Yes button or the No
button
No to answer the question: Is this situation dangerous?Review the challenge word dangerous if necessary.
Yes
N/A
N/A
Dangerous Situations
Keynote
169
2
Continue going
Ask learners through different
to continue situations
going through and decide
different whether
situations they are whether
and deciding dangerous byone
each answering yes or by
is dangerous no.
answering yes or no.Once learners are finished, review their answers and encourage them to share their
thoughts.
No
Yes
N/A
N/A
Keynote
3
How can you make it safe?Fold a new page in your Kn·book in two. Write the title Dangerous in the first column
and Safe in
Ask learnersthe other fold
to each column.
a pageChoose
in theone dangerous
Kn·book in two.situation
Ask them from the Dangerous
to write Situations resource
the title Dangerous and draw
in the first column
itand Safe
on the dangerous half of the page.
in the second one.Encourage them to choose one dangerous situation from the Dangerous Situations
resource
No and draw it in the column titled Dangerous.
Yes
N/A
N/A
Keynote
4
How can you make it safe?On the Safe half of the page, redraw the situation you chose, but make it safe this
time. Share
Ask learners your idea with
to redraw your classmates
the dangerous andon
situation explain howhalf
the other youofmade the situation
the page, but theyawill
safe one.it safe this
make
time. Encourage them to share their ideas and to explain how they made the situation a safe one.
No
Yes
Sumative
Yes
5
What is your relationship with the problem?Have you ever been in one of the dangerous situations? How did it
affect you?Use
Facilitate the Personal
a discussion Relationshipsituations. Ask
about dangerous to a Problem or Need image
learners to they
whether help have
you relate to theinproblem
ever been and use
one of the
specific examples to support your answer.
dangerous situations and how it affected them.Open the Personal Relationship to a Problem or Need image and
model
No how to use it to help relate to the problem. Use specific examples to support your answer.
Yes
N/A
N/A
Personal Relationship to a Problem or Need
Image
3
Curricular
What Are the Dangers?
20 minutes
on a worksheet. You will rewrite the sentences, add capitalization and punctuation, and write sentences about
Learners will practice
other dangerous identifying missing capitalization and punctuation by rewriting sentences about dangerous
situations.
situations.
Yes
No
Augmentation
170
Visualization
Write a sentence about a dangerous situation where all learners can see it. Omit the use of a capital letter and
period. Ask learners to identify the problems with the sentence. Example:the boy runs across the street
No
No
N/A
N/A
2
What is the problem?Complete the What Are the Dangers? worksheet. The sentences are missing capital letters
and periods. Rewrite the sentences using capitalization and punctuation.See the Kn·reminder Capitalization and
Ask learnersfor
Punctuation to complete the What Are the Dangers? worksheet. Explain that the sentences are missing capital
tips and techniques.
letters and periods. Ask them to rewrite the sentences using capitalization and punctuation.
No
Yes
N/A
N/A
Kn·book C1 EN E1
Printed Material
Image
3
What are some other dangerous situations?Write three more sentences describing some other dangerous
situations on the worksheet. Don't forget to use capital letters and periods. Use the Kn·reminder Capitalization
Encourage learners
and Punctuation to write
for tips and three sentences about other dangerous situations. Remind them of the importance of
techniques.
capitalization and punctuation.
No
Yes
Sumative
Yes
Image
3
Curricular
What Questions Do You Have?
35
Do minutes
you have any questions about the story? In this activity, you will practice writing and answering questions
using the will
Learners Little Red Riding
review how toHood
write story.
questions and answers. They will practice doing so using the Little Red Riding
Hood story.
Yes
No
Augmentation
|| [IN] [EE | WW] Constructs written questions and answers.
1
What happened in the story?Listen to the audio and follow the Little Red Riding Hood story.
Open and project the Little Red Riding Hood story to the class. Play the audio and encourage learners to
listen and follow along.
171
No
Yes
N/A
N/A
Kn Story
Kn Story
2
learners can see them. Encourage them and help them to form statements. Examples:The Wolf is gray. The Wolf
is at grandma's house. Grandma is in bed. The trees are green. They are having a picnic. They are eating
No
No
N/A
N/A
3
Can you answer questions about the story?Open the Little Red Riding Hood Questions interactive. Read and
answer the questions
Ask learners about
to open the theRed
Little story.
Riding Hood Questions interactive. Ask them to read and answer the
questions about the story.
No
Yes
N/A
N/A
Little Red Riding Hood Questions
Multiple Choice
4
All the questions in the Little Red Riding Hood Questions interactive were yes or no questions.When forming a
yes or no question from a statement, you change the word order.The Wolf is gray. (statement)Is the Wolf gray?
questions.Review that when forming a yes or no question from a statement, you change the word
(question)
order.Demonstrate how moving the word order can change the statement to a question.The Wolf is gray.Is the
No
Yes
N/A
N/A
Little Red Riding Hood Questions
Multiple Choice
5
Copy the statements about the Little Red Riding Hood story into your Kn·book. Change the word order to convert
the statements
Write or project into questions.The
the following. wolf is gray. The
Ask learners wolf is
to copy each at grandma's
sentence in the house. Grandma is in bed. The
Kn·book and to change trees
the word are
order to
green. They are having a picnic. They are eating cheese, cake, and honey.
form a question:The wolf is gray. The wolf is at grandma's house. Grandma is in bed. The trees are green. They
are
No having a picnic. They are eating cheese, cake, and honey.Give help and guidance where needed.
Yes
Formative
Yes
3
Curricular
What Is the Sound?
10 minutes
What is that sound? In this activity, you will practice pronouncing the short a sound and complete an activity
identifying the words that contain it.
172
Learners will practice pronouncing the short a sound and complete an activity identifying the words that contain
it.
Yes
No
Augmentation
Gaming
1
Do you want some more practice with words that have the short a sound?Open The Sound of Short a hype. Tap
the
Askbuttons
learnerstotolisten to theSound
open The soundsofand words
Short and Have
a hype. practice your
them tappronunciation
the buttons tobylisten
repeating
to thethem.
sounds and words
and practice their pronunciation by repeating them.This can be done individually, in pairs, or as a group.
No
Yes
N/A
N/A
Keynote
2
What is the sound?Open the What Is the Sound? interactive. Listen to the words, deciding whether they contain
the short a sound
Encourage or to
learners notopen
by choosing
the Whatthe correct
is the boxes.
Sound? interactive. Ask them to listen to the words and decide
whether they contain the short a sound or not.Review the answers as a group.
No
Yes
Formative
Yes
What Is the Sound?
Phonetic
3
Curricular
What Are the Missing Words?
15 minutes
Can you create sentences with the challenge words? In this activity, you will practice forming sentences using the
challenge words in an interactive.
Learners will practice forming sentences using the challenge words in an interactive.
Yes
No
Augmentation
Visualization Storytelling Gaming
1
Do you remember the challenge words? Listen to the coach and repeat the words. With your classmates, take
As a group, review
turns the challenge
giving an example sentencewords and of
with each their
themeanings.
challenge Say each word aloud and encourage learners to
words.
repeat. Use different tones of voice to keep them engaged.Ask each learner to give an example sentence using
each
No of the words.
Yes
N/A
173
N/A
Challenge Words
Image
Challenge Words
Gallery
2
What are the missing words?Open the Complete the Sentence interactive. Read the incomplete sentences and
drag the correct
Ask learners wordsthe
to open to Complete
complete them.
the Sentence interactive. Ask them to read the incomplete sentences and to
drag the correct words to complete them.Review the activity as a group.
No
Yes
Formative
Yes
Complete the Sentence
Drag
3
Curricular
0 minutes
Yes
No
Redefinition
1
No
Yes
N/A
N/A
Alliances
4
Curricular
Who Keeps You Safe?
30
Do minutes
you know anyone in your community who works to keep you safe? In this activity, you will be introduced to
some people
Learners that keep
will meet someyou safe in
people and discover
their what who
community things they
help need
them to help
stay safe.them
Theydo
willtheir jobs. how people keep
discover
us safe and what they need to help them do their jobs.
Yes
No
• Poster Paper and Markers
174
Modification
|| [CLP] Shows collaborative skills when working within a team.
1
Who keeps you safe in your community?Work with your team to brainstorm different workers whose job it is to
keep people
Start the safeby
activity in creating
your community.
teams in the classroom. Ask each team to brainstorm people in their community who
keep them safe on a piece of paper.
No
Yes
N/A
N/A
2
Which people keep us safe? Share your ideas with your classmates. Watch the People That Keep You Safe
video. It is an
Encourage theanimation
teams to about
share people
who they whose
thinkjob it is them
keeps to keep people
safe safe
in their in the community. As
community. Introduce you
the watch,
People make
That
a list of
Keep theSafe
You people youExplain
video. see in the
thatvideo.
it is an animation about some people whose job it is to keep them safe in their
community.
No Ask them to write a list of the people they see in the video as they watch.
Yes
N/A
N/A
People That Keep You Safe
Kn Graphic
3
Which people did you see in the video? Share your thoughts with your classmates. In the video, you saw a
paramedic,
officer, and but what does a paramedic
a paramedic.Play do?
the People Watch
That Keepthe
Usvideo
Safe again
video and listen
again and carefully
ask themtotowhat
listena to
paramedic
what a does.
paramedic does. Elicit that a paramedic provides emergency treatment to patients in emergency situations.
No
Yes
N/A
N/A
Kn Graphic
4
Move the tablet toward where you want to go. Let’s explore!The paramedic has an emergency call, and he needs
his
thatequipment to save
the paramedic hasthe
an patient. Listen
emergency calltoand
the he
description
needs hisand find all the
equipment thingsthe
to save thepatient.
paramedic needs.
Ask them to listen to
the description and find all the things the paramedic needs.Use the Kn·immersive coach card for tips and
No
Yes
N/A
N/A
Paramedic
IMM Virtual Reality
360º Stage
Coach Card
5
What objects does a paramedic need? Move the tablet toward where you want to go. Let’s explore! Make a list of
things that paramedics
Ask learners to observeneed to helpreality
the virtual themresource.
save lives. As a group,
Ask them discuss
to open each object and
the Kn·immersive, how
and you think them
encourage they use
to
it.
explore the augmented reality by moving in different directions to accomplish the goal.Ask learners to make a list
of
Nothings the paramedics need to help them save lives. As a group, discuss each object and how they use it.
Yes
175
N/A
N/A
Paramedic
IMM Virtual Reality
4
Curricular
What Do Paramedics Use?
20
Canminutes
you identify the correct sentence? In this activity, you will practice identifying the correct sentences in an
interactive and
Learners will write sentences
practice identifyingabout thingssentences
the correct paramedics in need to save lives.
an interactive and write sentences of the things
paramedics need to save lives.
Yes
No
Augmentation
1
What things do paramedics need to save lives? How do they use them? Create a list on the board.
Start the activity by reviewing things paramedics need and how they use each one to save lives. Make a list of the
objects from the last activity where all learners can see it.
No
Yes
N/A
N/A
Paramedic
IMM Virtual Reality
2
Choose four items from the list you made together and write sentences about how paramedics use each
one. Don't forget to use capital letters and periods. See the Kn·reminder Capitalization and Punctuation for tips
Ask
and learners to choose four items from the list you made together and to write sentences in their Kn·books about
techniques.
how paramedics use each one. Remind them to use capital letters and periods. Model the activity if necessary.
No
Yes
Formative
Yes
Image
3
Can you identify the mistake?Open the Paramedic's Items interactive. Read the sentences and choose the one
that has thelearners
Encourage correct capitalization and punctuation.
to open the Paramedic's Items interactive, read the sentences, and choose the one that has
the correct capitalization and punctuation.Review the exercise as a group.
No
Yes
Formative
Yes
Paramedic's Items
Check
4
176
Curricular
What Are the Key Elements in the Story?
35
Do minutes
people have fairy godmothers? In this activity, you will read a fantasy story about a girl who wants to go to a
ball, but her
Learners willstepmother won't
read a fantasy allow
story her. aYou
about girl will
whoidentify
wants the key
to go to elements
a ball, butofher
thestepmother
story on a worksheet.
won't allow her. They
will identify the key elements of the story on a worksheet.
Yes
No
Augmentation
Visualization
1
Have you heard of the story Cinderella? It is a story about a girl who wants to go to the ball, but her stepmother
Introduce
won't allowthe fantasy
her. Listenstory Cinderella.
to the Explain that it is a storyand
audio in the Cinderella Kn·story about a girl
follow who wants to go to the ball, but her
along.
stepmother won't allow her. Open the Cinderella Kn·story and play the audio for the group. Ask them to listen and
follow
No the story.
Yes
N/A
N/A
(No Audio) Cinderella
Kn Story
Cinderella
Kn Story
2
two mind maps—fantasy and realistic. Work together to read the story again and find three elements that are
fantasy
and oneand three that are realistic.
for realistic stories. Then,
Encourage addto
them them to your
reread mind and
the story maps. Share
find three your ideasfantasy
different with the rest of the
elements and
three realistic elements to add to their mind maps.Ask the teams to share their ideas with the group. Review the
No
Yes
Formative
Yes
Fantasy
Infographic
Kn Story
Explain Everything™
App
Cinderella
Kn Story
3
What are the key elements?Use the What Are the Elements of the Story? worksheet. Read the story once again,
find thefind
again, different elements,
the different and add
elements, them
and addtothem
the worksheet.
to the worksheet.Review the elements if necessary by asking
these questions:1. What was the story about?2. Where did the story happen?3. Who was in the story?4. What
No
Yes
Sumative
Yes
177
Kn·book C1 EN E1
Printed Material
Kn Story
Key Elements
Image
Cinderella
Kn Story
4
Curricular
What Do You Use to Stay Safe While Playing Sports?
15
Whatminutes
is your favorite sport? In this activity, you will create a video of yourself explaining your favorite sport and
the things youdiscuss
Learners will or others use
their to staysports.
favorite safe. They will create a video explaining the things they use to keep
themselves or others safe in their chosen sport.
Yes
No
Augmentation
1
Turn and TalkWhat is your favorite sport? What do people use to stay safe in your favorite sport?See the Turn
and
TurnTalk
and image for tips
TalkWhat andfavorite
is your techniques.
sport? What do people use to keep them safe in your favorite sport?See the
Turn and Talk coach card for tips and techniques.
No
Yes
N/A
N/A
Oral Communication Strategies: Turn and Talk
Coach Card
Image
2
Use the suggested app to record yourself explaining your favorite sport and the things people use to stay safe
Model the activity and
while participating ask
in it.If learners
you are nottohappy
use the suggested
with it, delete app tostart
it and record themselves explaining their favorite sport
again!
and the things people use to stay safe while participating in it.Explain that if they are unhappy with their
recordings,
Yes they can delete them and start again.
Yes
Sumative
Yes
Clips
App
4
Curricular
What Are the Missing Letters?
10 minutes
178
What are the missing letters? In this activity, you will practice spelling words with the short a sound and draw
pictures to represent them.
Learners will practice spelling words with the short a sound and draw pictures that represent each word.
Yes
No
Augmentation
Visualization
1
Do you want some more practice with words that have the short a sound?Open The Sound of Short a hype. Tap
Ask learnerstotolisten
the buttons opentoThe
theSound
soundsofand
Short a hype,
words, andtap the buttons
practice to listen to thebysounds
your pronunciation andthem.
repeating words, and practice
their pronunciation by repeating them.This can be done individually, in pairs, or as a group. Review the Short a
Song
No if necessary.
Yes
N/A
N/A
Keynote
Short a Song
Kn Graphic
2
Which letters are missing?Use the What Is the Word? worksheet. Listen to the words and write the missing letters
Ask learners
on the lines totocomplete
use the What Is the Word?draw
the words.Then, worksheet.
picturesRead each word
to represent out
each loud and
phonics encourage learners to write
word.
the missing letters on the lines to complete the words.Then, ask them to draw a picture that represents each
phonics
Yes word in the boxes.
Yes
Sumative
Yes
Kn·book C1 EN E1
Printed Material
4
Curricular
How Can You Find the Words?
15
Canminutes
you find the words? In this activity, you will complete a word search helping you to identify the high-
frequency words.
Learners will complete a word search helping them to identify the high-frequency words.
Yes
No
Augmentation
1
Do you remember the high-frequency words? Listen to the coach and repeat the words. With your classmates,
As
takea turns
group,giving
review the high-frequency
example words
sentences with eachand
of their meanings. Saywords.
the high-frequency each word out loud and encourage
learners to repeat them. Use different voice tones to keep them engaged.Ask each learner to give an example
sentence using each of the words.think, ask, stop, people, and open
179
No
Yes
N/A
N/A
Challenge Words
Gallery
Challenge Words
Image
2
Can you find them all?Open the Where Is It? interactive and find all the high-frequency words in the puzzle.
Encourage learners to open the Where Is It? interactive to find all the high-frequency words in the puzzle.
No
Yes
N/A
N/A
Where Is It?
Word Search
3
Let's practice your pronunciation of the high-frequency words.Open the app and read the high-frequency words to
the
AskGecko.
learnersListen to it repeat
to practice them and practice
their pronunciation of theyour pronunciation.High-frequency
high-frequency words.Ask them towords• think•
open the appask•
andstop•
read the
people• open
high-frequency words to the Gecko. Encourage them to listen to it, repeat them, and practice their
pronunciation.High-frequency
No words• think• ask• stop• people• open
Yes
N/A
N/A
Turutu Talking Gecko
App
4
Curricular
What Have You Identified?
10 minutes
The first phase has come to an end. Let’s see what you have identified.
Learners will complete a written reflection on the Identify phase.
No
No
Storytelling Social
|| [IN] [IPS][CSV | LS] Identifies real-life needs or problems. (R)
|| [IN] [IPS][CSV | LS] Identifies his or her relationship to a problem or need. (R)
1
Complete the I Identify That... worksheet by reading and answering all the questions.Share your answers with
Ask
yourthe learners to complete the I Identify That... worksheet by reading and answering all the questions: 1. What
classmates.
keeps you safe at school?2. Who keeps you safe?3. Describe and illustrate a dangerous situation. Encourage
them
No to share their answers with their classmates.
Yes
Sumative
180
Yes
Kn·book C1 EN E1
Printed Material
4
Curricular
0 minutes
Yes
No
Redefinition
Storytelling Visualization Gaming Mobility
1
No
Yes
N/A
N/A
Alliances
4
Curricular
Power Up!
0 minutes
What materials will you need? In the next session, you will become a paramedic.
In the next session, learners will become paramedics and will need to bring some materials to school.
No
Yes
Visualization Mobility
1
What will you need?In the next session, you will become a paramedic and perform CPR. To help you practice the
CPR
In thetechnique, youlearners
next session, will needwill
to become
bring a large stuffed toy
paramedics andtoperform
school.CPR. To help them practice the CPR
technique, they will need to bring a large stuffed toy to school.
No
Yes
N/A
N/A
181
5
Curricular
How Do Paramedics Keep Us Safe?
30
Do minutes
you know what to do if someone stops breathing? In this activity, you will discover what paramedics do to
keep
In thispeople alive.
activity, You will
learners will also practice
discover whatgiving
to do CPR.
if someone stops breathing. They will read an infographic and
practice giving CPR on a teddy bear.
Yes
No
• Stuffed Teddy Bear
Modification
|| [IN][IN][IN][IN][IN][IN] [EV | CO] Responds to spoken language by demonstrating understanding of the main
idea, specific information, and details.
1
paramedics are called out to emergencies because sometimes people stop breathing? It is the paramedics' job to
breathe. Explain thatthe
perform CPR.Open paramedics are called
CPR infographic out out
to find to emergencies
what CPR is and
and that
takesometimes people
turns reading stop
about breathing.
it as a sharedIt is
the paramedics' job to perform CPR.Ask learners to open the CPR infographic and take turns reading it as a
shared
No reading activity. See the Shared Reading coach card for tips and techniques.The images are missing from
Yes
N/A
N/A
CPR
Document
Coach Card
2
It is your turn to become a paramedic. Read and act out the steps from the CPR infographic on your stuffed toy.
Watch
Read andthe act
coach
out closely.
the steps from the CPR infographic on a stuffed toy. Encourage learners to follow along with
their stuffed toys.Invite the school doctor or nurse to class to demonstrate how to perform CPR.
No
Yes
N/A
N/A
CPR
Document
3
It's time to practice some CPR with a partner! Get a stuffed toy and get practicing! Take photos of each step to
Divide
documentlearners into pairs. You
the procedure. Ask will
them to work
need together
the photos to read
later in theabout CPR and perform it on their stuffed toys. Ask
activity.
them to take photos of each step to document the procedure. They will need the photos later in the activity. Walk
around
No the classroom and help where needed.
Yes
N/A
N/A
Cámara
App
CPR
Document
4
182
The infographic is missing images in each step of the procedure. It's up to you to complete it! Open the CPR
infographic, export it to the app, and add the photos you took of each step from the camera roll on to the
infographic,
infographic. export it to the app, and add the photos they took of each step from their camera roll to the
infographic to complete it.Model how to add photos from the camera roll to an infographic on the app.Ask them to
Yes
Yes
Sumative
Yes
Pages
App
CPR
Document
5
What are some risks at home and at school?Listen to the Risks at Home and in School audio about a
conversation
Introduce the at Anyu's exercise
listening school. Then, open by
to learners theasking
Risks at Home
about and
risks atinhome
School
andQuestions, exportthe
at school. Play it to the app,
Risks and
at Home
complete it by answering the questions.
and in School audio (repeat if necessary) about a conversation at Anyu's school. Then, ask them to open the
Risks
Yes at Home and in School Questions, export it to the app, and complete it by answering the questions.
Yes
N/A
N/A
Pages
App
Risks at Home and in School
Audio
Risks at Home and at School Questions
Document
5
Curricular
Who Keeps You Safe?
20
Who minutes
keeps you safe in your community? In this activity, you will discuss and write sentences—using capital
letters
Learnersandwill
periods—about how each capital
write sentences—using community worker
letters keeps you safe.different people in their community and
and periods—about
how those people keep them safe.
Yes
No
Augmentation
Visualization
1
Who keeps you safe in your community? With your classmates, discuss how each person from the Community
Workers
Start the gallery
activity keeps you safe.
by displaying the Community Workers gallery and encouraging learners to discuss how each
person keeps them safe.
No
Yes
N/A
N/A
Community Workers
Gallery
183
2
Write sentences about how each community worker keeps you safe in your Kn·book. Don't forget the importance
of
thecapital lettersofand
importance periods.
capital See
letters theperiods.
and Kn·reminder Capitalization and Punctuation
When checking learners' for tipsonand
sentences, focus thetechniques.
use of capital
letters and periods.Play the Who Keeps a Community Healthy? video. Next, choose a community worker and
No
Yes
Sumative
Yes
Image
Who Keeps a Community Healthy?
Partners
5
Curricular
What Keeps You Safe During a Vacation?
35 minutes
take on vacation and read a story about safety when camping. You will also practice writing statements and
Learners
questionswill discuss
about the important things they take on vacation and read a story about safety when camping.
the story.
They will also practice writing statements and questions about the story.
Yes
No
Augmentation
Gaming Visualization
1
Where do you go on vacation?Imagine you are going on a camping trip with your family this weekend. What
important
Display thethings do you
Camping needfortothe
image take to keep
group. you and learners
Encourage your family safe?Work
to imagine theywith
areyour classmates
going to make
camping. Ask a list.
the group
to make a list of the important things they will need. Elicit items that keep them safe, such as a first aid kit.
No
Yes
N/A
N/A
Camping
Illustration
2
What did the family take?Open The First Aid Kit story. It is a story about a family that goes camping and takes
Introduce
things thatThe
helpFirst
them Aid Kit safe.
stay story.Work
Explain
withthat it is a story
a partner aboutturns
and take a family thatthe
reading goes camping and takes things that
story.
help them stay safe. Encourage learners to read the story as a partner reading exercise. See the Partner
Reading coach
Yes
N/A
N/A
Reading Skills and Strategies: Partner Reading
Coach Card
The First Aid Kit
Kn Story
(No Audio ) The First Aid Kit
184
Kn Story
3
What sentences will you write?Continue working with your partner to write five statements about the story in your
Kn·books.
EncourageUse the words is
learners to write and are.Example: The
five statements family
about the is in
story camping.
their Kn·books using the words is and are.
Examples:The family is camping. Sofi is crying.The tent is blue and orange.The children are playing.
No
Yes
N/A
N/A
4
Change the word order of your statements to make them into questions.Example:The family is camping.Is the
Review and demonstrate how changing the word order can convert a statement into a question.Example:The
family camping?
family is camping.Is the family camping?Encourage learners to change the word order of their statements to
change
No them into questions. Walk around the classroom to check learners' work and give them any help needed.
Yes
Sumative
Yes
5
Curricular
What Do Paramedics Do?
15 minutes
What do paramedics do, and what do they use? In this activity, you will create a video about paramedics.
Learners will create a video explaining what paramedics do and what they use.
Yes
No
Modification
1
What do paramedics use and do?Discuss your answer with your classmates. Move the tablet toward where you
want
virtualtoreality
go. Let’s explore!
resource. Review
Ask theopen
them to things
thethat paramedicsand
Kn·immersive, need to help them
encourage save
them lives. by moving in
to explore
different directions to accomplish the goal. Remind them that they can review the things that paramedics need to
No
Yes
N/A
N/A
Kn Graphic
Kn·immersive
App
Paramedic
IMM Virtual Reality
2
What do paramedics do, and what do they use?Open the Paramedic image and export it to your camera roll.
Open the app and use the photo to explain what paramedics do and what they use. If you are not satisfied, you
Model how the
can record to use theagain.
audio Paramedic image and export it to the camera roll. Open the app and create a video using
the photo to explain what paramedics do and what they use.Model the activity if necessary.
No
185
Yes
Sumative
Yes
ChatterPix Kids
App
Paramedic
Illustration
5
Curricular
What Happens in the Story About Short a?
10 minutes
What words contain the short a sound? In this activity, you will practice your pronunciation of the short a by
recording yourself
Learners will recordreading a story
themselves containing
reading many
a story words with
containing manythewords
short with
a sound.
the short a sound to check their
pronunciation.
Yes
No
Augmentation
1
Do you want some final practice pronouncing words with the short a sound?Open The Sound of Short a hype.
Work
Dividewith your partner
learners to tap
into pairs. Askthe buttons
them to listenSound
to open The to the of
sounds
Short and words
a hype, tapand
thepractice
buttons your pronunciation
to listen by
to the sounds
repeating them.
and words, and practice their pronunciation by repeating them.Encourage them to help each other with their
pronunciation.Review
No the Short a Song if necessary.
Yes
N/A
N/A
Short a Song
Kn Graphic
Keynote
2
What words contain the short a sound?Open the Story of Short a image and export it to the app. Then, record
yourself reading the story to practice your pronunciation. If you make a mistake, you can delete the recording and
themselves reading the story to practice their pronunciation. Explain that if they make a mistake, they can delete
record it again.
the work and record it again. See the Best Practices for Using Seesaw coach card to learn more about the
No
Yes
Sumative
Yes
Best Practices for Using Seesaw
Coach Card
Seesaw
App
Story of Short Aa
Image
5
186
Curricular
Which Words Can You Unscramble?
15 minutes
How do you spell it? In this activity, you will practice spelling by unscrambling the letters in each challenge word.
Learners will practice spelling by unscrambling the letters in each challenge word.
Yes
No
Augmentation
Gaming
1
As a group, read and spell each of the challenge words as a choral reading exercise. Example:danger, d-a-n-g-e-
r, dangerdanger, safe, unsafe, fire drill, emergency, help, push, pull, sling, germs, paramedic, firefighter, sick,
rules,
No habits
No
N/A
N/A
Challenge Words
Image
2
Can you spell the words? Listen to the audio in the Open the Unscramble interactive and unscramble the letters
to spell the challenge
Encourage learners towords. You
listen to thecan useinthe
audio theChallenge Words
Unscramble image as
interactive anda unscramble
reference. the letters to spell the
challenge words.
No
Yes
N/A
N/A
Unscramble
Scramble
Challenge Words
Image
5
Curricular
0 minutes
Yes
No
Redefinition
187
1
No
Yes
N/A
N/A
Alliances
5
Curricular
Challenge Boosters
0 minutes
It’s time for a space mission! In this activity, you will show what you have learned.
This is an individual task to help learners demonstrate what they have learned.
Yes
No
Augmentation
Storytelling Gaming
|| [IN] [CSV | LS] Recognizes that some microorganisms cause diseases and knows some things to do to prevent
1
Are you ready to blast off?Check with the coach to see if you need any extra instructions. Then, use what you
Before
know tolearners start
complete thethe task, read
missions theScience
in the Challenge Booster coach card and explain how to complete the
Booster.
interactive.Make sure learners understand what to do and encourage them to complete all the tasks in the
Science
No Booster.
Yes
Sumative
Yes
Science Booster
Challenge Booster
Tips for Solving a Challenge Booster
Coach Card
2
Before
missions theStructure
in the ChallengeandBooster coach
Function card and explain how to complete the
Booster.
Structure
No and Function Booster.
Yes
Sumative
Yes
Structure and Function Booster
Challenge Booster
3
Before
missions thePhonics
Booster.
Phonics Booster.
188
No
Yes
Sumative
Yes
Phonics Booster
Challenge Booster
6
Curricular
What Do You Do in an Emergency?
30 minutes
which situations are emergencies. You will also complete an activity about who to call in an emergency and who
In
canthis activity,
help you if learners will discover what an emergency is and then identify what situations are emergencies.
you get lost.
They will complete an activity about who to call in an emergency and which people can help if they get lost.
Yes
No
Augmentation
Visualization Social
|| [IN] [CC | CA] Recognizes emergency situations and demonstrates the skills to respond appropriately and
safely.
1
Close your
Start the eyes by
activity andasking
listen learners
to the audio. As atheir
to close group, discuss
eyes. when and
Play Siren. Ask why
themyou would
when andhear
why this
theysound.
would hear this
noise.Elicit that the noise might come from police cars, fire trucks, or ambulances, which use a siren when they
have
No to drive quickly to an emergency. An emergency is a situation in which someone's life is in danger.
Yes
N/A
N/A
Siren
Audio
2
What is an emergency?Work with your team to read the Emergency Situations infographic and discuss which
situations areaemergencies
situation. As and
group, discuss which emergency
whether service and
it is an emergency you which
would service
call: police,
they firefighters,
would needortoparamedics.
call: police,
firefighters, or paramedics. Example:On the first page, there are two situations. 1. There was a bad car accident
No
Yes
N/A
N/A
Emergency Situations
Illustration
3
you for some information. Add your information to the Who Do You Call in an Emergency? worksheet:Name:
_______________________Address:
learners to add their information to the _______________________Phone
Who Do You Call in an Emergency?Number: ______________ (house or
worksheet:Name:
_______________________Address: _______________________Phone Number: ______________ (house or
No
Yes
N/A
N/A
Kn·book C1 EN E1
189
Printed Material
4
In an emergency, we call emergency services to ask for help.Continue using the Who Do You Call in an
Emergency?
Who Do You worksheet. Listen to theworksheet.Play
Call in an Emergency? audio and complete the worksheet
the Emergency with
audio andthe
setmissing words.
the scene: A boy is calling the
emergency services asking for help. Encourage learners to complete the worksheet with the missing
No
Yes
Formative
Yes
Kn·book C1 EN E1
Printed Material
Emergency
Audio
5
Who can help you when you get lost? Watch the Help! I'm Lost! video.While you watch, identify the people in your
Stimulate
communitydiscussion by explaining
who can help a timea when
you and make list. you got lost, what you did, and who helped you.Play Help! I'm
Lost! As they watch, ask learners to identify the people in their community who can help them if they ever get lost
and
No to make a list of those people. After watching the video, elicit who could help them and how knowing their full
Yes
N/A
N/A
Help! I'm Lost!
Kn Graphic
6
Curricular
How Can You Complete the Sentences?
20
Is itminutes
a complete sentence? In this activity, you will discover how to identify a complete sentence and practice
joining two parts
In this activity, to formwill
learners complete
have a sentences.
lesson about complete sentences. They will practice joining two parts to form
complete sentences.
Yes
No
Augmentation
|| [IN] [DLE | LM] Identifies that a sentence is a complete idea.
1
Write the following incomplete sentence where all learners can see it:Anyu is.Ask them what they think of the
sentence and whether there is anything wrong with it. Elicit that it is not complete.Facilitate a mini-lesson on the
topic.
No See the Mini-Lesson Complete Sentences coach card for tips and techniques.
No
N/A
N/A
Mini-Lesson: Complete Sentences
Coach Card
2
Can you help?The sentences are not complete. Open the Incomplete Sentences interactive. Read the parts and
join them together to form complete sentences. Use your Kn·reminder Complete Sentences for tips and
techniques.
190
Ask learners to open the Incomplete Sentences interactive. Explain that the sentences are not complete. Have
them read the parts and join them together to form complete sentences. Review the exercise as a group.
No
Yes
N/A
N/A
Incomplete Sentences
Drag
Kn·reminder Complete Sentences
Image
6
Curricular
What Elements Does a Fantasy Story Have?
35 minutes
What are the elements of a fantasy story? In this activity, you will review the elements of a fantasy story and
practice
Learnersthe
willreading skill:elements
review the predicting.
of a fantasy story and practice the reading skill: predicting by reading a fantasy
story and predicting what they think will happen.
Yes
No
• A couple of fantasy story books.
Augmentation
|| [IN] [DL | RS] Explains what might happen next in a story or what the author may say next.
1
Start the activity by showing learners a few books. Pass the books around the classroom and encourage learners
to look at the covers and discuss whether they think they have elements of fantasy.Facilitate a mini-lesson on the
topic.
No See the Mini-Lesson Fantasy coach card for tips and techniques.
No
N/A
N/A
Mini-lesson: Fantasy
Coach Card
2
What do you think will happen?Open the Kn·story Phony Phil and the Jungle Race. It's a story about a lion called
Phil
that that thinksahe
it's about lioncan win Phil
called the jungle race.he
that thinks Read
can the
winfirst
the page
jungleas a read-aloud
race. exercise.
Ask learners to open the book and read the
first page as a read-aloud exercise. See the Reading Skill and Strategies: Read Aloud coach card for tips and
No
Yes
N/A
N/A
Reading Skills and Strategies: Read Aloud
Coach Card
Phony Phil and the Jungle Race
Kn Story
(No Audio) Phony Phil and the Jungle Race
Kn Story
3
191
Phony Phil and the Jungle Race is a fantasy story. After reading the first page, can you tell which elements are
Elicit
part ofthat Phony Phil
a fantasy and the Jungle Race is a fantasy story. Ask learners which elements are a part of a fantasy
story?
story after reading the first page. Make a list of the fantasy elements where all learners can see. Model the
activity
No by giving an example:The animals are talking. Animals can't talk in real life. Review Fantasy if necessary.
Yes
N/A
N/A
Fantasy
Infographic
4
Continue listening to and following along with the story. Stop at page 16 (at the beginning of the race). What do
you think willwe
predictions, happen next?Use
use the clues anthe app gives
author to draw
usainpicture predicting
the words as wellwhat willillustrations
as the happen. to make guesses about
what might happen next. Ask learners what they think is going to happen next.Ask them to use the app to draw
No
Yes
N/A
N/A
Everyone Can Create. Drawing
Live Action
Tayasui Sketches School
App
5
Share your predictions with your classmates. What clues did the author give you to help you make your
Invite learners to present
prediction? Continue theirthe
reading predictions to the ifclass.
story to check Model howistocorrect.
your prediction use the clues in the story to help make
predictions. The author wrote that Phil the lion was too lazy to train and practice for the race, so I predict that he
will
No lose the race.Continue reading the rest of the story to see if the prediction is correct.
Yes
N/A
N/A
Kn Story
Kn Story
6
Curricular
What Is Your Emergency?
15
What minutes
emergency service do you require? In this activity, you will make a string telephone and work with a partner
practicing
Learners will making
make911 calls. telephone and work in pairs making 911 calls to work on their communication skills:
a string
listening to and recognizing questions to provide information.
Yes
No
• • 2 large paper cups
•• •• 22 paper clips cups
large paper
•• •• 60 cm of cotton string
2 paper clips
•Substitution
• 60 cm of cotton string
Visualization
|| [IN] [EV | CO] Listens to and recognizes questions to give information.
|| [CLP] Follows instructions or steps to complete multiple tasks.
1
Which emergency service do you need?Imagine you see a house on fire. Who would you call?Imagine you see a
car crash. Who would you call?Imagine you see someone stealing something from a house. Who would you
call?
192
Start the activity by reading the situations and reviewing which emergency service is needed. Encourage learners
to share their thoughts and ideas. Imagine you see a house on fire. Who would you call?Imagine you see a car
