Stories Juan Bobo

LESSON 1
folk tales
STANDARDS AND EXPECTATIONS
Lesson 1: Folk Tales
Standard for listening comprehension and speaking
3. AO.CC.1
Participates effectively in a variety of discussions about readings and grade-assigned topics.
3. AO.CC.1c
Explains own ideas in light of the discussion.
Standard for Fundamental Reading Skills

3. LF.F.4
Reads with sufficient accuracy and fluency to understand.
3. LF.F.4b.
Reads texts independently, with intonation, fluency (90-130 words per minute) at grade level.
3. LF.F.4c.
Use context to confirm and self-correct word recognition and understanding, and reread if
necessary.
3. LF.FRP.3
Knows and applies phonics concepts and word analysis skills at grade level.
Writing and text production standard

3.E.PE.5
With guidance and support from classmates and adults, strengthen writing by revising and
editing to clarify meaning, using grade-appropriate grammar, stress, spelling, punctuation,
capitalization, and sentence types.
3.E.TP. 2a
Use organizational strategies (e.g., graphic organizers, labels, notes) and take notes to keep
track of information, and relate themes and subthemes to supporting evidence.
3.E.TP.2e
Use transitional phrases (for example: also, other, and, furthermore, but) to connect ideas within
categories of information.
3.E.TP.2f
Uses domain-specific vocabulary to inform a topic.
3.E.TP. 3a
Use strategies (for example: notes, graphic organizers, guide texts, networks) to develop and
organize ideas (for example: chronology, problem and solution).
Standard for language proficiency

3.L.CL.3
Uses grade-appropriate knowledge of language and its conventions in listening, speaking,
reading, and writing.
3.L.CL.3a
Choose words and phrases to achieve an effect according to the speaker's attitude.
3.L.CL.3b
Recognize and observe differences between the conventions of spoken and written Spanish.
3.L.CL.3c
Identify exclamatory, interrogative, declarative, hortatory and desiderative sentences.
3.L.NE.1
Demonstrates mastery of grade-appropriate Spanish standards when writing or speaking.
3.L.NE.1h
Use conjunctions correctly.
3.L.NE.2
Demonstrates command of grade-appropriate Spanish standards, such as punctuation,
capitalization, and accentuation when writing.
3.LV5
Demonstrates understanding of the relationships between words and their various meanings.
3.LV5b
Distinguishes varieties of meanings between related words that indicate mental states or varying
degrees of uncertainty (for example: knew, believed, suspected, wondered). Use the subjunctive
mood to express doubt.
3.LV6
Acquires and accurately uses conversational words and phrases, grade-appropriate domain-
2
specific techniques, including those that signal spatial and temporal relationships (for example:
That night after dinner, we went to pick them up).
Informational Text Reading Standard

3.LI.ICD.3
Explains the relationship between a series of historical events, scientific ideas or concepts, or
steps in a technical procedure, using language related to time, sequence, cause and effect.
Standard for reading literary texts

3.LL.ICD.1
Uses self-monitoring phrases (“I think…”, “This reminds me…”, “This was about…”) and self-
correction strategies (e.g., rereading, recognizing words using phonics and context clues,
visualization) and doing questions to demonstrate understanding, referring to specific details in
the text as a basis for the opinions and conclusions offered.
3. LL.ICD.2
Tell stories, including fables and folk tales from different cultures, and demonstrate
understanding of the central message or lesson and how it is conveyed through key details in
the text.
3.LL.ICD.3
Use supporting evidence to describe the characters in a story (for example, their characteristics,
motivations, and feelings) and explain how their actions contribute to the sequence of events.
3.LL.ICI.10
Identify and describe cultural characteristics present in different genres, including stories,
legends, poetry, fables and myths.
3.LL.ICI.7
Explain how specific aspects of the illustrations or images in a text help clarify what is expressed
through the words in a story (for example, creating atmosphere, emphasizing aspects of a
character or place).
3.LL.TE.4
Determines the meaning of words, the variety of meanings based on their relationship (e.g.,
synonyms), word structure (e.g., common prefixes, root), context, and sentence structure, while
distinguishes literary language from non-literary language.
Standard of person, places and environment

PLA.3.5
They develop experiences that involve studying and analyzing the landscape from its various
components; natural landscape, cultural landscape, human activities that require person-
environment interaction [tours or educational itineraries, field studies.
PLA.3.7
Formulate and seek answers to geography questions related to the community, the town or
municipality and the country.
PLA.3.9
In the classroom, he investigates the representation of the Earth through various types of maps,
globes, technologies and other geographical instruments that allow him to observe and
investigate people, places and the environment.
PLA.3.10
Uses image, illustration or photography to describe characteristics of space, the environment
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and human activities, and the interaction of humans and the environment.
Cultural identity standard

Manifests sensitivity and expresses emotions through the appreciation, perception and
enjoyment of artistic works and historical monuments that are part of the cultural heritage of
Puerto Rico.
Standard of change and continuity

CC.3. 1
Participates in activities corresponding to a certain time and uses relevant vocabulary to refer to
the events that occurred in a country: past, present, future, agriculture, livestock, commerce,
industry, occupations, work.
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OPENING
Lesson 1: Folklore Tales
Look closely at the following image. Discover the hidden secret.

Look for the answers to the ideas given and decipher the secret.
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Let's get to know a little more!
Attached Land of the sleeping giant.

This municipality is known as the “City of
Sleeping Giant”, the
“Land of Lakes” and
the “Switzerland of
America”.
Adjuntas belongs to the

western region of the Central Cordillera, which is why it
has a mountainous topography. It borders to the north
with Lares and Utuado; to the south with Yauco,
Guayanilla and Peñuelas; to the east with Utuado and
Ponce and to the west with Lares and Yauco. Its name is
derived from “attached lands” because it was part of the
territory of the Villa de San Blás de Illescas, known today
as Coamo.
Adjuntas has a large number of lakes, which inspired the

concept of the “Land of Lakes”. Another of his cognoments
is that of the “City of the Sleeping Giant”, which refers to
the silhouette of a lying man that can be seen from the
town on the top of a mountain.
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READING
Lesson 1: Folklore Tales
Instructions: Read the story Juan Bobo is looking for a job. Use reading strategies
such as: reading aloud and rereading so that you understand the story. If you need help,
ask your parents or guardian to help you understand and reread.
Juan Bobo is looking for work
In the mountains of Puerto Rico there lived a boy

named Juan Bobo. He lived with his mother in a
humble little house near the Land of the Sleeping
Giant in Adjuntas.
Juan Bobo's mother washed and ironed clothes to

earn money to buy food and cover the needs of the
home and Juan Bobo. One day the mother, already
tired of washing and ironing clothes for so little money,
tells Juan Bobo:
— Look for a job, Juan.
—It's okay mom, I'll go out early tomorrow to look for work! —Juan Bobo
responded excitedly.
The next morning Juan Bobo got up early, drank a delicious coffee and put a
piece of bread in his pockets. Before leaving, his mother told him, remember, Juan
Bobo, when they pay you, don't put it in your pocket. Juan Bobo, happy and naive, said
goodbye and walked away. Suddenly he saw a truck going towards the town and got
into one of them. During the trip he thought about what he would do with the money he
would earn. “I'll buy a cow,” I thought. The cow will give me calves. When the calves are
big I will sell them for a lot of money. Later, I'll buy chickens. I will make a chicken coop.
The chickens will give me eggs, the eggs will give me chicks. When the chicks are hens,
they will have more eggs and I will sell them dozen by dozen and then I will finally be
rich. I will marry a beautiful princess. I will live in a big house and there will be no need
for food. I'll give you all a big dinner. Then my mother will be happy when she no longer
has to work.” Suddenly the truck stopped at Don Pepe's farm.
Juan Bobo immediately shouted: —Don Pepe, Don Pepe, can you give me a job.
—Are you looking for work? —Don Pepe asked. He looked him up and down and
said: you are very small, what do you know how to do?
—Anything sir, —Juan Bobo responded.
Then Don Pepe told him: - shell these beans, put the beans in the wheelbarrow
and pile the shells on the ground.
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Juan Bobo, happy to work, began to sing while whistling. While whistling he threw
the shells into the wheelbarrow and piled the beans on the ground. When I finish I
scream with happiness:
—Don Pepe, I've finished my work!
Then Don Pepe, when he saw the shells in the wheelbarrow, shouted.
—What have you done? What did Juan Bobo do with the beans?
—I only did what you told me, that I would put the husks in the wheelbarrow and
pile the beans on the ground.
Don Pepe sighed, — it's okay boy, you've worked a lot. Take this money to your
mom.
Then Juan Bobo thanked him and put the coins in his pockets. On the way home
and suddenly Juan Bobo thought and asked himself: “What did my mother tell me?” I
can not remember it.
—Ahhh! I remember that he didn't put the coins in his pocket.
When he got home he screamed with joy,

—Mom, mom, Don Pepe gave me a job, look at the coins I brought. When he put
his hands in his pockets, the only thing Juan Bobo found were two large holes in
his pockets.
Then Doña Juana told him: —Juan Bobo, I told you that you will bring the money
in your hand. Your pockets are torn. Juan Bobo lowered his head in distress.
And his mother told him — it's okay, my son. —Take this sack and tomorrow you
will return to Don Pepe's farm to look for work and when he pays you, put the
payment in the sack.
Juan Bobo said: - yes mom, yessssss, I will do it that way.
The next morning Juan Bobo went to the farm early and Don Pepe sent him to his
sister's house to help him at the inn. When the owner of the inn arrived, she asked him if
he was hungry,
Juan Bobo answered her - a bit of a lady, but I can work to eat from your inn.
"It's okay," the owner said. —You help me dust some carpets, but first have your
breakfast.
When he finished eating, Juan Bobo said how delicious they cook at this inn. Now
I'm going to work. I look for the rugs and immediately take the rugs to the patio and hook
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them on a wire twine. He looked everywhere, got a big stick and said with this I'm going
to dust them off. He grabbed the stick and started spanking them. Boom, boom, boom!
The stick sounded on the carpets. He whipped them, while singing peasant music. It
continued like this for hours until it broke them into pieces.
—You can bring the rugs: the owner of the inn shouted from afar.
-You have worked hard. You are a very hardworking child. Now you can go play
in the yard with the neighborhood kids.
When the lady saw the carpets, she shouted:
—what have you done Juan Bobo.
He answered, very sure of himself, — clean the carpets that had a lot of dust.
Immediately, the woman called her husband to see what Juan Bobo had done.
Upon noticing the lady's expression of annoyance, Juan Bobo ran. He thought the
lady was going to spank him with the stick. Ashamed, he hid in a corner to cry.
—You have to teach him to work, said the husband.

—It seems like he's kind of stupid. He is a poor boy.
Then, the lady called Juan Bobo and gave him four dollars. He put them in his
bag and left very sad. He managed to take the money to his mother and returned to the
town the next day to look for work.
When he was walking he met Don Pepe on the way taking the children to school
and he accompanied them. When they returned from taking the children to school,
Juan Bobo said in a low voice, "Don Pepe would like to go to school." I want to
learn to read and write.
Don Pepe told him tomorrow you will go with the children to school.
The next day Juan Bobo put on clean clothes and went to school with the
children.
-What is your name? —the teacher asked him.

—My name is Juan Bobo, he responded. All the children started laughing when
they heard his name.
—The teacher asked him: Do you know how to read?
—Yes, I have many story books in my house, Juan Bobo responded.

—I know fairy tales, about enchanted palaces, exaggerated stories, about why
and how and about animals that talk. He immediately looked for a book and
began to read, to surprise the teacher.
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—Once upon a time there was a sad princess. A prince saw her and helped her
stop being sad. He gave her his palace and took her to live there. When winter
came, the prince and princess got married and were happy.
The teacher, confused, thought: “this story is not in the book.”

I ask him - how do you know about that story Juan Bobo?
—That is one of the stories that my mother tells me at night before going to sleep:
she responded, Juan Bobo.
Then all the children were happy with Juan Bobo's story. He went together with
the children and told them the story of the postman, the story of the pumpkins, the story
of the frog and the story of the stork until little by little the children helped him learn to
read.
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READING COMPREHENSION
A. Practice exercises
Read again the paragraph where Juan Bobo thought about what he wanted to do
during his trip to look for work. Then order them from 2 to 11
When the calves are big I will sell them for a lot money.
I will marry a beautiful princess.
Later, I'll buy chickens.
When the chicks are hens, they will have more eggs and I will sell
them dozen by dozen.
_____1___ I will buy a cow.
___________ Then my mom will be happy when she doesn't have to work
anymore.
___________ The chickens will give me eggs, the eggs will give me chicks.
___________ Then I will finally be rich.
___________ I will live in a big house and there will be no need for food.
___________ I will make a chicken coop.
The cow will give me calves.
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B. Read, analyze and answer true or false.

________1. Juan Bobo knew how to read story books.
________2. Don Pepe asked Juan Bobo to dust the carpets.
________3. The husband of the owner of the inn advised her that she had to teach Juan
Bobo to work.
________4. Juan Bobo dreamed of getting married to be a king.
________5. The children at school laughed when they heard his name.
Training exercises (16 points)

Instructions: Read each of the premises and select the corresponding alternative. In
the open premises (9 and 10), answer each question in complete sentences.
1. Where did Juan Bobo live?
A. IntheDon's estate Pepe.
B. InheMunicipality of Attached.
C. Inthemountain of sleeping giant
2. According to the reading, what was Juan Bobo's mother's job?

