Teacher’s Guide MUESTRA PARA

EVALUACIÓN

and Resources
PROHIBIDO SU VENTA

Components
• Textbook
• Workbook
• Teacher’s Guide
- Lesson planning
- Methodological recommendations
for each section
- Common Core Standards Correlations
Teacher’s Guide
and Resources The English 1 Teacher's Guide, part of the Growing Up
Components
• Textbook
Series, is a collective effort conceived, designed, and
•
•
Workbook
Teacher s Gu de
created for Ediciones Santillana, Inc. by the following
Lesson planning
Methodolog cal recommendations
team:
for each section

Common Core Standards Correlations

Audio CD (includes audio recordings

Content Director:
of he eading selections and songs
featured n the textbook)

• Access to the d gital format

by downloading
Mayra L. Méndez Barreto

Executive Editor:
María Victoria Ratcliff Tirado

Editor:
Raymond Berríos González

Contributing Writer:
Raymond Berríos González

Proofreading:
Stella Ramírez
 Pedagogical Foundations
Santillana’s Growing Up series is a project designed to strengthen social, academic, and thinking skills. Our project frames
and supports the English content for the first school years with the following pedagogical principles:

Standards and Expectations Content Areas for the English Development

The standards we establish as a curricular framework are Each chapter is based on general objectives for the
based on the following competence areas: teaching-learning process. These seek to develop the
following skills in English:
• Oral Communication
• Reading
• Written Communication
• Reading Comprehension
• Reading Comprehension
• Literary Study
At the same time, each level’s standard is aligned with the
grade’s expectations. • Graphomotor skills
• Phonetics
Common Core Standards • Reading and Writing
We consider the Common Core Standards that the United • Calligraphy
States has been applying to be an important reference.
We have included them on the initial pages of each • Language Areas
chapter in this guide. For English, our focus is on:
• Oral and Written Communication
• Basic reading skills
Depth of Knowledge Levels
• Informational text reading
We have applied the Depth of Knowledge (DOK) levels
• Writing pedagogical model designed by Dr. Norman L. Webb.
This model assigns four levels to educational objectives,
Curricular Connections considering content standards and assessment. The model
incorporates Bloom’s Taxonomy and synthesizes Bloom’s six
We establish curricular connections with other subjects areas into four representative levels.
via content and activities. These subjects are:
• Recall and Reproduction
• Social Studies
Demonstrates knowledge in an identical or nearly
• Science identical manner to how the student learned it.
Its Bloom’s Taxonomy equivalents are knowledge
• Mathematics and understanding.
• Fine Arts At this level, students remember facts, terms,
concepts, or theories. Additionally, they recognize
• Physical Education or identify specific information in images or
• Technology graphs. This level requires that the student
identify, number, or define. Exercises usually ask
who, what, when, and how.
• Skills and Concepts
Shows knowledge that requires some level of
basic mental reasoning of ideas, concepts, and
skills, far beyond memory. Its Bloom’s Taxonomy
equivalent is application.
 This level requires that the student compare and
contrast people, places, events, and concepts.
It also requires that the student transform
information from one shape to another, show
examples, classify, describe and interpret
situations or problems, patterns, reasons, or
cause and effect relationships. This level requires
the description or explication of information or
results. Exercises are usually answered by the how
and the why
• Strategic Thinking
Demonstrates knowledge based on the demand
of complex and abstract thinking. Its Bloom’s
Taxonomy equivalent is analysis.
This level requires reasoning based on evidence
and a high level of thinking. Students go
beyond explaining or describing how and why
to justify their statements as evidence. At this
level, concepts are applied to new situations, to
solve problems, to compare and contrast, and to
propose and evaluate solutions. Also, connections
between time and space (location) are established
to explain themes or concepts.
• Extended Thinking
Extends knowledge to broader contexts. Its Bloom’s
Taxonomy equivalents are synthesis and evaluation.
This level incorporates longer processes such as
planning and investigation. The cognitive demand
is greater and the work is more complex at this
level. Students associate ideas and concepts
across disciplines and the product of the cognitive
demands is evidenced through their work. It
requires that the student analyze and synthesize
information from multiple sources. Also, the
student must examine and explain alternatives and
describe and illustrate how themes and concepts
are located in time and space. In some cases, the
student must make predictions with evidence that
is based on logical arguments, or they may also
plan and develop solutions to problems.
21st Century Skills
21st Century Skills aim to develop a transformative
student, ready for the challenges and emerging social
needs of the workplace and the economy. We have
included them in the final pages.
• Learning Skills
• Language Analysis Skills
• Life Skills
Technological Integration
We have integrated technology into the teaching-
learning process. In the book’s final pages you may find,
as reference, the International Society for Technology
in Education (ISTE) standards for Information and
Communication Technologies (ICT) for students.
• Creativity and innovation
• Communication and collaboration
• Investigation and information management
• Critical thinking, problem solving, and decision-
making
• Digital citizenship
• ICT operations and concepts
Ethics and Civic Education
Civic and ethic education are crucial for a citizen’s overall
development. We promote values through activities that
incorporate and analyze solidarity, respect, cooperation,
gender equality, social responsibility, and tolerance, among
others.
• Peace Education
• Multicultural Education
• Gender Equality
• Ethics and Social Responsibility
• Health Education
• Consumer Education
• Environmental Awareness
 The Structure of this Guide
The teacher’s guide for the Growing Up series offers methodological recommendations for the teaching of
English. It is part of a pedagogical project consisting of the following didactic resources:

Textbook Workbook

Santiapp K-12
Textbook Workbook with Multimedia Resources

The chapters in this guide recommend and suggest pedagogic initiation, development, and closure
activities for each lesson. It also includes the answers to the activities in the application. Starting with its
design, it transforms into methodology to encourage the teacher in the creation or continuation of activities
to support the teaching-learning process. Each textbook spread is duplicated in the guide and framed by
following sections:

Chapter Curricular Profile

Chapter Topic Skills

Chapter School Is Fun!

1 Workboo pages 6-13
Grammar
Concepts Objectives
Objectives
bas c sentence structure Recogn ze ba ic sentence structure
Standards Skills ubject nouns Complete sentences using subject nouns

Standards Listen ng /
Speaking
Reading
W it ng
Observing and remember ng compar ng and contrast ng grouping
and label ng clas ify ng infer ing analyzing ea oning evaluat ng
mak ng dec sions solving p oblems
Activity Time
Let’s Read! Title "Ann’s School" Concept Objectives

Concepts Ob ect ves chool uppl es Create a booklet about school supplies with chool upply vocabulary images

Concepts
and complete entences
school act vit es Learn about school locations activ ties and suppl es
school locat ons Name the diffe ent people hat work n a school
school supplies
school workers
Songs and Rhymes Song "My School"
Concept Objectives
Th nk About It
Concepts Ob ect ves chool act vities Listen sing and share op nions on school activ ties

school act vit es Ident fy mportant deta ls in he tory D stinguish between real and
school locat ons Recall the sequence of events n a imaginary

school supplies log cal order Identify fact and op nion

school workers Identify the main dea Making Connections Social Studies
Concept Objectives
Letters and Sounds
chool wo kers D scuss the workers at a school and how they make school a be ter place
Concept Ob ect ves

the alphabet Review dent fy and match letters of the alphabet

Introduce the concept of alphabet cal o der

Living Together Respect for Animals

Words to Know Peace Education Pets needs
Concept Ob ect ves

school supplies Use vocabulary related to school suppl es

Special Sections
 Chap er

1
Closure
1 Read the words Match them to he correct p cture

School Is Fun! a desk b penc l c teacher

1 Direct students to the ect on I
Wi l Lea n About on page 9
a Explore each of he top cs hat
In tiation wi l be discussed on chapter
one
1 Ga her students n a g oup Start
a d scussion by asking them to b Prepare two sentence str ps
look at the p cture on page 8 and wi h the following quest ons

Closure
answer he follow ng quest on • What do you know about?
• What do you see n this pic • What do you want to learn
ture? abou ?