crash.
No Who would you call?Imagine you see someone stealing something from a house. Who would you call?
Yes
N/A
N/A
2
telephone. Open the String Telephone image and follow the instructions for making your own string
telephone. Are
questions. First,you following
they the instructions
need a telephone. correctly?
Ask them Open
to open thethe Following
String Instructions
Telephone image
image and andthe
follow read through
instructions
for making one. Help where needed. Open the Following Instructions image and read through the importance of
No
Yes
N/A
N/A
String Telephone
Image
Following Instructions
Image
3
Use your string telephone and practice making 911 calls with your partner.Take turns playing the different roles—
emergency serviceservice
roles—emergency operator and theand
operator person calling. calling. Model
the person The emergency service
how to useoperator
the Whatwillisuse What
Your is Your
Emergency? to ask questions of the person calling based on the particular emergency.
Emergency? image to complete the role play. The emergency service operator asks questions of the person
calling,
No and the other learner answers them based on their particular emergency. Invite learners to demonstrate
Yes
N/A
N/A
Image
6
Curricular
What Sound Does the Short i Make?
10 minutes
What sound do the words win, lip, and pin have in common? In this activity, you will explore the short i sound by
reading
Learnersa will
story and identifying all
explore the phonics
the short i sound words. a mini-lesson on the topic, reading a story, and identifying
by completing
all the phonics words.
Yes
No
Substitution
1
Start the activity by writing the words win, pig, tip, bin where all learners can see them.Read the words aloud to
the group and encourage them to discuss what they have in common.Open the Sound of Short i coach card and
follow
No the steps to complete the activity.
No
N/A
N/A
193
Sound of Short i
Coach Card
2
Can you find all the words with the short i sound in the story?Read the story in the Pig image as a choral reading
exercise.
Ask learners to read the story in the Pig image as a choral reading exercise. See the Choral Reading coach card
for tips and techniques.
No
Yes
N/A
N/A
Pig
Image
Coach Card
3
Read the story aloud and use the toolbar feature to circle all the words with the short i sound.
Ask learners to read the story aloud and circle all the words with the short i sound using the Kn·draw
feature.Review the answers as a group.
No
Yes
Formative
Yes
Pig
Image
6
Curricular
What Are the Mystery Words?
15 minutes
Do you want to become a spy and send secret messages? In this activity, you will review the challenge words
and complete
Learners an activity
will review by decoding
the challenge letters
words andtocomplete
form some
an of the challenge
activity words.
by decoding letters to form some of the
challenge words.
Yes
No
Substitution
Review the challenge words by reading each one and inviting learners to say a sentence with each word. Start
the exercise by choosing a word and giving an example sentence.
No
No
N/A
N/A
Challenge Words
Image
2
194
Do you want to become a spy? Spies use codes to send secret messages. Use the Mystery Words worksheet.
Use the tabletotouse
Ask learners decode the challenge
the Mystery Wordswords.
worksheet. Explain that they need to use the table to decode the
challenge words.
Yes
Yes
N/A
N/A
Kn·book C1 EN E1
Printed Material
3
Did you successfully decode all the words?Choose three more challenge words and turn them into codes using
numbers. Exchange
Ask learners your
to choose worksheet
three with a classmate
more challenge to decode
words and their
turn them intomystery words.numbers. Ask them to
codes using
exchange their worksheets in pairs and decode the mystery words.
No
Yes
N/A
N/A
Challenge Words
Image
4
Choose three mystery words from the worksheet and write sentences in your Kn·book using each one.
Ask learners to choose three mystery words from the worksheet and write sentences in their Kn·books using each
one. Walk around the classroom helping learners with their sentences.
Yes
Yes
Sumative
Yes
6
Curricular
0 minutes
Yes
No
Redefinition
Mobility Visualization Gaming Storytelling
1
No
Yes
N/A
N/A
195
Alliances
6
Campaña 1
0 minutes
How many liters of water did you save? In this activity, you will share your experience with your classmates and
coach.
In this activity, learners will share their experiences saving water.
Yes
No
Substitution
Storytelling Mobility
1
How many times have you used a cup while brushing your teeth? How many days have you showered in less
than five minutes? Share
Facilitate your experiences
a class discussion:1. with your
How many times haveclassmates
you used a and
cup coach.
while brushing your teeth? 2. How many
days have you showered in less than five minutes? Allow learners to share their experiences.
No
Yes
N/A
N/A
2
Have you practiced the eco-tip this week? Show how well you save water at home. Don’t forget to collect this
week’s evidence
Ask learners and keep
to practice theiteco-tip
in the Knotion Bank.
during the week. Invite them to collect evidence of how they are following the
challenge eco-tip, ask them to keep it in the Knotion Bank.
Yes
Yes
N/A
N/A
7
Curricular
What Do Police Officers Do?
30
Whatminutes
do police officers do? In this activity, you will create an illustration describing the role of police officers and
write a set of rules
In this activity, for your
learners will community to keep everyone
create an illustration safe.
describing the role of a police officer. They will present and
explain their illustrations to the group and write a set of rules for a safe community.
Yes
No
Augmentation
safely.
|| [IN] [IPS][CSP | PS] Identifies his or her relationship to a problem or need. (R)
1
What is the role of a police officer?Open Police Officer and, as a group, discuss the different roles of a police
officer.
MotivateThen, drawtoaopen
learners picture of a Officer
Police police officer
and, asdoing their discuss
a group, job in your
the Kn·book.
different roles of a police officer. Then, invite
them to draw a picture of a police officer doing their job in their Kn·books.
No
196
Yes
N/A
N/A
Police Officer
Illustration
2
Take turns officer.Elicit
of a police presenting your pictureofficers
that police and explaining
keep us the role
safe. of ahave
They police officer
many to your
roles team. Invite learners to make
and duties.
a group list of their roles and duties.
Examples:•
No Catching criminals• Writing reports• Investigating crimes• Protecting lives and property• Enforcing the
Yes
N/A
N/A
Who Keeps People Safe in our Community?
Partners
3
It is also a police officer's duty to make sure people follow the rules in the community.What are some rules in your
Explain
community?that itAs
is aalso a police officer's
group, create a list ofduty to make sure people follow the rules in the community.Encourage
rules.
learners to give some examples of rules in their community. Invite them to create a list of community rules on the
board.
No Give examples if necessary:• Do not steal.• Walk on the sidewalk.
Yes
N/A
N/A
4
Use the app to create a poster with the community rules you wrote as a group.Add a title and images to represent
the
Askrules.
learners to use the app to create a poster with the community rules they wrote as a group.Have them add a
title and images to represent the rules.
No
Yes
Formative
Yes
PhotoGrid - Editor de Fotos
App
5
What is your relation to the problem?What would happen if people in your community didn't follow the rules? How
would it affect you?Record a short video of yourself talking about the topic.Look at Personal Relationship to a
affect
Problemyou?Ask learners
or Need to helptoyou
record a short
relate to thevideo
topic of
andthemselves talking
use specific abouttothe
examples topic.Look
support your at the Personal
answer.
Relationship to a Problem or Need image and model how to use it to help you relate to the topic. Use specific
No
Yes
Formative
Yes
Image
7
Curricular
What Do Police Officers Wear and Use?
20
Whatminutes
do police officers wear and use? In this activity, you will practice writing complete sentences about police
officers.
Learners will discuss what police officers wear and use and write complete sentences in their Kn·books.
197
Yes
No
Substitution
1
What do police
Start the activityofficers wear?What doOfficer for
by projecting Police police officers use?Writelearners
the group. Ask key vocabulary wordsofficer
what a police with your classmates.
wears. Write key
vocabulary words where all learners can see them.Ask learners what a police officer uses. Write key vocabulary
words
No where all learners can see them.
Yes
N/A
N/A
Police Officer
Illustration
2
What do police officers wear and use?Write sentences about what police officers wear and what they use in your
Kn·book.Examples:• Police officers
Model how to write complete wearabout
sentences a hat.• Police
what officers
police usewear
officers a pen.Remember to write Police
and use. Examples:• complete
officers wear
sentences. See the Kn·reminder Complete Sentences for tips and techniques.
a hat.• Police officers use a pen. Encourage learners to write sentences with the words wear and use in their
Kn·books.
No Ask them to write in complete sentences.Walk around the classroom checking learners' sentences.
Yes
Formative
Yes
Police Officer
Illustration
Image
7
Curricular
What Do You Predict?
35 minutes
What do you think will happen? In this activity, you will read a short story and predict what you think will happen
next based on clues.
Learners will read a short story and predict what they think will happen next based on clues.
Yes
No
Augmentation
Social Storytelling
1
What will happen next?Anyu practiced every day for two weeks for her piano exam. She was pleasantly surprised
her
whenpiano exam. She was pleasantly
_________________.Use surprised
the clues in thewhen ___________________.Ask
sentence to make your predictions.learners to predict what they
think will happen next using the clues in the sentence. Invite them to share their predictions with the group. Model
how
No to make a prediction using the clues. Example:I predict that Anyu passed her piano exam because she
Yes
198
N/A
N/A
2
What happened?Read Fishing With Dad as a silent reading exercise. It's a story about Dary and her dad on a
Introduce the story Fishing With Dad. Explain that it is a story about Dary and her Dad on a fishing trip
fishing trip.
together.Ask learners to read Fishing With Dad as a silent reading exercise. See the Silent Reading coach card
for
No tips and techniques.
Yes
N/A
N/A
Reading Strategies: Silent Reading
Coach Card
Fishing With Dad
Image
3
What do you think will happen next?Use the clues from the story to make your prediction. Draw a picture and
write sentences
Ask learners explaining
what they thinkwhat
will you thinknext.
happen will happen and
Ask them to why.See Prediction for tips and
use the clues from the story techniques.
to draw a picture and
write sentences explaining what will happen and why.Model the activity if necessary.
No
Yes
Formative
Yes
Fishing With Dad
Image
Prediction
Image
4
What did you predict? Upload your predictions to your Digital Journal. Read your classmates' predictions and give
a likelearners
Ask if you agree.
to upload their predictions to the Digital Journal. Ask them to read their classmates' predictions and
to give a like if they agree.
No
Yes
N/A
N/A
Seesaw
App
7
Curricular
How Do Police Officers Keep You Safe?
15
Whatminutes
is a police officer and what do they do? In this activity, you will work with a partner and role-play an
interview
Learners with a police
will work withofficer,
in pairsasking about an
to role-play what they do.
interview with a police officer, asking about what they do while
working on their communication skills: listening to and recognizing questions to provide information.
Yes
No
Substitution
199
1
1. What does
Facilitate a police officer
a discussion do?2. What
about police does
officers. a the
Use police officer questions
following wear?3. What does a police
to stimulate officer use?What does
the discussion:1.
a police officer do?2. What does a police officer wear?3. What does a police officer use?Write some key
vocabulary
No words where all learners can see them. This will help learners in the next step.
Yes
N/A
N/A
2
Take turns playing the two roles—a police officer and an interviewer.The interviewer will use Interview
Questions to ask
police officer and the police officer about what
an interviewer.Explain theywill
that they do,practice
wear, and use.
asking and answering questions about what a
police officer does, wears, and uses. Model how to use Interview Questions.Invite learners to present their
No
Yes
Formative
Yes
Interview Questions
Image
7
Curricular
How Can You Remember Them All?
10 minutes
Do you have a good memory? In this activity, you will review the short i sound in words and play a memory game.
Learners will review the short i sound in words and play a memory game in which they find phonic words.
Yes
No
Augmentation
1
Do you remember what sound the short i makes?Open the Short i Sound hype. Tap the button to listen to the
words, and repeat
Ask learners them.
to review the sound the short i makes in words by opening Short i Sound, tapping the button to listen
to the words, and repeating the sound.
No
Yes
N/A
N/A
Short i Sound
Keynote
2
Can you match all the short i words?Turn the cards over and match the words with the pictures in Short i
Memory. Good luck! to turn the cards over and match the short i words with the pictures in the Short i Memory
Encourage learners
interactive. Check the answers as a group.
No
Yes
N/A
200
N/A
Short i Memory
Memory
7
Curricular
What Are the High-Frequency Words?
15 minutes
Can you form a sentence? In this activity, you will review the high-frequency words and practice forming
sentences with them.
Learners will review the high-frequency words and practice forming sentences with them.
Yes
No
Augmentation
whisper the word to the next learner, and so on, until it reaches the end of the circle. Ask the last learner to shout
out the word they heard. Repeat the activity with different words or sentences that use some of the
No
No
N/A
N/A
Challenge Words
Image
2
Can you form a sentence with the high-frequency words? Listen to the audio in Sentence Mix-Up and change the
order of the words
Ask learners to make
to listen to the aaudio
sentence.
in the Sentence Mix-Up interactive and change the order of the words to make
a sentence.
No
Yes
Formative
Yes
Sentence Mix-Up
Scramble
7
Curricular
0 minutes
Yes
No
Redefinition
201
1
No
Yes
N/A
N/A
Alliances
7
Campaña 2
0 minutes
Did you take any actions to continue saving the planet? In this activity, you will share your experience with your
In this activity, learners will share their experiences in their quest to inspire people to save the planet.
Yes
No
1
How many times did you practice the proposals you established last week? Share your experience with your
Facilitate a group discussion:How many times did you practice the proposals you established last week? Allow
learners to share their experiences.
No
Yes
N/A
N/A
2
Have you practiced your proposal this week? Demonstrate how well you did. Create this week’s evidence, and
keep it in yourtoKnotion
Ask learners practiceBank.
the eco-tip during the week. Invite them to create evidence of what they do to follow the
challenge eco-tip, and ask them to keep it in the Knotion Bank.
Yes
Yes
N/A
N/A
8
Curricular
What Should You Do in a Fire?
30 minutes
What should you do when you hear the fire alarm? In this activity, you will research fire drills and create a video to
teach other
Learners willlearners whatwhat
investigate to dotoindocase of fire.
in case of fire. They will work in teams to create a video that teaches other
learners and coaches the steps to follow in case of fire.
Yes
202
No
Modification
Social
safely. Storytelling Visualization
||
1 [CLP] Establishes steps or design instructions for completing multiple tasks.
What items keep you safe in a fire?Walk around the school and take photos of the different items that keep you
safe
Walkinaround
a fire. the school with learners. Ask them to take photos of items in the school that help keep them safe in
a fire. Point out items if necessary—fire extinguisher, fire alarms, fire exit sign, etc.
No
Yes
N/A
N/A
Cámara
App
2
How do they keep you safe? Share the photos you took with your classmates and discuss how each one keeps
Invite learners to share the photos they took with their classmates and to discuss how to use each item. Model
you safe.
the activity by displaying a photo where all learners can see it and explaining how that item would help keep you
and
No learners safe.
Yes
N/A
N/A
3
Fire safety items help keep you safe in different ways. The fire alarm makes a loud sound to warn you that there
is
forasafely
fire and you needthe
evacuating to evacuate
school asthe building.
they Watch Fire
watch.Ask them what Drill. As you
steps are watch, think about
taken during a fire the
drill.five
As steps for safely
a group,
evacuating the school.What steps are taken in a fire drill? Discuss and act out the steps.
watch Fire Drill again and identify the steps taken during a fire drill.Write the steps on the board and act them out
with
No learners.1. Listen to directions from your coach carefully.2. Line up quietly.3. Walk out of the building to your
Yes
N/A
N/A
Fire Drill
Kn Graphic
4
team to assign one step per person. Practice by saying the step first and then acting it out.1. Listen carefully to
fire.Divide
instructionslearners intocoach.2.
from your teams ofLine
five.upAsk them toWalk
quietly.3. assign one step
carefully outper person
of the and to
building to your
practice sayingplace.4.
assigned their given
Stay
step and acting it out.1. Listen carefully to instructions from your coach.2. Line up quietly.3. Walk carefully out of
the
No building to your assigned place.4. Stay with your class at all times.5. Wait with your coach until it is safe to
Yes
N/A
N/A
Fire Drill
Kn Graphic
5
How can you help others?Use the app to take turns recording each other describing the steps and acting them
Encourage learners
out.Then, use to useapp
the editing thetoapp
edittoyour
record each
clips other to
together describing their steps and acting them out.Model the
make a video.
activity and ask them to use the editing app to edit their clips together to make a video.When they finish editing
their
No videos, ask them to upload them to the Digital Journal.
Yes
203
Sumative
Yes
Cámara
App
Clips
App
Seesaw
App
8
Curricular
What Should You Do During a Fire Drill?
20
Canminutes
you explain what to do during a fire drill? In this activity, you will write complete sentences explaining the
steps for safely
Learners evacuating
will write completethe school during
sentences a fire drill. explaining the steps for safely evacuating the school
on a worksheet
during a fire drill.
Yes
No
Augmentation
1
What are the steps for safely evacuating the school during a fire drill?Watch Fire Drill again and think about the
five steps.
school.Play Fire Drill and review the steps:1. Listen to instructions from your coach carefully.2. Line up quietly.3.
Walk out of the building to your assigned place carefully.4. Stay with your group at all times.5. Wait with the
No
Yes
N/A
N/A
Fire Drill
Kn Graphic
2
What are the children doing in the pictures?Write complete sentences describing what the children are doing in
each step in the What Should I Do In a Fire Drill? worksheet. A complete sentence needs a who and a does
a Fire Drill?
what.Use theworksheet.Model the activity
Kn·reminder: Complete by completing
Sentences for tipsthe
andfirst step together. Mention that a complete sentence
techniques.
needs a who and a does what.Example:The coach gives instructions. Walk around the classroom and give each
No
Yes
Sumative
Yes
Kn·book C1 EN E1
Printed Material
Image
8
Curricular
What Questions Do You Have About the Text?
35 minutes
204
Can you write and answer questions about the story? In this activity, you will review writing questions and
answers. You will practice writing and answering questions about a story.
Learners will review by writing and answering questions about a story.
Yes
No
Augmentation
1
Do you remember what happened in the Phony Phil and the Jungle Race story? Work with a partner. Take turns
Divide
readinglearners into
the story andpairs
the based on Give
exercise. their reading levels.
your partner Ask them to takeonturns
positive feedback theirreading
reading.the Phony Phil and the
Jungle Race and reading the exercise.Encourage them to give each other positive feedback on their reading. Use
the
No Partner Reading coach card for tips and techniques.
Yes
N/A
N/A
Kn Story
Coach Card
Kn Story
2
As a group, write statements using is and are about elements from the story where all learners can see them.
Encourage learners to form the statements. Examples:• Phil is a lion.• There are lots of animals in the jungle.• Phil
is
Nosleeping.• The animals are running.• Rita is a friend.
No
N/A
N/A
3
When forming a yes or no question from a statement, you change the word order.Examples:• Phil is lazy.
(statement)•
Mention that Is Phil forming
when lazy? (question)Form three questions
a yes or no question about thelearners
from a statement, story in need
the What Questions
to change Do You Have?
the word
worksheet using the words is and are.
order.Examples:• Phil is lazy. (statement)• Is Phil lazy? (question)Ask learners to write three questions about the
story
No using the words is and are in the What Questions Do You Have? worksheet.
Yes
N/A
N/A
Kn·book C1 EN E1
Printed Material
4
Exchange your worksheet with a classmate. Read each other's questions and write the answers below
them.Recall that when
Encourage learners forming
to work witha the
yes same
or no partner.
questionAsk
fromthem
a statement, you their
to exchange needworksheets
to change the
andword
answer each
order.Examples:• Phil is lazy. (statement)• Is Phil lazy? (question)
other's questions. Explain that when forming a yes or no question from a statement, they need to change the
word
Yes order. Examples:• Phil is lazy. (statement)• Is Phil lazy? (question)
Yes
Formative
Yes
205
8
Curricular
Who Is the Learner?
15 minutes
Do you know all your classmates? In this activity, you will play a game asking questions and using the answers to
Learners
guess who will continue
your working
classmate is. on their communication skills: listens to and recognizes questions to give
information by playing a game asking questions and using answers to guess who their classmate is.
Yes
No
• Blindfold
Augmentation
1
How do you form a question?With your classmates, take turns asking questions about different things about your
school using to
Ask learners thetake
words is and
turns are.Examples:•
asking What is
different questions the name
about of the school?• Where
your school.Examples:• Whatare
is the
the bathrooms?
name of the
school?• Where are the bathrooms?
No
Yes
N/A
N/A
2
question. Example: What is your favorite color?That learner must answer, either in their normal voice or by
disguising it. The blindfolded learner must then guess who answered the question. If the learner guesses
correctly,
No the learners switch places. If the learner guesses incorrectly, they play another round.If necessary,
No
N/A
N/A
8
Curricular
Which Phonics Words Do You Understand?
10 minutes
Let's check your pronunciation. In this activity, you will practice your pronunciation and work on a team to play a
game of tic-tac-toe
Learners with
will practice words
their that have the
pronunciation andshort
worki. on a team to play a game of tic-tac-toe with words that have
the short i.
Yes
No
Substitution
1
Do you want some practice pronouncing words with the short i sound?Open Short i Sound. Tap the buttons to
listen to the sounds
Ask learners and words,
to open Short and practice
i Sound, your pronunciation
tap the buttons by sounds
to listen to the repeating them.
and words, and practice their
No
Yes
206
N/A
N/A
Short i Sound
Keynote
2
In your team, choose a word with the short i from the board. One person on your team says your chosen word. If
the sentence
with the short is
i incorrect, erase the word
the squares. Some and with
words replace
the itshort
with i:an O or an X. The team that succeeds in placing
win, pin, pig, dig, lip, tip, bin, tin, kit, sitAsk three
the teams
of
to their markschoosing
take turns in a horizontal,
a word vertical, or diagonal
and saying it. If theyrow
saywins the game.
it correctly, erase the challenge word and replace it with
their
No chosen mark (O or an X). The team that succeeds in placing three of their marks in a horizontal, vertical, or
Yes
N/A
N/A
Short i Sound
Keynote
Challenge Words
Image
8
Curricular
How Do You Spell It?
15 minutes
Are you able to spell the challenge words? In this activity, you will practice spelling them.
Learners will practice spelling the challenge words in a spell-it-out-loud activity.
Yes
No
Augmentation
|| [CLP] Follows instructions or steps to complete multiple tasks.
1
Start the activity by projecting High-Frequency Words Roulette for the group. Encourage learners to take turns
spinning the wheel and forming a sentence with the chosen word.
No
No
N/A
N/A
High-Frequency Words Roulette
Roulette
2
Can you spell the words?Form a circle with your whole group and practice spelling the challenge words out
loud. Listen to the coach for further instructions.Are you following the instructions correctly? Open the Following
the first learner
Instructions will and
image say read
A, thethrough
next P,the
andimportance
so on. If a of
learner makes
following a mistake, they have to sit out. The winner is
instructions.
the last person in the game.Challenge words: danger, safe, unsafe, fire drill, emergency, help, push, pull, sling,
No
Yes
N/A
N/A
Challenge Words
207
Image
Image
8
Curricular
0 minutes
Yes
No
Redefinition
1
No
Yes
N/A
N/A
Alliances
9
Curricular
What Do Push and Pull Mean?
30 minutes
What is the difference between the words push and pull? In this activity, you will explore the meanings of push
and pull. You
Learners will readthe
will explore a story aboutofhow
meanings firefighters
push and pull. push
They and pull toa help
will read storypeople and handle
about how situations.
firefighters push and pull to
handle situations.
Yes
No
• Wooden block
Modification
|| [IN] [CME | PS] Demonstrates the understanding that in order to move an object further, a stronger push or pull
should be applied to it.
1
In what ways can you move the wooden block on the table?As a group, create a list of ideas. Example: You can
Place
push itan item,
with such
a toy car.as a wooden block, on a table. Ask learners to suggest ways to make the block move.
Examples: • You can push it with a toy car. • You can pull it with some string. • You can knock it over with your
hand.Create
No a list of the learners' ideas where everyone can see.
Yes
N/A
N/A
208
2
What do the words push and pull mean? Discuss your ideas with your classmates.Using the list you created in
the lastinstep,
group determine
the last step to whether a push
determine or pull
whether forceorispull
a push needed.
force is needed to move the object.Play the Pushes
and Pulls video for the group. Ask learners to identify whether a push or pull force is used to move the objects in
No
Yes
N/A
N/A
Pushes and Pulls
Partners
3
firefighters keeping people safe by pushing and pulling.Take turns reading it as a shared reading exercise, and
every time you
and pulling. seethe
Read thestory
wordsas push or pull,
a shared draw exercise.Ask
reading a picture in your Kn·book
learners of what
to stop the
every firefighters
time they seeare
thepushing or
words push
or pull and to draw a picture in the Kn·book of what the firefighters are pushing or pullingSee the Shared
No
Yes
N/A
N/A
Keeping You Safe
Kn Story
(No Audio) Keeping You Safe
Kn Story
Coach Card
4
What objects do you push and pull?Explore the Kn·immersive by tapping the different buttons.Help Dary organize
Encourage them
the objects by to explore
pressing the Kn·immersive
the corresponding by tapping the different buttons. Ask them to help Dary organize the
buttons.
objects by pressing the corresponding buttons.Use the Kn·immersive coach card for tips and techniques on how
to
Nouse the app.
Yes
N/A
N/A
Custom Interactive
Coach Card
Push and Pull
IMM Prime
5
You have found out a lot about pushing and pulling. Open the Push and Pull interactive and sort the images
Tell learners
according that theyahave
to whether pushdiscovered a lot
or pull force about pushing and pulling. Ask volunteers to perform some actions
is needed.
like pushing a chair, pulling the door, etc. to review the concept. Then, ask them to open the Push and Pull
interactive
No and to sort the images according to whether a push or pull force is needed.
Yes
Formative
Yes
Push and Pull
Drag
9
Curricular
How Will You Complete the Sentences?
209
20
Theminutes
doctor needs your help! Her sentences are broken and she needs you to fix them! In this activity, you will fix
the doctor's
Learners willsentences with adhesive
help the doctor bandages.
fix her broken sentences by sticking them back together again using adhesive
bandages.
Yes
No
• Adhesive bandages
Substitution
1
Mention that a complete sentence needs a who and a does what.Write some examples of who where all learners
can see them and invite them to complete the sentences. Example:The dog _______________.Grandma
_______________.Anyu
No _______________.
No
N/A
N/A
2
The doctor needs your help! Her sentences are broken, and she doesn't know what to do!Cut out the sentence
fragments from the Broken Sentence printable and put them together to create sentences. Use the Kn·reminder:
Print one Broken
Complete Sentence
Sentences for tipsprintable for each learner. Encourage them to cut the sentence fragments out and put
and techniques.
them together to create the sentences. Remind them to use the Kn·Reminder: Complete Sentences for tips and
No
Yes
N/A
N/A
Broken Sentences
Printable
Image
3
Have you checked that the sentences are complete? Use the adhesive bandages to put the sentence fragments
Ask learners
together and to check
paste thatinthey
them yourhave complete sentences. Encourage them to use the adhesive bandages to put
Kn·book.
the two sentence fragments together and to paste the sentences in their Kn·books.Check the sentences as a
group.
Yes
Yes
Sumative
Yes
9
Curricular
What Will Happen Next?
35 minutes
What do you think will happen next? In this activity, you will read a short story and predict what you think will
happen next based on the clues.
Learners will read a short story and predict what what will happen next based on the clues.
Yes
No
210
Augmentation
1
What will happen next?John was looking up at the sky as he ran down the street, when suddenly
suddenly ________________________.Ask
________________________.Use the clues learners
from the to predict what
sentences they your
to make thinkprediction.
will happen next using the clues
in the sentence. Invite learners to share their predictions with the group. Model how to make a prediction using
the
No clues. I predict that John will hit his head on a lamppost because he was looking at the sky and not in front of
Yes
N/A
N/A
2
Do you always clean your bedroom?Listen to a story about a girl who doesn't want to clean her bedroom and
Introduce the outside
wants to play story I Don't Want
with her To! Explain that it's an audio story about a girl who wants to play outside with her
friends.
friends instead of cleaning her bedroom. Ask learners to close their eyes, and play the I Don't Want To! audio.
Answer
No any questions they might have about the story.
Yes
N/A
N/A
I Don't Want To!
Audio
3
What do you think Anyu will do? Will she clean her bedroom or go outside and play with her friends?Write
sentences
Ask learnersin what
the first
theysection of thewill
think Anyu What
do.DoWillYou
shePredict? worksheet
clean her bedroomexplaining whattoyou
or go outside playthink
withAnyu will do.Use
her friends? Ask
the Prediction
them image for tips
to write sentences and
in the techniques.
first box of the What Do You Predict? worksheet explaining what they think Anyu
will
No do
Yes
N/A
N/A
Kn·book C1 EN E1
Printed Material
Prediction
Image
4
Why did you make the prediction you did? What clues did the author give?Complete the next section explaining
Ask
why learners why they
you predicted whatpredicted
you did. what they did
Use some andfrom
clues what clues
the thestory.
audio author gave.Encourage them to continue
working on the worksheet and to complete the next section explaining why they predicted what they did. Remind
them
No to use clues from the audio story.
Yes
N/A
N/A
5
Draw a picture illustrating your prediction. Work with your partner to explain your predictions and you made
Ask learners
them. Do youtoagree
eachor draw a picture
disagree withillustrating their predictions?
your partner's predictions. Put
Why?them into pairs according to their English
levels. Encourage them to explain their predictions and why they made them. Do they agree or disagree with their
partner's
No predictions? Why?
Yes
Sumative
Yes
9
211
Curricular
How Do You Stay Safe?
15
Is itminutes
important to keep safe? In this activity, you will work with a partner recording an interview in which you ask
each other
Learners questions
will continueabout safety.
working on their communication skills: listening and recognizing questions to give
information by working with a partner to record an interview in which they ask each other questions about safety.
Yes
No
Augmentation
Storytelling Visualization
1
How do you stay safe?Take turns with your partner using the Safety Questions image to ask each other
Divide learners
questions aboutinto pairs based
safety. This on their
is only speaking
practice, abilities.
so help Encourage
each other them
with the to take turns using the Safety
answers.
Questions image to ask each other questions about safety.Remind them that this is only practice and to help
each
No other with the answers.
Yes
N/A
N/A
Safety Questions
Image
2
and select a background you want to use for your interview. Place your tablet in a position so both of you can be
seen
selectand heard and take
a background they turns asking
want to andthe
use for answering questions.If
interview. Ask them toyou make
place theatablet
mistake,
in adon't worry;
position you can
so both of them
can be seen and heard and to take turns asking and answering questions.Explain that if they make a mistake,
Yes
Yes
Sumative
Yes
Safety Questions
Image
Clips
App
9
Curricular
Which Image Represents the Word?
10
Canminutes
you match the word with a picture? In this activity, you will review the short i sound and match words with the
pictures on a worksheet.
Learners will review the short i sound and match words with pictures on a worksheet.
Yes
No
Substitution
212
1
learner to their right. Encourage learners to continue whispering the word to the next person, and then the next,
until it reaches the end of the circle. Ask the last learner to shout out the word they heard. Repeat the activity with
No
No
N/A
N/A
Challenge Words
Image
2
Do you want some practice pronouncing the short i sound?Open the Short i Sound hype. Tap the buttons to listen
to
Askthe soundstoand
learners words
open and practice
the Short i Soundyour pronunciation
hype, by repeating
tap the buttons to listen tothem.
the sounds and words, and practice their
No
Yes
N/A
N/A
Short i Sound
Keynote
3
Can you match the words with the pictures? Use the Match the Word worksheet. Say each word out loud and
match it withlearners
Encourage the correct picture.
to use the Match the Word worksheet. Ask them to say each word out loud and to match it
with the correct picture. Review the answers as a group.
No
Yes
Sumative
Yes
Kn·book C1 EN E1
Printed Material
9
Curricular
How Will You Describe It?
15 minutes
What words can you use for describing things? In this activity, you will practice describing the high-frequency
words without saying them.
Learners will practice describing the high-frequency words without saying them.
Yes
No
Substitution
1
Take turns describing the high-frequency words. Your coach will whisper one into your ear. Describe the high-
frequency words without using the word in the description. Your classmates will have to guess which word you
only use clues and
are describing. Thecannot
one to say thefirst
guess word in thetodescription.
is next Whisper
describe another one high-frequency
high-frequency word. word and encourage
learners to use words to describe it. The others will have to guess which word is being described. The person
No
Yes
213
N/A
N/A
Challenge Words
Image
9
Curricular
0 minutes
Yes
No
Redefinition
1
No
Yes
N/A
N/A
10
Curricular
How Much Force is Needed?
30
How minutes
much force is needed to save John? In this activity, you will work in pairs to think of ideas for getting John
out of the will
Learners hole. Youinwill
work pairsexperiment
to think ofwith how
ideas to much
get theforce
boy you need
out the to push
hole. Theyand
will pull some objects.
experiment with how much force
they need to push and pull objects.
Yes
No
• Pull Experiment:
• • A chair
•Augmentation
• String
Social Visualization
should be applied to it.
|| [IN] [CLP][CME | PS] Follows instructions or steps to complete multiple tasks. (R)
1
John needs your help! Open Going for a Walk. John is not following the rules. He is playing with his phone and
Ask learnersattowhere
not looking open isthe
heGoing for aaWalk
going. As image.
group, Explain
discuss whatthat
youJohn
thinkiswill
nothappen
following theclues
using rules.from
He isthe
playing
image.with
his phone and not looking at where he is going. As a group, discuss what they think will happen next using clues
from
No the image.
Yes
N/A
N/A
Going for a Walk
214
Illustration
Oral Communication Strategies: Talking Off an Image
Coach Card
2
What will happen to John?Watch the Everyone Pull! video. As you watch the video, discover which force was
Ask learners or
used—push to pull.
share their ideas with their classmates.Play the Everybody Pull! video. Ask learners to identify the
force that was used in the videoAfter the video, elicit that his friends pulled him out of the hole as more force was
needed.
No
Yes
N/A
N/A
Everybody Pull!
Kn Graphic
3
to pull him out of the hole. In what other situations do you need to apply force?Have you ever gone bowling?How
much force is needed to knock down the plastic pins? Open the Push Experiment and follow the instructions to
ever gonethe
complete bowling.How muchyou
experiment.Are force is needed
following theto knock down
instructions the plastic
correctly? pins?Ask
Open them toInstructions
the Following open the Push
image and
Experiment and to follow the instructions to complete the bowling experiment and find out how much force is
No
Yes
Formative
Yes
Everybody Pull!
Kn Graphic
Push Experiment
Experiment
Image
4
What kind of force is needed to move the chair?Open the Pull Experiment and follow the instructions to find out
how much
another pull force
learner usingisaneeded to move
small force. the objects
However, on the
we push chair.Are
a ball acrossyou
the following
classroomthe instructions
using a greatercorrectly?
force.AskOpen
the Following Instructions image and read about the importance of following instructions.
learners to open the Pull Experiment and to follow the instructions to find out how much pull force is needed to
move
No the chair.Open the Following Instructions image and read about the importance of following instructions to
Yes
Sumative
Yes
Pull Experiment
Experiment
Image
5
Have you ever broken a rule? How did it affect you? Use the app to record yourself explaining a story about the
day you broke a rule and how it affected you.Use the Personal Relationship to a Problem or Need image to help
explaining a story
you relate to about the
the problem andday
usethey brokeexamples
specific a rule andtohow it affected
support them.Open the Personal Relationship to a
your answer.
Problem or Need image and model how to use it to help you relate to the problem and use specific examples to
No
Yes
N/A
N/A
Image
215
Clips
App
10
Curricular
What Can You Push or Pull?
20 minutes
What things do people push and pull? In this activity, you will write complete sentences about what people in your
community push and pull.
Learners will write sentences about what people in their community push and pull.
Yes
No
Augmentation
1
What can you push or pull?In your team, make a list of things you can push or pull. Walk around the school and
take photos
school takingofphotos
other learners pushing