A. Cook in the fonda.
B. Wash and iron clothes.
C. Take care of and clean the house.
3. What did the mother ask Juan Bobo?

A. Cook in the fonda.
B. Wash and iron clothes.
C. Take care of and clean the house.
4. How did Juan Bobo come to look for work on the first day?
TO. In pon.
b. Walking.
c. With a neighbor.
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5. What was the first job that Juan Bobo found?

A. Shell the beans.
B. Dust the carpets.
C. Help Don Pepe on the farm.
6. What was the first warning that the mother told Juan Bobo?
A. Bring a lot of money because we don't have anything to eat.
B. When they pay you, don't put the money in your pocket.
C. Put the money in the bag.
7. Why did Don Pepe look up and down at Juan Bobo?

A. Because of the cries of Juan Bobo.
B. Because of the way I ask for work.
C. Because he was too small to work.
8. According to the reading: what was the job that the owner of the inn gave to
Juan Bobo?
A. Go to school to study.
B. Shell the beans.
C. Dust the carpets.
9. According to the reading, what final event happened?

A. He went to school with the children.
B. He lost the money in his pockets.
c. He took the money home in his bag.
10. Who told Juan Bobo that he was a very hard-working child?
A. Mr. Pepe.
B. His teacher.
C. The owner of the inn.
11. Why did Don Pepe growl?

A. Because Juan Bobo yelled at him.
B. Because he did the job backwards.
C. Because Don Pepe didn't want to pay him.
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12. According to the reading, which event happened first?
T He went to school with the children. He lost the money in his pockets. He took the
O. money home in his bag.
b.
c.
13. Explain in your own words, why did Juan Bobo run when the lady at the inn
got upset? (2 points)
14. Do you think the mother was right to send Juan Bobo to work?
Because? (2 points)
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4
Expanding knowledge
Characteristics of folk tales
They do not have specific

authors.
They belong to a group of people or a

culture and are passed from one generation
to another.
Traditionally they were not written down, but

were told orally.
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Vocabulary
According to The Royal Academy
Española is a renown that

acquires a person for cause
of their virtues or defects or a
town by notables
circumstances or events
(which happens).
So that's why
so to the people
of Adjuntas
called The Land of
sleeping giant
Let's work:
Select 5 municipalities
of your preference, including
the one in which you live, search for the information on
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the internet and write the details of each of them .
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ORTHOGRAPHY
Question and exclamation marks
Observe:
Think and answer: What do the signs in the illustration

express?
In what type of sentence is each used?
Understands:
The question marks (?) serve to give the intonation of a question.

They are written at the beginning and at the end of questions or
interrogative sentences.
The exclamation (!) serve to give the intonation of

exclamation respectively. Exclamations or exclamatory sentences
marks, of are written at the beginning and at the end.
the
A period is never placed after question or exclamation marks.
Practice exercises:
Write the corresponding sign.

1. Where does Reinaldo 4. That's
live? lovely___
2. I feel so happy___ 5. How am I going to go to
school___
3. It will be difficult to 6. What a joy to see
find you
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GRAMMAR
Interrogative and exclamatory sentences
Interrogative sentences are

units of meaning that, in
Examples:
principle, ask the interlocutor
for some specific information. Do you want to go back to the
indicate direct questions. patio?
Are used to:
Shouldn't you treat your mom
{ ask questions,
better?
{ make some suggestion, Why don't you go play?
{ give some advice to the
recipient.
Exclamatory sentences are used

to express joy, anger, surprise,
pain or admiration. Example:
Help! Some exclamatory
expressions make up sentences Joy : I got a 100 on the
of the unimembre type, which proof!
simply mark a sudden reaction or
Surprise: Look, she was the
feeling. For example: What a
one who helped me!
surprise! or Long live the
country! Anger: Shut up already!
Practice exercises.
Write in the box an I if it is an interrogative sentence and an E if it is an exclamatory sentence
and write the sign that corresponds to the beginning and the end of each sentence .
1. ___You're not going to try again__________
2. ___ Excellent_____
3. ___ Where Luis's parents live___
4. ___ It is so hot___
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GRAMMAR OR SPELLING

Instructions:
A. Read each of the following answers. Then write an interrogative sentence
for each answer.
1 Wanda has three children, two boys and a girl.
2 I am in third grade of primary school.
3 I will arrive from the trip next Tuesday.
B. Look at each illustration and write an exclamatory sentence.
1.
2.
3.
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Learning sounds and letters

The sound of the b and v The sound of the b and
v
Observe: Observe:
trunk – trunk window – window glass – glass ball – ball
The letters b and v make the same sound
b v
The pronunciation of the Bb produces its The pronunciation of the
VV. has a
sound from the collision between the lips. sonority given by the
collision between
lips and teeth.
Words spelled with b Words written with v:

are:
> words that have the sound b before > words that begin with the roots: via-
a consonant. vie and viv examples: via je , viento
, vi ve.
Example: mist, plank
> after b-, d-, n- examples : obvious,
> Words ending in ble, -bility, - send, adverse.
bundo, -bunda.
> words with the endings ivo and iva
Examples: native , passive .
Examples: kind, sensitive ,
homeless
> in words ending in ave, -eve, except
There are two mobility exceptions
Arabic examples : soft, mild, serious.
,
ci vility , which are derived from
> after ol
mobile and civil
examples: forget, resolve, dust.
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Practice exercise
Instructions:
Underline the words that are spelled correctly.
1. sell
2. biejo bender
3. return
old
4. beauty
return
5. cow
beauty
6. voice
roof
7. becinos
rack
8. battery
mouth
9. picture
neighbo
vateria
window
benthanal
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TEXT PRODUCTION
Figurative and literal language
Literal and figurative communication make references

to two different forms of expression.
The literal figurative language

language
V It is the one that designates the real V It is one in which words or
and direct meaning of a word or expressions have a meaning
expression. different from the one they
V It is an informative, real, concrete originally have.
statement. V The figurative expressions are of a
V All the words in the sentence slower and more elaborate
interpretation.
express content that can be
verified and are not interpreted in a
V Figurative language is different
from literal language because it
way different from what they mean.
does not take the meaning of the
word literally.
The following table shows examples of the use of figurative and literal language
in context.
literal language Figurative language

Yesterday I went to the zoo and saw an He has more memory than an elephant.
elephant.
The dog made a hole in the garden. The head is hollow .
On summer nights you can see the The girl fell off her bicycle and saw the
stars clearly. stars .
The girl devours a water melon. The girl devours the books.
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Practice exercises
Instructions: Indicate with an X in each sentence if the
Prayers Literal Figurative

The youngest daughter had a heart of gold.
The eldest son wore a gold watch.
The lady had silver hair.
The garment I bought is silver.
The balcony chairs were old.
Susana and Carol were old friends.
When the light went out, she lit the candle.
Verónica lit up the party with her energy.
highlighted word is used with literal or figurative meaning.
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Instructions: Read each word and its meanings and to the right write
sentences with the meanings of each word.
heavy
That has a lot of physical mass. (literal sense) Person who is impertinent. (figurative
sense)
Device used to roast, cook or gratin food. (literal sense) Very hot place. (figurative
sense)
jewel
Object of gold, silver, with pearls or precious stones.

(literal meaning)
Very valuable person. (figurative sense)
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CURSIVE
Instructions: Practice the following phrases in cursive.
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2
8
Rubric to evaluate open responses.

Punctuation Criteria
2
The student answers what is requested in a complete sentence.
The student answers in a complete sentence, but it does not answer
1 what was requested, or the student answers what was requested, but
does not do so in a complete sentence.
Does not answer the question, or writes a sentence that does not
0
correspond to what was requested.
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LESSON 2
Tales of deception
(fable)
Lesson 2: Tales of deception (fable)
3.AO.CC.1c
3.AO.PC.8
Incorporates communication and relevant non-verbal language, such as gestures, posture, and
body movements.

3.LF.F.4
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0

3.LF.F.4b.
3.LF.F.4c.
Use context to confirm and self-correct word recognition and understanding, and reread if
necessary.
3.LF.FRP.3

3.E.TP. 2a
Use organizational strategies (e.g., graphic organizers, labels, notes) and take notes to keep
track of information, and relate themes and subthemes to supporting evidence.
3.E.TP.2f
3.E.TP. 3a

3.L.CL.3
3.L.CL.3a
Choose words and phrases to achieve an effect according to the speaker's attitude.
3.L.CL.3b
3.L.CL.3c
Identify exclamatory, interrogative, declarative, hortatory and desiderative sentences.
3.L.NE.1
3.L.NE.2
3.LV5b
Distinguishes varieties of meanings between related words that indicate mental states or
varying degrees of uncertainty (for example: knew, believed, suspected, wondered). Use the
subjunctive mood to express doubt.

3.LL.ICD.1
visualization) and doing questions to demonstrate understanding, referring to specific details in
the text as a basis for the opinions and conclusions offered.
3. LL.ICD.2
3
1
Tell stories, including fables and folk tales from different cultures, and demonstrate
understanding of the central message or lesson and how it is conveyed through key details in
the text.
3.LL.ICD.3
3.LL.ICI.10
Identify and describe cultural characteristics present in different genres, including stories,
legends, poetry, fables and myths.
3.LL.ICI.7
Explain how specific aspects of the illustrations or images in a text help clarify what is
expressed through the words in a story (for example, creating atmosphere, emphasizing
aspects of a character or place).
3.LL.TE.4

IC.3.10
Manifests sensitivity and expresses emotions through the appreciation, perception and
enjoyment of artistic works.
3
2
OPENING
Look closely at the following image. Answer the following questions to

make predictions.
In what environment is the image illustrated? What species of animals do you
observe?
Explain, what do you think the image is about?
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3
Read the following tongue twisters
Tongue twister
The free hare
jumps excitedly,
A turtle tortures exhilarated
another one-eyed turtle The hare jumps.
stumble on the nut Does the hare jump
behind the door free exhilarated?
Excitedly jumps
the free hare
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READING
Instructions: Read the fable of The Tortoise and the Hare. Use reading strategies such
as: reading aloud and rereading so that you understand the story. If you need help, ask
your parents or guardian to help you understand and reread.
The hare and the Tortoise
In a forest hidden behind the mountain lived the fastest hare in the world, or
at least that's what she said. He was
running from one place to another,
running from here to there and from
there to here, until one day he ran into a
turtle with fat legs and a big shell.
The hare was very amused to see the

tortoise dragging its fat little legs, while a
small push was enough for the tortoise
to jump with agility. The hare began to laugh at the slow tortoise and shouted
to everyone: -Look at the tortoise!
—Hey, turtle, don't run so much that you'll get tired of going so fast!
-said the hare, laughing at the tortoise.
The tortoise continued on his way, ignoring the taunts that the hare told him.
The next day the hare met the slow tortoise again and continued making fun
of her.
The tortoise, tired of his teasing, says to the hare:
—You will be fast as the wind, but I assure you that I am capable of beating
you in a race.
— Ha, ha, ha! I'm dying of laughter! But even a slug is faster than you! –
answered the hare, mocking and laughing heartily.
Then it suddenly occurred to the tortoise to make a strange bet with the hare.
"I'm sure I can beat you in a race," the tortoise said to the hare.
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-Me? -asked the hare, astonished.
—Well yes, to you, I indicate the turtle. —Let's place our bet on that stone
and see who wins the race.
The hare, confident in his abilities, accepted.
The next day they both met at the place they had agreed upon. All the
animals attended as an audience, since the news of such a curious athletics
event had reached the ends of the forest. A family of worms, during the night,
had been in charge of making grooves in the earth to mark the competition
track. The fox was chosen to mark the start and finish lines with sticks, while
a nervous crow prepared thoroughly to be the referee.
All the animals were ready to watch the race. The route and arrival were
indicated. Once it was ready, the race began to great applause.
Confident in his lightness, the hare let the tortoise go and lingered.
Wow, I had plenty of time to beat such a slow creature!
! Then, he began to run, he ran fast like the wind while the turtle went slowly,
but, yes, without stopping.
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Suddenly, the hare ran far ahead. He stopped at the side of the road and sat
down to rest. When the tortoise passed by, the hare took the opportunity to
mock her once again. He left advantage to him and newly undertook his fast
march.
He repeated the same thing several times, but, despite his laughter, the turtle
continued walking without stopping.
Confident in his speed, the hare threw himself under a tree and fell asleep
there.
Meanwhile, step by step, and as

lightly as he could, the turtle
continued on his way until he reached
the goal.
When the hare woke up, he ran with

all his might, but it was too late, the
tortoise had won the race.
That day was very sad for the hare and he learned a lesson that he would
never forget: you should never make fun of others.
Moral:
One should not make fun of the
others, nor boast or be vain.
With cunning and perseverance
we can reach the achievement of our
purpose.
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A. Practice exercises
Read each premise and mark the true ones with an X.
The turtle was not vain.
The turtle was fast and steady.
The hare was fast but not constant.
The hare was very fast, so he boasted about it.
The hare was happy, even though he didn't reach the goal.
The turtle, constantly and without stopping, reached the finish line first.
B. Training exercises (12 points)

Instructions: Read each of the premises and select the corresponding alternative. In the
open premises (9 and 10), answer each question in complete sentences.
1. In what environment does the story arise?
A. In field.
B. In the forest.
c. In the mountains.
2. What are the main characters of the story?

A. The tortoise and the hare.
B. The animals of the forest.
C. The worms, the fox, the crow, the hare and the tortoise.
3. What are the secondary characters in the story?