2 Allow students to dent fy ele 2 Prepare st ips w th all s x topics to

ments hat they see in he p cture be d scussed Gather students n
according to the r p ior knowl 2 Read the complete sentence Then answer the question below a group and paste he two ma n

Initiation
edge Lead the conve sation to que tions on the boa d to gene
Chapter rate a group d scu sion Have stu
wa ds the r ealizat on of the idea Ann wa ks to school

1
of going to school dents take turns to complete each
sentence wi h one of the s x pos
3 Ask students to ead the chapter
t tle "School is Fun!" Ask hem to
give the r op n on on why school is
School Is Fun! a Who walks to schoo ?
s ble cho ces and have hem eact
to each new question

fun for them 3 Play song “My School” from the

4 Draw a concept web on the board
w th the t tle School s Fun n the
center As they give the r op n ons
jot down each one on the board
5 Ask students to take turns and an
swer the question from the Let’s
Predict section
Let’s Predict!
Whe e do you th nk he g rl is go ng?
Why does she have a backpack?
Why do you think the gi l looks happy?
8 e ght
• what we do at school
• places at school
• school suppl es
mus c CD Have students s ng
along
• school wo kers
4 Organ ze a play pretend act vity
• basic sentences
Ga her students in several groups
• subject nouns
Inv te them to select he school
worker of the r choice A low stu
dents to play pretend toge her as
n ne 9 f they we e in a school se ting

Notes Notes
Development

1 Extend the discuss on by a k ng quest ons l ke
• Who takes you to school everyday?
• How do you go to chool? By car by bus or walk ng?
2 P epare a "survey chart" to classify tudents' esponses by categor es
(car/bus/wa k ng) Invite students to take tu ns and ma k their answers n
the co responding categor es
p hb d
5 Go on a short tour with he students V sit seve al places n school (of
fice classroom gym auditor um cafeter a etc ) Int oduce students to
he people working in each area (Director Social Worker Secretary PE
Teacher Cooks etc ) Urge students to ask questions to the d fferent staff
members
6 Form groups acco d ng to the number of places v sited n school Each
group hould de c ibe their experience in a spec f c place Have each

p hb d
3 Have students do exerc ses 1 and 2 from page 9 Ask students to name group discuss and present to class what they have learned and the peo
other items that they can find n school Have volunteers share he r re ple they met n these places
n

n
sponses w th the cla s
nt lana Any ep du

nt lana Any ep du
7 Invite students to reflect on the r experience th oughout their school
4 P epare a et of ndex cards w th the names of objects n the clas room tour and share their insights about it in a journal ent y Gu de students
(desk door wall shelf books sharpener cubb es etc ) Have students play with questions like
"I spy" tak ng turns to desc ibe an object n the classroom Whoever gives • What things d d you see n your vi it through schoo ?
out the correct answer selects the ndex card wi h the name of the object
©s

©s
and labels t
8 www s nt l anapr om 9

Development

Methodological Suggestions
The guide encompasses the textbook pages, which are prominent in the center of
the guide’s page, but it allows space to present the methodological plan suggested
for each topic.

English 1: Common Core Standards

Reading Standards For Literature Grade 1 Reading Standards for Info mat onal Text Grade 1
Appendix
Key Ideas and Deta ls Pages Key Ideas and Details Pages
1 Wi h p omp ng and sup ort sk and nswer ques ions bout key det i s in 8 10 19/ 32/34 41/ 56/ 80/ 8 -89/ 104/ 1 A k a d an wer uest ons about ey eta ls n a ext 18-19 42 43/54 55/66 67/90 91 138-
a t xt 28/ 130- 37/ 152/ 154 163/ 178 204/ 139/ 64-165 228- 29/242 243 254-

These offer a series of bibliographical resources that will

23 / 232-2 1/ 254-2 5/ 256/258 267 282- 255/268 269 284-293 294- 95
2 3

2 Re e l s or es nc ud ng k y d ta ls and demon t ate unde st nding of th ir 8-19 42-43 56-65 82-89/ 130 137 154- 2 den i y the ma n top c and e ell ey deta s f a ext 19/4 -43 54-55 66-67 90-91 138-
ent al message or es on 63/206 215/ 31-2 1/242 243 254- 139/ 64-165 228- 29/242 243 254-
2 5/256 258-2 7/284 293 255/268 269 294-295

3 De cr be cha acte s et ings and ma or eve ts in a s ory u ing

k y d ta ls
0 19 42-43 56-65 82- 9/130 137 154-
63/206 215/ 32-24 /242 243 254-
2 5/258 267/ 84-293
3 De cr be the conn ct on etween two nd vi uals even s deas or pie es of
n ormat on in a ext
17/24 25 106- 13/164 165 202- 03/216-
217 228-229 242 243/254 255 294-295
allow you to expand the content of the themes discussed
Craft and Structure Pages C aft and Structure Pages
4 den i y wo ds nd ph ases n sto i s or p ems hat sugge t fee ngs or appeal
o he enses
3 -43 82-89 130- 37/ 54-163 206-
15/293
4 A k a d an wer uest ons o he p dete m ne or c ar fy the mean ng of wo ds
nd ph ases n a ext
10-1 /41 48-49 54-5 /66-6 /90 91/106-
113 128/ 37/16 /189 206-2 5/ 216-
217 228-229 267 293 in the text.
5 E pla n ma or d f eren es between books th t te l s or es and books that g ve 0 19 34-41 56-65 5 Kn w and use var ous ext fe tu es (e g head ngs abl s of onten s 17/ 1/65 89/ 13/ 37/ 63/180-
nfo m t on dr w ng n a w de re ding of a range of lo sar es ele t onic menus con ) to lo ate key acts or nfo m t on 189/2 5/216 217 267 293
ext t pes n a ext

6 den i y who is el ng he to y t var ous po nts n a t xt 8 -89/ 58-267 284- 93 6 D s ing i h be w en nfo m t on p ov ded by p c ures or o her l us ra ions 8/10 17 34-41 56-65 82-89 104 106-
nd nfo mat on p ov ded by he wo ds in a text 113 128/ 30-137 152 154 163/180-

• Common Core Standards Correlations

189/206 215 232- 41/242 258 267/294-
295

Integration of Knowledge and Ideas Pages
7 Use l us ra ons nd de a ls n a s ory o de cr be i s char cte s 8 10 19/34 41/56 58-65 82-
et ing or vents 89 104 128/ 30-13 /152 154-
63/178 204/ 06-215 232 241/ 56/258-
2 7/282 283 284-293
Integration of Knowledge and Ideas Pages
7 U e he i lu t at ons and deta s in a ext o de cr be i s key i eas 8/10 17 34-41 56-65 82-89 104 106-
113 128/ 30-137 152 154 163/1 8/180-
189/206 215/ 23 -241 258- 67/284 293