of people and
pushing pulling.
and pulling objects if necessary. Model the activity by giving some
examples of what people push or pull.The gardener pulls the grass from the soil.The woman pushes the shopping
No
Yes
N/A
N/A
Cámara
App
2
What things can you push or pull?Write sentences in your Kn·book about what people in your community push or
pull.Remember to write
Encourage learners complete
to write sentences.
sentences in theirAKn·books
sentence about
needswhat
a who and aindoes
people theirwhat.Use thepush
community Kn·reminder:
or
Complete Sentences for tips and techniques.
pull.Remind them that a complete sentence needs a who and a does what.Model the activity if necessary:My
mom
No pushes the door.
Yes
Sumative
Yes
Image
10
Curricular
How Do You Write True or False Questions?
35
Is itminutes
true or false? In this activity, you will write some questions about safety and ask other schoolmates to answer
them.
Learners will write some true-false statements about safety. They will change them to questions and ask other
schoolmates to answer them.
Yes
No
Substitution
216
1
Is it true or false? Read the statements and decide if they are true or false:Wearing a helmet when riding your
Start
bike isthe activity by writing
safe.Running in the one
middletrueofstatement
the streetand one false statement using the words is and are about safety
is safe.
for all learners to see.Wearing a helmet when riding your bike is safe.Running in the middle of the street is
safe.Elicit
No that it's safe to wear a helmet when riding a bike, but it's not safe to run in the middle of the street.
Yes
N/A
N/A
2
Is it true or false?In your Kn·book, write true or false statements about staying safe using the words is or
are. Read
Ask learners your
to statements
write true ortofalse
the coach and make
statements aboutany necessary
keeping changes.
safe using the words is or are in their Kn·books.Walk
around, check, and give feedback about the use of is or are in statements.
No
Yes
N/A
N/A
3
Do other learners in your school know about staying safe?Continue working in your Kn·book and change the
word order
Explain thattolearners
turn statements
are goinginto questions.Example:Statement:
to find Jumping
out if other learners in their school out how
know of thetowindow is safe.Question:
stay safe. Ask them to Is
jumping out
continue of theinwindow
working safe? to change the word order to turn statements into
their Kn·books
questions.Example:Statement:
No Jumping out of the window is safeQuestion: Is jumping out of the window safe?
Yes
Sumative
Yes
4
Let's prepare your questions for the interview. Copy your questions from your Kn·book to the app. Make sure you
leave enough space for the answer under each one.Then, visit your assigned classroom and ask the coach for
for the answer
permission under each
to interview oneone.Then, divide
learner from the the classrooms
group. Ask youramong learners,
questions making
and write theirsure each under
answers learnereach
has one.
one
to visit. Ask them to visit their assigned classrooms to interview a learner. Ask them to write their answers under
No
Yes
N/A
N/A
Notes
App
5
Listen to the Emergency Phone Call audio and use the Emergency Phone Call Statements image to read the
sentences andlistening
Introduce the circle the correctto
exercise answer.
learners. Play the Emergency Phone Call audio. Encourage them to read the
sentences in the Emergency Phone Call Statements image and circle the correct answers.
No
Yes
N/A
N/A
Emergency Phone Call
Audio
Emergency Phone Call Statements
Image
10
Curricular
How Can You Improve Your Pronunciation?
217
10
Hasminutes
your pronunciation improved? In this activity, you will practice pronouncing the short i sound by recording
yourself
Learnersreading sentences
will practice containing
pronouncing the the phonics
short i soundwords.
by recording themselves reading sentences containing the
phonics words.
Yes
No
Modification
Write or display the phonics words for learners to see. Read the words and encourage them to repeat them.Make
the activity entertaining by changing your voice. (scary, old woman, monster, etc.)
No
No
N/A
N/A
Challenge Words
Image
2
Do you want some final practice pronouncing the short i sound?Open the Short i Sound hype. Tap the buttons to
listen to the sounds
Ask learners to openand
thewords
Short iand practice
Sound hype,your
tap pronunciation
the buttons to by repeating
listen them. and words, and practice their
to the sounds
pronunciation by repeating them.This can be done individually, in groups, or as a group.
Yes
Yes
N/A
N/A
Short i Sound
Keynote
3
Has your pronunciation improved?Open the Short i Sentences image and use one of the apps to record yourself
reading the story
Ask learners to practice
to open your
the Short pronunciation.Remember
i Sentences image and to usethat if you
one make
of the appsa to
mistake,
record you can delete
themselves it andthe
reading
record it again. Play around with the special effects to change your voice.
sentences to practice their pronunciation.Explain that if they make a mistake, they can delete it and record it
again.
No Invite them to play around with the special effects to change their voices.
No
Sumative
Yes
Notas de voz
App
Short i Sentences
Image
Clips
App
10
Curricular
What Is the Word?
15 minutes
218
Can you complete the crossword puzzle? In this activity, you will read clues and guess the challenge words.
Learners will read clues and guess the challenge words to complete a crossword puzzle.
Yes
No
Augmentation
Start the activity by opening and projecting the Challenge Words Roulettes for the group. Encourage learners to
take turns spinning the wheel and forming a sentence with the chosen word.Repeat if necessary.
No
No
N/A
N/A
Challenge Words Roulette 2
Roulette
Challenge Words Roulette 1
Roulette
2
What is the word?Open the Crossword Interactive. Read the clues and complete them using the challenge
words.Good
Ask learners luck!
to open the Crossword interactive. Encourage them to read the sentences and complete them using
the challenge words.Review the activity as a group.
No
Yes
N/A
N/A
Crossword
Letter Blocks
10
Curricular
0 minutes
Yes
No
Redefinition
1
219
No
Yes
N/A
N/A
Alliances
10
Curricular
Challenge Boosters
0 minutes
Yes
No
Augmentation
Gaming Visualization
||
1 [IN] [DL | RS] Explains what might happen next in a story or what the author may say next.
Before
know tolearners
completestart
thethe task, read
Booster.
interactive.Make sure learners understand what to do, and encourage them to complete all the tasks in the
Structure
No and Function Booster.
Yes
Sumative
Yes
Challenge Booster
Coach Card
2
Before
missions thePhonics
Booster.
interactive. Make sure learners understand what to do, and encourage them to complete all the tasks in the
Phonics
No Booster.
Yes
Sumative
Yes
Phonics Booster
Challenge Booster
3
Before
missions theReading
Booster.
Reading
No Booster.
Yes
Sumative
220
Yes
Reading Skill Booster
Challenge Booster
11
Curricular
Why Are Rules Important?
30 minutes
Why do we have rules? In this activity, you will brainstorm places where rules are important and write the rules for
a sport of will
Learners your choice. places where rules are important. As a group, they will write a set of rules for a sport of
brainstorm
their choice.
Yes
No
• Poster paper
Augmentation
such as sports and outdoor games.
|| [COM] Creates audiovisual communication products using the appropriate elements.
1
Rule: Don't walk and play games on your cell phone at the same time. Watch Everybody Pull! once more. As a
Read
group,this rule to
discuss the would
what group:have
Don'thappened
walk and play games
if John on your cell
had followed the phone at the
rules. Why dosame time. Play Everybody
we have rules?
Pull! once more and encourage the group to discuss what would have happened if John had followed the rules.
Ask learners
No to discuss why we have rules. Elicit that rules help keep us safe.
Yes
N/A
N/A
Everybody Pull!
Kn Graphic
2
Work with your team to write the word Rules in the middle of the poster paper. Brainstorm all places and activities
that have
middle andrules. Share your
to brainstorm allideas
placeswith
andthe rest of the
activities thatgroup.
have rules.Ask learners to share their ideas with the rest of
the group. Model the activity by providing an example to help get them started. Examples: swimming pools,
No
Yes
N/A
N/A
3
All sports have rules. Rules help give everyone the same chance of winning. They also help people understand
Elicit
how to that all sports have
play. Return rules.
to your Explain thatposter
brainstorming rules paper
help give
andeveryone
write five the same
sports chance
that of winning. They also help
have rules.
people understand how to play the game. Ask learners to return to their poster paper to write five sports that have
rules. Examples:
No football, tennis, volleyball, baseball
Yes
N/A
N/A
4
As a group, choose a sport and discuss some of its rules and why they are important.
As a group, choose one of the sports learners brainstormed. Ask learners to discuss its rules and why they are
important.Make a list of the rules where all learners can see.
No
Yes
N/A
221
N/A
5
Use the suggested app to make a poster about the sport the group chose and write the rules you brainstormed
together. Addtoa use
Ask learners title the
andsuggested
images to app
yourtoposter.
make a poster about the rules for the sport they chose. Encourage
them to add a title and images.
Yes
Yes
Formative
Yes
App
11
Curricular
How Can You Identify the Subject and Predicate in a Sentence?
20 minutes
identify the subject and predicate in a sentence.
Learners will practice
You will also discoverjoining
how tofragments
identify thetosubject and predicate in a sentence by completing a mini-lesson on
make sentences.
subject and predicate. They will practice joining fragments to make sentences.
Yes
No
Augmentation
|| [IN] [DLE | LM] Identifies the subject and predicate of a sentence.
brother isElicit that these are not complete sentences. The first doesn't tell the reader who runs to school, and the
second doesn't tell the reader what the brother is doing.Facilitate a mini-lesson on the topic. See the Mini-Lesson:
No
No
N/A
N/A
Mini-Lesson: Subject and Predicate
Coach Card
2
Can you identify the subject and predicate in each sentence?
Open Identify
To help Them.
learners Readidentifying
practice each sentence, circleand
the subject the predicate,
subject, and
askunderline the predicate.
them to open Identity Them, read each
sentence, circle the subject, and underline the predicate.Review the activity as a group.
No
Yes
N/A
N/A
Identify Them
Image
11
Curricular
How Does He Keep Fit?
35 minutes
222
The Pig's Secret is a story about a talking pig. What are the elements of a fantasy story? In this activity, you will
see thesewill
Learners elements
read a and
storypractice the elements
to see the reading skill:
of a author's point and
fantasy story of view.
will practice the reading skill: author's point
of view
Yes
No
Augmentation
|| [IN] [DL | RS] Describes how a narrator’s or speaker’s point of view influences how events are described.
1
What is the difference between reality and fantasy? Discuss your ideas with your classmates.Put the elements
Start the activity
in Fantasy by asking
vs. Reality in thelearners
correct the difference
columns. between reality tips
Review Fantasy for andand
fantasy. Encourage them to discuss their
techniques.
ideas as a group.Ask them to drag the elements in Fantasy vs. Realistic to the correct columns.Review the
answers
No as a group.
Yes
Formative
Yes
Fantasy
Infographic
Fantasy vs. Realistic
Drag
2
Can animals talk? Open the Kn·story The Pig’s Secret. It's about a pig that likes to exercise in his free time.
Introduce
Take turnsthe fantasy
reading in story The Pig’s Secret. Explain
a shared reading exercise. that it's about a pig that likes to exercise in his free time. Ask
learners to take turns reading the story as a shared reading exercise.See the Shared Reading coach card for tips
and
No techniques.
Yes
N/A
N/A
The Pig’s Secret
Kn Story
(No Audio) The Pig’s Secret
Kn Story
Coach Card
3
Which elements are fantasy and which are realistic?The Pig’s Secret is a fantasy story. Work with a partner to
Review thatofThe
write some thePig’s Secret
elements is ayou
that fantasy story.
find that fallDivide
under learners into pairs
the category basedinon
of fantasy their
your English levels. Ask them
Kn·book.
to work together to reread the book and write some of the elements they find that fall under the category of
fantasy
No in their Kn·books.
Yes
Formative
Yes
The Pig’s Secret
Kn Story
Kn Story
4
223
Authors write stories from different points of view. In other words, different people can tell a story. This influences
how the events are described. Read Author's Point of View as a choral reading exercise.Read page seven of The
stories from different
Pig’s Secret and use points of view. Turn
the image to page
to determine seven of The
the author's Pig’s
point of Secret. Invite learners to find the pronouns
view.
on the page. Model how to use Author's Point of View to determine the author's point of view.Elicit that we can tell
No
Yes
N/A
N/A
Coach Card
Kn Story
Author's Point of View
Image
The Pig’s Secret
Kn Story
11
Curricular
What Sound Does The Short o Make?
10 minutes
The mop is on the top of the closet. In this activity, you will explore the sound of the short o with a mini-lesson and
find the phonics words in a word search.
Guide learners in their exploration of the sound of the short o through a mini-lesson on the subject.
Yes
No
Augmentation
Storytelling
Introduce the short o sound by writing it where all learners can see. Ask them to repeat the /ɒ/ sound.
Facilitate a mini-lesson on the subject. Open the Mini-lesson: Short o Sound coach card for tips and techniques.
No
No
N/A
N/A
Mini-Lesson: Short o Sound
Coach Card
2
Do you remember what the short o sounds like in words?Open Short o Sound. Tap the button to listen to the
Ask
wordslearners to review
and repeat what the
them.Then, short
open o sound
Short is like
o Word in words
Search. by opening
Listen the Short
to the words o Sound
and find hype,
them in tapping the
the puzzle.
button to listen to the words, and repeating the sound.Then, ask them to open the Short o Word Search
interactive,
No listen to the words, and find them in the puzzle.
Yes
N/A
N/A
The Sound of Short o
Keynote
224
Short o Word Search
Word Search
11
Curricular
What is Your Favorite Sport?
15 minutes
What is your favorite sport or game? In this activity, you will use an app to explain your favorite sport or game and
why
Learnerslike
you will it.
explain their favorite sports or games and why they like them. They will be working on the
communication skill: giving information about personal data, likes, and preferences.
Yes
No
Augmentation
|| [IN] [EV | CO] Gives information about personal data, likes, and preferences.
1
What is your favorite sport?Open Sports and Games and work with a partner to discuss which sports and games
you like and dislike.
Ask learners to open Sports and Games and work in pairs to discuss the sports and games they like and dislike.
No
Yes
N/A
N/A
Sports and Games
Gallery
2
and my on the board and explain the difference. We use I when speaking and writing about ourselves. I am coach
________. I am 30 years old. We use my when speaking/writing about likes, preferences, or ownership.My
No
No
N/A
N/A
3
Continue working with your partner to discuss your favorite game or sport. Don't forget to use the words I and my.
and my. Model the activity by explaining your favorite game or sport. Emphasize the words I and my. Here is an
example:My favorite sport is swimming. I like swimming because I like to be in the water. I don't like getting water
No
Yes
N/A
N/A
Sports and Games
Gallery
11
Curricular
What Is the Challenge Word?
15 minutes
Can you guess the word? In this activity, you will read clues to guess the challenge words in an interactive game.
225
Learners will read clues to guess the challenge words in an interactive game.
Yes
No
Augmentation
Gaming Storytelling
1
As a group, read and spell each of the challenge words as a choral reading exercise. Example:danger, d-a-n-g-e-
r, dangerdanger, safe, unsafe, fire drill, emergency, help, push, pull, sling, germs, paramedic, firefighter, sick,
rules,
No habits
No
N/A
N/A
2
What is the word?Read the clues in Guess the Word and unscramble the letters to spell the challenge words.
Encourage learners to read the clues in Guess the Word and unscramble the letters to spell the challenge
words. Review
No the answers as a group.
Yes
N/A
N/A
Challenge Words
Image
Guess the Word
Tap Tap Letter
11
Curricular
0 minutes
Yes
No
Redefinition
1
No
Yes
N/A
226
N/A
Alliances
11
Campaña 1
0 minutes
It is time for you to spread awareness of the eco-tip.
Learners will share some tips on saving water at home.
Yes
No
Substitution
Social Storytelling Mobility
1
How about inviting others to save water? Let’s see what people can do at home to save water. Read the
recommendations
Encourage learners into
Tips to Save
invite othersWater at Home. You
to save can show
water. Ask them it tothe
to read your family and friends.
recommendations they can share with
their families and friends in Tips to Save Water at Home.
No
Yes
N/A
N/A
Eco-Tips to Save Water at Home
Image
2
Have you invited people to save water? Collect evidence that shows how you are encouraging friends and family
Ask learners
to save watertoatfollow
home,the eco-tip
and keep during
it in thethe week.Bank.
Knotion Invite them to collect evidence of how they are following the
challenge eco-tip. This week, their evidence can be related to them inviting people to save water. Ask them to
keep
Yes the evidence in the Knotion Bank.
Yes
N/A
N/A
12
Curricular
Which Rules Are Really Important?
30 minutes
discuss the problems. You will write the rules to your favorite game and describe what would happen if those
Learners
rules werewill play a game without any rules and discuss the problems that occurred. They will write the rules to
removed.
their favorite game and the things that would happen if those rules were removed.
Yes
No
• Hat or Scarf
Substitution
Storytelling
such as sports and outdoor games.
227
1
The learner with the hat or scarf will chase the others, trying to tag them. If a learner is tagged, they must freeze
in their place without moving. Frozen learners cannot move until another learner unfreezes them by touching
No
No
N/A
N/A
2
until a problem occurs.Invite learners to sit in a circle and talk about the difference between the first game and the
second game and why rules are necessary. Elicit that rules give everyone the same chance of winning. They also
No
No
N/A
N/A
3
Rules give everyone the same chance of winning. They also help people understand how to play the game.See
the My
MentionFavorite Game
that rules give worksheet andsame
everyone the drawchance
a picture
of of your favorite
winning. game.
They also help people understand how to play a
game.Ask learners to see the My Favorite Game worksheet, choose their favorite game, and draw a picture of it.
No
Yes
N/A
N/A
Kn·book C1 EN E1
Printed Material
4
What rules does your game have?Continue working on your worksheet. Write three rules of your game and what
would happentoifcontinue
Ask learners people didn't follow
working on these rules. by writing three rules of their games and what would happen if
the worksheet
people didn't follow these rules. Invite learners to share their game and the rules needed to play it.
No
Yes
Sumative
Yes
5
What are the rules of the game?Listen to the group of children talking about the rules of their favorite game in The
Introduce
Rules andthe listening
complete theexercise.
questionsExplain
in Thethat theQuestions.
Rules group of children is talking about the rules of their favorite game.
Play The Rules and encourage learners to complete the questions in The Rules Questions. Repeat the audio if
necessary.
No
Yes
N/A
N/A
The Rules Questions
Multiple Choice
The Rules
Audio
12
Curricular
What Are the Subject and Predicate?
20 minutes
228
Can you identify the subject and predicate? In this activity, continue practicing identifying the subject and
predicate, andcontinue
Learners will complete sentences
practicing by writing
identifying thethe predicate.
subject and predicate in a sentence. They will complete
sentences by writing the predicate.
Yes
No
Augmentation
1
Can you find the subject and predicate in a story?Open the Kn·story Phony Phil and the Jungle Race. Read the
first
Ask learnersoftopages
couple andfirst
read the findcouple
examples of sentences
of pages of Phonywith
Phila and
subject
the and a predicate.Use
Jungle Race and findthe toolbar of
examples to sentences
circle the
subject in yellow and the predicate in orange.
with subjects and predicates.Encourage them to use the toolbar to circle the subject in yellow and the predicate in
orange.
No
Yes
N/A
N/A
Kn Story
Kn Story
2
Take turns sharing your work with the rest of the group by projecting the story and explaining the subjects and
predicates you to
Invite learners found.
share their findings with the rest of the group by projecting the story and explaining the subjects
and predicates they found.
No
Yes
N/A
N/A
3
Can you identify the subject and predicate?Read the grammar explanation in the Subject and Predicate
worksheet.
Ask learnersThen, circle
to turn theSubject
to the subjects and
and underlineworksheet.
Predicate the predicates
Readinthe
each sentence.
grammar explanation as a group and
encourage them to circle the subjects and underline the predicates in each sentence.
No
Yes
N/A
N/A
Kn·book C1 EN E1
Printed Material
4
Continue working on the worksheet. Complete the sentences by writing predicates.See the Kn·reminder: Subject
and Predicate
Motivate for tips
learners and techniques.
to continue working on the worksheet to complete the sentences by writing predicates.Read
and discuss Kn·reminder: Subject and Predicate for tips and techniques.
No
Yes
Formative
Yes
Kn·reminder Subject and Predicate
Image
229
12
Curricular
Who Is Telling the Story?
35
Whominutes
is telling the story? In this activity, you will continue working on the reading skill: author's point of view by
completing
Learners willa continue
mini-lesson on theonsubject
working and byskill:
the reading reading extracts
author's pointfrom stories
of view to determine
by having who is telling
a mini-lesson on the the story.
subject
and will read extracts from stories to determine who is telling the story.
Yes
No
Substitution
which tells us who is telling the story. This influences how the events are described.Read the first couple of pages
of Little Red Riding Hood to the group. Ask learners to identify the author's point of view. Follow the steps in the
No
No
N/A
N/A
Kn Story
Reading Skills: Author’s Point of View
Coach Card
Kn Story
2
Who is telling the story?Read the three stories in What Is the Author's Point of View? as a partner reading
Divide theAs
exercise. group
you into
read,pairs
thinkand encourage
about thempoint
the author's to read the three
of view (first, stories
second,inor
What
thirdIsperson).
the Author's Point of View? as
a partner reading exercise. Ask learners to think about the author's point of view (first, second, or third person) as
they
No read.See the Partner Reading coach card for tips and techniques.
Yes
N/A
N/A
Coach Card
What Is the Author’s Point of View?
Image
3
With your partner, see Author's Point of View to help you determine the author's point of view in each story. Use
the
Asktoolbar toto
learners circle all theworking
continue pronouns
withand write
their the author's
partners, point ofthem
and motivate view to
onsee Author's
the page (first, second,
Point or third
of View to help them
person).
determine the author's point of view in each story.Ask them to use the toolbar to circle all the pronouns they find
and
Yes write the author's point of view (first, second, or third person) on the page.Review the answers as a group.
Yes
Formative
Yes
What Is the Author’s Point of View?
230
Image
Image
12
Curricular
Why Is the Fox in the Box?
10 minutes
Which words contain the sound of the short o? In this activity, you will review the short o sound by reading a story
and practice
Learners will your pronunciation
review the sound ofbythe
completing
short o byan interactive
reading identifying
a story the phonics
and practice words.
their pronunciation by completing an
interactive to identify the phonics words.
Yes
No
Augmentation
1
Do you want some practice with words that have the short o sound?Open The Sound of Short o. Tap the buttons
to
Asklisten to thetosounds
learners tap theand words
buttons and practice
in The Sound ofyour pronunciation
Short o to listen toby
therepeating them.
sounds and words. Have them practice
their pronunciation by repeating them.This can be done individually, in pairs, or as a group.
No
Yes
N/A
N/A
Keynote
2
Why is the fox in the box?Open The Fox in the Box story and read it as a choral reading exercise. Identify the
words
words that
that contain
contain the
the short
short o
o sound
sound by
by placing
placing your hand on
their hands onyour
theirhead whenever
heads you
whenever hear
they it. it.
hear
No
Yes
N/A
N/A
Coach Card
The Fox in the Box
Image
3
Can you identify the phonics words?Open Identify the Short o. Shout out each object and place the ones that
Ask learners
contain to open
the short Identify
o sound thecorrect
in the Short o.Ask themand
container to shout outineach
the rest object andcontainer.
the remaining place the ones that contain the
short o sound in the correct container and the rest in the remaining container. Help with key vocabulary words if
necessary.
No
Yes
Formative
Yes
Identify the Short o
Drag
231
12
Curricular
Who Stole All the Consonants?
15
Canminutes
you complete the words? In this activity, you will add the missing letters to complete the words and write
sentences using
Learners will each
review thehigh-frequency
high-frequencyword.
words. They will add the missing letters to complete the words and write
sentences using each high-frequency word.
Yes
No
Augmentation
Visualization
1
Read each high-frequency word in Challenge Words aloud and encourage learners to repeat them.Invite some
learners to give an example sentence for each of the high-frequency words.think, ask, stop, people, openAsk
learners
No to choose one of the high-frequency words and form a sentence using it.
No
N/A
N/A
Challenge Words
Image
2
Which consonants are missing?Add the missing consonants to complete the high-frequency words in the Who
Stole All the Consonants?
Ask learners worksheet.
to add the missing consonants to complete the high-frequency words in the Who Stole All the
Then, write a sentence using
Consonants? worksheet. Once each
theyofhave
the high-frequency words.
added the missing letters, ask them to write a sentence using each
word.
No
Yes
Sumative
Yes
Kn·book C1 EN E1
Printed Material
12
Curricular
0 minutes
Yes
No
Redefinition
232
No
Yes
N/A
N/A
Alliances
12
Campaña 2
0 minutes
It is time for you to spread awareness of the eco-tip.
Learners will share some tips on their chosen eco-tip.
Yes
No
1
the environment. For this first challenge, you can do the following:• Show one of the home eco-tips you practiced
last year to your family and friends• Show the home eco-tip you reinforced to your family and friends• Show
eco-tip they to
Family Tips reinforced
Help theto their families
Planet and friends (For
to your family and friendsthis
withone,
yourthey can use
original Family Tips
proposalsIf to Help the
you choose Planet
option two with
or
their new proposals.)• Show Family Tips to Help the Planet to their families and friends with their original
No
Yes
N/A
N/A
Family Tips to Help the Planet
Image
Tips to Take Care of Houseplants
Image
Tips to Reduce Disposable Plastics at Home
Image
Tips to Save Energy at Home
Infographic
Eco-Tips to Save Water at Home
Image
Tips to Reduce Plastic Use at Home
Image
Tips for Your Family to Reduce the Use of Plastic Bags
Image
2
Have you invited people to make a change? Collect evidence that shows how you are encouraging friends and
Remind
family tolearners
help the to followand
planet, the keep
eco-tip during
it in your the week.
Knotion Invite them to collect evidence of how they follow the
Bank.
challenge eco-tip. This week, their evidence can show them inviting people to practice an existing eco-tip or
following the eco-tip they proposed. Ask them to keep the evidence in the Knotion Bank.
233
Yes
Yes
N/A
N/A
13
Curricular
Who Do You Visit When You Get Sick?
30
Whominutes
do you visit when you don't feel well? A firefighter? A doctor? A police officer? In this activity, you will
research what items a doctor uses and practice applying a sling to another learner.
Learners will research the items a doctor uses and will practice applying a sling to another learner.
Yes
No
• A 50 X 50 cm square piece of fabric
• 50 cm X 50 cm square pieces of fabric
Augmentation
Visualization Mobility
1
when you get sick, all you need to do is sleep and drink plenty of fluids, but sometimes you need to see a doctor.
Who would
Doctors you visit
practice for help? Elicit
medicine that they
and are trained to would visit a doctor.Sometimes
keep people when
healthy and heal the peopledo
sick.What getdoctors
sick, alluse?
theyDrag
need
to do is sleep and drink plenty of fluids. However, sometimes people need to see a doctor. A doctor practices
medicine
No and is trained to keep people healthy and heal the sick.Ask learners to identify the things doctors use to
Yes
Formative
Yes
Doctor's Items
Drag
2
Did you know that doctors have to learn special techniques like how to put on a sling when someone hurts their
arm?Open
techniques How to Put
like how on aon
to put Sling, listen
a sling to the
when coach,hurts
someone and repeat the sentences
their arm. Ask astoa read How
learners choral reading
to Putexercise.
On a
Sling and encourage them to repeat the sentences as a choral reading exercise. See the Choral Reading coach
No
Yes
N/A
N/A
Coach Card
How to Put On a Sling
Illustrated Text
3
It is your turn to become a doctor. Take turns working with your partner to read and follow the steps for putting a
Read
sling onand
oneactanother.
out the steps in How to Put On a Sling on a volunteer. Put learners in pairs and ask them to take
turns reading. Ask them to follow the steps for putting a sling on one another.If possible, invite the school doctor
or
Nonurse to class to demonstrate how to put on a sling.
Yes
N/A
N/A
How to Put On a Sling
234
Illustrated Text
4
1. Have you or a family member ever hurt or broken an arm?2. If so, how did it affect you?See Turn and Talk for
tips
Ask and techniques.
learners these questions:1. Have you or a family member ever hurt or broken an arm? 2. If so, how did it
affect you?See Turn and Talk coach card for tips and techniques.
No
Yes
N/A
N/A
Coach Card
Image
13
Curricular
What Does a Doctor Do and Use?
20 minutes
will write complete sentences about the things doctors do and the tools they use and check whether they are
Learners
complete will practiceby
sentences writing complete
identifying sentences
the subject andabout the things a doctor does and the tools they use. They will
the predicate.
check sentences are complete by identifying subjects and predicates.
Yes
No
Substitution
1
Can you form a complete sentence?Create a T-chart in your Kn·book. Add the headings Does and Uses. In the
Draw a T-chart
first column, where
write all learners
the things candoes.
a doctor see itRemember
and add thetoheadings Does andwith
start the fragment Uses. Ask them to copy it into
a verb.Example:Helps their
people.
Kn·books. Invite learners to write the things a doctor does. Ask them to start with a verb. Examples:• Helps
people•
No Gives injections• Gives medicine
Yes
N/A
N/A
2
What does a doctor use?Read What Do Doctors Use? as a partner reading exercise. As you read, think about the
different objects a doctor uses. Then, continue completing the T-chart by explaining the tools a doctor uses by
Do Doctors
writing in theUse? as acolumn.Start
second partner reading
with exercise. Ask them to think
a verb.Example:Uses about the different objects a doctor uses as
a stethoscope
they read. Then, encourage them to continue completing the T-chart by writing about the tools a doctor uses in
No
Yes
N/A
N/A
What Do Doctors Use?
Infographic
3
The sentences are not complete.Use the information from the T-chart to write complete sentences in your
Kn·book about the things a doctor does and the tools they use. Remember that a complete sentence should
their T-charts
include to write
a subject and complete sentences
a predicate. about
Example:A the things
doctor uses aapen.
doctor does and the tools they use in their
Kn·books.Remind them that a complete sentence should include a subject and a predicate. Example:A doctor
No
235
Yes
N/A
N/A
4
Can you identify the subject and predicate?Reread your sentences. Underline the subjects in red and the
predicates in blue. If you are unable to identify the subject or predicate, the sentence may not be complete.See
blue.Explain that ifSubject
the Kn·reminder: they are unable
and to identify
Predicate the
for tips subject
and or predicate, the sentence may be incomplete and
techniques.
probably needs revising.Walk around the classroom and give individual feedback on the use of subjects and
No
Yes
Sumative
Yes
Image
13
Curricular
What Is Narrative Writing?
35 minutes
skill: narrative writing. You will read stories and discover that they have a sequence and will complete an activity
sequencing
Learners willsome famous stories.
be introduced to the writing workshop skill: narrative writing. They will discover that stories have a
sequence and complete an activity by sequencing some famous stories.
Yes
No
Modification
Visualization Gaming Storytelling Social
|| [IN] [EE | WW] Writes narratives recounting two or more appropriately sequenced events.
story. Write the word first and draw a picture where the group can see it. Then, ask learners what happens next,
after that, and finally.Ask them to imagine the story Little Red Riding Hood without an ending, and ask them what
No
No
N/A
N/A
Kn Story
Kn Story
2
All stories have a beginning, a middle, and an end. The scenes are all mixed up! Open Story 1 and Story 2 and
Explain
unscramblethat them
all stories
to puthave a beginning,
the events a middle,
of each story in and an ending.Motivate
the correct sequence. learners to open Story 1 and Story
2 and unscramble the scenes to put the events of each story in the correct sequence.Review the answers as a
group.
No
Yes
N/A
N/A
Story 1
Drag
236
Story 2
Drag
3
What was the last book you read?Use the suggested app to draw a picture of the setting, characters, beginning,
middle, and end of the story and use the Voice Record feature to record yourself explaining these five elements
characters,
of the story.beginning, middle, and end of the story and to use the Voice Record feature to record themselves
explaining these five elements of the story. Model the activity by choosing a book you read recently as a group
No
Yes
Formative
Yes
Explain Everything™
App
4
Did you explain all the elements of the story? Upload your presentation to the Digital Journal. Look through your
classmate's
Ask learnerswork and leave
to upload a positive comment.
their presentations
to the Digital Journal, look through their classmates' work, and leave
positive comments.
No
Yes
N/A
N/A
Seesaw
App
13
Curricular
Have You Ever Been Sick?
15 minutes
Have you ever had a bad stomachache or chicken pox? In this activity, you will use an infographic to record
yourself
Learnersdescribing
will use anainfographic
sickness you
to have
recordhad in the past.
themselves describing sicknesses they have had in the past. They will
continue working on the communication skill: giving information about personal data, likes, and preferences.
Yes
No
Modification
1
What sicknesses have you had?Read Sickness as a choral reading exercise. Turn and TalkWhich sicknesses
have you had?See Turn
Project Sickness and and Talk for
encourage tips and
learners techniques.
to read it as a choral reading exercise. Turn and TalkWhich sickness
have you had?See the Turn and Talk coach card for tips and techniques.
No
Yes
N/A
N/A
Sickness
Infographic
Image
237
Coach Card
Coach Card
2
Choose one sickness from the infographic and use the suggested app to record yourself explaining what
happened and how they felt. Review thetouse
you felt.Remember useofthe
thewords
wordsI and
I andmy.
my if necessary. Model the activity by recording
yourself explaining a sickness you had (Don't focus on the use of past tense, rather, focus on their ability to talk
about
Yes personal data, likes, and preferences.) Example:When I was 5 years old, I got chicken pox. It made me feel
Yes
Formative
Yes
Clips
App
13
Curricular
Which Words Are Difficult to Pronounce?
10
Canminutes
you pronounce the short o sound? In this activity, you will review your pronunciation of the short o sound and
complete an interactive.
Learners will review their pronunciation of the short o sound and complete an interactive.
Yes
No
Augmentation
1
Do you want some practice pronouncing words with the short o sound?Tap the buttons to listen to the sounds
and words in The
Ask learners to tapSound of Short
the buttons to o. Practice
listen to theyour pronunciation
sounds and wordsby repeating
in The Sound them.
of Short o. Have them practice
their pronunciation by repeating them.This can be done individually, in pairs, or as a group.
No
Yes
N/A
N/A
Keynote
2
Which words contain a short o sound?Classify the words according to how they sound in The Sound of Short o.
Encourage learners to classify the words according to how they sound in The Sound of Short o.
No
Yes
Formative
Yes
Phonetic
13
Curricular
238
How Will You Win the Competition?
15 minutes
Who will win? In this activity, you will be divided into two teams and will play against each other by creating
sentences using
Learners will the challenge
review challenge words.
words. They will be divided into two teams and will play against each other by
creating sentences using the challenge words.
Yes
No
Augmentation
Mobility Storytelling
describe one word and they need to guess which one you are describing.
No
No
N/A
N/A
Challenge Words
Image
2
Work with your team to create sentences using the challenge words to win points.The winner is the team that has
Flip a coinpoints
the most to determine which
at the end team
of the will go first.Ask one member from each team to come to the front. Encourage
game.
them to take turns spinning the wheel and creating a sentence using the word they landed on. The learner that
makes
No a correct sentence wins a point for their team.The team that has the most points at the end of the game is
Yes
N/A
N/A
Challenge Word Spin
Roulette
13
Curricular
0 minutes
Yes
No
Redefinition
1
239
No
Yes
N/A
N/A
Alliances
13
Curricular
Challenge Booster
0 minutes
Yes
No
Augmentation
|| [IN] [CC | CA] RecognizesGaming
emergency situations and demonstrates the skills to respond appropriately and
safely.
||
1 [IN] [CC | CA] Demonstrates an understanding of safety rules and procedures in a variety of physical activities
Before
know tolearners
completestart
thethe task, read
missions theSocial
in the Challenge Booster
Studies coach card and explain how to complete the
Booster.
interactive.Make sure learners understand what to do, and encourage them to complete all the tasks in the Social
Studies
No Booster.
Yes
Sumative
Yes
Social Studies Booster
Challenge Booster
14
Curricular
Why Do You Get Sick?
30
Whyminutes
do people get sick? In this activity, you will discover how people get sick and do an experiment to explore
how germs spread.
Learners will discover how people get sick and do an experiment to explore how germs spread.
Yes
No
• • Hand cream
• • Glitter
•Modification
• Paper towels
Visualization Mobility Storytelling
them.
1
Think-Pair-ShareWhy do people
Start the activity by secretly get some
pouring sick? See thepowder
talcum Think-Pair-Share image
into your hand forpretending
and tips and techniques.
to sneeze, not covering
your mouth or nose (The talcum powder will fly all over the place.)Think-Pair-ShareWhy do people get sick? See
the
No Think-Pair-Share coach card for tips and techniques.
240
Yes
N/A
N/A
Oral Communication Strategies: Think-Pair-Share
Image
Think-Pair-Share - Coach 1-3
Coach Card
2
Why do you get sick? Let's find out!Work with your partner, taking turns reading the information in Why Do We
Divide the Share
Get Sick? group what
into pairs. Ask them towith
you discovered work together
your taking turns reading the information in Why Do We Get