A. The fox and the crow.
B. The tortoise and the hare.
C. The animals of the forest.
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4. Why did the hare make fun of the tortoise?

A. Byits slowness.
B. Byits shell.
C. Byhis fat little legs.
5. Who proposed doing the race?

TO. The hare.
B. The turtle
C. Animals forest.
6. Why did the turtle reach the goal first?
A. Because the hare got tired and let it pass.

B. Because the hare got confident and fell asleep.
C. Because the turtle learned to walk faster.
7. What is the development of the plot of the story about?
A. Of the vanity of the hare.

B. Of the challenge of the race that the tortoise gave the hare.
C. Of the annoyance that the tortoise felt due to the hare's teasing.
8. Read the following dialogue:
—You will be fast as the wind, but I assure you that I am capable of beating you in a race.
According to the context of the sentence, the word swift means .
TO. fast.
b. slow.
c. calmed down.
A moral is a lesson or teaching that is deduced from a story, fable,

example, anecdote, among others.
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9. Based on the tortoise and the hare. Explain the two morals. (4
points)
With cunning and perseverance we can achieve our purpose.
One should not make fun of others, nor boast or be vain.
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CONNECTIONS TO LITERATURE
Expanding my knowledge
The fable
The fable is a literary genre of short fictional stories with didactic or

moralizing intentions. They are short stories.
It differs from other stories because of its moral, that is, an explicit
teaching on the interpretation of the story.
The characters are usually carried out by animals or objects so that
they develop actions and behaviors whose consequences they embody
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in a lesson.
• The characters, apart from being animals, are usually characterized by

broad features.
• One of these animals usually has vices and weaknesses, while others
have virtues and strengths.
• Each character, therefore, represents different human traits .
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Structure of the fable
Title
•Provide a general idea about the theme or the protagonists of the fable.
Start
• The characters and the main plot of the story are introduced.
Development
• Events unfold.
• The characters face a conflict.
Outcome
• The conflict is resolved.
Moral
• The teaching that history leaves is presented.
Read the following fable
The lying shepherd

A little shepherd watched his sheep on a mountain surrounded by farmers willing to help
him when he needed it.
On repeated occasions, the shepherd took advantage of this situation and asked for
help, shouting: “Help, Help, the wolf is coming and is going to eat us.
The farmers ran out to help the shepherd, but then they realized that it was a trick and
they went back to work while the shepherd laughed. On several occasions the pastor
repeated the same thing.
Then one morning, the shepherd began to shout for help, but the farmers, who knew the
shepherd's lies, thought that he was mocking them again and ignored him.
This time it was true and that's how the wolf
destroyed the shepherd's flock.
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Observe the structure of the fable.
On repeated occasions, the shepherd took advantage of this situation and asked for
help, shouting: “Help, Help, the wolf is coming and is going to eat us.
The farmers ran out to help the shepherd, but then they realized that it was a trick and
they went back to work while the shepherd laughed. On several
occasions the pastor repeated the same thing. Knot
Then one morning, the shepherd began to shout for help, but the
farmers, who knew the shepherd's lies, thought that he was
mocking them again and ignored him.
This time it was true and it was like the wolf
Outcome
I wipe out the shepherd's flock.
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GRAMMAR OR SPELLING
Sentences and the speaker's

intention Depending on the
speaker's intention,
Prayers allow us to
several
construct messages
with different purposes. • declarative
• Exhortative
The way we say or { Desiderative { Doubtful
pronounce a message depends on our attitude V In addition to the
as speakers. interrogative and
exclamatory
When communicating , we use sentences with questions that you
different intentions : to affirm or deny studied in the
something, to ask a question, to express previous lesson.
surprise or doubt .
Types of sentences Examples

Declarative (assertive) sentences are those we The child is lost.
use to report facts or ideas. They affirm or deny
something. Affirmative This island is wonderful.
Negative She doesn't know that place.

Wishful prayers express a desire. I would like to go on a cruise.
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Exhortatory sentences give an order, advice, Get up from the chair, right now.
command or request.
You can bring me the book.
Doubtful sentences are those that express Tomorrow it might rain.
doubt.
I hope you can come with us.
Practice exercise
Instructions: Read the following sentences and classify them with an X according to the
speaker's attitude.
declarative Desiderative Exhortative Doubtful
Prayers
1. My online classes are from Monday to
Thursday.
2. Maybe it's too late to arrive.
3. Please let me work.
4. May you do very well on the exam!
Training exercises
TO. Multiple choice (6 points)

Instructions: Read each premise and select the alternative that indicates
the correct answer.
1. An declarative sentence ___.

A. express doubts.
B. expresses a wish.
C. affirm or deny something.
2. Which of the following sentences is doubtful?

TO. Javier, give me that book.
b. The moon is seen at night.
c. Tomorrow, it may rain.
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3. A negative declarative sentence is:

TO. I went to school.
b. I have never traveled by plane.
c. This week, it has been very hot.
4. Which of the following sentences is wishful?

A. I hope to go to your party.
B. The food is ready.
C. You have to do your homework first.
5. Which of the following sentences is hortatory?
TO. My mom loves me.
b. Mom, I want ice cream.
c. My mom didn't take me with her.
6. We will possibly travel when COVID 19 is over. This sentence is___.

TO. hortatory
b. doubtful
c. desiderative
b. Couplet: (7 points)
Read the sentences and match by writing the letter in the line in the left
column.
_1. Who calls? TO. Affirmative
_2. Maybe they'll buy you a gift. b. Negative
_3. The moon is not seen during the day. c. Desiderative
_4. I hope you enjoy your vacation. d. Exhortative
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_5. The sun is very hot. AND. Doubtful
_6. Finish your homework now. F. Interrogative
_7. What a goal! g. Exclamatory
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TEXT PRODUCTION
Literary resources
Let's review: Figurative language is opposed to literal

language , which consists of the use of a word or
Figurative language is the language expression with its conventional meaning (real or
we use to express one idea in terms exact).
of another.
The writers plean figurative language to create images in the mind

of the reader. When figurative language is used, interpretation is up to the listener or
reader.
Let's look at these examples from everyday life:
When it is very hot, instead of saying “it is hot” we say: “this place is an oven”; If you see
a very thin person we say: “ He is like a stick ” and if someone gets up late we say: “ The
sheets stuck to him ”.
These three examples are part of figurative language. That is, the same thing, but in a
different way. This way of expressing oneself is not only found in everyday speech, but
also in literature.
Literary resources are the set of techniques, rhetorical figures and stylistic approaches
that a writer uses, with the aim of making a richer and more beautiful text for the reader.
In this unit we are going to learn about simile, metaphor and personification.
Simile, metaphor and personification
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Comparison allows us to establish similarities between different things, with some element
in common. Two of the resources used to compare are: simile and metaphor. Metaphor and
simile or comparison are rhetorical figures that share the characteristic of producing more or
less subtle associations between two or more terms, concepts or ideas.
What is
The simile or comparison establishes similarities
simil between two different things, but that have something in
e?
common.
What is
a metaphor?
The metaphor establishes an indirect comparison, in which one word is replaced by

another and takes on new meaning.
The simile differs from the metaphor in that it uses elements of relationship to join the two terms
in question with expressions such as: "which", "like", "which", "resembles" or "similar to", similar
to, among others.
An example of a simile would be: “His laughter was heard like a crash of glass throughout
the house.”
In the metaphor this element is not found, therefore, this association is suggested without it.
Thus, to transform the previous simile into a metaphor, it would be enough to reformulate the
phrase by excluding it: “The sound of his laughter was a crash of glass.”
Personification is a resource that consists of attributing human

properties and qualities to objects, inanimate things and animals
that are made to speak, act or react like a person. An example of
this is: The bee was chatting with the flower. (Reflects a
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personification of the bee because bees do not
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Practice exercises
Read each sentence and identify with an X which rhetorical figure it belongs to.
Simile ( S ), metaphor ( M ) and personification ( P )
Prayer Yes M Q
1. This dog is gentle like a lamb.
2. The moon laughed out loud.
3. Time is money.
4. Your eyes are two stars.
5. Your teeth are as white as pearls.
6. That athlete is lightning.
7. The car was crying from fatigue.
8. After taking a nap, he was fresh as a lettuce.

9. Notice that the star was blinking.
b. Instructions: Join the two columns to form sentences in which the simile is used,
writing it correctly on the following lines.
a) His eyes are blue like the mouth of the wolf.

b) The street was dark like a fish in water.
c) The afternoon was falling like a gray slab.
d) The tree is like the sky
e) You are tough like a house for birds.
f) He is happy like steel.
Follow this example. —

to. His eyes are blue like the sky.
b.
c.
d.
and.
F.
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A. Instructions : Read each of the metaphors, interpret what it refers to and write its
meaning below each one. (5 points)
Follow the example .
Example: When you wake up your hair is a scouring pad.

That her hair is tangled.
1. That exam was a gift.
2. They have it under the magnifying glass.
3. I love her golden hair.
4. The news hit me.
5. The emeralds on her face stare at me.
B. Instructions: Read each of the simile and write its meaning. (5 points)
Example: Your eyes are like stars.

That shine a lot .
1. Your grandfather is similar to the lamp post.
2. Your eyes are like jet.
3. It moved like lightning.
4. When fighting he is the same as an oak.
5. Yellow curls like gold.
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C. Instructions: Underline the personifications that appear in these sentences. (5

points)
Example: I noticed that the star was blinking.
1. The sun was responsible for protecting her by giving her warmth with its rays.
2. Nature is wise, otherwise it would be impossible for so much beauty to exist.
3. The angry wind destroyed all the houses in the area.
4. The sea screams because visitors dirty it.
5. The river sings as the current goes down.
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PRACTICE EXERCISES ANSWER KEYS LESSON 2
True Text production

Grammar or spelling
1. simile
declarative
1, 3,4,6 are true
2. personification
doubtful
3. hortatory metaphor
4. metaphor
desiderative
5. simile
6. metaphor
7. personification
8. simile
9. personification
Sounds and letters

Text production Part B b. like a 1. sell 6.mouth.
wolf's mouth. c. like a gray slab. d. 2. old 7.neighbors
like steel. 3. return 8. battery
and. like a birdhouse. F. like a fish in 4. beauty 9.picture window
water. 5. cow

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LESSON 3
Let's get to know
our mountains
Lesson 3: Let's get to know our mountains
3.AO.CC.1
Participates effectively in a variety of discussions about readings and grade-assigned topics.
3.AO.CC.1c
3.AO.CC.3
Ask and respond to comments from others and provide additional details on the topic.
3.LF.F.4
3.LF.F.4b.
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3.LF.F.4c.
Use context to confirm and self-correct word recognition and understanding, and reread if necessary.
3.LF.FRP.3
3.LF.FRP.3h
Know and use the endings to agree adjectives with nouns.

3.E.PE.5
With guidance and support from classmates and adults, strengthen writing by revising and editing to
clarify meaning, using grade-appropriate grammar, stress, spelling, punctuation, capitalization, and
sentence types.
3.E.TP. 2a
Use organizational strategies (e.g., graphic organizers, labels, notes) and take notes to keep track of
information, and relate themes and subthemes to supporting evidence.
3.E.TP.2f
3.E.TP. 3a

3.L.NE.1 Demonstrates mastery of grade-appropriate Spanish standards when writing or speaking.
3.L.NE.1a. Explain the general function of nouns, verbs in sentences.
3.L.NE.1d. Conjugate and use regular and irregular verbs (verbs that end in –ar, -er, -ir; and verbs
like ser, ir, haber).
3.L.NE.1e. Conjugate and use simple verb tenses (for example: I will walk, I walk, I walked) and
recognize the use of verbs in the subjunctive mood (commands, expressions of possibility).
3.L.NE.1i. Form simple sentences, with increasing semantic and syntactic complexity.
3.L.CL.3
Uses grade-appropriate knowledge of language and its conventions in listening, speaking, reading,
and writing.
3.LV5
3.LV5b

3.LL.ICD.1
visualization) and doing questions to demonstrate understanding, referring to specific details in the
text as a basis for the opinions and conclusions offered.
3.LL.ICD.2
Tell stories, including fables and folk tales from different cultures, and demonstrate understanding of
the central message or lesson and how it is conveyed through key details in the text.
3.LL.ICI.10
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Identify and describe cultural characteristics present in different genres, including stories, legends,
poetry, fables and myths.
3.LL.ICI.7
through the words in a story (for example, creating atmosphere, emphasizing aspects of a character
or place).
3.LL.ICI.9
Discuss the similarities and differences between the stories already read (for example: characters,
themes, places, plots).

PLA.3.1
Use relevant vocabulary from its cultural context to refer to the immediate space, including ways to
divide it at different scales: neighborhood, sector, neighborhood, town, northern region, southern
region, eastern region, western region, island.
PLA.3.2
It uses cardinal points to orient itself in its movements and locates them on a plane or map.
PLA.3.3
Participate in cartographic exercises to compare various means of representing the Earth and use
them to locate specific places: maps, globes, and aerial photographs.
PLA.3.5
PLA.3.6
Participates in cartographic laboratory experiences in which they infer and obtain information from
tables, graphs, plans and maps.
PLA.3.7
PLA.3.10
Uses image, illustration or photography to describe characteristics of space, the environment and
human activities, and the interaction of humans and the environment.
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OPENING
Lesson 3: Let's get to know our mountains
Look at the following images and answer the questions.
Where in Puerto Rico can we see a mountain range.
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Look at the following map where our Central mountain range is located and answer
the question.
Do you know any place in our Central mountain range?