8 Not app ic ble to i era ur ) 8 den i y the rea ons an author g ves o upport po nts n a ext 42-43 66-67 78- 9/90- 1/130 132 164-
165/ 90-191 216 217

9 Compare and con ra t the adve tur s nd e per ences of 9 den i y bas c sim la t es in and di fe ences be ween wo t xts on the same
hara te s n sto i s op c e g n i ust at ons desc ip i ns or p ocedu es)

Range of Reading and Level of Text Complexity Pages
10 Wi h p omp ng and sup ort ead pro e a d poe ry of app opr ate 8 10 19/34 41/56 58-65 82-
omp ex ty f r rade 1 89 104 128/ 30-13 /152 154-
63/178 204/ 06-215 232 241/ 56/258-
2 7/284 293
Range of Reading and Level of Text Complexity Pages
10 Wi h prompt ng nd upport read nfo ma io al te ts app opr at ly compl x 10-1 /34- 1/56 65/82 89/1 6 113 114-
or gr de 1 115 130-1 7/154 163 180- 89/206-
215/ 16-21 /232 241 258-26 /284 293
 Index
Let’s Read! /
Chapter Topic Letters and Sounds Words to Know
Think About It

School Is
1 Fun!
8 Ann’s School 10 The Alphabet 20 School Supplies 24

Introduction
My Body Is
2 Great!
32
What Can You
Do?
34 to Short Vowel
Sounds
44 Parts of the Body 48

Introduction Meals
I’m Hungry!
3 Let’s Eat!
56 No More Sweets! 58 to Long Vowel
Sounds
68 Throughout the
Day
72

What Do I
4 Wear?
80 David’s Birthday 82
The Letters Mm
and Pp
92 My Clothes 96

5 Being Active 104 Go for the Goal 106

The Letters Ll and
Ss
116 Being Active 120

6 My Family 128
Where Is Baby
Bear?
130
The Letters Bb
and Vv
140
Rooms in a
House
144

7 My Friends 152 Who Will Play? 154

The Letters Dd
and Tt
166 Friendship 170

8 Around Town 178 The Storm 180

The Letters Ff and
Rr
192 My Town 196

Animals
9 Around
the World
204
Our Trip to the
Zoo
206
The Letters Gg
and Jj
218 Zoo Animals 222

Mother
10 Nature
230 Plants Grow 232
The Letters Cc
and Qq
244 Plant Life 248

11 The Seasons 256

Pipo Asks About
the Seasons
258
The Letters Hh
and Nn
270 Units of Time 274

12 Imagination 282
The Magic
Scooter
284
The Letters Kk,
Ww, Xx, and Zz
296 Fairy Tales 300

Glossary 308
 Grammar Activity Time Songs and Rhymes Making Connections Review

Basic Sentences
School Supplies Social Studies:
and Subject 26 27 My School 28 29 30
Booklet School Workers
Nouns

Adjectives,
Head, Shoulders, Science: How We
Singular and Plural 50 Life-Sized Me! 51 52 53 54
Knees, and Toes Look
Nouns

The Articles a, an, Create a Snack Social Studies:

74 75 This Is the Way 76 77 78
and the Recipe Healthy Habits

Common and Skirts, Dresses, Science: Clothing

98 Paper People 99 100 101 102
Proper Nouns Socks, and Shoes and Weather

Action Verbs:
The Children in the Physical
The Third Person 122 Hopscotch 123 124 125 126
Class Education: Sports
Singular

Social Studies:
Subject Pronouns 146 My Home 147 Are You Sleeping? 148 149 150
Family Traditions

Social Studies:
Subject and Friendship
172 173 A Friend of Mine 174 Being a Good 175 176
Object Pronouns Bracelets
Citizen

Social Studies:
Prepositions 198 Community Mural 199 I’m a Firefighter 200 201 202
Where People Live

The Simple Past Science: Life

224 Lion Masks 225 At the Zoo 226 227 228
Tense Cycles

Demonstrative Science The Eentsy Science: The

250 251 252 253 254
Pronouns Experiment Weentsy Spider Effects of Rain

Interrogative My Personal Mathematics:

276 277 Spring Is Coming 278 279 280
Sentences Timeline Telling Time

Exclamatory Fine Arts: Art and

302 Another World 303 Twinkle, Twinkle 304 305 306
Sentences Imagination
 Chapter School Is Fun!
1 Workbook pages: 6-13

Standards Skills
• Listening / • Reading Observing and remembering; comparing and contrasting; grouping
Speaking and labeling; classifying; inferring; analyzing; reasoning; evaluating;
• Writing making decisions; solving problems

Let’s Read! Title: "Ann’s School"

Concepts Objectives

• school activities • Learn about school locations, activities, and supplies.

• school locations • Name the different people that work in a school.
• school supplies
• school workers

Think About It
Concepts Objectives

• school activities
• school locations
• school supplies
• school workers
• Identify important details in the story.
• Recall the sequence of events in a
logical order.
• Distinguish between real and
imaginary.
• Identify fact and opinion.
• Identify the main idea.

Letters and Sounds

Concept Objectives

• the alphabet • Review, identify, and match letters of the alphabet.

• Introduce the concept of alphabetical order.

Words to Know
Concept Objectives

• school supplies • Use vocabulary related to school supplies.

 Grammar
Concepts Objectives

• basic sentence structure • Recognize basic sentence structure.

• subject nouns • Complete sentences using subject nouns.

Activity Time
Concept Objectives

• school supplies • Create a booklet about school supplies with school supply vocabulary, images,
and complete sentences.

Songs and Rhymes Song: "My School"

Concept Objectives

• school activities • Listen, sing, and share opinions on school activities.

Making Connections Social Studies

Concept Objectives

• school workers • Discuss the workers at a school and how they make school a better place.

Living Together Respect for Animals

Peace Education Pets needs
 Chapter

1 School Is Fun!
Initiation

1. Gather students in a group. Start

a discussion by asking them to
look at the picture on page 8 and
answer the following question:
• What do you see in this pic-
ture?

2. Allow students to identify ele-

ments that they see in the picture
according to their prior knowl-
edge. Lead the conversation to-
Chapter
wards their realization of the idea

1
of going to school.

3. Ask students to read the chapter

title: "School is Fun!" Ask them to
give their opinion on why school is
School Is Fun!
fun for them.

4. Draw a concept web on the board Let’s Predict!

with the title School is Fun in the
center. As they give their opinions,
• Where do you think the girl is going?

jot down each one on the board. • Why does she have a backpack?

5. Ask students to take turns and an-

• Why do you think the girl looks happy?

© santillana
swer the question from the Let’s
Predict section. 8 eight

Notes
Development

1. Extend the discussion by asking questions like:

• Who takes you to school everyday?
• How do you go to school? By car, by bus, or walking?

2. Prepare a "survey chart" to classify students' responses by categories

(car/bus/walking). Invite students to take turns and mark their answers in
the corresponding categories.
© SANTILLANA - Any reproduction is prohibited.

3. Have students do exercises 1 and 2 from page 9. Ask students to name

other items that they can find in school. Have volunteers share their re-
sponses with the class.