classmates.
Sick? as a partner reading exercise. Help with vocabulary if necessary, and ask learners to share what they
discovered.
No See the Partner Reading coach card for tips and techniques.
Yes
N/A
N/A
Coach Card
Why Do We Get Sick?
Infographic
3
Germs make us sick, but how do we get germs on our hands? Follow the steps in Germs to discover how germs
spread.Then, discuss
Review that germs the us
make effects
sick. of germs.
Then, askWatch Can Bacteria
learners how germsBegetHarmful? As
on our hands.you watch,
Elicit think about
thoughts the effect
and ideas. Ask
germs have on your body.
them to follow the steps in Germs to discover how germs spread.Then, play Can Bacteria Be Harmful? Ask
learners
No to think about the effect germs have on their bodies as they watch. Elicit thoughts and ideas.
Yes
Formative
Yes
Germs
Experiment
Can Bacteria Be Harmful?
Partners
4
follow the instructions to manipulate the image. Trigger the augmented reality to learn about how to kill
germs.What
Everywhere andhavegive
youone
discovered
to each about theAsk
learner. effects
themoftogerms
place and how they
the image are spread?
in their Write the
hands, trigger a paragraph in your
augmented
reality, and learn about how to kill germs. Ask learners what they discovered about the effects of germs and how
No
Yes
N/A
N/A
Germs Are Everywhere!
Printable
Kn·immersive
App
5
What is your personal experience? Use the suggested app to record yourself describing the last time you got sick
and how it affected
Ask learners you. personal experiences. Encourage them to use the suggested app to record themselves
about their
describing the last time they got sick and how it affected them.Model the activity if necessary.
No
Yes
241
N/A
N/A
Cámara
App
14
Curricular
Are Germs Everywhere?
20 minutes
Does the predicate always start with a verb? In this activity, you will continue practicing identifying subjects and
predicates in continue
Learners will sentences and will see
practicing that predicates
identifying subjects start with a verb.in sentences. They will also see that
and predicates
predicates start with a verb.
Yes
No
Augmentation
Visualization Social
1
Review subjects and predicates by inviting learners to write a couple of complete sentences where all learners
can see them.Invite others to identify the subject and predicate in each sentence. Remind them that if they can't
find
No the subject or predicate, then it's probably not a complete sentence and needs to be revised.
No
N/A
N/A
2
Remember that the predicate starts with a verb. Take turns identifying the verbs in the sentences from the
Explain that predicates start with verbs. Use the sentences from the previous step, or write a list of new
previous step.
sentences as a group. Then, circle the verb in the first sentence. Finally, invite learners to find the remaining
verbs.
No
Yes
N/A
N/A
3
Can you identify them? Open Germs Sentences and use the toolbar to do the following:• Underline the subject in
red.• Underline
Ask learners to the predicate Sentences.
open Germs in blue.• Circle thethem
Invite verbtoinuse
each sentence
the Kn·drawintool
green.Upload
to underlineyour work to in
the subject thered,
Digital
Journal and
underline thetake turns checking
predicate each
in blue, and other's
circle the work.
verb in each sentence in green.Ask them to upload their work to the
Digital
No Journal and take turns checking each other's work.
Yes
Sumative
Yes
Seesaw
App
Germs Are Everywhere
Image
14
Curricular
What Is the Author's Point of View?
242
35
Do minutes
you always wash your hands before eating? In this activity, you will continue working on the reading skill:
author's
Learnerspoint of view by
will continue reading
working onathe
short story,skill:
reading answering questions,
author's and by
point of view identifying
reading who is telling
a short story, the story.
answering
questions, and identifying who is telling the story.
Yes
No
Augmentation
1
Do you wash your hands before eating?Work with your partner by taking turns reading the story in the I Don't
Want To worksheet.Then,
Reading coach card for tipscontinue working with your
and techniques.Then, askpartner toto
learners answer the working
continue questions about
with theirthe story. to answer
partners
the questions about the story.Review the answers as a group.
No
Yes
N/A
N/A
Kn·book C1 EN E1
Printed Material
Coach Card
2
Who is telling the story?Open the three books and take a screenshot of the first couple of pages from each one:•
Cinderella•
Ask learnersBeing Me•the
to open How Do books
three You Make
and a
toGiraffe
take a Laugh?See Author's
screenshot of the firstPoint of View
couple to help
of pages fromyou determine
each one:• the
author's point of view in each story.
Cinderella• Being Me (Digital Library)• How Do You Make a Giraffe Laugh? (Digital Library)Then, ask them to use
Author's
No Point of View to help them determine the author's point of view in each story.
Yes
N/A
N/A
Alliances
Kn Story
Image
Cinderella
Kn Story
3
What is the author's point of view?Use Kn·draw to circle all the pronouns and write the author's point of view
(first, second,
Encourage or thirdtoperson).Then,
learners upload
use Kn·draw to circleyour screenshots
all the to the
pronouns and Digital
write Journal for
the author's theofcoach
point to check.
view (first, second, or
third person).Then, ask them to upload the screenshots to the Digital Journal for you to check.
No
Yes
Sumative
Yes
Seesaw
App
243
Image
4
Who is telling the story?Read the sentences and drag them to the correct columns based on who is telling the
story Who is Telling the Story (1st person, 2nd person, or 3rd person).Use the Author's Point of View image for
Project Author's Point of View for all learners to see.Encourage them to read the sentences and drag them to the
tips and techniques.
corresponding columns based on who is telling the story Who is Telling the Story.
No
Yes
Formative
Yes
Image
Who Is Telling the Story?
Drag
14
Curricular
What Would You Like to Do?
15 minutes
What would you like to be when you grow up? Would you like to be a doctor, a firefighter, or a coach? In this
activity, you will talk about what job you would like to have in the future and why.
Learners will continue working on the communication skill: giving information about personal data, likes, and
preferences by talking about what job they would like to have in the future.
Yes
No
Redefinition
Storytelling Visualization Social
1
What would you like to do when you grow up? Look at the image in Jobs and think about what you would like to
do whentoyou
wanted be grow up. hostess. I love to travel, and I like to fly in airplanes. My dream was to work as an airline
an airline
hostess giving passengers their food and drinks.Ask them to look at the image in Jobs and to think about what
No
Yes
N/A
N/A
Jobs
Gallery
2
What do you want to be?Use the suggested app to draw a picture of the job you would like to have in the future,
and use the Voice
Ask learners to usefeature to recordapp
the suggested yourself explaining
to draw a picturethe
of job
the and why would
job they you would like
like to to do
have in it.Remember
the future andtotouse
use
the
the words I and my.
voice feature to record themselves explaining the job and why they would like to do it.Review the use of I and
my.
No Model the activity if necessary.
Yes
Sumative
Yes
Seesaw
App
14
244
Curricular
What Is That Sound?
10
Canminutes
you identify words that contain the sound of short o? In this activity, you will review the short o sound and
complete an exercise reading and identifying words with the short o sound.
Learners will review the short o sound and complete an exercise by identifying words with the short o sound.
Yes
No
Augmentation
1
Do you want some practice pronouncing words with the short o sound?Tap the buttons to listen to the sounds
and words and
Ask learners to practice youro pronunciation
open Short Sound, tap thebybuttons
repeating themtoin Short
to listen o Sound.
the sounds and words, and practice their
No
Yes
N/A
N/A
Keynote
2
Which words contain the short o sound?Work with your partner taking turns reading the story The Fox in the Box.
Review theother
Help each shortby
o sound by putting
checking learners in pairs based on their reading and speaking abilities. Ask them to
pronunciation.
take turns reading the story The Fox in the Box and helping each other to check their pronunciation.See the
Partner
No Reading coach card for tips and techniques.
Yes
N/A
N/A
Coach Card
The Fox in the Box
Image
3
Which words contain the short o sound?Go to the What Is That Sound? worksheet. Read each word aloud, circle
the
Askones that to
learners contain the What
go to the short Is
o sound, and write
That Sound? them in the
worksheet. boxes.them to read each word aloud, circle the ones
Motivate
that contain the short o sound, and write them in the boxesReview the answers as a group.
No
Yes
Sumative
Yes
Kn·book C1 EN E1
Printed Material
14
Curricular
Do You Understand All the Words?
15 minutes
245
Who can identify the high-frequency words? In this activity, you will classify the high-frequency words and work
with a partner to play a game of tic-tac-toe.
Learners will classify the high-frequency words and work with a partner to play a game of tic-tac-toe.
Yes
No
Modification
Gaming Social
1
Divide a page in your Kn·book into three columns. • Column one: 2–3• Column two: 4–5 • Column three: 6+Write
all
Encourage learners towords
the high-frequency divide in Challenge
a page in theWords in
Kn·book the
intocorrect columns based
three columns. • on one:
Column how many letters each
2–3• Column two: word
4–5 •
contains.
Column three: 6+Ask them to write the high-frequency words in Challenge Words in the correct columns based
on
No how many letters each word has. Model the activity if necessary.
Yes
N/A
N/A
Challenge Words
Image
2
Do you understand the meanings of all the high-frequency words?Continue working on the same page:•
Underline all the words you understand in green.• Underline all the words you are unsure of in orange.Share your
continue working
answers with on the same page by doing the following:• Underline all the words you understand in green•
the coach.
Underline all the words you are unsure of in orangeMonitor the group, helping each learner with the meaning of
No
Yes
N/A
N/A
3
Who will win?Get together with your partner and play Tic-Tac-Toe Challenge to practice identifying the high-
Pair up learners
frequency words.orRead
allowthe
them to choose
clues their partners.
or questions Ask choose
carefully and them to the
play Tic-Tac-Toe Challenge to
correct answers.Good luck! practice
identifying the high-frequency words.Ask them to read the clues or questions carefully and to choose the correct
answers.
No
Yes
N/A
N/A
Tic-Tac-Toe Challenge
Tic Tac Toe
14
Curricular
0 minutes
Yes
No
Redefinition
246
1
No
Yes
N/A
N/A
Alliances
15
Curricular
What Are Your Healthy Habits?
30 minutes
Germs spread easily. How do you protect yourself? In this activity, you will review what germs are and how to kill
them. You willreview
Learners will research
whathealthy
germshabits and
are and create
how to killa them.
video They
aboutwill
what you do healthy
research every day to stay
habits andhealthy.
create a video
about what they do every day to stay healthy.
Yes
No
Modification
Visualization Storytelling Gaming Social
them.
1
Have you ever had a stomach ache or a cold?There are lots of different illnesses. Let's find out more about them.
Read
Explain Sickness as are
that there a shared
lots ofreading
differentexercise.
illnessesAs
in you read, think
the world. about the
Ask learners todifferent sicknesses
read Sickness you have
as a shared had.
reading
exercise. Ask them to think about the different sicknesses they have had as they read. See the Shared Reading
No
Yes
N/A
N/A
Coach Card
Sickness
Infographic
2
Do you remember what germs are and how they spread? Watch Germs Are Everywhere and think about how
many
Projecttimes youAre
Germs wash your hands
Everywhere. every
Ask day. to think about how many times they wash their hands every day as
learners
they watch the video.
No
Yes
N/A
N/A
Kn Graphic
3
247
What did you discover from the video in the previous step? Discuss it with your classmates.What happens if you
drop food on the floor? How fast do germs spread? Watch Five-Second Rule: How Fast are Germs? As you
Ask learners
watch, to discuss
think about whatgerms
how fast they discovered
spread. from the video in the previous step.Play Five-Second Rule: How
Fast are Germs? for the class. Ask them to think about how fast germs spread as they watch the video.
No
Yes
N/A
N/A
Five-Second Rule: How Fast are Germs?
Partners
4
Washing your hands helps kills germs, but what other habits help you to stay healthy?Work with your classmates
to brainstorm
healthy.As other habits
a group, that keep
brainstorm otheryou healthy.Then,
habits check
that keep us My Healthy
healthy. Here areHabits
someto see how many
examples:• you your
Brushing identified.
teeth•
Taking a shower• Following a good diet• Exercising regularlyThen, check My Healthy Habits to see how many
No
Yes
N/A
N/A
My Healthy Habits
Infographic
5
Which healthy daily habits do?Choose one healthy habit you do daily, and make a video about it using the
app.Make sure you describe these things:• The healthy habit• When you do it (morning, afternoon, night)• Why it
healthy habits they do every day in My Healthy Habits and to make a video about them.Remind them to make
is important
sure they describe these things:• The healthy habit• When they do it (morning, afternoon, night)• Why is it
Yes
Yes
Formative
Yes
Clips
App
My Healthy Habits
Infographic
Everyone Can Create. Video
Live Action
15
Curricular
Who Keeps You Safe?
15
Whominutes
keeps you safe? In this activity, you will write full sentences about the people who keep you safe in your
community.
Learners willYou will
write identify the
complete subject,about
sentences predicate,
peopleand verb
who in each
keep themsentence.
safe in the community. They will identify the
subject, predicate, and verb in each sentence.
Yes
No
Augmentation
1
Who keeps you safe in your community? Discuss your answers with your classmates.
248
doctors, and paramedics keep us safe. Write a sentence about a community worker where all learners can see
it.Example: A police officer uses handcuffs.Invite learners to identify the subject, predicate, and verb in the
No
Yes
N/A
N/A
Partners
2
Who keeps you safe?In your Kn·book, write complete sentences about people who keep you safe in your
community. Your sentences should include a subject and a predicate.See Kn·reminder: Subject and Predicate for
In
tipstheir
andKn·books, have learners write complete sentences about people who keep them safe. Explain that each
techniques.
sentence should include a subject and a predicate.
No
Yes
N/A
N/A
Image
Partners
3
Can you identify the subject and the predicate?Use a red pencil to underline the subject and a blue one to
underline
Encouragethe predicate
learners in each
to use a redsentence.If you cannot
pencil to underline theidentify
subjecteither
and athe subject
blue pencilor
to the predicate
underline the in a sentence,
predicate in
check it to make sure it is a complete sentence.
each sentence.Explain that if they cannot identify either the subject or the predicate in a sentence, they should
check
No to make sure it is a complete sentence.
Yes
Sumative
Yes
Image
15
Curricular
What Will Happen in your Story?
35 minutes
What will happen in your story? In this activity, you will review that narrative stories have a sequence of events.
You
Learnersstart
will planning working
will continue your ownonnarrative story.
the reading the author's point of view by reviewing that narrative stories
skill:
have a sequence of events. They will start planning a narrative story of their own.
Yes
No
Augmentation
Race. Ask them what happened at the beginning of the story. Write the word first and draw a picture where all
learners can see it. Then, ask them what happens next, and after that, and finally.Ask them who the characters in
No
No
249
N/A
N/A
Kn Story
Kn Story
2
Model how to brainstorm ideas when planning a new story. Write the theme in the middle and think of ideas for
the story.Include characters, setting, beginning, middle, and end, as this will help learners understand the
planning
No process.
No
N/A
N/A
Writing Process
Image
Writing Process
Coach Card
3
You are going to write your own narrative story. Start working on the first step of the writing process: planning.
Before
Explainyou
thatstart writing,
learners areitgoing
is important
to writetotheir
planown
first.Write or stories. However,
narrative draw some ideas for yourwriting
before story in
a your
story, they need to
Kn·book.See Writing Process: Planning for tips and techniques.
plan it. Ask them to write or draw some ideas for the story in their Kn·books.Allow learners to write about anything
they
No want, or choose a topic for them. See Writing Process: Planning coach card for tips and techniques.
Yes
N/A
N/A
Writing Process
Coach Card
Writing Process
Image
4
Choose one idea from your Kn·book. Turn to the What Will You Write About worksheet and complete the
following information
About? worksheet in complete
and the sections
the to plan your
following story:• Title
information • Characters
in the • Setting•
sections to Beginning•
plan their Middle•
stories:• Title• End
Characters•
Setting• Beginning• Middle• EndWalk around the class and give help and advice.
No
Yes
Formative
Yes
Kn·book C1 EN E1
Printed Material
15
Curricular
What Are Your Healthy Habits?
15 minutes
What time do you wake up? Do you always wash your hands before eating? In this activity, you will make a book
about what
Learners willyou do every
continue day and
working on your healthy habits. skill: giving information about personal data, likes, and
the communication
preferences. They will talk about what they do every day and their healthy habits.
Yes
No
250
Modification
|| [IN] [CSV | LS] Describes healthy habits (hygiene and diet).
1
Do you have healthy habits?Open Healthy Habits and answer these questions:1. When do you do each of them?
2.
AsWhy do you
a group, do them?
review the healthy habits by projecting Healthy Habits.Invite learners to talk about each of them and
when they do each one.Model the activity if necessary.
No
Yes
N/A
N/A
Healthy Habits
Image
2
Which healthy habits do you have?Let's create a book about your healthy habits. Open the suggested app and
choose a new template for your new book. Add the title My Healthy Habits to the cover, as well as your name and
Explain that learners will create a book about their healthy habits. Ask learners to open the app and create a new
an image.
book. Encourage them to add the title My Healthy Habits to the cover, as well as their names and an image.
No
Yes
N/A
N/A
Pages
App
3
Let's add some content.Export the five healthy habits images to your camera roll from Healthy Habits. Create a
new
Modelpage
howintoyour My the
export Healthy Habits book
five Healthy and add
Habits to youran imageroll.
camera of aAsk
healthy habittotocreate
learners each apage.
new page in their My
Healthy Habits books and add an image of a healthy habit to each page.
No
Yes
N/A
N/A
Healthy Habits
Image
4
Add sentences to each page. Write sentences on each page describing the healthy habit, why it is important, and
when you do it.Example:I wash my hands every day. It is important because it kills germs and stops me from
they dosick.
getting it.Example:I wash
I wash my my hands
hands before every
eatingday.
and Itafter
is important
I use thebecause it kills germs and stops me from getting
bathroom.
sick. I wash my hands before eating and after I use the bathroom. Model the activity if necessary and review the
No
Yes
Sumative
Yes
15
Curricular
How Can You Improve Your Pronunciation?
10 minutes
yourself reading words that contain the short o sound and checking to see whether your pronunciation has
Learners will check their pronunciation by recording themselves reading words that contain the short o sound and
improved.
checking to see whether their pronunciation has improved.
251
Yes
No
Augmentation
1
Do you want some final practice pronouncing words with the short o sound?Tap the buttons to listen to the
sounds and words
Ask learners to tap and practiceto
the buttons your pronunciation
listen by and
to the sounds repeating
wordsthem in The Sound
and practice of Short o. by repeating
their pronunciation
them in The Sound of Short o.This can be done individually, in teams, or as a group.
No
Yes
N/A
N/A
Keynote
2
that contain the short o sound.
contain
Once youthefeel
short o sound.use the suggested app to record yourself reading the story. Check the recording from
confident,
Once they feel confident, motivate them to use the app to record themselves reading the story. Encourage them
to
Yescheck the recording from session 17 to see whether their pronunciation has improved.
Yes
Sumative
Yes
The Fox in the Box
Image
Clips
App
15
Curricular
Who Will Win the Game?
15 minutes
Bingo! In this activity, you will create a bingo card and play a game of bingo using the challenge words.
Learners will create bingo cards and play a game of bingo using the challenge words.
Yes
No
• Plain paper
• Nine beans or another type of counter per learner
Substitution
Visualization
1
Fold your piece of paper into eight squares. Choose eight words from Challenge Words. Write the words and
Give
draw each learner
a picture a piece
in each of paper and ask them to fold it into eight squares. Model how to fold the paper if
square.
necessary.Ask them to choose eight words from Challenge Words and to write the words and draw a picture in
the
No squares.Hand out eight beans or another type of counter to each learner to mark the words.
Yes
252
N/A
N/A
Challenge Words
Image
2
Listen to the words carefully. Mark each word you have on your card using a bean or another type of counter
when you hear
them using it.The
a bean or first learner
another typetoofmark all the words on the bingo card wins!
counter.
The first learner to mark all the words on the bingo card wins the game.
No
Yes
N/A
N/A
15
Curricular
What Have You Discovered So Far?
10 minutes
The Map phase has come to an end. Let’s see what you have discovered so far.
Learners will complete a written reflection on the Map phase.
Yes
No
Storytelling Social
|| [IN] [IPS][CC | CA] Understands the causes associated with a real-life problem or need. (R)
|| [IN] [IPS][CC | CA] Identifies existing proposals and trends to resolve a need or problem. (R)
1
Answer all the questions on the Now I Have Information About worksheet. Share your answers with your
Ask learners to answer all the questions on the Now I Have Information About worksheet. 1. Who keeps you safe
classmates.
in your community? Give examples.2. Why are rules important?3. Write and illustrate two rules that keep you safe
from
No dangerous situations.Encourage them to share their answers with their classmates.
Yes
Sumative
Yes
Kn·book C1 EN E1
Printed Material
15
Curricular
0 minutes
Yes
No
Redefinition
253
1
No
Yes
N/A
N/A
Alliances
15
Curricular
Challenge Boosters
0 minutes
Yes
No
Augmentation
|| [IN] [DLE | LM] Gaming
Identifies the subject and predicate of a sentence.
1
Before
missions the Challenge
in Structure BoosterBooster.
and Function coach card and explain how to complete the
interactive.Make sure learners understand what to do, and encourage them to complete all the tasks in Structure
and
No Function Booster.
Yes
Sumative
Yes
Coach Card
Challenge Booster
2
Before
in Phonics Booster.Booster coach card and explain how to complete the
interactive.Make sure learners understand what to do, and encourage them to complete all the tasks in Phonics
Booster.
No
Yes
Sumative
Yes
Phonics Booster
Challenge Booster
16
Curricular
254
How Can You Help Your Friends and Family Keep Safe From Germs?
30 minutes
will identify places at school where people wash their hands and interview other learners about their hand-
In this activity,
washing learners will be introduced to the action for this challenge. They will identify places at school where
habits.
people wash their hands and interview other learners about their hand-washing habits.
Yes
No
Augmentation
Visualization Storytelling Mobility Social
them.
1
Germs are spread by people when they do not wash their hands. The action for this challenge is to create an
Review that germs
antibacterial are spread
gel to help by people
your friends when avoid
and family they do not wash
germs their hands.
and prevent Introduce the action for this
sickness.
challenge by explaining that learners are going to create an antibacterial gel to help their friends and family avoid
germs
No and prevent sicknesses.
Yes
N/A
N/A
2
Before you start creating the antibacterial gel, let's learn about places where learners wash their hands and about
their
Beforehand-washing
learners starthabits.In
creatingyour
theirteam, use thegel,
antibacterial Do You Wash
explain thatYour Hands? worksheet
it is important and
to do some walk around
research on thethe
school to identify three places where you can wash your hands.
topic.Divide them into teams and encourage them to use the Do You Wash Your Hands? worksheet. Ask them to
walk
No around the school to identify three places where they can wash their hands.
Yes
N/A
N/A
Kn·book C1 EN E1
Printed Material
3
Continue using the Do You Wash Your Hands? worksheet to ask other learners in school about their hand-
Encourage teams to continue
washing habits.Make sure thatusing
eachthe Domember
team You Wash Your
asks Hands?learner.
a different worksheet to ask other learners in school
about their hand-washing habits. Make sure that each team member asks a different learner.Review the
vocabulary
No words always, sometimes, and never.
Yes
N/A
N/A
Kn·book C1 EN E1
Printed Material
4
What did you discover from the survey? With your classmates, share your answers, add up the tally marks, and
write a conclusion about the personal hygiene of learners and staff in your school.Do other learners in your
Do youhave
school washgood
your hand-washing
hands after thehabits?
break?3. Do you wash your hands before eating?Ask learners to share their
answers from the survey and add up the tally marks. Ask them to write a conclusion about the personal hygiene
No
Yes
Formative
Yes
Kn Graphic
255
5
What is your relationship with the problem? Use the app to explain how you and the people around you will be
affected if you don't wash your hands correctly. Use Individual Relationship to a Problem or Need to help you
people
relate toaround them will
the problem, andbeuse
affected if they
specific don't wash
examples their hands
to support correctly. Give learners the option of
your answer.
completing the task by either drawing a picture or writing sentences. Open Individual Relationship to a Problem or
No
Yes
Sumative
Yes
Notes
App
Image
16
Curricular
How Can You Arrange Items in Alphabetical Order?
20
How minutes
can you make a list? In this activity, you will be introduced to alphabetical order by completing a mini-lesson
and an
Learnersinteractive.
will be introduced to alphabetical order by completing a mini-lesson and an interactive to arrange words
in alphabetical order.
Yes
No
Augmentation
Visualization Gaming Storytelling Mobility
|| [IN] [DLE | LM] Classifies words and ideas in alphabetical order.
buy where all learners can see it. Pretend to look for one item on the list by looking up and down until you find it.
Ask learners whether there is a way to make a list easier to read.Follow the steps in the Mini-Lesson: Alphabetical
No
No
N/A
N/A
Mini-Lesson: Alphabetical Order
Coach Card
2
Can you help the coach organize the shopping list?Open the My Shopping List interactive and put the items in
Ask learners order.
alphabetical to help you organize your shopping list. Ask them to open the My Shopping List interactive and to
put the items in alphabetical order.Project the ABC image where all learners can see it and use it to model how to
put
No items in alphabetical order.
Yes
N/A
N/A
My Shopping List
Drag
ABC
Image
16
256
Curricular
What Is His Talent?
35 minutes
Talent in the Jungle is a story about a group of animals in a talent show. Is it a fantasy story? In this activity, you
will
Learners will to
continue identifytothe
continue elements
identify of a fantasy
the elements of astory and story
fantasy practice the reading
by reading skill:about
a story visualizing.
a group of animals in a
talent show and will practice the reading skill: visualizing.
Yes
No
Modification
|| [IN] [DL | RS] Creates mental images that reflect or represent the ideas in a text.
1
Do animals wear clothes?Open the Kn·story Talent in the Jungle. It is a story about a group of animals in a talent
show that live in the jungle. Some can sing and some can dance. Take turns reading it as a shared reading
that someAs
exercise. can sing
you andthe
read some can
story, dance.Ask
think learners
about which to open
elements of the book
story and take turns reading it as a shared
are fantasy.
reading exercise. Ask them to identify the elements that are fantasy as they read.See the Shared Reading coach
No
Yes
N/A
N/A
Talent in the Jungle
Kn Story
(No Audio) Talent in the Jungle
Kn Story
Coach Card
2
Which elements of the story are fantasy? Discuss your ideas with your classmates. Review the Fantasy
infographic if necessary.
Facilitate a discussion about which elements of the story are fantasy. Review the Fantasy infographic if
necessary.
No
Yes
N/A
N/A
Fantasy
Infographic
3
Reread the story Talent in the Jungle and identify five elements that are fantasy by using the toolbar to circle
circle them.
them.Use the app to make a poster with your screenshots. Give it the title Fantasy Elements.
Invite
Yes them to use the app to make a poster with their screenshots. Ask them to give it the title Fantasy Elements.
Yes
Sumative
Yes
Talent in the Jungle
Kn Story
App
257
(No Audio) Talent in the Jungle
Kn Story
4
Visualizing is creating mental images that reflect or represent the ideas in a text.Close your eyes and listen to the
different
the ideassituations. Then,
in a text.Write discuss
the what you
five senses canallsee,
where hear, can
learners smell,
seetouch, and taste
and discuss in each
each one. one.
Ask them to close their
eyes and to read different situations. Encourage them to discuss what they can see, hear, smell, touch, and taste
No
Yes
N/A
N/A
5
What can you see?There is a page missing from the story. Close your eyes, listen and visualize what is on the
missing page.
Explain that you will read a missing page from the story, Talent in the Jungle. First ask them to close their eyes,
Then,
listen, and the
use app towhen
visualize drawyou
a picture of your
read the vision.ask them to use the app to draw a picture of their vision. Read
text.Then,
the
No text again if necessary.
Yes
N/A
N/A
Missing Page
Image
App
16
Curricular
What Does The Short U Sound Like?
10 minutes
Bug, jug, and fun: What do all these words have in common? In this activity, you will discover and practice
identifying thediscover
Learners will short u sound.
more about the short u sound. They will have a mini-lesson and practice identifying the
short u sound.
Yes
No
Augmentation
Visualization Gaming Storytelling
1
Write the letter u where all learners can see. Read the word aloud to the class and ask them to repeat the
sound.Use the Mini-Lesson: Short u Sound coach card and follow the steps. You can also review the vocabulary
in
Nothe Challenge Words image.
No
N/A
N/A
Mini-Lesson: Short u Sound
Coach Card
Challenge Words
Image
2
258
buttons to listen to the sounds and words, and practice your pronunciation by repeating them.Remember to ask
Ask learners
questions to open
if you have the
anyShort u Sound see
doubts.Then, hype, to tap the
whether youbuttons to listen
can identify the to the sounds
words and
using the words,the
Identify and to
Words
practice their pronunciation by repeating them.This can be done individually, in pairs, or as a class.Ask learners
to
Noreview the words and complete the Identify the Words interactive to practice identifying the words.
Yes
N/A
N/A
Short u Sound
Keynote
Identify the Words
Drag
16
Curricular
Where Can Learners Wash Their Hands?
15 minutes
Where can you wash your hands at school? In this activity, you will work on your communication skill by finding
places in will
Learners yourwork
school
on where learners canskills
their commutation washbytheir hands
finding and in
places bythe
investigating the learners
school where elementscan
of posters.
wash their hands
and by investigating the elements of posters.
Yes
No
Modification
|| [IN] [EV | CO] Uses verbal and nonverbal language to receive and express information.
1
Your action for this challenge is to make an antibacterial gel to help keep your family and friends safe from
germs.What aboutwith
Review the action learners in school
learners. Theywho don't use
will make antibacterialgel
an antibacterial gel?
to How
help can
keepyou keep
their them
family safe
and fromsafe
friends germs?
from
germs.Ask learners how they can keep other learners safe from germs. Elicit thoughts and ideas.
No
Yes
N/A
N/A
2
thoughts, and feelings. A poster about the places where people can wash their hands around the school will
encourage them and
ideas, thoughts, to wash their A
feelings. hands and
poster keepthe
about safe fromwhere
places germs.Walk
peoplearound the their
can wash school and at
hands take photos
school willof the
encourage other learners to wash their hands and keep safe from germs. Ask learners to walk around the school
No
Yes
N/A
N/A
Cámara
App
3
This will be the first thing people read. The text should be large. Images - Images should be relevant to the topic
and help theTitle
elements:A reader to understand
- This the thing
will be the first topic people
of the poster. Texttext
read. The - The text be
should should give further
large.Images information
- Images about
should be the
topic.Work
relevant withtopic
to the yourandpartner
helptothe
choose
readerone poster and identify
to understand the topicthe
of elements. Share- your
the poster.Text answers
The text with
should your
give further
information
Yes about the topic.Use the app to find and save three or four posters from the internet. Divide learners
Yes
Formative
259
Yes
App
Safari
App
16
Curricular
What Is the Sentence?
15
Canminutes
you form a sentence? In this activity, you will review the challenge words and practice forming sentences
with them.
Learners will review the challenge words and practice forming sentences with them.
Yes
No
Augmentation
Storytelling Gaming Mobility
1
Encourage them to whisper the same word into the ear of the next learner. Learners will continue whispering the
word around the circle until it reaches the end of the circle. Ask the last learner to shout out the word they
heard. Repeat
No the activity with different words or sentences using some of the challenge words.Example:Be safe
No
N/A
N/A
Challenge Words
Image
2
Can you form a sentence with the high-frequency words? Open the Challenge Words Sentence Mix-
up interactive.
Ask learners toListen to the
open the audio and
Challenge change the order
Words Sentence of theinteractive,
Mix-up words to make a sentence.
to listen to the audio, and rearrange the
words to make a sentence.
No
Yes
Formative
Yes
Challenge Words Sentence Mix-up
Scramble
16
Curricular
0 minutes
Yes
No
260
Redefinition
1
No
Yes
N/A
N/A
Alliances
16
Campaña 1
0 minutes
How will you continue saving water? Let’s see what you can propose.
In this closing activity, learners will propose their ideas for continuing to save water. They will write their proposals
in a document.
Yes
No
Modification
1
Brainstorm ideas on how to continue saving fresh water in your daily activities.
Help learners create a group list of their ideas on how to continue saving water in their daily activities.
No
Yes
N/A
N/A
2
guardian and keep it in the Knotion Bank. Do you have all your evidence ready? It is time for you to put it all
together
challengetoeco-tip,
create and
a deliverable
ask themthat shows
to keep it inwhat you did in
the Knotion this challenge
Bank.Once they to helpthe
have theevidence
planet. Choose an app
from weeks one,and
two, three, and four, ask them to create a deliverable to show what they did during the challenge to help the
Yes
Yes
N/A
N/A
3
Explore the Kn·immersive to trigger the scenario. Scan the image, and observe the impact saving water has on
our
Ask planet.
learners to explore the Kn·immersive, in which they will observe the impact saving water has on our planet.
Then, follow the instructions in Let's Save the Planet Triggers, and let learners scan the scenario.
No
Yes
261
N/A
N/A
Let's Save the Planet Triggers
IMM Augmented Reality
Kn·saving the Planet Initial Trigger
IMM Augmented Reality
Kn·immersive
App
17
Curricular
How Do You Wash Your Hands Correctly?
30
Mostminutes
people wash their hands. But do they wash them correctly? In this activity, you will discover how to wash
your hands correctly
In this activity, and
learners create
will a listhow
discover of the materials
to wash theiryou need
hands to makeand
correctly an create
antibacterial
a list ofgel.
materials they need to
make an antibacterial gel.
Yes
No
• • Water
• • Paper towels
Augmentation
them.
1
Stand in a circle and imagine that you have just finished using the bathroom and you are going to wash your
Review
hands. Actthatout
thehow
onlyyou
waywash
to killyour
germs on your
hands handshow
and show is bylong
washing them
it takes you.correctly.
Share yourInvite learnerswith
technique to stand
otherin a
circle and ask them to imagine that they have just used the bathroom and they need to wash their hands.Ask
them
No to show how they wash their hands and how long it takes. Invite learners to share their techniques.
Yes
N/A
N/A
2
There is a special technique for washing hands to make sure that you kill all the bacteria.Watch the How to Wash
Your Hands video.
play the How to WashAs you
Yourwatch, practiceEncourage
Hands video. the technique.
learners to practice the technique as they watch.Remind
learners of the importance of saving water and doing step number six. Even when they are scrubbing they can
No
Yes
N/A
N/A
How to Wash Your Hands
Kn Graphic
3
Do you wash your hands correctly?Place a small amount of hand washing foam in your hands. Open the How Do
You
HandWash Your hand
out some Hands Correctly?
washing foamimage andlearners
and ask follow the
to steps.If
place a you have
small any questions
amount aboutAsk
in their hands. thethem
steps,
to ask
openthe
coach.
the How Do You Wash Your Hands Correctly? image and to follow the steps.Pause after each step and ask
learners
No if they understand and if have any questions.
Yes
N/A
N/A
262
Image
4
You have discovered how to wash your hands correctly to make sure you kill all the germs. Now, it's time to find
out how to make the antibacterial gel and the materials you will need to do this.Open the How to Make
them that it's Gel
Antibacterial nowimage
time toand
findtake
out turns
how to make the
reading it asantibacterial gel and
a choral reading to discover the materials they will
exercise.
need.Ask them to open the How to Make Antibacterial Gel image and to take turns reading it as a choral reading
No
Yes
N/A
N/A
Coach Card
How to Make Antibacterial Gel
Image
5
In your teams, determine the materials you will need by viewing the How to Make Antibacterial Gel image. Divide
the
the materials
materials needed between
they need the members
in the How of the team. Gel
to Make Antibacterial Useimage.
the appTell
to make a note
them to ofthe
divide thenecessary
materials you need
materials
among the team members.Ask them to use the app to make a note of the materials each person needs to bring to
No
Yes
N/A
N/A
Image
Notes
App
17
Curricular
How Can You Organize Your List of Materials?
20
Howminutes
can you organize your list? In this activity, you will review alphabetical order and arrange the list of materials
you need for the
Learners will antibacterial
be review gel in alphabetical
alphabetical order. the
order and arrange materials they need for the antibacterial gel into
alphabetical order.
Yes
No
Augmentation
1
What does a firefighter use?As a group, brainstorm a list of eight items that a firefighter uses. With your team, fold
a piece of paper into eight rectangles and cut them out. Write each item on a separate rectangle and work with
teams. Give
your team to each of them
put the items ainpiece of paper,
alphabetical and using
order ask them to fold
the ABC it intoif eight
image rectangles and to cut them out.
needed.
Model if necessary. Ask the teams to write each item on a separate rectangle and then to work together to put