If you have visited it, tell your experience. If not ask him some
relative who has visited him and write about what he tells you.
READING
Lesson 3: Let's get to know the Central mountain range of Puerto Rico
Instructions: Read the story The Giants of the Mountain Range. Use reading strategies
such as: reading aloud and rereading so that you understand the story. If you need help, ask
your parents or guardian to help you understand and reread.
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The giants of the mountain range
Lost ! Yeah! He was lost in a forest and didn't know how he got to that
unknown place. He didn't know what to do when he found himself alone in that
forest surrounded by hills. All he did was scream at the top of his lungs:
-Dad! Mother!
Poor Carlos! Nobody answered him.
How scared the boy was! I didn't see a soul, a path, or a path. There
were just a lot of leafy trees everywhere.
He continued calling his parents at the top of his voice, when he heard
something that seemed like thunder. What a scare! It was a very strong voice
that asked:
—Who screams in my forest? What are you doing here? Who are you?
-Sorry sir. I am Carlos Ponce, at your service. I call my parents so I can
get out of their forest.
Suddenly other giants arrived. Everyone surrounded Carlos.
One of them said:
-We want to help you get out of here. But first you have to help us.
-If I can be useful to you in anything, I am at your service.
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-Listen well. We are giant brothers. One will be chosen as king of the
Cordillera. Each one is going to tell you why they think they should be king.
You will hear us and tell which one has the right to be king.
Carlos didn't know what to do. I was very scared. I thought it was difficult
to choose between those men. One of the giants said to him:
—Carlos, look at me carefully. My name is Yunqueiro. I have a very
beautiful castle on that green peak. Another of them told him:
-Look at me. My name is Bullfighting Giant. I am a Taurus and I have
very strong horns. What better king could the Cordillera have?
Then another giant started talking to the boy. The giant's suit was made
of shiny green banana leaves. This is what he said to the boy:
—I am the giant Platanón, the most Puerto Rican of us. Then another
giant approached Carlos and said:
—I must be the king. I am the giant Picachón Puntita. Some people say I
look like a camel.
This giant could not continue speaking because the others began to
scream. Everyone wanted to be the king. Carlos said:
—Please, gentlemen.
—What gentlemen or gentlemen. Get up for school!
The boy opened his eyes. He heard his mother's sweet voice. He searched
everywhere and did not find any of the giants.
—Do you know, mom, what happened? – said Carlos
—Do you remember that last night I studied very late? I had to learn a
poem titled Mountains in the Sun that talks about the highest peaks in Puerto
Rico. In my dreams I saw the peaks as giants. One of them had horns like a
bull. They all longed to be kings of the Cordillera.
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The giants of the Central mountain range
Instructions: Read each of the premises and select the corresponding alternative. In the
open premises, answer in a complete sentence. (10 points)
1. According to the reading: What happened to the child?

A. He fell asleep and dreamed that he was lost in the forest.
B. He got lost in the woods during a hike with his parents.
C. While reading a story, he imagined that he was lost in the
forest.
2. Who was Carlos Ponce?

A. The Puerto Rican.
B. A giant.
c. The boy.
3. What does the child compare the loud voice that scared him to?
TO. With a thunder.
b. With a roar
c. With a fall of trees.
4. A giant approached and said: "I have a very beautiful castle on that green peak."
What was it called?
TO. Turino.
b. Platanon.
c. Yunqueiro.
5. Which of the giants was characterized by being the most Puerto Rican?
TO. Turino.
b. Platanon.
c. Yunqueiro.
6. Which of the giants said that some compared him to a camel?
TO. Platanon.
b. Yunqueiro.
c. Puntita Picachón.
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7. When Carlos said: —Please, gentlemen; what happened?

A. That all the giants stopped screaming.
B. That his mother woke him up and he realized he was dreaming.
C. That the giants waited for him to decide who was going to be king.
8. What was the poetry “Mountains in the Sun” about?

A. Of the giants of the forest.
B. From the highest peaks of PR.
C. That the peaks of the forest are gigantic.
9. Explain, what did the giants ask the boy? (2 points)
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GRAMMAR OR SPELLING
The simple and compound forms of the verb.
Let's review the verb:
Read the following paragraph.

Carlos noticed that the nightingale had hurt its paw. To cure it, the boy looked for the
same medicine that his mother had given him when he hurt his little finger.
What differences do you observe between the highlighted verbs?
Verbs can have simple or compound forms. Simple forms have one word, compound
forms have two words.
In compound forms, one of the words is the auxiliary verb and the other is
the main verb. The most used auxiliary verb is haber.
Examples: I have worked all night. We haven't ordered the food.
main assistant main assistant
Practice exercises
TO. Underline the verbs. Write S if it is simple and C if it is compound.
__ S _1. Carlos and his family respect animals.
____2. The family had lived on a farm in Utuado.
____3. We have pleased the machine in everything.
____4. The teacher canceled her trip for the following year.
____5. My dad built a huge machine.
____6. The little bird has been singing all morning.

A. Complete each sentence with the phrasal verbs from the box.
you have I lost we have warmed

ridden up
have recycled
had arranged
1. Yesterday _____________________ food in the microwave.

2. I _____________________________the cell phone several times.
3. You __________________________a lot of clothes this week.
4. Children _______________________ The bottles.
5. The mechanic ____________________________the car.
6. You _____________________on horseback five times.
B. Select four phrasal verbs from the box above and classify them as auxiliary or
main.
assista major
nt LEARNING SOUNDS AND LETTERS
I read and study: La g and la j
In Spanish the letter g represents two sounds.
One is the sound it has in the word cat. The g has this sound in the combinations ga, gue,
gui, go, gu.
The letter u in the combinations gue and gui, when it has an umlaut (¨), otherwise it does not
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sound.
Examples: find out, Mayagüez, desagüe, penguin, among others.
The other sound of g is the same as the letter j. The g has this sound in the combinations ge
and gi.
In addition, g is written in:
• Words that start with geo, germ, gest, or leg.

Examples: legend , germ , geography , gesture .
• Verbs that end with ger, gir, gerir, igerar and giar. Two exceptions are knitting and
rustling.
Examples: protect , alleviate , shelter , ingest , direct
The letter u does not sound in the combinations gue and gui
The j sound only has one sound. Before e and before i can be written with go with j.
Examples: Jimena, Jesús, geranium, sunflowers
On the other hand, before the vowels a, o, u, the letter j is used exclusively.
Examples: garden, Jacob, young man, together, Judas, Juliana
In addition, they are written with j,
• Words that begin or end with aje and eje

Example: cutar road , treo road , toll road , garage
• Verbs that end in jear.

Example: co jear , can jear
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TEXT PRODUCTION
Geography of Puerto Rico
Puerto Rico is the smallest of the Greater Antilles at 3,435

square miles (8,768 square kilometers. The Greater Antilles
include the Islands of Cuba, Puerto Rico, Cayman,
Bahamas, Jamaica, Haiti and the Dominican Republic.
Caribbean Sea
Puerto Rico is surrounded by the Atlantic

Ocean (north) and the Caribbean Sea Atlantic Ocean
(south). The municipal islands of Vieques "Arecibo SAN JUAN

. Aguadilla Culebra
Bayamon,
'Carolina -.( : Island -,3
and Culebra are located to the east of .Mayagüez

Puerto Rico Caguas.
Fajardo* •
Puerto Rico and the small island of Mona to Guayanilla, Ponce

the west. Guanea, Guayama Vi&ques
from
Ponce
Geomorphic regions
The territory of the island of Puerto Rico is divided into three different geomorphic zones
according to the type of landscape and relief that each one has. These are: the coastal
plains, the mountainous interior and the Carso area or karst region, which are seen in the
following map.
The central mountainous interior includes the mountainous areas of Puerto Rico, as well as
the chains or hills at the foot of said mountains.
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Learn about the Central mountain range of Puerto Rico
The mountainous interior occupies most of the central territory of the Island. It
constitutes the spine of Puerto Rico and is the highest elevation on the island; the Punta hill,
which reaches 1,338 m in altitude.
It extends from the municipality of Maricao in the central west to the town of Luquillo in the
east. Three mountainous areas can be distinguished in this area: the Sierra de Luquillo,
the Sierra de Cayey and the Central mountain range.
These three mountain chains are interrupted by the appearance of valleys and plateaus.
> The Luquillo mountain range is located in the area occupied by the municipalities
of Fajardo, Canóvanas, Río Grande, Ceiba, Naguabo and Luquillo. It is in this
mountainous area where the Caribbean National Forest is located, popularly known
as El Yunque, very important for its biodiversity and its water production (about 210
million gallons of water daily). This area also serves as a refuge for more than 400
species of native plants and 143 species of terrestrial vertebrates, fish and shrimp.
> The Sierra de Cayey is located in the municipalities of Caguas, Cidra and Cayey,
and is an extension of the Central mountain range. This can be divided into two
lower mountain ranges: the Panduras mountain range and the Guadarrama
mountain range, whose slopes extend to the coast in the municipalities of Yabucoa
and Maunabo.
> The Central mountain range extends from east to west from the town of Aibonito
to Maricao as a kind of backbone of the Island. Its origin is volcanic, for this reason
it is mainly formed by igneous rock. Between the municipalities of Adjuntas and
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Villalba are the highest mountains on the Island: Cerro Punta, with 4,389 feet (1,337
meters), and the Tres Picachos with 3,615 feet (1,101 meters).
North
West
Sou
Locations on the map of Puerto Rico th
Seba
stlan
Muyegce
M er v i n
Ponce
PVMM
Jusna
Daaz
holy . =
x
Guanita
Practice exercises
Instructions: Using the cardinal points as a reference, write the location of the seas
and municipalities that surround Puerto Rico.
Caribbean Sea - ___________________

Atlantic Ocean - __________________
Mona Island - ________________________
municipalities of Vieques and Culebra - ____________________
Training exercises: (16 points)

TO. Read, mention and fill in the blanks.
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1. Name the three main mountain ranges on the island.
2. Name the three most famous peaks of the three main mountain ranges of Puerto
Rico.
LESSON 1........................................................................................................................................1
STANDARDS AND EXPECTATIONS......................................................................................1
OPENING.................................................................................................................................5
READING....................................................................................................................................7
Juan Bobo is looking for work..................................................................................................7
B. Read, analyze and answer true or false........................................................................12
Training exercises (16 points).................................................................................................12
1. Where did Juan Bobo live?..............................................................................................12
2. According to the reading, what was Juan Bobo's mother's job?......................................12
3. What did the mother ask Juan Bobo?..............................................................................12
4. How did Juan Bobo come to look for work on the first day?..........................................12
5. What was the first job that Juan Bobo found?.................................................................13
6. What was the first warning that the mother told Juan Bobo?..........................................13
7. Why did Don Pepe look up and down at Juan Bobo?.....................................................13
8. According to the reading: what was the job that the owner of the inn gave to Juan Bobo?13
9. According to the reading, what final event happened?....................................................13
10. Who told Juan Bobo that he was a very hard-working child?.....................................13
11. Why did Don Pepe growl?...........................................................................................13
Vocabulary..................................................................................................................................17
Let's work:..................................................................................................................................17
ORTHOGRAPHY......................................................................................................................20
Understands:...............................................................................................................................20
GRAMMAR...............................................................................................................................21
GRAMMAR OR SPELLING.....................................................................................................21
Training exercises (12 points)....................................................................................................21
Learning sounds and letters........................................................................................................23
Observe: Observe:...........................................................................................................23
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Examples: kind, sensitive , homeless.....................................................................................23

TEXT PRODUCTION...............................................................................................................25
Figurative and literal language...................................................................................................25
Literal and figurative communication make references to two different forms of expression..25
CURSIVE...................................................................................................................................28
LESSON 2......................................................................................................................................31
STANDARDS AND EXPECTATIONS....................................................................................31
OPENING...................................................................................................................................34
READING COMPREHENSION...............................................................................................39
A. Practice exercises.........................................................................................................39
Read each premise and mark the true ones with an X............................................................39
B. Training exercises (12 points)......................................................................................39
1. In what environment does the story arise?..........................................................................39
2. What are the main characters of the story?......................................................................39
3. What are the secondary characters in the story?..............................................................39
4. Why did the hare make fun of the tortoise?.....................................................................40
5. Who proposed doing the race?.........................................................................................40
6. Why did the turtle reach the goal first?............................................................................40
7. What is the development of the plot of the story about?.................................................40
8. Read the following dialogue:...........................................................................................40
According to the context of the sentence, the word swift means ........................................40
CONNECTIONS TO LITERATURE........................................................................................42
Read the following fable.........................................................................................................44
The lying shepherd..................................................................................................................44
Sentences and the speaker's intention.........................................................................................47
Training exercises.......................................................................................................................48
TO. Multiple choice (6 points)...................................................................................................48
1. An declarative sentence ___............................................................................................48
2. Which of the following sentences is doubtful?................................................................48
3. A negative declarative sentence is:..................................................................................48
4. Which of the following sentences is wishful?.................................................................48
b. Couplet: (7 points)..................................................................................................................49
TEXT PRODUCTION...............................................................................................................50
Literary resources.......................................................................................................................50
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Let's look at these examples from everyday life:....................................................................50