4. Prepare a set of index cards with the names of objects in the classroom
(desk, door, wall, shelf, books, sharpener, cubbies, etc.). Have students play
"I spy" taking turns to describe an object in the classroom. Whoever gives
out the correct answer selects the index card with the name of the object
and labels it.
8 www.santillanapr.com
 Closure
1 Read the words. Match them to the correct picture.
1. Direct students to the section I
a. desk b. pencil c. teacher Will Learn About on page 9.
a. Explore each of the topics that
will be discussed on chapter
one.
b. Prepare two sentence strips
with the following questions:
• What do you know about?
• What do you want to learn
about?

2. Prepare strips with all six topics to

be discussed. Gather students in
2 Read the complete sentence. Then, answer the question below. a group and paste the two main
questions on the board to gene-
Ann walks to school. rate a group discussion. Have stu-
dents take turns to complete each
sentence with one of the six pos-
sible choices and have them react
a. Who walks to school? to each new question.

3. Play song “My School” from the

• what we do at school
• places at school
• school supplies
© santillana
music CD. Have students sing
along.
• school workers
4. Organize a play pretend activity:
• basic sentences
Gather students in several groups.
• subject nouns
Invite them to select the school
worker of their choice. Allow stu-

dents to play pretend together as

nine 9 if they were in a school setting.

Notes

5. Go on a short tour with the students. Visit several places in school (of-
fice, classroom, gym, auditorium, cafeteria, etc.) Introduce students to
the people working in each area (Director, Social Worker, Secretary, PE
Teacher, Cooks, etc.) Urge students to ask questions to the different staff
members.

6. Form groups according to the number of places visited in school. Each

group should describe their experience in a specific place. Have each
© SANTILLANA - Any reproduction is prohibited.

group discuss and present to class what they have learned, and the peo-
ple they met in these places.

7. Invite students to reflect on their experience throughout their school

tour and share their insights about it in a journal entry. Guide students
with questions like:
• What things did you see in your visit through school?

9
 Let s Read!
Prior to the Reading

1. Ask students to gather in a group

with their textbooks in hand to ini-
tiate a shared reading activity.
a. Invite students to open their
textbooks on pages 10-11 and
look at the pictures.
b. Before reading, have students
name the title, name the au-
thor and illustrator of the story.
c. Ask questions like:
• What do you think is
happening?
• Where do you think this
story takes place?
• How do you think the
characters feel?

2. Start the reading process.

a. Have students come to the
conclusion that there is a but-
Ann’s School
by Sarah Fash
terfly in the picture (it will be
Illustrated by Patricia López
present throughout most of
the story.)
b. Ask questions like:
It’s time to go to school.
• Why do you think there is
Ann says hello to her teacher.
a butterfly in the story?

© santillana
• How do you think we
should call it? 10 ten

Notes
During the Reading

1. Go to page 11 and guide students through the reading with questions

like:
• What are the students doing?
• How many students are there in total?
• How do they look?
• How many look excited?
© SANTILLANA - Any reproduction is prohibited.

• Does reading make you happy or sad?

2. Have students compare themselves with the students in the picture. Ask:
• Does reading make us look like the students in the picture?

3. Continue reading. Extend the discussion by asking students questions re-

lated to the story. Invite any volunteers to take turns reading.

4. Ask students to focus on the words in bold to have them discuss their

10 www.santillanapr.com
 Reading
After the Reading

1. Generate a discussion by asking

students to name their favorite
book. Draw a concept web titled
My favorite book on the board.
a. Ask students to give out their
answers, and jot them down
on the board. Discuss the
results with your students.

2. Generate a dicussion on how read-

ing makes students feel. Draw a T-
Chart on the board with a smiley
face and a sad face.
a. Ask students to vote on
whether reading makes them
feel happy or sad.
b. Mark their answers under the
corresponding place.

3. Create a classroom butterfly

mascot.
a. Have students work together
on creating a paper mache
butterfly kite. They can take it
along through the places they
Mrs. Taylor reads a book to the class. visit in school.
Ann loves books! b. As they move through the
reading you can have them
© santillana

bring thir kite during reading

eleven 11 time.

Notes

meaning. You may guide students through the process by asking them
questions like:
• What does the word school mean?
• Who is the teacher?
• What do teachers do?
• What is a book?
© SANTILLANA - Any reproduction is prohibited.

• Which types of books do you know?

5. Invite students to create sentences with these vocabulary words in their

notebooks. Ask volunteer students to share their sentences with the
class.

11
 Prior to the Reading

1. Prompt students to turn to pages

12 and 13.
a. Guide the reading process by
asking questions such as:
• What are the students do-
ing on page 12?
• In which class do you think
the students are right
now?
• What do you think they
are writing about?
• How do you think the stu-
dents in the picture feel?

2. Guide students so that they realize

that the butterfly keeps appearing
throughout the reading in different
scenes.
a. Ask students to predict where
the butterfly will appear next
in Ann’s school?

3. You may guide students in this pro-

cess by asking them questions like:
• Is there something in the pic-
ture that you have seen before Ann writes at her table.
in the story? She uses her new yellow pencil.
• Have you seen it before?

© santillana
• Where do you think it will go
12 twelve
next?

Notes
During the Reading

1. Ask students to turn to page 13 to continue with the reading. Have them
discuss which activities they like doing at the playground.
a. Ask questions like:
• Which games do you guys like to play at the playground?

2. Guide students through their conversation. Name several classic outdoor

games: (Hopscotch, Red Rover, Hide and Seek, Swing the Statue, Double
© SANTILLANA - Any reproduction is prohibited.

Dutch, etc.)
a. Ask students to vote on their favorite outdoor game.
b. Invite a volunteer student to jot down the votes on a chart labeled
(Hopscotch, Red Rover, Hide and Clap, Swing the Statue, Double
Dutch, etc.)
c. Discuss the results with your students and identify everyone's favor-
ite outdoor game.

12 www.santillanapr.com
 Reading
After the Reading

1. Take students to the playground

along with their butterfly mascot
(previous activity).
a. Organize students to play the
outdoor game they all agreed
was their favorite.
b. Take pictures of the students
playing outdoor games. Make
sure their butterfly mascot
appears in the pictures.
c. Take pictures of the students
during several moments of
their day. Make sure the but-
terfly mascot appears.

2. Have students draw a picture of

their favorite outdoor game. Moti-
vate them to share their drawings
with the class.
a. Extend the activity by asking
students to write a journal
entry about their experience
during their time at the play-
ground.
b. Invite students to share their
Ann plays on the playground. experience and drawing with
She loves recess! the rest of the classmates.
© santillana

thirteen 13

Notes

3. Have a shared discussion on how the selected game is played.

a. Invite students to sit in a group to discuss how their favorite game is
played.
b. Invite students to take turns to share their answers with the rest of
the students.
c. Guide students through the process by asking questions like:
© SANTILLANA - Any reproduction is prohibited.

• What are the instructions to play this game?

• How many players do you need to play this game?
• How do you win in this game?
d. Choose several students willing to demostrate how to play the
game to the rest of the class.

13
 Prior to the Reading

1. Ask students to gather in a group

with their textbooks in hand.
a. Ask them to look at the
pictures on pages 14 and 15
to make inferences about the
reading.
b. Ask questions like:
• What is happening in
these pictures?
• Where do you think the
students in the picture are?
• How do you think the stu-
dents feel in these pictures?

2. Start the reading process. Invite

any volunteers to read if possible.