No
Yes
N/A
N/A
ABC
Image
263
Partners
2
How can you order the items?Review the items you need to make your antibacterial gel in How to Make
Antibacterial
Ask learners Gel. Thethe
to open listHow
is nottoinMake
alphabetical order.Gel
Antibacterial Write the and
image list intoyour Kn·book
review in alphabetical
the items order.Use
they need to the
make their
Kn·reminder: Alphabetical Order for tips and techniques.
gel. Explain that the list is not in alphabetical order. Ask them to write the list in their Kn·books in alphabetical
order.
No
Yes
Formative
Yes
Image
Kn·reminder Alphabetical Order
Image
ABC
Image
17
Curricular
What Can You Visualize?
35 minutes
What do you imagine? In this activity, you will continue working on the reading skill: visualization. You will have a
mini-lesson
Learners willand complete
continue an exercise
working drawingskill:
on the reading whatvisualization.
you hear. They will have a mini-lesson on the topic and
complete an exercise, drawing what they hear.
Yes
No
Augmentation
1
Start the activity by choosing a book from the class/school library. Read a page from the book and ask learners to
explain what they can imagine. Facilitate a mini-lesson on the subject. Open the Mini-lesson: Visualization coach
card
No for tips and techniques.
No
N/A
N/A
Mini-Lesson: Visualization
Coach Card
2
What does the monster look like?Read the text in Silly Monster. Repeat the reading as a choral reading
exercise.Use the toolbar to identify words that describe and help you to visualize what the author wants you to
exercise.Read the text again aloud to the group and model how to use the toolbar to identify words that describe
see.
and help us to visualize what the author wants us to see. See the Choral Reading coach card for tips and
No
Yes
N/A
N/A
264
Coach Card
Silly Monster
Image
3
What does the monster look like? Is it big or small?Use the app and the Silly Monster image to draw an image of
Explain that the
the monster youtext has no when
visualized imageyou
of the
readsilly
themonster. Askyour
text.Share learners to use
monster withthe app
your and Silly Monster to draw an
classmates.
image of the monster they visualize when they read the text. Ask them to share their monsters with their
classmates.
No
Yes
Formative
Yes
Silly Monster
Image
App
17
Curricular
Which Letter Is Needed?
10 minutes
Can you spell the words? In this activity, you will practice listening and spelling words that contain the short u
sound.
Learners will practice listening and spelling words that contain the short u sound.
Yes
No
Augmentation
Visualization Gaming Storytelling
Open and display Short u Sound. Read each word and encourage them to repeat each one.Make the activity
entertaining by changing your voice. (scary, old woman, monster, etc.)
No
No
N/A
N/A
Short u Sound
Keynote
Challenge Words
Image
2
Do you want more practice with words that have the short u sound?Open Short u Sound. Tap the buttons to listen
to
Askthe soundstoand
learners words,
open and practice
the Short u Soundyour pronunciation
hype, by repeating
to tap the buttons them.
to listen to the sounds and words, and to
practice their pronunciation by repeating them.This can be done individually, in pairs, or as a class.
No
Yes
N/A
N/A
265
Short u Sound
Keynote
3
Open Phonic Scramble, listen to the word, and unscramble the letters to form the word.Open Short u Sound if
necessary.
Ask learners to open the Phonic Scramble interactive, to listen to the word, and to unscramble the letters to form
the word.
No
Yes
Formative
Yes
Short u Sound
Keynote
Phonics Scramble
Scramble
17
Curricular
Which Words Are Difficult to Spell?
15 minutes
Are you able to spell the high-frequency words? In this activity, you will practice spelling the challenge words.
Learners will practice spelling the high-frequency words in a spell-it-out-aloud activity.
Yes
No
Augmentation
1
Can you spell the words?Form a circle with your whole group and practice spelling the high-frequency words out
loud. Listen to the
learner will start coach
with for further
the first instructions.
letter and they will continue clockwise with the next letters. For example, if the word
is apple, the first learner will say A, the next P, and so on. Learners who make mistakes have to sit out. The
No
Yes
N/A
N/A
Challenge Words
Image
2
Let's continue practicing your spelling by opening the High-Frequency Spell Check interactive and unscrambling
the letters
To help to formpractice
learners the high-frequency words. Good
their spelling, ask them toluck!
open the High-Frequency Spell Check interactive and to
unscramble the letters to form the high-frequency words.
No
Yes
N/A
N/A
High-Frequency Spell Check
Tap Tap Letter
17
266
Curricular
How Have You Prepared for Your Action?
10 minutes
The Prototype phase has come to an end. Let’s see what you’ve done to make sure your action will be a success.
Learners will use a worksheet to complete a written reflection on the Prototype phase.
Yes
No
Storytelling Social
problems or needs. (R)
|| [IN] [IPS][CSP | PS] Identifies the target audience for a new action, idea, or product and knows its needs. (R)
1
Use the My Proposal to Solve the Problem worksheet. Read and answer all the questions on the
worksheet.Share your answers What
questions on the worksheet. 1. with your classmates.
are germs?2. How can you remove germs from your hands?3. How does
antibacterial gel keep your friends and family safe?Encourage learners to share their answers with their
No
Yes
Sumative
Yes
Kn·book C1 EN E1
Printed Material
17
Curricular
0 minutes
Yes
No
Redefinition
1
No
Yes
N/A
N/A
Alliances
17
Campaña 2
267
0 minutes
How will you continue saving the planet? Let’s see what you can propose.
In this closing activity, learners will propose their ideas for continuing to save the planet. They will write their
proposals in a document.
Yes
No
1
Brainstorm ideas on how to continue changing your daily habits for the common good.
Help learners create a group list of their ideas on how to continue changing their daily habits to help reestablish a
healthy environment.
No
Yes
N/A
N/A
2
environmental activist and keep it in the Knotion Bank. Do you have all your evidence ready? It is time for you to
put it all together
challenge eco-tip,toand
create
ask a deliverable
them to keep that
it in shows what Bank.Once
the Knotion you did in this challenge
they have thetoevidence
help the from
planet. Choose
weeks one,an
two, three, and four, ask them to create a deliverable to show what they did during the challenge to help the
Yes
Yes
N/A
N/A
3
Explore the Kn·immersive, and follow the instructions to present how your actions impact our planet. Fill in the
required information,
Kn·immersive, andthem
and have add the pictures
select and props
the correct to set Ask
character. the scenario.
them to set their chosen character in the
designated area to help them present their eco-tip actions. *Ask them to place the hologram if the following icon
No
Yes
N/A
N/A
IMM Prime
18
Curricular
What Materials Do You Need to Make Antibacterial Gel?
45 minutes
Do you have all the materials you need? In this activity, you will review how to make antibacterial gel and work
with your team recording yourselves making it.
In this activity, learners will work in their teams to record themselves making antibacterial gel.
Yes
No
• • A bowl
•• •• AA spoon
bowl
•• •• Recycled
A spoon liquid soap or hand sanitizer bottle
•Modification
• Recycled liquid soap or hand sanitizer bottle
268
them.
|| [IN] [CLP][CSV | LS] Follows instructions or steps to complete multiple tasks. (R)
1
Do you know the steps for making antibacterial hand wash?Play Making Antibacterial Hand Wash and listen
together as a group. Then, open Antibacterial Hand Wash Step by Step and read the steps as a group. Finally,
group. Then, ask learners
listen to the audio to open Antibacterial
again and Hand
add the missing text Wash Step
to complete the by Step and read the steps as a group. Point
steps.
out that some text is missing. Finally, play the audio again and encourage them to add the missing text to
No
Yes
N/A
N/A
Making Antibacterial Hand Wash
Audio
Antibacterial Hand Wash Step by Step
Image
2
Before you start making your antibacterial gel, check that you have everything you need. Open the How to Make
Antibacterial Gel image and work with your team to check that you have all the materials on the list.
Ask them
In your to open
teams, takethe Howreading
turns to Make Antibacterial
and Gelsteps
reviewing the imagetoand to work
make with their
antibacterial gelteam
as ato checkreading
partner that theyexercise.
have all
the materials on the list.Ask them to take turns reading and reviewing the steps to make antibacterial gel as a
No
Yes
N/A
N/A
Image
Coach Card
3
on time-lapse. Remember not to touch the tablet until you have completely finished making the gel.Use the How
antibacterial gel. Encourage
to Make Antibacterial themand
Gel image to use
workthe app
with andteam
your set ittoon time the
follow lapse. Remindyou
steps.Are thefollowing
teams notthetoinstructions
touch the
tablet until they have finished their gel.Ask them to use the How to Make Antibacterial Gel image and to work as a
team
No to follow the steps.Open the Following Instructions image and read about the importance of following
Yes
Sumative
Yes
Image
Image
18
Curricular
What Does a Doctor Use?
20
Canminutes
you help the doctor organize her things? In this activity, you will review what doctors use and complete a
worksheet helping
Learners will reviewa what
doctor in organizing
doctors use andthings in alphabetical
complete a worksheetorder.
helping a doctor organize her things in
alphabetical order.
Yes
No
269
Augmentation
1
Ask learners what things a doctor needs. Elicit thoughts and ideas. Invite the school doctor or nurse to the class
and ask them to bring a few objects that they use.As a class review the items and encourage learners to work
together
No to put them in alphabetical order.
No
N/A
N/A
ABC
Image
2
Can you help the doctor?Look at the doctors' objects in the What Does a Doctor Use? worksheet. Label them and
write them in to
Ask learners alphabetical
look at theorder.Use Kn·reminder: Alphabetical
doctors' objects and organize them inOrder and ABC for
alphabetical ordertips andWhat
in the techniques.
Does a Doctor
Use? worksheet.Invite them to use the ABC image if necessary.
No
Yes
Sumative
Yes
Kn·book C1 EN E1
Printed Material
ABC
Image
Image
18
Curricular
What Happens in Your Story?
35 minutes
What will happen in your story? In this activity, you will use your plan to write your first draft of your story.
Learners will use their plan to write their first drafts of their stories.
Yes
No
Substitution
1
What will happen?Review the What Will You Write About? worksheet and discuss with your partner what will
Ask learners
happen to story.
in your review the What Will You Write About? worksheet and to discuss with a partner what will happen
in their stories.
No
Yes
N/A
N/A
270
Kn·book C1 EN E1
Printed Material
2
What will happen next?Use the My Story printable and the What Will You Write About? worksheet to draw your
story. Remember
story. Remind themyou have
they six six
have boxes to draw
boxes your
to draw story,
their soand
story make
to sure youthey
be sure sequence them
sequence correctly.
them correctly.Draw six
boxes where all learners can see and model how to sequence a story—an introduction to the characters, a
No
Yes
N/A
N/A
My Story
Printable
Kn·book C1 EN E1
Printed Material
3
Well done! It's time to add content to your story.Use your drawings to start writing your story under each picture.
Remember
Ask learnerstotouse
usecomplete sentences. Use
their drawings the Writing
to start writing Process
their stories image
under and check
each the Drafting
picture. Remind themsection for tips
to use complete
and techniques.
sentences. Model the activity by using your drawing in the previous step to model how to write a story under each
picture. Use
No the Writing Process coach card and check the Drafting section for tips and techniques.
Yes
Sumative
Yes
Writing Process
Coach Card
Writing Process
Image
18
Curricular
What Is the Sound?
10 minutes
What is that sound? In this activity, you will practice pronouncing the short u sound and complete an activity
identifying
Learners willwords that pronouncing
practice contain a short
theu short
sound.
u sound and complete an activity identifying words that contain the
short u sound.
Yes
No
Augmentation
1
Do you want some more practice with words that have the short u sound?Open Short u Sound. Tap the buttons
to
learners and
open the words,
Short and practice
u Sound hype, toyour
tap pronunciation
the buttons to by repeating
listen them. and words, and to
to the sounds
practice their pronunciation by repeating them.This can be done individually, in pairs, or as a class.
No
Yes
N/A
N/A
Short u Sound
271
Keynote
2
What is that sound?Open What Is the Sound? Listen to the words, and decide whether they contain a short u
sound or not.
Encourage Drag them
learners into the correct
to open What Is the containers.
Sound? Ask them to listen to the words and to decide whether they
contain a short u sound or not by choosing the correct containers.
No
Yes
Formative
Yes
What Is the Sound?
Phonetic
18
Curricular
Where Can Learners Wash Their Hands?
15 minutes
What happens if people don't wash their hands? In this activity, you will work on a communication skill by
designing a poster
Learners will to explain
continue workingthe
onimportance of washingskills.
their communication hands. They will design a poster about the importance of
washing hands.
Yes
No
Augmentation
1
From your survey, you found out that some learners don't wash their hands after using the bathroom, after the
break, or before eating.
break, or before
As a class eating.
discuss the importance of washing your hands.
Facilitate a discussion about the importance of washing hands. Write their thoughts and ideas where all learners
No
Yes
N/A
N/A
Hand Washing Study Reveals Dirty Secrets
Partners
2
In your Kn·book design a poster that explains the importance of washing your hands. Your poster needs to
include:1. A Title
them that their - Thisneeds
poster will betothe first thing
include people read.
the following:1. The text
A Title should
- This will bebethe
large.2. Images
first thing - Images
people about
read. The the
text
should be large.2. Images - Images about the importance of washing your hands and the consequences. 3. Text -
No
Yes
N/A
N/A
App
18
Curricular
Which Letters Are Missing?
15 minutes
272
What are the missing letters? In this activity, you will complete an exercise by adding missing letters to complete
words, drawing
Learners picturesan
will complete toexercise
representbyeach
addingone, and writing
missing letterssentences for the
to complete all the challenge
words, words.
drawing pictures to represent
each one, and writing sentences for all the challenge words.
Yes
No
Substitution
1
Some of the letters are missing.
Use the WhattoAre
Ask learners usethe
theChallenge
What AreWords? worksheet. Add the missingExplain
the Challenge Words? worksheet. letters that
to complete
some ofthe
thechallenge
letters arewords and
draw a picture to represent each one.
missing.Encourage them to add the missing letters to complete the challenge words and to draw pictures to
represent
No each one.
Yes
N/A
N/A
Kn·book C1 EN E1
Printed Material
Challenge Words
Image
2
Use the challenge words and your pictures to write sentences using each challenge word in your Kn·book on a
new page. to use the challenge words and their pictures to write sentences using each challenge word in their
Ask learners
Kn·books on a new page.
No
Yes
Sumative
Yes
Challenge Words
Image
18
Curricular
0 minutes
Yes
No
Redefinition
1
273
No
Yes
N/A
N/A
Alliances
19
Curricular
How Can You Help Others Keep Safe From Germs?
30 minutes
How can you keep your friends and family safe? In this activity, you will continue working with your team to create
a tutorial video learners
In this activity, on how to
willwash your working
continue hands correctly using
with their your
teams to antibacterial gel.video on how to wash your hands
create a tutorial
correctly using their antibacterial gel.
Yes
No
Modification
Mobility Storytelling
them.
1
How can you keep your friends and family safe from germs? Think about the action for this challenge and discuss
your thoughts.
Ask learners how they keep friends and family safe from germs. Tell them that they have made their antibacterial
gel but that they also need to show people how to use it correctly.
No
Yes
N/A
N/A
2
You and your team will create a tutorial video to demonstrate how to wash your hands correctly using your
antibacterial gel. Play
Explain that they the How
will create to Wash
a tutorial Your
video to Hands? videohow
demonstrate and to
read the How
wash Do You
their hands Wash Your
correctly usingHands
their
Correctly? image to review the steps.
antibacterial gel. Play the How to Wash Your Hands? video and read the How Do You Wash Your Hands
Correctly? image
No to review the steps.
Yes
N/A
N/A
Kn Graphic
Image
3
Work with your teams and use the app to create a tutorial video to demonstrate how to wash your hands correctly
using
Ask theyour antibacterial
teams to use thegel.Use
app to the Howa Do
create Youvideo
tutorial WashtoYour Hands Correctly? image
demonstrate andhands
how to wash their record each step
correctly using
separately as you will edit them together later in the activity.
their antibacterial gel.Remind them to use the How Do You Wash Your Hands Correctly? image and to record
each
No step separately as they will edit them together later in the activity.
Yes
N/A
N/A
274
Image
Cámara
App
4
Are you happy with all the steps?Use the app to edit your videos together. Make sure you work with your team to
Check
add thethat all the teams
following:1. are Effects3.
A title2. happy with their steps.Model
A recording andthe
explaining encourage learners to use the app to edit their
steps4. Music
videos together. Tell them to make sure they work with their team to add the following:1. A title2. Effects3. A
recording
Yes explaining the steps4. MusicModel the activity if necessary.
Yes
Sumative
Yes
Clips
App
19
Curricular
Which Name Comes First?
20
How minutes
easy is to organize yourselves? In this activity, you work with your classmates putting yourselves in
alphabetical
Learners willorder based
complete anon your first
activity names.themselves
by putting You will also complete anorder
in alphabetical interactive
basedorganizing objects.
on their first names. They
will complete an interactive organizing objects.
Yes
No
Augmentation
1
How easy is it to organize yourself?Work with your classmates to put yourselves in alphabetical order based on
your first names.See
Ask learners to form athe Kn·reminder:
line. Encourage Alphabetical
them to workOrder for tips
together and
to put techniques.
themselves in alphabetical order based on
their first names. Nominate a leader if necessary to help organize learners.
No
Yes
N/A
N/A
Image
ABC
Image
2
Can you help John?Help John arrange his list of school supplies so it's easier to find each object in Can You
Help? See the
Ask learners Kn·reminder:
to help Alphabetical
John arrange his list ofOrder forsupplies
school tips andso
techniques.
it's easier to find each object in Can You Help?
Project ABC so all learners can use it when organizing the items.
No
Yes
Formative
Yes
Image
275
Can You Help?
Drag
ABC
Image
19
Curricular
What Is Missing?
35
Canminutes
you complete the story? In this activity, you will work on the reading skill: visualization by reading a story and
visualizing what
Learners will you can
continue see using
working thereading
on the vocabulary
skill: from the text. by reading a story and visualizing what they can
visualization
see using the vocabulary from the text.
Yes
No
Augmentation
1
What can you see when you read the text? Use the visualization techniques to visualize what the author wants
you to see.Use the What Do You See, Hear, Smell, Feel, and Taste? worksheet and draw a picture describing
aloud
what youto the
canclass.
see, After
hear, reading andand
smell, feel, listening
taste to thereading
after text, ask them
The whatBluebird story.
Thirsty they can see, hear, smell, feel, and taste.
Elicit thoughts and opinions.Ask them to use the What Do You See, Hear, Smell, Feel, and Taste? worksheet and
No
Yes
Sumative
Yes
The Thirsty Bluebird
Image
Kn·book C1 EN E1
Printed Material
2
What will happen in the second story?Open The Angry Giant image and read it as a silent reading exercise. As
Ask learners
you read, to open
identify Thethat
words Angry Giant and
describe image and
help to visualize
you read it aswhat
a silent
the reading exercise.
author wants you As they read, ask them to
to see.
identify words that describe and help them visualize what the author wants the reader to see.See the Silent
Reading coach
Yes
N/A
N/A
The Angry Giant
Image
Reading Strategies: Silent Reading
Coach Card
3
Reread The Angry Giant. Use the toolbar to underline the words that describe and help you visualize what the
author wants
Encourage you to to
learners see.
reread The Angry Giant and to use the toolbar to underline the words that describe and
help them visualize what the author wants them to see.
No
Yes
N/A
276
N/A
The Angry Giant
Image
4
What will you draw?The Angry Giant has no images. Continue using the toolbar to draw the missing images.Use
the words
Explain you
that underlined
The for help.no images.Ask learners to continue using the toolbar to draw the missing
Angry Giant has
images.Ask them to use the words they underlined for help.
Yes
Yes
Sumative
Yes
The Angry Giant
Image
19
Curricular
10 minutes
Which letters are missing? In this activity, you will continue practicing pronouncing and spelling words with the
short u
Learnersbywill
adding the missing
continue letters
practicing to form words.
pronouncing and spelling words with the short u by adding the missing letters to
form words.
Yes
No
Augmentation
1
Do you want some more practice with words that have the short u sound?Open Short u Sound. Tap the buttons
to
learners and words,
open Short andtopractice
u Sound, your pronunciation
tap the buttons by repeating
to listen to the them.
sounds and words, and to practice their
pronunciation by repeating them.This can be done individually, in pairs, or as a class.
No
Yes
N/A
N/A
Short u Sound
Keynote
2
Which letters are missing?Use the Missing Letters worksheet. Listen to the words, and write the missing letters to
complete them.
Ask learners to use the Missing Letters worksheet. Read each word out loud, and encourage learners to write the
missing letters to complete the words.
No
Yes
Sumative
Yes
Kn·book C1 EN E1
Printed Material
Challenge Words
Image
277
19
Curricular
15 minutes
Does everyone know how to wash their hands correctly? In this activity, you will use your design from the
previous
Learners session to create
will continue a poster
working about
on their how to wash
commutation yourThey
skills. hands
willcorrectly.
use their design from the previous session to
create a poster about how to wash their hands correctly.
Yes
No
Augmentation
1
Before you started this challenge, did you know how to wash your hands correctly?
You are going to create a poster to teach others how to wash their hands correctly. Posters are a great way to
Explain that they
communicate withare going
others to create
without a poster
speaking to teach
to them. otherscan
Posters howdescribe
to washideas,
their hands correctly.
thoughts, Review that
and feelings.
posters are a great way to communicate with others without speaking to them. Posters can describe ideas,
No
Yes
N/A
N/A
Kn Graphic
2
your Kn·book and the app to design your final poster. Make sure it includes the following:1. A Title - This will be
the
use first
the thing
posterpeople
designread.
fromThe
theirtext shouldand
Kn·book be the
large.2.
app toImages
design- Images about
their final the importance
poster. Remind themofto
washing yourit
make sure
hands
includes the following:1. A Title - This will be the first thing people read. The text should be large.2. Images - it,
and the consequences. 3. Text - Information about the importance of washing your hands, how to do
Images
No about the importance of washing your hands and the consequences. 3. Text - Information about the
Yes
Sumative
Yes
App
19
Curricular
Which High-Frequency Words Will You Use?
15
Canminutes
you write a sentence using the high-frequency words? In this activity, you will review the high-frequency
words and write sentences using each one in your Kn·book.
Learners will review the high-frequency words and write sentences using each one in their Kn·books.
Yes
No
Substitution
278
Start the activity by opening and projecting the High-Frequency Words Roulette to the class. Encourage learners
to take turns spinning the wheel and making a sentence with the chosen word.
No
No
N/A
N/A
High-Frequency Words Roulette
Roulette
2
Can you use all the words?Write sentences using each of the high-frequency words in Challenge Words in your
Kn·book.
Ask learners to use the Challenge Words image and to write sentences using each of the high-frequency words in
their Kn·books.
No
Yes
Sumative
Yes
Challenge Words
Image
19
Curricular
0 minutes
Yes
No
Redefinition
Visualization Storytelling Gaming Mobility
1
No
Yes
N/A
N/A
Alliances
20
Curricular
How Can You Help Your Friends and Family Stay Safe From Germs?
30
How minutes
can you share your knowledge of the importance of washing your hands? In this activity, you visit other
classrooms to explain
In this activity, learnersthe
willimportance of washing your
visit other classrooms handsthe
to explain and demonstrate
importance how to wash
of washing your
hands andhands correctly.
to demonstrate
how to wash hands correctly.
279
Yes
No
Augmentation
Storytelling
|| [IN] [CSV Social
| LS] Describes people and products that promote health.
them.
1
Why is it important to wash your hands? As a class, write a paragraph explaining what you have discovered
about the topic.
Review
Use the the
appimportance of washing
and copy the hands. As a class, write a paragraph explaining what learners discovered
class conclusion.
about the topic. Encourage them to use the app and to copy their conclusions.
No
Yes
N/A
N/A
Notes
App
2
to do it.Use the following resources to help you:• Why is it important to wash your hands? Paragraph • How do
hands,
you wash andyour
howhands?
to do it.Ask them
Video• Whytoisuse the following
it important resources
to wash to help:•
your hands? Why is it can
PosterYou important to wash yourhow
also demonstrate hands?
to
Paragraph • How do you wash your hands? Video• Why is it important to wash your hands? PosterLearners can
either
No play their videos or demonstrate how to wash their hands correctly.Ask them to take photos of their
Yes
Sumative
Yes
Cámara
App
20
Curricular
How Can You Help Them Organize Their Things?
20
Canminutes
you help the firefighter, police officer, and the paramedic organize their things? In this activity, you will review
alphabetical
Learners willorder
reviewand organize objects—first
alphabetical by whothe
order and organize uses them and then
objects—first in alphabetical
by who uses them andorder.
then in alphabetical
order.
Yes
No
Augmentation
1
Who lives with you?In your Kn·book, create a list of people who live with you in your house or
Review alphabetical order by Alphabetical
apartment.See Kn·reminder: asking learners to write
Order a list of arrange
and ABC to people who
yourlive in their
family houses
members in or apartmentsorder.
alphabetical in
their Kn·books.Encourage them to see Kn·reminder: Alphabetical Order and ABC to arrange their family
members
No in alphabetical order.
Yes
N/A
N/A
280
ABC
Image
Image
2
that they are organized correctly so they can find their things quickly in an emergency. In your Kn·book create
they
threeare organized
columns with correctly
the titles:so they can Police
Firefighter, find their thingsand
Officer, quickly in an emergency.Ask
Paramedic. them from
Look at the objects to create three
the Mixed-Up
columns with these titles in their Kn·book: Firefighter, Police Officer, and Paramedic. Encourage learners to look
at
Nothe objects from the Mixed-Up image and to organize each one according to who uses it. Ask them to write the
Yes
N/A
N/A
Mixed-Up
Image
3
You have organized the objects by the person who uses them.Continue working in your Kn·book to put each
column
Explain in alphabetical
that order
learners have to help the
organized thecommunity
objects by workers findwho
the person theiruses
things more
them, easily.Use
and Kn·reminder:
now it's time to put each
Alphabetical Order ABC for tips and techniques.
column in alphabetical order.Ask learners to see the Kn·reminder: Alphabetical Order and ABC for tips and
techniques.
No
Yes
Sumative
Yes
ABC
Image
Image
20
Curricular
What Is Missing?
35 minutes
What is missing in your story? In this activity, you will continue working on your story by moving on to the next
stages of the writing process.
Learners will continue working on their story by moving on to the next stages of the writing process.
Yes
No
Augmentation
1
through a process to make sure it is the best it can be. The next stage in the writing process is revising.This is the
through a process
part when you checkto make sure it is
and improve thestory. Open
your best.This is the
the Writing
part when they check
Process: and image
Revising improve their
and story. *Decide
complete the next
how you would like learners to improve their story. It could be by adding more content, adding descriptive words,
etc.Open
No the Writing Process: Revising coach card and help learners complete the next stage in the writing
Yes
N/A
N/A
Writing Process
281
Coach Card
Writing Process
Image
2
editing.As a class make a checklist and reread your story, making any changes in a different color so you can see
them clearly.
changes in a different color so they can see them clearly. Example:1. Check that you have complete sentences.2.
Check that you have used capital letters.3. Check that you have periods at the end of sentences.4. Check your
No
Yes
N/A
N/A
Writing Process
Coach Card
Writing Process
Image
3
Publish image and complete the next stage in the writing process by copying your story from the printable to
paper andPublish Coach
Process: draw a pictureCard
to represent your story.Remember
and motivate to copy
learners to complete the the
nextchanges
stage in you
the made
writingthroughout
process bythe
copying
their story from the printable to paper and to draw a picture to represent the story.Remind them to copy the
No
Yes
Sumative
Yes
Writing Process
Coach Card
Writing Process
Image
20
Curricular
How Do You Pronounce the Phonics Words?
10 minutes
Let's see how well you know your phonics words! In this activity, you will create a digital Phonics Sounds Book.
Learners will create a digital Phonics Sounds Book to check their pronunciation of the short u sound.
Yes
No
Modification
Storytelling Social Visualization
1
Which template will you use?Open the app and choose a template for your new book. On the cover, write the title
Phonics Sounds
Ask learners Book,
to open theadd
appa and
selfie, and choose
choose a color
a template for for it.On
their newthe first page
books.On write
the theask
cover heading Short
them to u Sounds.
write the title
Again, choose a page color.
Phonics Sounds Book and to add a selfie (or an appropriate photo) and a color for the cover.Ask learners to turn
to
Nothe next page, add the heading Short u Sounds, and to choose a page color.
Yes
N/A
N/A
282
Pages
App
2
Copy all the words with the short u sound onto a list on the page. Leave a space next to each word.bug, jug, fun,
Ask
sun, learners
pup, cup,tohut,
copy all gum,
nut, the words
hum with the short u sound onto a list on the page. Remind them to leave a space
next to each word.bug, jug, fun, sun, pup, cup, hut, nut, gum, humModel how to write the words in a list form—
one
No under another.
Yes
N/A
N/A
Challenge Words
Image
3
Now, let's see if your pronunciation has improved.Use the app's tools to record yourself saying each word, one by
one. Add the
Ask them recording
to use next
the app's to the
tools appropriate
to record word.Once
themselves you
saying have
each finished,
word, one byshare
one,your
andbook with
to add theyour coach.
recording
You will
next need
to the to export word.Model
appropriate it as a videothe
so that your
activity coach can hear your
if necessary.When theypronunciation.
finish, ask them to hand in their books.
Point
No out that they will have to export the work as a video so you can hear the pronunciation.
Yes
Sumative
Yes
Short u Sound
Keynote
20
Curricular
Which Words Can You Spell?
15
Canminutes
you spell all the challenge words? In this activity, you will work with a partner practicing spelling the
challenge words and will have a spelling bee.
Learners will work in pairs spelling the challenge words and will have a spelling bee.
Yes
No
Augmentation
1
Work with your partner taking turns using the Challenge Words image to practice spelling the challenge
Put learnersisinonly
words.This pairs based onso
a practice, their spelling
don't worry abilities. Ask them
about making to takeLook
mistakes. turnsatusing the Challenge
the word Words image to
and try again!
practice spelling the challenge words.Remind them that this is only a practice and not to worry if they make any
mistakes.
No
Yes
N/A
N/A
Challenge Words
Image
2
Continue practice spelling the words by opening the Challenge Word Spell Check interactive. Listen to each word
carefully and spell
Invite learners it.
to continue practicing their spelling by opening the Challenge Word Spell Check interactive. Ask
them to listen to the words carefully and to spell them.
283
No
Yes
N/A
N/A
Challenge Word Spell Check
Text Boxes
3
It's time for a spelling bee!On a new page write the numbers 1–15 in your Kn·book. Listen to the coach and write
the
Askchallenge
learners towords. Good luck! 1–15 on a new page in their Kn·books.Read each word and encourage them to
write the numbers
write the challenge words next to the correct numbers.
No
Yes
Sumative
Yes
Challenge Words
Image
20
Curricular
How Can We Keep Safe?
20 minutes
complete a checklist, create a visual or artistic expression of your choice describing the action for this challenge,
and complete
choice a worksheet
describing the actionrevising
for this the results of
challenge, andthecomplete
action that you performed
a worksheet to impact
revising the world.
the results of the action that
they performed to impact the world.
Yes
No
Modification
|| [CLP] Assesses the final result of an activity or project.
|| [IN] [CLP][CSP | PS] Assesses and reflects on their performance throughout a specific task or project. (R)
1
As a class, discuss the MagnetiK question: How can we keep safe?Discuss what you have discovered throughout
the
As achallenge aboutthe
class, discuss keeping people
MagnetiK safe. Have
question: Howyoucanmade an impact?
we keep Open thelearners
safe?Encourage Impact image and what
to discuss complete
they the
table. Share your table and answers with your classmates.
have discovered throughout the challenge about keeping people safe. Motivate learners to open the Impact
image
No and to complete the table. Invite them to share their table and answers with the rest of the class.
Yes
Sumative
Yes
Impact
Image
2
How have you impacted others?Set your creativity free, use photos, images and any other pieces of work you
created
Motivatethroughout
learners tothe
setchallenge to make
their creativity freeaby
video explaining
using the action
photos, images, andand
anyhow it has
other impacted
pieces others.
of work they created
throughout the challenge to make a video explaining the action and how it has impacted others.
No
Yes
N/A
N/A
Clips
284
App
3
Answer all the questions in the In This Challenge... worksheet. Share your answers with your classmates.
of dangers in order to stay safe?2. How can you stay safe from dangers at home and at school? 3. What can you
do to keep your friends and family safe?MagnetiK Question:How can we stay safe?Encourage learners to share
No
Yes
Sumative
Yes
Kn·book C1 EN E1
Printed Material
4
Go back to the beginning of the challenge and watch the Did You Know? video.What can you do to keep your
family and friends
Encourage safe?
learners to go back to the beginning of the challenge and to watch the Did You Know? video.As a
class, discuss what they have discovered about what they can do to keep their family and friends safe.
No
Yes
N/A
N/A
20
Curricular
Put Yourself on the Action Map of the World’s Largest Lesson!
35
for minutes
Sustainable Development.
In this activity, you will register the evidence of how you impacted the world for meeting the Global Goals for
contribute
Sustainable toDevelopment.
the United Nations 2030 Agenda for Sustainable Development. Learners will also register their
contributions in the World’s Largest Lesson action map.
Yes
No
Redefinition
Storytelling Social Mobility
1
In what way are you impacting the world?Find the presentation, video, or collage representing your Global Impact
Action and becomevideo,
their presentation, part oforthe generation
collage. Have that
themwill make
write history
a short and change
paragraph the world
explaining howbythey
2030!Click on the link
work in collaboration
that will take you to the World’s Largest Lesson action map and follow the instructions.
with the United Nations 2030 Agenda for Sustainable Development to improve the world on which we live.Make
Mexico
No the country with more actions in support of the United Nations 2030 Agenda for Sustainable
Yes
N/A
N/A
World’s Largest Lesson
Image
Global Goals
Link
20
Curricular
0 minutes
285
Yes
No
Redefinition
1
No
Yes
N/A
N/A
Alliances
20
Curricular
Challenge Boosters
0 minutes
Yes
No
Augmentation
||
1 [IN] [DL | RS] Creates mental images that reflect or represent the ideas in a text.
Before
Booster.
interactive.Make sure learners understand what to do, and encourage them to complete all the tasks in Structure
and
No Function Booster.
Yes
Sumative
Yes
Coach Card
Challenge Booster
2
Before
in Phonics Booster.Booster coach card and explain how to complete the
interactive.Make sure learners understand what to do, and encourage them to complete all the tasks in Phonics
Booster.
286
No
Yes
Sumative
Yes
Phonics Booster
Challenge Booster
3
Before
in Word KnowledgeBooster coach card and explain how to complete the
Booster.
interactive.Make sure learners understand what to do, and encourage them to complete all the tasks in Word
Knowledge
No Booster.
Yes
Sumative
Yes
Word Knowledge Booster
Challenge Booster
4
Are you ready to blast off?Check with your coach to see if you need any extra instructions. Then, use what you
Before
in Reading Booster coach card and explain how to complete the
Booster.
Reading
No Booster.
Yes
Sumative
Yes
Reading Booster
Challenge Booster
287
288
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Knotion Subjects
Initials Spanish
CME | PS Curiosidad · Materia y Energía
CSV | LS Curiosidad · Seres Vivos
CTU | ES Curiosidad · Tierra y Universo
DTC | TCT Desarrollo Tecnológico y Pensamiento Computacional
CSP | PS Comprensión y Solución de Problemas
RM | MR Razonamiento Matemático
CC | CA Conciencia Ciudadana
CP | PA Conciencia Productiva
CA | EA Conciencia Ambiental
CH | HA Conciencia Histórica
EA | AE Expresión Artística
EM | ME Expresión Matemática
EV | CO Expresión Verbal
EE | WW Expresión Escrita
DL | RS Destrezas Lectoras
DLE | LM Dominio del Lenguaje
DFS | SFH Deportes, Fitness y Salud
CG | GC Conciencia Global
EMU | ME Expresión Musical
SE | SE Destrezas Socioemocionales
Outer Kore
Initials Spanish
COM Comunicación
RD Responsabilidad Digital
IPS Innovación, Pensamiento Crítico y Solución de Problemas
ILM Información y Lectura Mediática
CLP Colaboración, Liderazgo y Desarrollo de Proyectos
EPS Empoderamiento Personal y Social
Subjects
English
Exploring Energy and Matter
Exploring Living Things
Exploring the Earth and the Universe
Technology and Computational Thinking
Problem-Solving
Mathematical Reasoning
Civic Awareness
Productive Awareness
Environmental Awareness
Historical Awareness
Artistic Expression
Mathematical Expression
Oral Expression
Written Expression
Reading Skills
Language Mastery
Sports, Fitness, and Health
Global Awareness
Musical Expression
Socio-Emocional Skills
r Kore
English
Communication
Digital Responsibility
Innovation, Critical Thinking, and Problem Solving
Information and Media Literacy
Collaboration, Leadership, and Project Development
Personal and Social Agency
Official Subjects
Level Official Subject