Practice exercises....................................................................................................................52
Training exercises (15 points)....................................................................................................53
PRACTICE EXERCISES ANSWER KEYS LESSON 2..........................................................55
LESSON 3......................................................................................................................................56
OPENING...................................................................................................................................59
Look at the following map where our Central mountain range is located and answer the question.
....................................................................................................................................................60
READING..................................................................................................................................60
The giants of the mountain range...............................................................................................61
The giants of the Central mountain range...............................................................................63
1. According to the reading: What happened to the child?..................................................63
2. Who was Carlos Ponce?..................................................................................................63
3. What does the child compare the loud voice that scared him to?....................................63
4. A giant approached and said: "I have a very beautiful castle on that green peak." What was it
called?.....................................................................................................................................63
5. Which of the giants was characterized by being the most Puerto Rican?.......................63
7. When Carlos said: —Please, gentlemen; what happened?..............................................64
8. What was the poetry “Mountains in the Sun” about?......................................................64
The simple and compound forms of the verb.............................................................................65
What differences do you observe between the highlighted verbs?.........................................65
Training exercises (18 points).................................................................................................66
A. Complete each sentence with the phrasal verbs from the box.....................................66
B. Select four phrasal verbs from the box above and classify them as auxiliary or main.66
LEARNING SOUNDS AND LETTERS...................................................................................66
TEXT PRODUCTION...............................................................................................................68
Geomorphic regions................................................................................................................68
CURSIVE...................................................................................................................................76
PRACTICE EXERCISES ANSWER KEYS LESSON 3..........................................................77
LESSON 4......................................................................................................................................78
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GRAMMAR...............................................................................................................................99
The noun.....................................................................................................................................99
Practice exercises......................................................................................................................100
Training exercises (10 points)..................................................................................................100
Classify the following nouns as individual or collective..........................................................100
Color the individual ones green and the collective ones yellow...............................................100
ORTHOGRAPHY....................................................................................................................101
Think: How do you pronounce the highlighted words?........................................................101
Learn the rules that will help you write words with those sounds correctly.........................101
TEXT PRODUCTION.............................................................................................................103
The descriptive paragraph.........................................................................................................103
LESSON 5....................................................................................................................................109
STANDARDS AND EXPECTATIONS..................................................................................109
OPENING.................................................................................................................................113
READING................................................................................................................................114
Coquilín helps his friends.....................................................................................................114
Answer the following:...........................................................................................................118
READING COMPREHENSION.............................................................................................118
A. Training exercises......................................................................................................118
Municipality of Dorado............................................................................................................120
GRAMMAR.............................................................................................................................122
The gender and number of the noun.....................................................................................122
Examples: masculine - feminine...........................................................................................122
The general plural rule is formed:.........................................................................................122
ORTHOGRAPHY....................................................................................................................124
The sound of k, c, q, que and qui..............................................................................................124
Learn the rules that will help you write words with those sounds correctly.........................124
TEXT PRODUCTION.............................................................................................................125
The dialogue.............................................................................................................................125
In the story Coquilín and his friends you can see how the dialogue develops......................125
Dialogue in narratives can be of two forms:.........................................................................125
When we write a dialogue, we use the colon and the dash...................................................125
Read the following dialogue.................................................................................................125
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Training exercises.....................................................................................................................126
Create your dialogue.................................................................................................................126
Name of your characters......................................................................................................126
Describe the characters........................................................................................................126
Start your dialogue by copying the what you wrote in C and D..............................................126
Then continue the dialogue using your Imagination and creativity.........................................126
SHEET TO DOCUMENT REASONABLE ACCOMMODATIONS.................................131
Student name:........................................................................................................................131
Module subject:.....................................................................................................................131
REFERENCES.........................................................................................................................135
3.
4. Write the cardinal points in the following diagram.
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CURSIVE
Instructions: Practice the following sentences in cursive
7
6
PRACTICE EXERCISES ANSWER KEYS LESSON 3
Text production
Grammar or spelling
1. South
Yes
2.
C- had lived North
3. C – we have
West
pleased
4.
S - canceled This
5.
S - built
6.
C – has sung
7.
8.
9.
10.
11.

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LESSON 4
Our roots
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Lesson 4: Our roots
3. AO.CC.1c

3.LF.F.4
3.LF.FRP.3

3.E.PE.5
With guidance and support from classmates and adults, strengthen writing by revising and editing to
clarify meaning, using grade-appropriate grammar, stress, spelling, punctuation, capitalization, and
sentence types.
3.E.TP.1b
Write an introduction that establishes a focus (opinion) on a topic and create an organizational
structure that lists the reasons in logical order.
3.E.TP. 2a
Use organizational strategies (e.g., graphic organizers, labels, notes) and take notes to keep track of
information, and relate themes and subthemes to supporting evidence.
3.E.TP.2e
3.E.TP.2f
3.E.TP.3
Write narrative paragraphs to develop experiences or events, real or imagined, using effective
technique, descriptive details, and a clear sequence of events.
3. E.TP. 3a
3.E.TP.3c
Use dialogue and description of actions, thoughts, and feelings to develop events or show how
characters respond to different situations.

3.L.CL.3
Uses grade-appropriate knowledge of language and its conventions in listening, speaking, reading,
and writing.
3. L.CL.3b
3. L.NE.1
3.L.NE.1g
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9
Form and use comparative and superlative adjectives and choose correctly according to what needs
to be modified (for example: “John is tall. Pedro is taller than Juan. Peter is very tall.
3.L.NE.1h
Use conjunctions correctly.
3.L.NE.2
Standard for reading informational texts

3.LI.ICD.3
Explains the relationship between a series of historical events, scientific ideas or concepts, or steps
in a technical procedure, using language related to time, sequence, cause and effect.

3.LL.ICD.1
3.LL.ICD.2
Tell stories, including fables and folk tales from different cultures, and demonstrate understanding of
the central message or lesson and how it is conveyed through key details in the text.
3.LL.ICD.3
3.LL.ICI.10
3.LL.ICI.7
Explain how specific aspects of the illustrations or images in a text contribute to clarifying what is
expressed through the words in a story (for example, creating atmosphere, emphasizing aspects of a

CC.3.8
State the central idea of an informative text.

PLA.3.5
PLA.3.10
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IC.3.10
Manifests sensitivity and expresses emotions through the appreciation, perception and enjoyment of
artistic works and historical monuments that are part of the cultural heritage of Puerto
Rich.

CC.3. 1
Participates in activities corresponding to a certain time and uses relevant vocabulary to refer to the
events that occurred in a country: past, present, future, agriculture, livestock, commerce, industry,
occupations, work. CC.3. 7
Research the Indians of Puerto Rico to reproduce a brief historical narrative about their fundamental
characteristics.
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Lesson 4: Our roots
READING
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Lesson 4: Our roots
Instructions: Read the story Areyto in the Batey. Use reading strategies such as: reading
aloud and rereading so that you understand the story.
If you need help, ask your parents or guardian to help you understand and
reread.
Yes, she was curious!

with his tail stretched out
going out of his way
back of its shell
olive green color; his four
somewhat short legs and
ending in something
resembling an oar, whose
wide part faced
outside. It had lines or stripes
yellow that covered him
from head to
drés Díaz Marrero tail and it also had stripes
Illustrations: Tonie Co the same color in each
one of its legs.
of turtle •
"Step
much others.
“Aunoestamosnabland
In the water she moved and
swam with great agility and speed,
o 18628288552150/8
but out of the water she was the
opposite, heavy and slow; Not in $802088” these very special
vain were the many sayings that
nobility turtles.
were said at his expense:
awarded to
“What if slower than a
Because
tortoise. reasons
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3
It comes to us from generation
to generation, from jicotea to
“RG” jicotea. And we would know
many more stories, if we could
Yo
understand their language,
because they talk to each other
by tapping a certain number of
times on their shells, of which I
know some, and that is why I
learned about the solemn
Areyto where They were
awarded the title of jicotea .
We know, although it is not yet stated
as such in the history books, that the
jicoteas that live so well in our rivers
cotton, and others prepared the

Well, but I think everything should clay to make vessels and pots.
be told from the beginning. The younger children ran and
Once upon a time there was a played in the batey, while the
yucayeke or what is the same, an older boys dedicated themselves
Indian village. This was close, but to fishing for guabaras and
dajaos, which were abundant in
very close to the current Comerío
the river.
River; so close, that a good part of
it crossed through the center of the
yucayeke. That day the men were
out hunting. Some Indian women
prepared casabe, the Taino's
favorite cassava bread, others
wove naguas of
8
4
m; menloc
Orill
ss:^ Qs
The Tainos had taught their
children to love and respect them;
because in them nature had
deposited the secret of time; Well,
they knew that turtles last a long
time, but that many ,
years, who are calm and l
that they don't hurt anyone. Yo
1
The day was beautiful and clear. A young turtle that had
The breeze whispered soft secrets ventured upstream, and had just
to the mountains. The birds chirped begun to sunbathe, spotted a large
with contentment as they felt the group of men approaching; At first
warmth of the sun that trickled he thought they were the men of
through the branches and covered his own tribe returning from
the edges of their wings with hunting; but, when he looked
golden sparkles, as they playfully closely at them for the second
fluttered around for their own time, he realized that they were
delight. Aruages Indians.
---------to
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l Yes, Aruage Indians who

advanced towards the yucayeke. r
I knew the Aruages very well * dismember your enemies, use their
because of the way they painted parts, arms and legs as trophies. His
little turtle heart was terrified when he
their bodies, yanyun - thought of the women and the
children who were unprepared.
—If the men returned! Together they

would know how to defend their
. 13142595* .
From time to time yucayeke, but when they went out

'These appeared when no one hunting it took them a while to Yo
expected them, they attacked the return several days, and barely | they
villages, looted the huts and stole had come out in this
the women, worse still, they used
to Yo
tomorrow...
He couldn't scream, because

And she became sad when she
turtles don't scream or talk like
remembered "that the children
people. —If only he had time to
used to walk along the banks of the
reach the river current! He would
Comerío to play with her." How
swim down the river and tell his
much he enjoyed when they
lovingly caressed his tail and when friends.
he felt them gently patting his shell! —This was being said, when so!
Now everyone was in danger! To he felt a small blow on his shell;
He had tripped over a stone that
do? —he asked himself, —but no
was in the path; The blow scared
answer occurred to him. He made
her, but it was that same scare
his way towards the water, thinking
that gave her the answer she was
and thinking about how he could
looking for... ________________
help his friends.
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1
—THIS WAS BEING SAID, He immediately began
WHEN SO! HE FELT A small to beat his shell with his

paws, sending the following
BLOW ON HIS SHELL; HE HAD TRIPPED
OVER A STONE THAT WAS IN THE message:
ROAD; THE BLOW SCARED HER, BUT IT - Danger! Danger!
WAS THAT SAME SCARE THAT GAVE
HER THE ANSWER SHE WAS LOOKING
Danger! Let everyone know!
FOR... Attack of the Aruages Indians!
Tn
in receiving
the
they played
- Aruages! Aruages!
The message asked all the turtles to notify the so, so!, so, so, so, so!, so, so, so,
inhabitants of the yucayeke. Every turtle that heard —soon the entire river was filled with the
the message repeated it and repeated it: — Tan! So, sound of hundreds of improvised drums.
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7
The first message was one of the boys who was

swimming in the river, he swam to the shore and
shouted to the other children that there
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—We will stay here! We'll hide, and at dusk

when they think we've left and come back...
we're going to give them a tremendous surprise!
—That's what he said, with a very serious
face, showing his big teeth angrily. He said it in
his language, a language that the turtles knew
very well, due to the fact that they were so old.
—How can we help them?—a group of
turtles asked in chorus, terrified by what they had
heard—I know how! —said a turtle who was
surely the grandmother of all the turtles because
she was the oldest, oldest, oldest.
As it is the custom of turtles to listen to
those with more experience, they all listened
attentively to what the grandmother turtle had to
say. -
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—Let's make a dam at

the top of the '
When we have collected
one of water,
large
amount
torrent of water.
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0
..............................
We will remove the logs, - -

they support the dam and the
blow of water will return them to
the sea from where they came
—
- Good! —ul
turtles, eat
,c1
So it was. All afternoon -
. .eron the turtles work that

JI-
works you, and work that works

you.
As evening fell, the
dam was completely left
built and with water
filling it to the top. The
main trunks that
they held were tied
with long whistles; just missing
a big pull for it
would break the dam, giving
exit to a strong and devastating
—What is a dam? —asked a
little turtle indiscreetly.
—It's a dam to contain the
water, his sister answered.,... -
And how will we do it? —We will
work together, piling up trunks,
branches, then we will seal the
gaps that remain with mud.
The sun was about to set below
the horizon and the sky looked
like a watercolor of pink-orange
clouds interwoven by stripes of
violet and gray.
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1
Women
Thinking The Aruages heard their
voices and hid behind the huts
they left yucayeke
hiding place with
-they
started
Earring
found in his path.

water
laughing and
aid
playing
nc bohíos.
alongThe
the way.
boys believing that the danger had passed They were
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2
Hundreds and more of hundreds, a

thousand, many more, pulled the
rope in one fell swoop. The logs
supporting the dam gave way and
whoosh! An enormous flow, a
gigantic torrent of
, enveloped the yucayeke.
with their sharp knives of stone and
bone ready for attack.
—Ready to pull the rope!
When I count to three we will all
shoot together. We will pull hard!
One two three! So! — then, a huge
monkey that swept away the huts,
the ducos, the cemíes, the pots,
and the invaders with a single clap;
swept away everything, everything
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3
When the men returned to