3. As students to go through the

reading, make reference to the il-
lustrations. Generate further con-
versation.
a. Have students comment on
the types of food they eat at
the cafeteria.
b. Invite students to recall the
menu they had the previous
Ann has lunch with her friends.
day at their school cafeteria. They eat in the cafeteria.

© santillana
c. Allow students to take turns
and share their answers.
14 fourteen

Notes
During the Reading

1. Prompt students to read and analyze the information on page 14.

a. Guide students through the process with questions like:
• Which foods can you identify?
• Which one is your favorite?
• Are they all eating the same food?
• How many are eating the same food?
© SANTILLANA - Any reproduction is prohibited.

2. Ask students to think about the menu items they all like the most at
their school cafeteria. Start a discussion by having volunteers share their
answers.
a. Invite students to take turns and share their answers with the rest
of their classmates.
b. Jot down the results on a concept web to show the diversity of
menu items they like.

14 www.santillanapr.com
 Reading
After the Reading

1. Have students draw and write

about their favorite meal in school.
Invite volunteer students to share
their drawings with the class.

2. Engage students into a conversa-

tion about the shapes they know.
a. Have students name as many
shapes as they know.
b. Show images of different
shapes and have them identify
them.

3. Prompt students to create a shape

animal.
a. Hand out a piece of paper with
different types of shapes and a
sheet of construction paper.
b. Have students cut and paste
the shapes in a construction
paper to create the shape of
an animal.

4. Make some time to accompany

students to the cafeteria for lunch.
Bring your classroom butterfly
Ann learns to make patterns. mascot.
Ann loves math!
a. Take pictures of the students
© santillana

having lunch together. Make

sure the butterfly appears in
fifteen 15
pictures.

Notes

c. Ask students to take turns to count how many times any menu item
was voted for.
d. Discuss the result on the favorite menu with your students.

3. Guide students to turn to page 15. Allow students to look at the picture
and make inferences about it.
a. Guide the reading on page 15 with questions like:
© SANTILLANA - Any reproduction is prohibited.

• What are the students doing?

• Do they look happy or sad?
• Which class do you think they are in?
• Do you like math?
• How many shapes can you name?

15
 Prior to the Reading

1. Ask students to gather in a group

with their textbooks in hand.
a. Tell them to look at the
pictures on page 16 to make
inferences about the reading.
b. Ask questions like:
• What is happening in this
picture?
• Where do you think the
students in the picture are?
• How do you think the
students feel in these
pictures?

2. Start the reading process. Invite vol-

unteer students to read the text.
a. As students go through the
reading, have them make
reference to the illustrations
for further discussion.
b. Ask:
• Are the children coloring
or painting?
• How can you tell the dif- Ann paints a picture.
ference? Ann loves art!
• What is the girl painting?

© santillana
• What do you think Ann is
16 sixteen
making?

Notes
During the Reading

1. Guide students through the reading with questions like:

• In which class do you think the students are?
• How many of you feel like Ann towards art?
• Can you name any materials shown in the picture?

2. Invite students to reflect on the different forms of art. Invite volunteer

students to share their answers. Guide students through the process
© SANTILLANA - Any reproduction is prohibited.

with questions like:

• Which types of activities can we do in Art Class?
• Do we just draw, or do we do other things as well?
• How many can you name?

3. Ask students to proceed to page 17 to continue with the reading.

a. Have students make inferences on what is going on in the picture.

16 www.santillanapr.com
 Reading
After the Reading

1. Ask students to vote on their fa-

vorite activity in the art class:
drawing, coloring, or painting.
a. Draw a chart with three col-
umns on the board.
b. Invite students to draw an x
under their favorite choice.
c. Discuss your results in class.

2. Allow students some time to work

on their favorite art form (draw-
ing, coloring, or painting).

It’s time to go home. a. Create centers with materi-

als suitable for each art form
Ann tells her mom (drawing, coloring, painting)
about her day.
b. As students create their art
Ann loves school! pieces, take pictures of them.
Make sure your butterfly mas-
cot appears in the pictures.

Keywords Vocabulary
c. Have students use the pic-
tures of them throughout the
different places in school to
illustrate their own storybook
of their experiences in school.

school teacher book pencil

© santillana

seventeen 17

Notes

b. Guide the reading with questions like:

• Where do you think Ann and her mother are going?
• What do you think Ann is telling her mother?
• What do you think Ann is holding in her hand?

4. Have students focus on the keywords on page 17 of the textbook.

a. Invite students to make sentences with each word and share them
© SANTILLANA - Any reproduction is prohibited.

with the rest of their classmates in a guided discussion.

b. Ask students to work on their notebooks and write a senetence
with each of the words on the Keywords section on page 17 of the
textbook.

17
 Think About It
Initiation
1 Match the people to their names below.
1. Ask students to turn to page 18 to
work on the Think About It! sec-
tion.
a. b. c.
2. Invite students to recall the events
in the story. Encourage them to
take turns and share their respon-
ses with the class.

3. Direct students to exercise 1. Have

any student read out the instruc-
tions. Instruct students to match
each character with the correct
name. Ann’s mom Ann Mrs. Taylor
4. Ask students to work on exercises
1 and 2 on page 18. Guide stu- 2 Mark the picture that shows where the story takes place.
dents through exercises 1 and 2
by asking questions like:
• How many characters can you a. b. c.
name in this story?
• Where does this story take
place?
3 Mark the picture that shows what Ann likes to do at school.
5. Ask students to go to exercise 3
on page 18. Ask:
• Which things does Ann like to
a. b. c.
do at school?
• Are any of these things shown

© santillana
in exercise 3?
18 eighteen

Notes
Development

1. Ask students to move to exercise 4 on page 19. Prompt students to recall

what happened at the beginning, in the middle and at the end of the
story. Have any student read out the instructions. If no student is able to
do so, you may read the instructions instead.

2. Guide them through exercise 4 by prompting students to:

• Look at the images in exercise 4; try to think what happened first,
© SANTILLANA - Any reproduction is prohibited.

second, and third.

• Use numbers 1-3 to organize these events.

3. Invite students to go to exercise 5. Have any student read out the in-
structions. If no student is able to do so, you may read the instructions
instead. Ask:
• What was your favorite part of the story?

4. Invite students to recall the events from the reading in order to complete

18 www.santillanapr.com
 Reading Comprehension
Closure
4 Put the events from the story in order using numbers 1 to 3.
1. Have students go to the Living To-
gether section.
a. b. c. 2. Guide students through the ex-
ercise by asking them to analyze
and reflect upon the situation pre-
sented in this section.
5 Draw your favorite school activity that Ann does in the story.
3. Ask students to imagine if they
were in the classroom and sud-
denly a friend spills something.

4. Generate a discussion with the fo-

llowing questions:
• How would your friend feel if
you helped him or her clean
up?
• How do you feel helping oth-
ers?
Liv n To ether Peace Education • Would you like it if someone
helped you in a situation like
1 Imagine that you are in the classroom this?
and your friend spills something. Answer:
5. Direct students to complete the
a. How would your friend feel if you exercises on pages 6 and 7 of the
helped him or her clean up? workbook.
b. How do you feel after helping others?
6. Guide students through the pro-
cess by asking questions related to
the exercises.
© santillana

nineteen 19

Notes

exercise 5. Motivate students to share their responses with the rest of

the class. Invite them to brainstorm which events happened first, second,
third... and so on.