Educación Física
Educación Socioemocional
Artes
Kindergarten Exploración y Comprensión del Mundo Natural y Social
Pensamiento Matemático
Lenguaje y Comunicación
Inglés
Educación Física
Educación Socioemocional
Artes
Elementary Exploración y Comprensión del Mundo Natural y Social
Pensamiento Matemático
Lenguaje y Comunicación
Inglés
Subjects
Initials
EF
SE
AT
CM
PM
LC
IN
EF
SE
AT
CM
PM
LC
IN
Grade
Challenge
Class
Pathway
Global Knotion
Global Issue
Magneti·k Understanding
Magneti·k Question
Action Question
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1º de Primaria
1
Global Pathway - P1A
English
Health and Well-Being
Risks and Hazards
It is important to be aware of risks and dangers in order to keep safe.
How can we keep safe?
What can I do to keep my family and friends safe?
Recognizes risky situations and demonstrates safe behaviors to prevent injuries to self and others.
1
Act 1. What Is Safety?
Step 3 (M)
2
Act 1. What Keeps You Safe at School?
Step 3 (M) | Step 4 (A)
3
Act 1. Do You Know the Dangers Around You?
Step 4 (M)
13
Act 8. Challenge Booster
Step 1 (A)
Capitalizes the first letter of a sentence and uses end punctuation.
1
Act 2. How Do You Use Sentence Capitalization and Punctuation?
2
Act 2. What Keeps You Safe?
Step 2 (M)
3
Act 2. What Are the Dangers?
Step 3 (M)
4
Act 2. What Do Paramedics Use?
5
Act 2. Who Keeps You Safe?
Step 2 (M)
Act 8. Challenge Boosters
Step 1 (A) | Step 2 (A) | Step 3 (A)
Demonstrates that a fantasy story is not true and includes fantastic creatures, ordinary people, and animals that can
1
Act 3. Why Do Animals Talk in Stories?
2
Act 3. What Is Fantasy?
Step 4 (M)
6
Act 3. What Elements Does a Fantasy Story Have?
11
Act 3. How Does He Keep Fit?
Step 1 (A) | Step 3 (M)
16
Act 3. What Is His Talent?
Step 3 (M)
Describes story elements, including plot, setting, characters, and key events.
1
Act 3. Why Do Animals Talk in Stories?
2
Step 4 (M)
4
Act 3. What Are the Key Elements in the Story?
Step 2 (M) | Step 3 (M)
10
Uses multiple strategies to develop and expand oral vocabulary.
1
✘ Act 4. Which Situation is Safe and Which Is Unsafe?
2
Step 2 (M)
4
Act 4. What Do You Use to Stay Safe While Playing Sports?
Step 2 (M)
5
Act 4. What Do Paramedics Do?
Step 2 (M)
Relates short vowel sounds to spelling patterns and develops decoding skills in context.
1
Act 5. What Sound Does the Short a Make?
2
Act 5. What Is the Word?
Step 3 (A)
3
Act 4. What Is the Sound?
Step 2 (A)
4
Act 5. What Are the Missing Letters?
Step 2 (M)
5
Act 5. What Happens in the Story About Short a?
Step 2 (M)
Acquires new vocabulary words related to the challenge.
1
Act 6. What Are the Challenge Words for Challenge One?
3
Act 5. What Are the Missing Words?
Step 2 (A)
5
Act 6. Which Words Can You Unscramble?
6
Act 6. What Are the Mystery Words?
Step 4 (M)
8
Act 6. How Do You Spell It?
10
Act 5. What Is the Word?
11
Act 6. What Is the Challenge Word?
13
Act 6. How Will You Win the Competition?
15
Act 6. Who Will Win the Game?
16
Act 6. What Is the Sentence?
Step 2 (A)
18
Act 6. Which Letters Are Missing?
Step 2 (M)
20
Act 5. Which Words Can You Spell?
Step 3 (M)
Step 1 (A) | Step 2 (A) | Step 3 (A) | Step 4 (A)
Describes people and products that promote health.
2
Act 1. What Keeps You Safe at School?
Step 2 (M)
4
5
Act 1. How Do Paramedics Keep Us Safe?
Step 4 (M)
Act 3. What Keeps You Safe During a Vacation?
Step 4 (M)
Act 4. What Do Paramedics Do?
Step 2 (M)
13
Act 1. Who Do You Visit When You Get Sick?
Step 1 (A)
16
Act 1. How Can You Help Your Friends and Family Keep Safe From Germs?
Step 4 (M)
17
Act 1. How Do You Wash Your Hands Correctly?
18
Act 1. What Materials Do You Need to Make Antibacterial Gel?
19
Act 1. How Can You Help Others Keep Safe From Germs?
Step 4 (M)
20
Act 1. How Can You Help Your Friends and Family Stay Safe From Germs?
Step 2 (M)
Acquires new grade-level vocabulary words in a variety of contexts.
2
Act 6. What Are the High-Frequency Words for Challenge One?
Step 3 (M)
4
Act 6. How Can You Find the Words?
7
Act 6. What Are the High-Frequency Words?
Step 2 (A)
9
Act 6. How Will You Describe It?
12
Act 5. Who Stole All the Consonants?
Step 2 (M)
14
Act 6. Do You Understand All the Words?
17
Act 5. Which Words Are Difficult to Spell?
19
Act 6. Which High-Frequency Words Will You Use?
Step 2 (M)
20
Constructs written questions and answers.
3
Act 3. What Questions Do You Have?
Step 5 (M)
5
Act 3. What Keeps You Safe During a Vacation?
Step 4 (M)
8
Act 3. What Questions Do You Have About the Text?
Step 4 (M)
10
Act 3. How Do You Write True or False Questions?
Step 3 (M)
Responds to spoken language by demonstrating understanding of the main idea, specific information, and details.
5
Act 1. How Do Paramedics Keep Us Safe?
Step 4 (M)
10
Act 3. How Do You Write True or False Questions?
Step 3 (M)
12
Act 1. Which Rules Are Really Important?
Step 4 (M)
18
Recognizes that a force is a push or pull that can move an object.
5
9
Act 1. What Do Push and Pull Mean?
Step 5 (A)
10
Act 1. How Much Force is Needed?
Step 3 (A) | Step 4 (A)
Recognizes that some microorganisms cause diseases and knows some things to do to prevent them.
5
14
Act 1. Why Do You Get Sick?
Step 3 (A)
15
Act 1. What Are Your Healthy Habits?
Step 5 (M)
16
Step 4 (M)
17
18
19
Step 4 (M)
20
Step 2 (M)
Describes healthy habits (hygiene and diet).
5
14
Act 1. Why Do You Get Sick?
Step 3 (A)
15
Step 5 (M)
Step 4 (M)
16
Step 4 (M)
17
18
19
Step 4 (M)
20
Step 2 (M)
Recognizes emergency situations and demonstrates the skills to respond appropriately and safely.
6
Act 1. What Do You Do in an Emergency?
Step 4 (M)
7
Act 1. What Do Police Officers Do?
Step 4 (M)
8
Act 1. What Should You Do in a Fire?
Step 5 (M)
13
Step 1 (A)
Identifies that a sentence is a complete idea.
6
Act 2. How Can You Complete the Sentences?
7
Act 2. What Do Police Officers Wear and Use?
Step 2 (M)
8
Act 2. What Should You Do During a Fire Drill?
Step 2 (M)
9
Act 2. How Will You Complete the Sentences?
Step 3 (M)
10
Act 2. What Can You Push or Pull?
Step 2 (M)
Explains what might happen next in a story or what the author may say next.
6
Act 3. What Elements Does a Fantasy Story Have?
7
Act 3. What Do You Predict?
Step 3 (M)
9
Act 3. What Will Happen Next?
Step 5 (M)
10
Listens to and recognizes questions to give information.
6
Act 4. What Is Your Emergency?
7
Act 4. How Do Police Officers Keep You Safe?
Step 2 (M)
8
Act 4. Who Is the Learner?
9
Act 4. How Do You Stay Safe?
Step 2 (M)
6
Act 5. What Sound Does the Short i Make?
Step 3 (M)
7
Act 5. How Can You Remember Them All?
8
Act 5. Which Phonics Words Do You Understand?
9
Act 5. Which Image Represents the Word?
Step 3 (M)
10
Act 4. How Can You Improve Your Pronunciation?
✘ Step 3 (M)
Demonstrates the understanding that in order to move an object further, a stronger push or pull should be applied to
9
Act 1. What Do Push and Pull Mean?
Step 5 (A)
10
Demonstrates an understanding of safety rules and procedures in a variety of physical activities such as sports and
11
Act 1. Why Are Rules Important?
Step 5 (M)
12
Act 1. Which Rules Are Really Important?
Step 4 (M)
13
Step 1 (A)
Identifies the subject and predicate of a sentence.
11
Act 2. How Can You Identify the Subject and Predicate in a Sentence?
12
Act 2. What Are the Subject and Predicate?
Step 4 (M)
13
Act 2. What Does a Doctor Do and Use?
Step 4 (M)
14
Act 2. Are Germs Everywhere?
Step 3 (M)
15
Step 3 (M)
Describes how a narrator’s or speaker’s point of view influences how events are described.
11
Act 3. How Does He Keep Fit?
Step 1 (A) | Step 3 (M)
12
Act 3. Who Is Telling the Story?
Step 3 (M)
14
Act 3. What Is the Author's Point of View?
20
11
Act 4. What Sound Does The Short o Make?
12
Act 4. Why Is the Fox in the Box?
Step 3 (A)
13
Act 5. Which Words Are Difficult to Pronounce?
Step 2 (A)
14
Act 5. What Is That Sound?
Step 3 (M)
15
Act 5. How Can You Improve Your Pronunciation?
Step 2 (M)
20
Gives information about personal data, likes, and preferences.
11
Act 5. What is Your Favorite Sport?
13
Act 4. Have You Ever Been Sick?
Step 2 (M)
14
Act 4. What Would You Like to Do?
Step 2 (M)
15
Step 4 (M)
Writes narratives recounting two or more appropriately sequenced events.
13
Act 3. What Is Narrative Writing?
Step 3 (M)
15
Act 3. What Will Happen in your Story?
Step 4 (M)
18
Act 3. What Happens in Your Story?
Step 3 (M)
20
Act 3. What Is Missing?
Step 3 (M)
Classifies words and ideas in alphabetical order.
16
Act 2. How Can You Arrange Items in Alphabetical Order?
17
Act 2. How Can You Organize Your List of Materials?
Step 2 (M)
18
Act 2. What Does a Doctor Use?
Step 2 (M)
19
Act 2. Which Name Comes First?
Step 2 (A)
20
Act 2. How Can You Help Them Organize Their Things?
Step 3 (M)
Creates mental images that reflect or represent the ideas in a text.
16
Act 3. What Is His Talent?
Step 3 (M)
17
Act 3. What Can You Visualize?
Step 3 (M)
19
Act 3. What Is Missing?
20
16
Act 4. What Does The Short U Sound Like?
17
Act 4. Which Letter Is Needed?
Step 3 (A)
18
Act 4. What Is the Sound?
Step 2 (A)
19
Act 4. Which Letters Are Missing?
Step 2 (M)
20
Act 4. How Do You Pronounce the Phonics Words?
Step 3 (M)
Uses verbal and nonverbal language to receive and express information.
16
Act 5. Where Can Learners Wash Their Hands?
Step 3 (M)
18
Act 5. Where Can Learners Wash Their Hands?
19
Step 2 (M)
Creates audiovisual communication products using the appropriate elements.