I Women and children were not the yucayeke, they were
affected; because they were still amazed to see that their
halfway to the yucayeke. From women and children were
above they saw how the overflowing working on the construction of
river swept away their enemies. And new huts.
from there they heard the joy of the They asked the reason and
thousand and many more turtles when they explained what
beating their shells very j happened, everyone felt happy
happy... and grateful for their turtle
friends.
It was the famous link said

of
Arexbncados that reasons and

QeXPUeybaná the ei
caciaseAFg to our
they pointed out a fedeoun I
porvorctopcortnlctooos I
gonorortvndñan Enaron
turtles, so that
they evenmenseceded to
Caciquepincianá the
Borikén.Agnsraraadirectiriel
94
Let's review the vocabulary
VOCABULARY
Areyto Dance and singing ceremony of the Taínos.
Aruages Warrior Indians who emigrated from the South American continent to
The Antilles.
Batey Plaza or flat patio where the Taínos celebrated their
ceremonies and games.
Bohio Name that the Tainos gave to their houses.
Boriken Primitive name of the island of Puerto Rico.
Cacique Tribal chief.
Shell Hard covering that protects certain animals.
Casabe Bread made with grated cassava and then roasted.
Cemi Idol that represented the spirit of good.
Comerio Town in the center of the island. River of the same name.
Dajaos Edible, freshwater fish, abundant in rivers
from Puerto Rico.
dujo Three-legged stone or wooden seat used by
the Indians.
invaders People who forcefully enter a place.
Jicotea Small turtle that lives in the rivers of Puerto Rico.
Guabara Edible, freshwater, dark-colored crustacean.
Naguas small skirt of cotton.
Earring Costs.
Whistles fiber ropes of maguey.
Prey Dam to impound a stream of water.
Yucayeke Taino village.
----------------------------------------------------------------------------------------------------------------
Author: Andrés Díaz Marrero, was born in San Juan, Puerto Rico. He is a professor of
literary creation and lecturer. Much of his work remains unpublished.
Practice exercises
1. What is a jicotea?
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5
a. Hare
b. tortoise
c. owl
2. Casabe is a bread ______________

a. yucca.
b. water.
c. flour.
3. What is a yucayeke?
a. The batey of the Indians.
b. The seat of the Indians.
c. The Indian village.
4. What did the Taínos do outside of the yucayeke?

a. Wereto hunt.
b. Wereto fishing.
c. Wereto buy food.
5. Who put the name ofdo you jicote?

a. Christopher Columbus
b. Agueybaná el Bravo
c. Juan Ponce de León
6. Who was Agueybaná according to the story read?

a. He was a farmer.
b. He was a fisherman.
c. The Great Chief of Borikén.
7. What is an areyto?
a. Square or flat patio to have fun.
b. A stone seat used by the chief.
c. A Taino dancing and singing ceremony.
Training exercises
TO. Instructions: Read each premise and select the letter that corresponds. (12 points)
1. What does a young turtle discover upstream when he was beginning to take his
sunbath?
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6
a. Some precious stones.

b. A flock of fish.
c. A large group of Aruages Indians approaching.
2. Who were the Aruages Indians?
a. They were the strongest Taino Indians.

b. They were Indians who attacked the towns to steal the women.
c. They were Indians who used to exchange products in the Yucayeke.
3. The turtle began to hit its shell with its little paws.
a. to sing a song.
b. doing exercises to run faster.
c. sending the following message: --- Danger! Danger!
4. Who was the first to receive the message that the little turtles transmitted?
a. The village bohíque.

b. A boy swimming in the river.
c. Agueybaná the eldest chief.
5. Where did the Indian women and children hide to avoid the attack of the Aruages?
a. In the chief's house

b. On the mountain upstream.
c. In a cave high up on a nearby mountain.
6. According to the context of the story: What other title can be used?
a. The invasion of the Aruages.

b. The jicoteas heroines.
c. The life of the Tainos
7. When the invaders arrived they found the huts empty and not a soul in the surrounding
area. What did the head of the Aruages decide to do?
a. Go fishing as soon as they arrived.

b. Loot the huts and take the belongings.
c. Hide and at dusk when you think they have left and return, surprise them and attack
them.
8. What did the Indians do to thank the turtles?
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a. An areyto.
b. A casabe
c. Some clay pots.
9. The yucayeke of the story was close to the current one. ______
a. Comerío River.
b. Humacao River.
c. Guayanés River.
10. What is a dam?
a. A wooden fence.
b. A dam to contain water.
c. A mountain to avoid passing.
b. Instructions: Answer the following open-ended questions in complete sentences. (4

points)
11. What did the turtles decide to do to help their friends? (2 points)
12. What did the Tainos teach their children about turtles? (2 points)
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GRAMMAR
The noun
The words that are used to name people, animals, objects and places and everything that
does not surround them are called nouns (names). They are classified as own, common,
individual and collective.
own
common
Name that is Name that is
designates in a way designates in a way
specific to people, general to people,
animals, places or animals, places or
things. It is things in a way
general.
distinguished from
the others of its type.
Examples
Maritza - José :
girl, boy, dog, cat,
Puerto Rico – San town, country
Juan
This noun always This noun
starts with letter starts with letter
capital letter. lower case.
collective
s
Name that is Name that is
designates a single designates a set
being. of people, animals,
They refer to places or objects. HE
unitary concepts. they write in singular
They can be singular to name more
or of an individual.
plural. They name one
Examples:
single person, object,
Examples constellation – group of
: shoal stars – group of
fish archipelago –
star group of islands
fish
island
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Practice exercises
TO. Read the following paragraph and circle the proper nouns and underline the common
nouns.
Susi has a dog named Tuto and Pablo has a cat named León. Last
Christmas his parents gave him Tuto and they gave José the rabbit Pedrito.
They are happy with their pets.
b. Match the individual nouns with the collective nouns.

___1. bee to. orchestra
___2. musicians b. herd
___3. bird c. pack
___4. sheep d. swarm
___5. dogs and. flock
Classify the following nouns as individual or collective.

Color the individual ones green and the collective ones yellow.
library wome Mountain

n range
locker teeth
room
dentist people singer
neighb alphabet 90
or
ORTHOGRAPHY
The sound of the ll and the y and also eats cassava

Read the following: because she is a fine mare.
The day is rainy

and the girl is crying
Josefina the mare
and we are not there yet
eat grass on the hill
where they are calling us.
Think: How do you pronounce the highlighted words?

The ll and the y usually make the same sound.
The ll is a digraph, this means a sequence of two letters that represent a single sound.
The y is a consonant.
Learn the rules that will help you write words with those sounds correctly.
With the ll you write: V Behind the prefixes “ad, dis and sub.
V words that end in: “illo e iila, ullo, alle”
Examples: screw, wheelbarrow,
pride, street
V the verbs that end in “illar, ullar and
ullir”
Examples: saddle, meow, coo, dive
With the and you write:
V The plural of words ending in y
Example: law – laws
V The words with the syllable “yec.

Examples: path, project, inject
V The forms of verbs whose infinity has

neither ll nor y.
Example: read - read
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Practice the words in the table above in cursive.
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TEXT PRODUCTION
The descriptive paragraph
The paragraph is a set of sentences articulated together thematically. This articulation

is given by logical relationships that give a unity of meaning to the paragraph. Now,
the types of paragraphs can be different, not only because of their location within the
text (in the opening, development or closing ), but also because of the function that
each of them fulfills .
The descriptive paragraph in a text presents in detail characteristics or qualities of

something or someone. Its main content is made up of adjectives, to describe the
character.
Logical sentences are used that describe people, animals, places, objects, times,
among others. A precise idea of what we describe is formed.
Descriptive paragraphs do not present a definition, but rather try to expose

specific elements of what is being described.
When listing details, you can use simple enumerations with ideas separated
by commas, or you can use complex enumerations with ideas separated by
semicolons or periods.
Let's see an example of the descriptive paragraph
The Puerto Rican parrot
The Puerto Rican parrot, a bird exclusive to Puerto Rico. It is known in
the scientific world as the Amazona vittata. It is the only endemic species on
the Island. They only live in the El Yunque forest and in the aviary of the Río
Abajo forest, located in Utuado, protected so that they can reproduce.
Its main characteristics are distinguished by its red forehead, a white ring
around its eye, its green plumage and the blue feathers on its wings. They are
birds that can imitate sounds and are distinguished by using their legs as if
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they were hands. It is confused with other species by man, but be careful, to
easily differentiate it, just look at its short, rounded tail and when it opens it it is
like a fan.
Their food consists of forest fruits and seeds. Parrots nest in the hollows
of giant trees and prefer the "Palo Colorado". While they fly they let their
voices be heard; a series of squawks accompanied by a peculiar trumpet-like
sound.
It is a bird exclusive to Puerto Rico. There is no other one anywhere else

in the world. Parrots form pairs that live together throughout their lives. The
Puerto Rican parrot is one of the most beloved birds.
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How to Identify the Puerto Rican Parrot
White ring around

red front
the eye
Sometimes the stripe
is wider in males
than in females.
Blue-turquoise
In danger of extinction The primary feathers
Puerto Rican parrot only exists in Puerto
Ivory or bone-
Rico and is part of our cultural and
white beak
natural heritage. Counting wild and
captive birds, there are approximately
200 birds. This year we will release
parrots in the Río Abajo state forest in
Utuado. People are unaware of the
serious situation of our parrot because
they think they see it everywhere. This is
because they see exotic birds that were Emerald green
once pets and then have been released, body
which are very similar to the Puerto
Rican parrot and abundant in public and
urban places in Puerto Rico.
Tail edge round and not sharp

like the tail of parakeets________
Do not confuse the Puerto Rican parrot with exotic birds

There are 352 species of parrots in the world. These are some of the exotic birds that exist in Puerto Rico that are commonly
confused with the Puerto Rican one. There are others.
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Practice exercises
Map of ideas about jicotea based on reading Areyto en el batey.
Physical characteristics: Habitat
Way of moving
What distinguishes it from
other species?
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Write a descriptive paragraph using the elements of the map of ideas about the jicotea of
Puerto Rico. (16 points)
See rubric to evaluate the paragraph
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Rubric to evaluate the descriptive paragraph

Criteria 4 3 2 1
The content of the The content of the The content of the

paragraph is The content of the paragraph has paragraph appears to
Content completely related to paragraph is mostly something related have very little
the purpose of the related to the to the purpose of relationship to the
topic. purpose of the topic. the topic purpose of the topic.
Organization The sentences in the The sentences
paragraph present The sentences in appear to be
clear and specific the paragraph do disordered, which
ideas. In general, it The sentences of the not present clear does not present
presents a logical paragraph for the and specific ideas clear and specific
sequence of ideas that most part present in their entirety. In ideas. For the most
are developed clear and specific very little, it part, it does not
according to the topic. ideas. To a large presents a logical present a logical
extent it presents a sequence of the sequence of the ideas
logical sequence of ideas that are that are developed
ideas that are developed according to the topic.
developed according according to the
to the topic. topic.
Clarity and Excellent fluency in the The majority of the There is no fluency in
Coherence text since it is clear text shows clear and the text as it is not
and coherent thanks to coherent flow with clear and coherent
the correct and varied the appropriate and and lacks the varied
use of logical varied use of logical There is little correct use of logical
connectors. connectors. fluidity in the text connectors.
since it is not
completely clear
and coherent in
the varied use of
logical connectors.
Spelling, Makes correct use of There are two to There are more than
accentuation writing words and three errors between six errors between
using punctuation writing and using There are three to writing and using
and punctuation marks. punctuation marks five errors punctuation marks
between writing
and using
punctuation marks.
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LESSON 5
Let's take care of our
Beaches
Lesson 5; Let's take care of our beaches

3.AO.CC.1
Participates effectively in a variety of discussions about readings and grade-level topics with peers
(in pairs, in groups).
3.AO.CC.1c
3.AO.CC.3
Ask and respond to comments from others and provide additional details on the topic.
3.AO.PC.8
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Incorporates communication and relevant non-verbal language, such as gestures, posture, and
body movements.

3.LF.F.4
3.LF.FRP.3
3.LF.FRP.3h
Know and use the endings to agree adjectives with nouns.

3.E.PE.5
With guidance and support from classmates and adults, strengthen writing by revising and editing
to clarify meaning, using grade-appropriate grammar, stress, spelling, punctuation, capitalization,
and sentence types.
3.E.TP.1b
Write an introduction that establishes a focus (opinion) on a topic and create an organizational
structure that lists the reasons in logical order.
3.E.TP.2
Write informative and explanatory paragraphs that examine a topic and convey an idea and
information clearly.
3.E.TP. 2a
Use organizational strategies (e.g., graphic organizers, labels, notes) and take notes to keep track
of information, and relate themes and subthemes to supporting evidence.
3.E.TP.2e
3.E.TP.2f
3.E.TP. 3a
3.E.TP.3c
Use dialogue and description of actions, thoughts, and feelings to develop events or show how
characters respond to different situations.

3.L.CL.3
3.L.CL.3b
3.L.NE.1
3.L.NE.2
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3.L.NE.2b
Use long dashes to indicate dialogue.
3.LV5
3.LV6
Acquires and accurately uses conversational words and phrases, grade-appropriate domain-
specific techniques, including those that signal spatial and temporal relationships (for example:
That night after dinner, we went to pick them up).
3.LV6a
Create dialogues that demonstrate the vocabulary studied and acquired.
Informational Text Reading Standard

3.LI.ICD.3
Explains the relationship between a series of historical events, scientific ideas or concepts, or
steps in a technical procedure, using language related to time, sequence, cause and effect.