5. Guide students through exercise 5 with questions like:

a. How many school activities did Ann do at school?
b. How many can you name?
© SANTILLANA - Any reproduction is prohibited.

c. Think of your favorite. Make a drawing about it

6. Ask students to think about which of all school activities are their favor-
ite. Motivate students to share their answers with the class.

7. Prepare several sentence strips with different activities such as: Art Class,
Language Arts, Math, Playground Time, etc. Paste the sentence strips on
the board.

19
 Letters and Sounds
Initiation
1 Trace the letters of the alphabet and read them out loud.
1. Assess students prior knowledge Then, name the items.

Aa Bb Cc Dd
by asking questions like:
a. Can you name a word with
the letter ?
b. Which letter comes before/af-
ter the letter ?

2. Play “I Spy." Use this fun activity apple bee camera deer

Ee Ff Gg Hh
to ignite students' interest and as-
sess their vocabulary skills while
naming words with different let-
ters in a fun way.
a. Identify several items in the
classroom and have students
guess what you have spotted. ear fish giraffe house
b. You may start by saying “I spy
something that starts with the
letter...”
c. Have students try to guess the
Ii Jj Kk
object you are describing.
d. Invite students to take turns ice jar kangaroo
to stand in front of the room
and describe an object of
their choice to the rest of the
classroom.
e. As the student in front is de-
Ll Mm
scribing the object, direct the

© santillana
process by assigning turns for leaf melon
other students to join in and 20 twenty
participate.

Notes
Development

1. Initiate a discussion by having students name each letter of the alphabet.

a. Ask students to name several objects or words they know with
each letter. Encourage students to share their responses with the
rest of the class. Ask:
• What other words do you know with that same letter?

2. Ask students to trace the letters on pages 20-21.

© SANTILLANA - Any reproduction is prohibited.

a. Once students are finished, you may ask them to go ahead and do
page 8 from the workbook.

3. Prompt students to make a collage of their favorite letter. During this

"hands-on" activity, students will be able to polish their fine motor skills
while integrating Art with the Language Arts class.
a. Have several 8 x 11 copies of the shapes of all 26 letters in the
alphabet.

20 www.santillanapr.com
 Phonemic Awareness
Closure

1. After doing these activities the stu-

Nn Oo Pp Qq
dents can do a “Show and Tell”
where each one takes a turn in
front of the classroom to showcase
their favorite letter.

2. Have students create their own

personal word bank. Use this activ-
nest octopus pool queen
ity to increase students' vocabulary

Rr Ss Tt Uu skills in a creative and fun way.

a. Create a booklet with 26
index cards for each student.
b. Each student will write each
letter on the front of each of
rabbit soap table umbrella the 26 index cards.

Vv Ww Xx
c. The teacher will ask students
to sit in a group and will ask
letter by letter “Which words
do we know with the letter
?”
d. As students take turns to give
violin window x-ray out their answers, the teacher

Yy Zz
will write the words on the
board.
e. The students will write the
words corresponding to each
letter on the back of each
card.
© santillana

yellow zebra
twenty-one 21

Notes

b. Allow students to choose their favorite letter and a piece of con-

struction paper.
c. Each student will tear a small piece of construction paper and paste
it inside the letter shape to completely decorate it.
d. Underneath the letter, each student will write a word with that letter.

4. Guide students through the process by asking them questions like:

© SANTILLANA - Any reproduction is prohibited.

• What letter are you thinking of working with?

• Do you know many words with that letter?
• What would be your favorite word with that letter?
• Can you use that word in a sentence?

21
 Letters and Sounds
Initiation
1 Match the partner letters. Then, trace the words on the right.
1. Ask students to look at the class-

A k key
room alphabet.
a. Guide students to realize that
a.
each letter has a set of two,

C s sun
an upper case and a lower
case letter.
b. Explain to students that these b.

I p paw
are often called partner let-
ters.
c. Explain that uppercase letters c.
are used in proper nouns and

K a ant
lower case on common nouns.
d. Invite students to choose a
letter and name a common d.

O u use
and a proper noun with that
word.

2. Hide several matches (upper case e.

P i ice
letters/lower case letters) through-
out the classroom.
a. Guide students through the f.
classroom giving them tips
on how to find the missing
letters.
b. Whenever a student finds a
g. S o order
U c car
match, allow that student to
go in front of the classroom

© santillana
and say a proper and a com- h.
mon noun with that word.
22 twenty-two

Notes
Development

1. Direct students to page 22, exercise 1.

a. Have any student read out the instructions. If no student is able to
do so, you may read the instructions instead.

2. Ask students to match the partner letters and trace each word.
a. Allow students enough time to complete the exercise.
© SANTILLANA - Any reproduction is prohibited.

3. Ask students to turn to page 23.

a. Have any student read out the instructions. If no student is able to
do so, you may read the instructions instead.
b. Guide students through the process by asking them questions like:
• Which word corresponds to the letter a?
• Which word corresponds to the letter d?
• Which word corresponds to the letter f?

22 www.santillanapr.com
 Phonemic Awareness
Closure
2 Draw your favorite letter. Then, complete the sentence.
1. Ask students to do the exercise on
page 9 from the workbook.
a. Have any student read out the
instructions. If no student is
able to do so, you may read
the instructions instead.
b. Guide students through the
exercise by asking them ques-
tions related to it.

2. Create a Word Wall-Word Walls

are used as an aid for students
to develop their vocabulary skills
by making reference to new or
unfamiliar words under study or
discussion.
a. Use foamies and sentence
strips to create a classroom
word wall.
b. Invite students to name words
for each letter.
c. Write down words in sen-
tence strips and paste them
on the wall under the corre-
a. My favorite letter is because sponding letter.
d. As the school year passes, you
may expand this Word Wall by
© santillana

. adding the new voacabulary

words learned in each unit.
twenty-three 23

Notes

• Which word corresponds to the letter h?

4. When students finish, you may ask them to take turns to go in front of
the classroom and showcase their favorite letter.
a. Direct the process by giving students turns to present in an orga-
nized fashion.

5. Expand students' learning experience:

© SANTILLANA - Any reproduction is prohibited.

a. As students present their favorite letter, you may ask other students
to join in and name other words with the letter presented by their
classmate.
b. Ask other students to say a sentence with the different words
discussed.

23
 Words to Know
Initiation School Supplies
1. Ask students to go to page 24 and
look at the picture to generate a
guided discussion.

2. Direct the discussion with ques-

tions like:
• What do you see in this
picture?
• Which objects can you iden-
tify in the picture?
• Which of these objects can
we find in our classroom?
• Are there any objects in our
classroom that are not shown
in the picture?

3. Invite students to participate in a

guided discussion about school
materials.
a. Write a prompt on the board
that says: This is a
and I use it for . glue eraser ruler
b. Have students take turns
to go in front of the class,
choose a supply of their
choice and complete the
sentence.
c. Invite other students to join in
crayon scissors paint

© santillana
and name other uses (if any)
for that supply. 24 twenty-four

Notes
Development

1. Ask students to move to page 25, exercise 1.

a. Have any student read out the instructions. If no student is able to
do so, you may read the instructions instead.
b. You may help students by reading the sentences for better compre-
hension.
c. You may guide students through the exercise by asking them ques-
© SANTILLANA - Any reproduction is prohibited.

tions like:
• Which school supply helps us get rid of mistakes?
• What do we use to cut paper?
• Which supply best helps us with painting?