2
11
Act 1. Why Are Rules Important?
Identifies his or her relationship to a problem or need.
3
Act 1. Do You Know the Dangers Around You?
4
✘ Act 7. What Have You Identified?
Step 1 (M)
7
Act 1. What Do Police Officers Do?
Step 5 (M)
10
Step 3 (A)
16
Step 5 (M)
Shows collaborative skills when working within a team.
4
Act 3. What Are the Key Elements in the Story?
8
Identifies real-life needs or problems.
4
✘ Act 7. What Have You Identified?
Step 1 (M)
Follows instructions or steps to complete multiple tasks.
6
Act 4. What Is Your Emergency?
8
Act 6. How Do You Spell It?
10
Step 3 (A)
18
Step 3 (M)
Establishes steps or design instructions for completing multiple tasks.
8
Understands the consequences associated with a real-life problem or need.
15
Act 7. What Have You Discovered So Far?
Step 1 (M)
Understands the causes associated with a real-life problem or need.
15
Step 1 (M)
Identifies existing proposals and trends to resolve a need or problem.
15
Step 1 (M)
Participates in creativity development strategies to propose possible solutions to real-life problems or needs.
17
Act 6. How Have You Prepared for Your Action?
Step 1 (M)
Identifies the target audience for a new action, idea, or product and knows its needs.
17
Act 6. How Have You Prepared for Your Action?
Step 1 (M)
Assesses the final result of an activity or project.
20
Act 6. How Can We Keep Safe?
Assesses and reflects on their performance throughout a specific task or project.
20
Act 6. How Can We Keep Safe?
Grade 1º de Primaria
Challenge 1
Pathway English
1 1. What Is Safety?
Activity Curricular
Themes – Traducción no disponible