3.LL.ICD.1
3.LL.ICD.2
Tell stories, including fables and folk tales from different cultures, and demonstrate understanding
of the central message or lesson and how it is conveyed through key details in the text.
3.LL.ICD.3
3.LL.ICI.10
3.LL.ICI.7
through the words in a story (for example, creating atmosphere, emphasizing aspects of a
3.LL.ICI.9
Discuss the similarities and differences between the stories already read (for example: characters,
themes, places, plots).
3.LL.TE.4

PLA.3.1
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Use relevant vocabulary from its cultural context to refer to the immediate space, including ways to
divide it at different scales: neighborhood, sector, neighborhood, town, northern region, southern
region, eastern region, western region, island.
PLA.3.3
Participate in cartographic exercises to compare various means of representing the Earth and use
them to locate specific places: maps, globes, and aerial photographs.
PLA.3.5
PLA.3.6
Participates in cartographic laboratory experiences in which they infer and obtain information from
tables, graphs, plans and maps.
PLA.3.7
PLA.3.9
In the classroom, he investigates the representation of the Earth through various types of maps,
globes, technologies and other geographical instruments that allow him to observe and investigate
people, places and the environment.
PLA.3.10

CC.3. 1
Participates in activities corresponding to a certain time and uses relevant vocabulary to refer to
the events that occurred in a country: past, present, future, agriculture, livestock, commerce,
industry, occupations, work.
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OPENING
Lesson 5: Let's take care of our beaches
Look at the image and answer the questions
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READING
Lesson 4: Our roots
Instructions: Read the story Coquilín and his friends. Use reading strategies such as:
reading aloud and rereading so that you understand the story.
If you need help, ask your parents or guardian to help you understand and reread.
Coquilín helps his friends
Coquilín looked out and saw a small cocolia whose body was completely covered in oil.
The poor thing was insistently shaking her levers and screaming at the top of her lungs.
Help! Help! I can
-What a pity! "You're so full of oil that
not see!
even your eyes are covered," said
Coquilín.
Coquilín brought him a twig and said:

—Hold on tight, I'm going to take you out.
Wow friend, how you've gotten! Let me help
you. I will cleanse your body so you can see
and breathe. Whoa, whoa... whoa! Now yes! You will look brand new!
My name is Coquilín. What's yours?

49
Help! Help!
I can not see!
—My name is Cuca. I appreciate a lot

your help. I was playing when a large oil
spill covered me. Caramba! If it hadn't
been for you!
—That's abuse! —Yito interrupted the

palancú, who had approached when he
heard the screams.
—Cousin Yito! How glad I am to our coastline by spilling oil and
see you! —Cuca exclaimed; and chemicals. —Commented Coquilín.
then explained what happened.
—What your cousin says is true. It's And he added: —That's why the fish
real abuse! Factories dump waste and other little friends that live in these
into rivers and lagoons and it places die.
reaches the sea. Many ships pollute If this continues as it goes there won't
be any of us left.
What can we do? asked Yes, what can we do! I have heard
— Yito the palancú about a big party that the factory
owners are going to have tomorrow.
— Nothing! —Cuca The party will be on Dorado beach.
responded.
while two thick tears rolled from The clams told me, they find out
her eyes. everything that happens on the Island,”
said Coquilín.
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It will be a tremendous party! There will

be those who truly rule. Well, but no
The clams told me that among the one has invited us.
guests were the governor, the
mayor, several legislators and even
the bishop...
Guest? I have something

better! Let's have a meeting with
all the animals and fish in our
sea. There I will explain my plan.
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Dorado beach was beautifully

decorated. The sun was shining brightly
and the water was so crystal clear that
you could see the bottom. A soft breeze
refreshed the atmosphere.
The guests enjoyed the beauty of the
landscape and felt the caress of those
warm waters on their bodies. The
children had a great time, having fun,
laughing and enjoying that delicious sea
bath.
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- Now! —Coquilín shouted, and all —Fó! "What a stench!" said one of the
the fish began to hit the water with businessmen.
their tails, pushing a large stain of -Oh! Oh! Oh, what a bad smell! My
oil, garbage, and dead fish poor skin! —a lady cried. - Mommy!
towards the beach. What is this?
—the Governor's son asked his
mother, while touching his hair full of
garbage and oil.
-Help! I can not see! —the Mayor
shouted, while the governor asked his
officials for an explanation.
The guests ran The governor had given strict orders

Yo rushing towards the shore to enforce water protection laws.
ending the party that had barely Factory owners learned their lesson
begun. and made changes to their plants to
avoid dumping waste into the waters.
Several days later something

wonderful happened: the
beaches looked completely
clean, the rivers and seas had
recovered their former luster and
color.
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There was another great party, but this —I'm still not happy!
time of fish and aquatic animals. —said Coquilín upon receiving the
Everyone was very happy and award, and winking one eye he added:
celebrated the victory. There they —We need to bring together all the
presented Coquilín with a medal for his birds so that together we can solve the
generous help. problem of air pollution…
Answer the following: What was the problem for the

development of the story?
Mention the characters in the story.
How do I start the story? What was the solution to the problem
in the
story?
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A. Training exercises
Instructions: Select the correct alternative in each of the premises. (10 points)
1. According to the reading: Why do you think that the cocolia and the palancú are
cousins?
d. Because they were born on the coasts.

e. Because they live in the same habitat.
f. Because they are the same animal species.
2. Who is the palancú?
d. Yito
e. Cuca
f. Coquilín
3. According to the text: Coquilín looked out and saw the small cocolia. What was it
covered with?
d. Of mud.
e. Of oil.
f. Of waste.
4. Who is the cocolia?
a. Yito
b. Cuca
c. Coquilín
5. When Cuca was playing, what happened to him?
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d. A strong wave of wind completely covered it.

e. People who visited the beach caught her.
f. A large oil spill covered her.
6. What can we compare Coquilín with?
d. With the coquí from PR.

e. With a crab.
f. With a clam.
7. According to the plot of the story: Where is Dorado Beach located?
d. In the central mountain range.

e. On the coasts of Puerto Rico.
f. On the plains of Puerto Rico.
8. Among the guests at the party: Who told the clam they were going to be
there?
a. The mayor, some legislators and the bishop.

b. The governor, the mayor and several legislators.
c. The governor, the mayor, the legislators and the bishop.
9. What expression during the party did the businessman say?
a. -—Fó! What a pest!

b. -Help! I can not see!
c. -Oh! Oh! Oh, what a bad smell!
10. Who cried saying —My poor skin!
a. Mrs.
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b. Mayor.
c. The governor's son.
B. Instructions: Answer the following open question. Answer in complete

sentence. (2 points)
11. Based on the reading, according to Coquilín, why do fish and other species that
live in the seas die? (2 points)
Municipality of Dorado
Dorado is known as the “Cleanest City in Puerto Rico” and the “Golden City.” Its
patron saint is Saint Anthony of Padua.
The origin of the name Dorado is unclear, there are several theories. The most
accepted are: that the town was named in honor of a family from the town and the
other is that it was named after the golden sands found on its beaches.
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This municipality is located on the north coast, forming part of the Northern Coastal
Plains. It limits to the north with the Atlantic Ocean, to the south with the town of Toa
Alta, to the east with Toa Baja and to the west with Vega Alta.
Its hydrographic system is made up of the Río de la Plata (formerly called Toa) and
its tributaries the Cocal, Nuevo and Lajas rivers. Near the mouths of these rivers
there are mangroves – of the red or red, black and white variety. On the other hand,
in the Higuillar neighborhood, very close to the coast, is the Mata Redonda lagoon
and the Punta Fraile reservoir.
Today, Dorado's economy revolves around the hotel industry, pharmaceuticals, and
electronic equipment manufacturing. On the other hand, the municipality has
remained active in the agricultural field, with the planting of small fruits and with the
traditional livestock industry, dedicated to the production of meat and milk for the
Country. Finally, the construction industry also constitutes an important source of
jobs.
information collected from https://boricuaonline.com/dorado-pr/
Answer: Why do you think the story of Coquilín and his friends is based on
Dorado beach? (2 points)
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GRAMMAR
The gender and number of the noun
A. Nouns have gender: masculine or feminine. As a general rule, masculine nouns
end in “o” and feminine nouns in “a,” although there are exceptions.
Masculine nouns are generally used to name male humans and male animals.
Feminine nouns are generally used to name women and female animals.
Examples: masculine - feminine

child little girl
cat cat
grandfather grandmother
B. Nouns also have numbers, which can be singular or plural.
The singular noun refers to a single person, animal, thing, or place, while the plural
noun refers to more than one. Usually the plural is written by adding “s” or “es”.
Examples: singular - plural

girl boy girls – boys
cat Cat cats - cats
Grandfather grandparents-
Grandmother grandmothers
The general plural rule is formed:
Adding “ s ” to the Adding “ es ” to the When it ends in “ z ” it forms

singular if it ends in a singular if it ends in a the plural by replacing this
vowel. consonant. letter with a “ c ” and adding
es .
Example: ear Example: truck -
– ears trucks Example: pencil z – pencils
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Read each singular noun and write the plural gender of each noun.
(14 points)
Noun Gender plural
Example: sir male sirs
1. ocean
2. lamp
3. coach
4. judge
5. companion
6. ostrich
7. clock
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ORTHOGRAPHY
The sound of k, c, q, que and qui.
Read the text. Then, underline the words that have the sound k, c, q, que, qui:
The sound k can be represented with the letters c, q, or k.

Learn the rules that will help you write words with those sounds correctly.
Before the vowels a, oyu, the c is Before the e and i, the letters qu (que,
written. (ca, co, cu) qui) are written.
• Examples: charcoal, kitchen, neck • Example: cheese, I want
Before the vowels a, e, i, o, u. In Spanish, very few words are written

with the letter k. Generally, these words come from other languages.
Example:
V Those that start with kilo: kilogram, kilometer
• Karate, koala, Kung fu.
Practice exercises:
Complete the words with c, q or k.
___to mass ___uerer __ojín ___ilates ___uenepa

___raven ___iwi __uerer pe__ueña fan
Instructions: Practice the words in the practice exercise in cursive.
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TEXT PRODUCTION
The dialogue
Dialogue is a conversation where two or more people intervene to express their
opinions and desires on a topic of personal interest or that of another. Although
dialogue is an oral genre, it can be transcribed, that is, it can be written. For example,
in plays or stories.
In the story Coquilín and his friends you can see how the dialogue develops.
Dialogue in narratives can be of two forms:

• Direct: The author reproduces exactly the words of the characters who speak.
Be careful, Pablo said, you could get burned.
• Indirect: The author explains what has happened. Use the verbs “it is said
that”, “he answered”, etc.
Pablo said to be careful because you could get burned.
When we write a dialogue, we use the colon and the dash.
The dash (—) is the sign used to indicate that a character is going to speak.
The line is always written at the beginning of each intervention, and no space is left
between the line and the text of the dialogue.
The colon (:) is written after the name of the character speaking.
Read the following dialogue.
-Hello Esteban.
Pepe: —I have the keys to enter.
—Hello Diego, how are you? Will you accompany me?
Rosie: -Of course. I like the
-How are you? Fatal. Don't you know adventure.
what happened to me the other day? Pepe: -So let's go.
—No, no idea. That?
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Training exercises
Create your dialogue.
TO. Invent two characters who will participate in the dialogue. The characters can be
people, animals, or objects.
Name of Describe the

your characters characters
1. _____________________ 1. ________________________
2. ______________________ 2. _________________________
B. Think about what topic the characters are going to talk about.
C. Select who is going to speak first and what they are going to say.
D. Write what the other character will answer.
S
t
a
rt
your dialogue by copying the
what you wrote in C and D.
Then continue the dialogue using your

Imagination and creativity.
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My
dialogue
Copyrkght
Homemade-Preschool
com
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Rubric to evaluate the dialogue

Criteria 4 3 2
Use relevant vocabulary Use relevant
throughout the dialogue. Use relevant vocabulary vocabulary on some
VOCABULARY
throughout most of the occasions.
dialogue.
GRAMMAR Use grammatical Uses grammatical
structures appropriately structures appropriately
throughout the dialogue. in most of the dialogue.
Uses grammatical
structures appropriately
very rarely in dialogue.
CONTENT The dialogue has little
The dialogue is relevant The dialogue is relevant sequential content.
and sequential to the and sequential much of
content of what you want the content you want to
to talk about. discuss.
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GUIDE TO REASONABLE ACCOMMODATIONS FOR WORKING STUDENTS
Presentation Accommodations in Environment and Time and itinerary

accommodations the way you respond place accommodations
accommodations
They change the way They change the way the Change the place, setting They change the amount
information is presented student responds or or environment where the of time allowed to
to the student. This allows demonstrates knowledge. student will complete the complete an assessment
you to access information Allows students to teaching module. The or assignment; changes
in different ways. The present answers to tasks accommodations of the way, order or time in
material can be presented in different ways. For environment and place which time, subjects or
auditorily, tactilely, example, verbally,
require organizing the tasks are organized.
visually or multisensory. through manipulatives,
space where the student
among others.
will work.
Visual learner: Visual learner: Apprentice visual