2. Ask students to do exercise 2 on page 25. Invite any volunteer to read

and answer the excercise.

24 www.santillanapr.com
 Vocabulary Development
Closure

1 complete the sentences. 1. Direct students to page 10 of the

workbook and complete the exer-
cises.
a. My gets rid of mistakes. a. Guide students through the
exercise by asking them ques-
tions related to it.
b. I use to cut paper. 2. Decorate a classroom bulletin
board with pictures of different
school supplies.
c. I make paintings with . a. Create sentence strips with
the names of each item.
2 Name the items. Find the hidden words in the word search. b. Show students each sentence
strip to have them try to iden-
tify each vocabulary word.
c. Allow students to take turns
N l R A l I y R to label each item showcased
c R A y o N R u in the bulletin board.

B A D e c s u l d. You can extend the activity

by taking a group picture of
e R A s e R y e your students in front of the
N A s B A o I R bulletin board.

P e N c I l R u e. This picture can be used

by them for a journal entry
T u A c h v e l which could be saved in the
s c I s s o R s student's portfolio.
© santillana

twenty-five 25

Notes

3. Ask students to go through exercise 2; you may ask them questions like:
• What are the names for the supplies shown?
• Where do you find the word crayon?
• Where do you find the word ruler?

4. Invite students to work collaboratively in groups to create a riddle about

a school supply.
© SANTILLANA - Any reproduction is prohibited.

a. Gather students in a group to discuss the riddles each group has

created.
b. Allow each gruop to take turns and present their riddle in front of
the class.

25
 Grammar Grammatical Concepts

Initiation Basic Sentences and Subject Nouns

1. Introduce students to the concept 1 Read the sentences. Then, circle the subject noun.
by asking questions related to ba-
a. I like school.
sic sentences.
a. You may ask questions like: b. My dog is fluffy.
• What is a sentence? c. Ann loves singing.
• Which are the parts of a
sentence? 2 complete the sentences. use the word bank
and the picture clues.
2. Prepare several sentence strips
with complete sentences and
fragments.
Ann Mrs. Taylor student

3. Classify sentences and fragments.

a. Draw a T-Chart on the board
labeled sentence/fragment.
b. Allow students to take turns
to classify the strips accord- a. The writes his name.
ingly.

Development

1. Ask students to turn to page 26. b. loves recess.

a. Have any student read out the
instructions. If no student is
able to do so, you may read
the instructions instead.
b. Allow students enough time
c.

© santillana
to complete exercises 1 and 2. is a good teacher.
26 twenty-six

Closure

1. Direct students to page 12 of the

workbook.
Notes
a. Guide students through the
process by asking questions
related to the topic.

2. Write several incomplete sentenc-

es on the board (missing capital
letter, punctuation mark.)
© SANTILLANA - Any reproduction is prohibited.

a. Ask students to look at the

sentences and take turns to
identify what is wrong with
each.
b. Allow students to take turns
to fix the sentences on the
board.

26 www.santillanapr.com
 Activity Time
School Supplies Booklet
A booklet is a small group of
pages that give information
about a certain topic.
You can create your own
information booklet about the
supplies you use at school.
Supplies
• 6 sheets of paper
• crayons
• stapler
Steps
1 Write “My School Supplies”
on a sheet of paper.
2 Write the name of five
school supplies on the top
of each of the other five
pages.
3 Draw pictures of
the school supplies
underneath their name.
4 Write a complete
sentence about each
school supply and glue
© santillana
the pages together.
creative Project
Initiation
1 1. Ask students to turn to the Activ-
ity Time section on page 27 of the
textbook.
a. Have paper, crayons and a
stapler available for all stu-
dents.
b. Direct students through the
2 activity by helping them read
the instructions.
Development
1. Invite a student to the front of the
class to follow and model the in-
3 structions to the rest of the class.
a. You may suggest students to
recall and browse the class-
room for school supplies.
b. Review with your students all
the school supplies previously
discussed in the story and the
4 ones mentioned by them.
Closure
1. While students work on their
booklets, you may assist them by
asking them questions like:
twenty-seven 27 a. How many supplies have you
identified?
b. Can you think of any others
Notes that we have not mentioned?
2. Invite students to sit in as a group
for a Show and Tell of their
"Schools Supplies Booklet."
a. Ask students to take turns to
stand in front of the class-
room and share their work
with the rest of the class-
© SANTILLANA - Any reproduction is prohibited.
mates.
b. Allow other students to join
in and participate by sharing
their insights.
27
 Songs and Rhymes Auditory Discrimination

Initiation My School
1. Begin the activity by generating a 1 Read the poem.
group discussion about school.

2. You may ask questions like: I like my school.

• How many places in school
It’s so much fun!
can you name? There’s so much I can do.
• What is your favorite place in I like to read.
school? I like to write
• How many school workers do And paint a picture, too!
you know?
I also like to do my math.
3. Have students listen to the rhyme I like it when we play.
“My School.” With all that I am learning,
I’m getting smarter every day!
Development
2 circle the words that rhyme in the poem and write them down.
1. Direct students to page 28 of the
textbook.

2. Have students follow you as you

perform a guided reading of the
poem. 3 complete the sentence about yourself. use the word bank.
3. Ask students to complete exercise
2 on page 28 of the textbook. play read write sing eat draw
a. Allow enough time to com-
plete the exercises.
b. Encourage students to circle
the words that rhyme and a. At school, I like to .

© santillana
write them down in the space
28 twenty-eight
provided.

Closure
Notes
1. Ask students to complete exercise
3 on page 28 of the textbook.
2. Go back to exercise 2 and dis-
cuss with students the words that
rhyme.
a. Reread the poem if necessary.
b. Have students find other words
© SANTILLANA - Any reproduction is prohibited.

that rhyme with the ones they

circled on exercise 2.
c. Ask them to write a new
poem and share it with the
rest of the classmates.

28 www.santillanapr.com
 Making Connections social studies

Initiation
School Workers
1 look at the pictures of the people who work at Ann’s school. 1. Ask students to turn to page 29
connect the workers with their job’s names. and work on exercises 1 and 2.
a. Ask a volunteer to read the
instructions for the rest of the
a. librarian class.
b. Ask students questions
related to the school workers
and their jobs to engage their
prior knowledge.
b. teacher c. Monitor students as they
connect the pictures of school
workers with their job names.

Development
c. food server
1. Motivate students to work on a
Group Oral Presentation.
a. Divide students into four
groups.
d. principal b. Direct all groups to create a
presentation board on a spe-
cific school worker.
2 Write the name of the school worker who works in a classroom. c. It should include specific
details such as: name, work
place, job description.
d. Allow groups to go in front
© santillana

of the classroom to share the

twenty-nine 29
information with their class-
mates.

Closure
Notes
1. Have students work on a journal
entry titled: My Favorite School
Worker.

2. Prompt students to participate in

a show and tell to share their jour-
nals with the other classmates.
a. Allow volunteer students to
© SANTILLANA - Any reproduction is prohibited.

share their entries.

b. Motivate other students to
join in and share their journals
with the rest of the class.