2. How Do You Use Sentence Capitalization and
Activity Curricular
Punctuation?
3. Why Do Animals Talk in Stories?
Activity Curricular

– Traducción
4. no disponible
Which Situation is Safe and Which Is Unsafe?
Activity Curricular - NO VISIBLE PARA EL ALUMNO

–
5.Traducción
What Soundno disponible
Does the Short a Make?
Activity Curricular

6. What Are the Challenge Words for Challenge
Activity Curricular
One?
Activity Curricular
Themes
Activity Campaña 1 - NO VISIBLE PARA EL ALUMNO
Themes
Activity
Themes
2 1. What Do You Do in an Emergency?

Activity Curricular

2. How Can You Complete the Sentences?
Activity
Activity Curricular

3. What Elements Does a Fantasy Story Have?
Activity Curricular

–
4.Traducción no disponible
Activity Curricular

–
5.Traducción
Does the Short i Make?
Activity Curricular

6. What Are the Mystery Words?
Activity Curricular

Activity Curricular
Themes
Activity Campaña 1
Themes
3 1. Why Are Rules Important?

Activity Curricular

2. How Can You Identify the Subject and
Activity Curricular
Predicate in a Sentence?
3. How Does He Keep Fit?
Activity Curricular

–
4.Traducción
Does The Short o Make?
Activity Curricular

5. What is Your Favorite Sport?
Activity Curricular

6. What Is the Challenge Word?
Activity Curricular

Activity Curricular
Themes
Activity
Activity Campaña 1
Themes
Activity
Themes
4 1. How Can You Help Your Friends and Family

Activity Curricular
Keep Safe From Germs?
–
2.Traducción
How Can no disponible
You Arrange Items in Alphabetical
Activity Curricular
Order?
3. What Is His Talent?
Activity Curricular

– Traducción
4. What Does noThe
disponible
Short U Sound Like?
Activity Curricular
Themes – Traducción no disponible.

5. Where Can Learners Wash Their Hands?
Activity Curricular

6. What Is the Sentence?
Activity Curricular

Activity Curricular
Themes
Activity Campaña 1
Themes
Activity
Themes
in order to keep safe.
e?
Session 2 · Identify
1. What Keeps You Safe at School?
Curricular
– Traducción no disponible
–
2.Traducción
What Keepsno disponible
You Safe?
Curricular
–
What Is Fantasy?
Curricular
– Traducción
4. What Keepsno disponible
You Safe?
Curricular
–
5.Traducción no Word?
What Is the disponible
Curricular
6. What Are the High-Frequency Words for
Challenge One?
Curricular
Curricular

Campaña 2 - NO VISIBLE PARA EL ALUMNO
Session 7 · Map
1. What Do Police Officers Do?
Curricular
–
What Do Police Officers Wear and Use?
Curricular
– Traducción
3. no disponible
What Do You Predict?
Curricular
4. How Do Police Officers Keep You Safe?
Curricular
–
5.Traducción
How Can noYoudisponible
Remember Them All?
Curricular
6. What Are the High-Frequency Words?
Curricular
Curricular

Campaña 2
Session 12 · Map
1. Which Rules Are Really Important?
Curricular
2. What Are the Subject and Predicate?
Curricular
3. Who Is Telling the Story?
Curricular
4. Why Is the Fox in the Box?
Curricular
5. Who Stole All the Consonants?
Curricular
Curricular

Campaña 2
Session 17 · Prototype
1. How Do You Wash Your Hands Correctly?
Curricular
–
2.Traducción
Organize Your List of Materials?
Curricular
3. What Can You Visualize?
Curricular
4. Which Letter Is Needed?
Curricular
– Traducción no disponible.
5. Which Words Are Difficult to Spell?
Curricular
6. How Have You Prepared for Your Action?
Curricular
Curricular

Campaña 2
1. Do You Know the Dangers Around You?
Curricular
2. What Are the Dangers?
Curricular
3. What Questions Do You Have?
Curricular
4. What Is the Sound?
Curricular
5. What Are the Missing Words?
Curricular
Curricular
Session 8 · Map
1. What Should You Do in a Fire?
Curricular
–
What Should You Do During a Fire Drill?
Curricular
– Traducción
3. no disponible
What Questions Do You Have About the Text?
Curricular
Curricular
5. Which Phonics Words Do You Understand?
Curricular
6. How Do You Spell It?
Curricular
Curricular
Session 13 · Map
1. Who Do You Visit When You Get Sick?
Curricular
2. What Does a Doctor Do and Use?
Curricular
– Traducción
3. no disponible
What Is Narrative Writing?
Curricular
4. Have You Ever Been Sick?
Curricular
5. Which Words Are Difficult to Pronounce?
Curricular
6. How Will You Win the Competition?
Curricular
Curricular
8. Challenge Booster
Curricular
Session 18 · Act
1. What Materials Do You Need to Make
Antibacterial Gel?
Curricular
–
2.Traducción
What Does noadisponible
Doctor Use?
Curricular
–
What Happens in Your Story?
Curricular
4. What Is the Sound?
Curricular
5. Where Can Learners Wash Their Hands?
Curricular
–
Curricular
Curricular
1. Who Keeps You Safe?
Curricular
2. What Do Paramedics Use?
Curricular
3. What Are the Key Elements in the Story?
Curricular
4. What Do You Use to Stay Safe While Playing
Sports?
Curricular
5. What Are the Missing Letters?
Curricular
6. How Can You Find the Words?
Curricular
7. What Have You Identified?
Curricular - NO VISIBLE PARA EL ALUMNO
– Traducción
8. ScholasticnoLiteracy
disponible
Pro Earlybird
Curricular
Power Up!
Curricular - NO VISIBLE PARA EL ALUMNO
Session 9 · Map
1. What Do Push and Pull Mean?
Curricular
–
How Will You Complete the Sentences?
Curricular
3. What Will Happen Next?
Curricular
4. How Do You Stay Safe?
Curricular
–
Which Image Represents the Word?
Curricular
6. How Will You Describe It?
Curricular
Curricular
Session 14 · Map
1. Why Do You Get Sick?
Curricular
2. Are Germs Everywhere?
Curricular
– Traducción
3. no Author's
What Is the disponible Point of View?
Curricular
4. What Would You Like to Do?
Curricular
5. What Is That Sound?
Curricular
6. Do You Understand All the Words?
Curricular
Curricular
Session 19 · Act
1. How Can You Help Others Keep Safe From
Germs?
Curricular
–
2.Traducción
Which Nameno disponible
Comes First?
Curricular
3. What Is Missing?
Curricular
Curricular
5. How Do You Wash Your Hands Correctly?
Curricular
6. Which High-Frequency Words Will You Use?
Curricular
Curricular
Session 5 · Map
1. How Do Paramedics Keep Us Safe?
Curricular
–
2.Traducción
Who Keeps no You
disponible
Safe?
Curricular
–
3.Traducción
What Keepsno disponible
You Safe During a Vacation?
Curricular
– Traducción
4. no disponible Do?
What Do Paramedics
Curricular
5. What Happens in the Story About Short a?
Curricular
6. Which Words Can You Unscramble?
Curricular
Curricular
Curricular
Session 10 · Map
1. How Much Force is Needed?
Curricular
–
2.Traducción
What Canno disponible
You Push or Pull?
Curricular
– Traducción
3. How Do Youno disponible
Write True or False Questions?
Curricular
4. How Can You Improve Your Pronunciation?
Curricular
5. What Is the Word?
Curricular
Curricular
Curricular
Session 15 · Map
1. What Are Your Healthy Habits?
Curricular
–
2.Traducción
Who Keeps no You
disponible
Safe?
Curricular
– Traducción
3. What Willno disponible
Happen in your Story?
Curricular
4. What Are Your Healthy Habits?
Curricular
–
5.Traducción
Improve Your Pronunciation?
Curricular
6. Who Will Win the Game?
Curricular
7. What Have You Discovered So Far?
Curricular
–
8.Traducción
ScholasticnoLiteracy
disponible
Pro Earlybird
Curricular
Curricular
Session 20 · Act
1. How Can You Help Your Friends and Family
Stay Safe From Germs?
Curricular
–
2.Traducción
Help Them Organize Their
Things?
Curricular
3. What Is Missing?
Curricular
4. How Do You Pronounce the Phonics Words?
Curricular
5. Which Words Can You Spell?
Curricular
6. How Can We Keep Safe?
Curricular
–
Put Yourself on the Action Map of the World’s
Largest
Curricular Lesson!

Curricular
Curricular
Grade 1º de Primaria
Challenge 1
Pathway English
1 Activity
Materials for the
coach
Materials for the
student
2 3. What Elements Does a Fantasy Story

Activity Curricular
Materials for the
Have?
• A couple of fantasy story books.
coach
Materials for the
student
4. What Is Your Emergency?
Activity Curricular
Materials for the
• For each pair of learners, you need the
coach
Materials for the following:
• For each pair of learners:
student
• • 2 large paper cups
3 1. Why Are Rules Important?

Activity Curricular
Materials for the
• Poster paper
coach
Materials for the
student
4 Activity
Materials for the
coach
Materials for the
student
dangers in order to keep safe.
riends safe?
Session 2 · Identify Session 3 · Identify

Curricular
• Blindfold

1. Which Rules Are Really Important? 1. Who Do You Visit When You Get Sick?
• Hat or Scarf • 50 cm X 50 cm square pieces of fabric
• A 50 X 50 cm square piece of fabric
Session 17 · Prototype Session 18 · Act

1. How Do You Wash Your Hands 1. What Materials Do You Need to Make
Correctly?
Curricular Antibacterial Gel?
Curricular
• • Hand washing foam • • Rubbing alcohol (isopropyl alcohol) that is at
• • Water least 91% pure
• • Rubbing alcohol (isopropyl alcohol) that is at
least 91% pure
Session 4 · Identify Session 5 · Map
1. Who Keeps You Safe? 1. How Do Paramedics Keep Us Safe?
• Poster Paper and Markers • Stuffed Teddy Bear

1. What Do Push and Pull Mean? 1. How Much Force is Needed?
• Wooden block • Push Experiment:
• • 6 plastic bottles
2. How Will You Complete the
Sentences?
Curricular
• Adhesive bandages

1. Why Do You Get Sick? 6. Who Will Win the Game?
• Talcum powder • Nine beans or another type of counter per
• Experiment: learner
• Plain paper
Session 19 · Act Session 20 · Act

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Challenge 1

Class Global Pathway - P1A

Magneti·k Question How can we keep safe?

Action Question What can I do to keep my family and friends safe?

WEEK Session 1 · Identify

Length 125 minutes

|| [IN] [CC | CA] Recognizes risky

WEEK Session 6 · Map

WEEK Session 11 · Map

WEEK Session 16 · Prototype

and friends safe?

Session 2 · Identify Session 3 · Identify

125 minutes 110 minutes

1. Do You Know the Dangers Around

Kn·saving the Planet 2

125 minutes 110 minutes

Session 7 · Map Session 8 · Map

Kn·saving the Planet 2

125 minutes 125 minutes

Session 12 · Map Session 13 · Map

110 minutes 125 minutes

Sesión 17 · Prototype Session 18 · Act

Kn·saving the Planet 2

120 minutes 140 minutes

135 minutes 125 minutes

1. How Do Paramedics Keep Us

135 minutes 125 minutes

Session 9 · Map Session 10 · Map

Session 14 · Map Session 15 · Map

125 minutes 130 minutes

125 minutes 130 minutes

Sesión 19 · Act Session 20 · Act

8. Scholastic Literacy Pro Earlybird

125 minutes 165 minutes

How can we keep safe?

• A couple of fantasy story books.

Level Official Subject

Sin materia oficial

Creates audiovisual communication products using the appropriate elements.

WEEK Session 1 · Identify

Themes – Traducción no disponible

Themes – Traducción no disponible

Themes – Traducción no disponible

Themes – Traducción no disponible

WEEK Session 6 · Map

2 1. What Do You Do in an Emergency?

Themes – Traducción no disponible

Themes – Traducción no disponible

Themes – Traducción no disponible

Themes – Traducción no disponible

Themes – Traducción no disponible

Themes – Traducción no disponible

WEEK Session 11 · Map

3 1. Why Are Rules Important?

Themes – Traducción no disponible

Themes – Traducción no disponible

Themes – Traducción no disponible

Themes – Traducción no disponible

Themes – Traducción no disponible

WEEK Session 16 · Prototype

4 1. How Can You Help Your Friends and Family

Themes – Traducción no disponible

Themes – Traducción no disponible.