29
 Review
Initiation
1 At the end of the story, who does Ann tell about her day?
1. Ask students to recall the topics Mark the correct picture.
from page 9.
a. Prepare a sentence strip with
the phrase: What I learned
a. b. c.
about…
b. Discuss each topic with the
students.
c. Allow students the opportunity 2 Write the partner letter for each letter. Then, write a word
to share their own experience. that starts with each letter.

B
d. Write the students' responses
on the board and have them
write them in their notebooks. a.

f
2. Play "Duck, Duck, Goose": Use
this activity to randomly assign a
letter to a student who will have b.
to name a word with that letter.
a. Invite students to sit in a circle.
b. Start by modeling the activity
to your students.
c. H
l
c. Invite other students to join in
choosing a "goose".
d.
d. When the goose is called, the

R
teacher must assign a letter
for the student to reply with
another word. e.
e. If the student called in an-

© santillana
swers correctly,he/she takes a
30 thirty
turn in choosing a "goose".

Notes
Development

1. Ask students to go to page 30 of the textbook.

a. Have any student read out the instructions. If no student is able to
do so, you may read the instructions instead.

2. Guide students through exercises 1 and 2 making sure they understand

the instructions and asking questions like:
• Which of these characters did Ann meet at the end of the story?
© SANTILLANA - Any reproduction is prohibited.

• Which words can you write for each of the following partner letters?
• Which new words can we create with the letter Bb?
• Which new words can we create with the letter Hh?
• Which new words can we create with the letter Rr?

3. Direct students to answer exercises 3 and 4 from page 31.

a. Guide students through exercises 3 and 4 making sure they under-
stand the instructions and asking questions like:
30 www.santillanapr.com
 Assessment

Closure
3 label the pictures.
1. Take some time to discuss the ex-
ercises with your students.
a. Generate a discussion in
which all students can share
their responses.
b. Ask students to go to page 13
a. c.
of the workbook and com-
plete the exercises.
c. Guide students through the
exercise by asking them ques-
tions related to it.

2. Have students create a booklet of

b. d. their experiences at school titled
My School Booklet.
4 circle the subject noun in the sentence below.
a. Create an exhibition of the
a. Mrs. Taylor reads a book to the class. booklets made by your stu-
dents.
b. Have other classrooms come
Hello! We are Roco, the dog, and Lala, the
Resfoprect
over and see them.
cat! We are here to help you learn more
c. Your students can answer
about pets. Pets are a huge responsibility.
Animals Are you ready to care for a pet? questions to the visitors re-
lated to their own booklet.
• list three things a new pet might need
to feel at home. 3. Play the song "My School" from
the Music CD to have students
• Discuss why pets are a big
review the concepts learned on
responsibility.
Chapter 1: My School.
© santillana

thirty-one 31

Notes

• What are the school supplies shown in this picture?

• Which words in this sentence are subject nouns?

4. Direct students to work on the Respect for Animals section on page 31

of the textbook.
a. Guide students on shared discussion on the responsibilities of hav-
ing a pet.
© SANTILLANA - Any reproduction is prohibited.

b. Guide students to reflect and discuss on the following questions:

• Which three things do pets need to feel at home?
• Why are pets a big responsibility?
• What type of pet do you have at home?
• What responsibilities do you have with your pet?

31
 Chapter My Body Is Great!
2 Workbook pages: 14-21

Standards Skills
• Listening / • Reading Observing and remembering; comparing and contrasting; grouping
Speaking and labeling; classifying; inferring; analyzing; reasoning; evaluating;
• Writing making decisions; solving problems

Let’s Read! Title: "What Can You Do?"

Concepts Objectives

• five senses • Learn about the five senses and the parts of the body that are needed for each
sense.
• parts of the body

Think About It
Concepts Objectives

• five senses • Identify important details in the story. • Distinguish between real and
imaginary.
• parts of the body • Recall the sequence of events in a
logical order. • Identify fact and opinion.
• Identify the main idea.

Letters and Sounds

Concept Objectives

• short vowel sounds • Review, identify, and write words with short vowel sounds.

Words to Know
Concept Objective

• body parts • Use vocabulary related to parts of the body.

 Grammar
Concepts Objectives

• singular and plural nouns • Identify adjectives.

• adjectives • Complete sentences using singular and plural nouns.

Activity Time
Concept Objectives

• body parts • Create a life-size version of themselves and label their body parts.

Songs and Rhymes Song: "Head, Shoulders, Knees, and Toes"

Concept Objectives

• parts of the body • Identify parts of the body using the song.

Making Connections Science

Concept Objectives

• characteristics • Relate characteristics of parents to those of students.

Living Together Respect for Animals

Ethics and Social Responsibility Types of pets
 Capítulo

2 My Body Is
Great!
Initiation

1. Gather students in a group. Start a

discussion by asking them to look
at the picture from page 32 and an-
swer the following question:
• What do you see in this pic-
ture?
a. Allow students to identify ele-
ments that they see in the pic-
ture according to their prior
knowledge.
Chapter
2. Instruct students to read the title
of Chapter 2: My Body is Great!
Ask them to give their opinion on
why their bodies are great. Write
My body is great because… on the
My Body Is Great!
board.
a. Invite students to stand in
front of the classroom and Let’s Predict!
share their answers. • What are the five different senses shown
in the picture above?
3. Ask volunteers to answer questions
from the Let’s Predict section. • What body part do you use to see?
• What are the five body parts?

© santillana
• What body part do we use to 32 thirty-two
see?

Notes
Development

1. Extend the previous discussion by asking students questions like:

• Which sense do we use to smell?
• Which sense do we use to taste?
• Which sense do we use to touch?
• Which sense do we use to hear?

2. Ask students to turn to page 33 and work on exercises 1-3.

© SANTILLANA - Any reproduction is prohibited.

a. Have any student read out the instructions. If no student is able to

do so you may read the instructions instead.
b. Guide students through the exercises by asking them related ques-
tions like:
• Which word is describing in this sentence?
• How can we know if a word is referring to more than one thing?

32 www.santillanapr.com
 Closure
1 Fill in the blanks to describe yourself.
1. Direct students to work on the I
will learn about section on page
a. I am a (girl/boy) . 35. Invite any volunteer to read
the instructions.
a. Assess student’s prior knowl-
b. I have (two/three) ears. edge by asking them to discuss
what they know about the top-
ics to be worked in chapter 2.
c. I have (one/two) nose. b. Draw a "T-Chart" to record
their answers on “What I
2 Underline the word that describes something Know” and “What I Want to
in the sentence below. Know.”
a. The boy has big eyes. c. Guide students through the
process by asking questions
3 Circle the plural word, or the word that refers to more like:
than one thing. • What are nouns?
• What are adjectives?
eyes nose mouth • What are short vowel
sounds?

2. Play song “Head, Shoulders, Knees,

• how our bodies work
• the five senses
• parts of the body
© santillana
and Toes.”
a. Have students sing and dance
• short vowel sounds
to the song.
• how we look
b. Give students the opportunity
• nouns and adjectives to be creative and make their
own version of the song and

share it with the rest of the

thirty-three 33 class.

Notes

• Which word refers to more than one thing?

• How do we look?

3. Generate a group discussion having students take turns to describe how

they look.
a. Invite students work in pairs and describe a partner in front of the
class.
© SANTILLANA - Any reproduction is prohibited.

4. Extend this activity by asking them questions like:

• Besides having the same parts of the body, are there things that
make us different from each other?
• Invite students to join in and share their responses.

33