■ Use the ■ Quiet, structured and auditory:
computer so you environment, without ■ Prepare a
Visual learner: can write. Detailed and color-
many distractions.
■ Using enlarged print or ■ Use ■ ventilated place, coded agenda with
enlarging equipment graphic organizers. with good lighting. what they have to
such as magnifying ■ Make drawings that ■ Use desktop or do.
glasses, televisions, Explain your table near the adult ■ Strengthen the
and computers answer. Complete the tasks
for direction.
■ Use of pictures, videos, ■ Allow the use of Auditory learner : assigned in the
pictograms. pictures or drawings ■ Environment where agenda.
■ Use keys to explain your can read aloud or ■ Use agendas
visuals such as use of answers paper where you can
where you can listen
colors in instructions, ■ Allow the mark, write, color.
to the material
highlighters, Student writes down without interrupting ■ Use “post-it” to
underlining words what they learned organize your day.
other people.
important. using cards, stripes, ■ ventilated place, ■ Start with the
■ Demonstrate what the pictures, the with good lighting more complex
student is expected to computer, or a and where classes and then
do and use models or visual movement is move to the simple
demonstrations. communicator. allowed while ones.
■ Speak clearly, slowly ■ Reply in the repeating the ■ Provide time
■ Identify colleagues who user information. material out loud. extended to
can serve as support complete their tasks.
for the student Auditory learner : Multisensory learner:
■ Add complementary ■ Record your ■ Environment is Multisensory learner:
information to the answers allow you to move, ■ Assist the student
material ■ Offer your organize your work
answers to an adult with agendas
Auditory learner : who will document in
writing what
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mentioned.
■ Read the material or written or electronic.
use applications
Presentation Accommodations in Environment and Time and itinerary
accommodations the way you respond place accommodations
■ accommodations
Do talk, listen to music ■ Establish
oral presentations. while working, sing. mechanisms for
■ Make videos ■ Allow it to perform reminders that are
that convert text into explanatory. activities in different effective.
audible format. ■ Make exhibitions scenarios controlled ■ Use the
■ Read the instructions by the adult. Rewards for
aloud. Example the floor, completing your
Multisensory learner:
■ Allow the student to ■ Point out the the dining room assigned tasks
record themselves response to a table and then, a within the set time.
while reading the
computer or a desk. ■ Set schedules
material. flexible to complete
person.
■ Audiobooks ■ Use tasks.
■ Repetition of manipulatives to ■ Provide breaks
instructions between tasks.
represent their
■ Ask the student to response. ■ Have flexibility
explain in their own ■ Do as to the best time to
words what they have oral and written complete tasks.
to do.
presentations. ■ Start with the
■ Use recorded material ■ make dramas easier tasks and
■ Identify colleagues where it represents then move on to
who can serve as what has been more complex ones.
support for the learned. ■ Provide time
student ■ Create videos, extended to
songs, posters, complete their tasks.
Multisensory learner: infographics to
explain the material.
■ Present the material ■ Use a
segmented (in
pieces) electronic or manual
communicator.
■ Divide the task into
short parts
■ Use manipulatives
■ Use songs
■ Use videos
■ Present the material
actively, with common
materials.
■ Allow the student to
investigate the topic
that will be worked
on.
■ Identify colleagues
who can serve as
support for the
student
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SHEET TO DOCUMENT REASONABLE ACCOMMODATIONS
Student name: SIE number:

Module subject: Degree:
Dear family:
Use the following sheet to document the reasonable accommodations you use with your child
in the process of supporting and monitoring the study of this module. Please place a check
1. mark [ V ] on those reasonable accommodations you used with your child to complete the
educational module. You can check all that apply and add additional ones in the part assigned
for it.
Presentation accommodations Time and itinerary accommodations

Visual learner: Visual learner:
□ Using enlarged print or enlarging equipment □ Use the computer so you can write.
such as magnifying glasses, televisions, and □ Use graphic organizers.
computers □ Make drawings that explain your answer.
□ Use of pictures, videos, pictograms. □ Allow the use of pictures or drawings to explain
□ Use visual cues such as use of colors in your answers.
instructions, highlighters , underlining □ Allow the student to write what they learned
important words. using cards, stripes, slides, the computer, or a
□ Demonstrate what the student is expected to visual communicator.
do and use models or demonstrations. □ Answer in the brochure.
□ Speak clearly, slowly
□ Identify colleagues who can serve as support Auditory learner :
for the student
□ Record your answers
□ Add complementary information to the material □ Offer your answers to an adult who will
document what was mentioned in writing.
Auditory learner : □ Do oral presentations.
□ Read the material to him or use applications □ Do explanatory videos.
that convert the text into audible format. □ Do exhibitions
□ Read the instructions aloud.
□ Allow the student to record themselves while Multisensory learner:
reading the material. □ Point the answer to a computer or
□ Audiobooks a person.
□ Instruction repetition □ Use manipulatives to represent your answer.
□ Ask the student to explain in their own words □ Make oral and written presentations.
what they have to do. □ Make dramas where you represent what you
□ Use recorded material have learned.
□ Identify colleagues who can serve as support □ Create videos, songs, posters, infographics to
for the student explain the material.
□ Use an electronic or manual communicator.
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Presentation accommodations Time and itinerary accommodations
□ Present the material segmented (in pieces)
□ Divide the task into short parts
□ Use manipulatives
□ Use songs
□ Use videos
□ Present the material actively, with
common materials.
□ Allow the student to investigate the topic that
will be worked on.
□ Identify colleagues who can serve as support
for the student
Response Accommodations Environment and place accommodations
Visual learner:
□ Quiet, structured environment, without many Visual and auditory learner:
distractions.
□ Ventilated place, with good lighting. □ Prepare a detailed, color-coded agenda with
□ Use a desk or table near the adult to direct what they have to do.
you. □ Reinforce the completion of the tasks
assigned in the agenda.
Auditory learner :
□ Use paper diaries where you can mark, write,
color.
□ Environment where you can read aloud or □ Use “post-its” to organize your day.
where you can listen to the material without □ Start with the more complex classes and then
interrupting other people. move to the simple ones.
□ Ventilated place, with good lighting and where □ Provide extended time to complete their tasks.
movement is allowed while repeating the
material out loud.
Multisensory learner: □ Assist the student in organizing their work with
written or electronic agendas.
□ Environment allows you to move, talk, listen to □ Establish mechanisms for reminders that are
music while working, sing.
effective.
□ Allow them to carry out the activities in □ Use the rewards by finishing your assigned
different scenarios controlled by the adult. tasks within the set time.
Example the floor, the dining room table and □ Set flexible schedules to complete tasks.
then, a desk.
□ Provide breaks between tasks.
□ Have flexibility when it comes to the best time
to complete tasks.
□ Start with the easiest tasks and then move on
to the more complex ones.
□ Provide extended time to complete their tasks.
Others:
__________________________________________________________________________________
1
3
If your child is a candidate or participant for services for

2. Spanish language learners and immigrant students consider the following teaching
suggestions:
• Provide modeling or demonstrations of required or expected written or oral responses.

• Check for understanding: Use questions that require single-word answers, props, and
gestures.
• Speak clearly, slowly.
• Avoid the use of complex, colloquial expressions.
• Ensure that students have all necessary materials.
• Read the instructions orally.
• Check that students understand the instructions.
• Incorporate visuals: gestures, accessories, organizing graphics and tables.
• Sit near or next to the student during study time.
• Follow predictable routines to create a safe and stable environment for learning.
• Allow discovery learning, but be available to offer direct instructions on how to complete a
task.
• Use graphic organizers to relate ideas, concepts and texts.
• Allow the use of the regular or illustrated dictionary.
• Create a pictorial glossary.
• Simplify instructions.
• Offer support in carrying out research work.
• Offer the steps to follow in developing paragraphs and essays.
• Provide books or readings with similar concepts, but at a simpler level.
• Provide a reader.
• Provide examples.
• Group similar problems (all sums together), use drawings, pictures, or graphs to support the
explanation of the concepts, reduce the linguistic complexity of the problem, read and explain
the problem or theory verbally or break it down into short steps.
• Provide objects for learning (concretize vocabulary or concepts).
• Reduce length and allow more time for written assignments.
• Read to the student the texts that he or she has difficulty understanding.
• Accept all attempts at voice production without error correction.
• Allow students to substitute drawings, images or diagrams, graphs, charts for a written
assignment.
• Outline reading material for the student at his or her reading level, emphasizing main ideas.
• Reduce the number of problems on a page.
• Provide manipulatives for the student to use when solving math problems.
If your child is a gifted student, that is, he or she scored 130 or higher on the quotient
3. intellectual (IQ) on a psychometric test, your education should be targeted and challenging. They
should consider the following recommendations:
• Know the student's special abilities, interests and

learning styles.
1
3
• Carry out motivating activities that require them to think at higher levels.
sophisticated and explore new topics.
• Adapt the curriculum and go deeper.
• Avoid repetitions and routines.
• Perform writing tasks to develop empathy and sensitivity.
• Use research as a teaching strategy.
• Promote the production of creative ideas.
• Allow him to learn at his own pace.
• Provide more time to complete tasks, when required.
• Take care of the alignment between your education and your academic and social-
emotional needs.
1
3
REFERENCES
Andrés Díaz Marreo. Coquilín and his friends. Senderos Publishing House (1981-2009).
Retrieved from http://home.coqui.net/sendero/coquiayuda.pdf
Andrés Díaz Marrero. Areyto in the batey (La jicotea). Mission: Highlight the importance
of Creative Writing, Children's Literature and Reading and Writing. Recovered
from
http://home.coqui.net/sendero/bajacuento3.htm
Antonio Jimenez. Calameo. Santillana Activities. Recovered from
https://es.calameo.com/books/00091826888ef9044af71
Arroyo, Luis Antonio. Traditional Short Stories and Folk Tales from the Palentine Oral
Tradition. Miguel de Cervantes Library. Retrieved from
http://www.cervantesvirtual.com/obra-visor/cuentecillos-tradicionales-y-cuentos-
folkloricos-de-la-tradicion-oral-palentina/html/
Cáceres Ramírez, Orlando (2019). Difference between literal language and figurative
language. Retrieved from https://www.aboutespanol.com/diférence- entre-
lenguaje-literal-y-lenguaje-figurado- 4009488#:~:text=contrapuestas%20de
%20expresi%C3%B3n.- ,El%20lenguaje%20literal %20is%20the%20that
%20designates%20the%20means of%20real, informative%20statement%2C
%20real%2C%20concrete.&text= The%20figurative%20language%20is%20that,
different%20from%20that%20originally %20possess .
De la Rosa Sánchez, José M. Literal and figurative sense. Recovered from
https://www.actiludis.com/2015/02/13/sentido-literal-y-figurado/
Examples of types of sentences. Recovered from
https://www.gramaticas.net/2010/09/ejemplos-de-oraciones-tipos.html
Examples of exclamatory sentences. Recovered from:
https://www.ejemplos.co/oraciones-exclamativas/#ixzz6Z3D5Y3Tk
Examples of interrogative sentences. Recovered from:
https://www.ejemplos.co/oraciones-
interrogative/#:~:text=Types%20of%20sentences%20interrogative, intone ci
%C3%B3n%20own%20of%20the%20question .
Literary figure. Slideshare. Recovered from
https://es.slideshare.net/SoniCM/figuras-literarias-10124011
Rhetorical figures. Brainly. Retrieved from https://brainly.lat/tarea/9856454
Country house image. Recovered from
https://i.pinimg.com/564x/89/ab/a4/89aba4e5e6b486b0990aa63a36fa60 d8.jpg
1
3
Country house image. Recovered from

https://i.pinimg.com/originals/89/ab/a4/89aba4e5e6b486b0990aa63a36f
a60d8.jpg
Cover image. (2010). Children and Reading books on tree vector image.
Royalty Free Vector. Recovered from Hildren are reading books on tree vector
image
Information about the Puerto Rican Parrot. Recovered from
https://www.fs.usda.gov/Internet/FSE_DOCUMENTS/fsbdev3_042772.pdf
Information about the municipality of Adjuntas (2020) Digital editions. Retrieved from
http://edicionesdigitales.info/PueblosPR/PueblosPR/Adjuntas.html
Information about the municipality of Dorado. Recovered from
https://boricuaonline.com/dorado-pr/
The PR documents of the Salón Hogar Project. Image of the map
Attached. Recovered in
http://www.proyectosalonhogar.com/link%20p.r/www.linktopr.com/adjun tas.html
Luis López Nieves. Writer's digital house. Sela City. Recovered from
https://ciudadseva.com/autor/anonimo-cuentos-folcloricos/cuentos/
Curriculum Planning Language Acquisition 3. Department of
Education. Recovered from
http://intraedu.dde.pr/_layouts/mobile/view.aspx?List=e1ca73a6%2D3e62
%2D4317%2Db50b%2Dff6ca926e5e8&View=3c23060e%2D174a%2D418c%2
D92d9%2D6e5e7ddd3337&RootFolder=%2F Planning%20Curricular%2F
Acquisition%C3 %B3n%20of%20the%20Language%2FADQUISITION
%20LANGUAGE% 203
Poetry figurative sense. Easy classroom. Recovered from
https://www.tes.com/lessons/lBO_vMgBdxwrIQ/poesia-sentido-figurado
Government portal. Municipality of Dorado. Recovered from
https://www2.pr.gov/Directorios/Pages/InfoMunicipio.aspx?PRIFA=M051
Susi Boix. Educational material: Language reinforcement 3. Slide share. Recovered
from https://www.slideshare.net/sunsiboix/refuerzo-lengua-3-santillana
Vargas, Paul. “Fable The Hare and the Tortoise” (Improved version:). Portal
academic, Academia.edu. Recovered
https://www.academia.edu/4563132/FABULA_DE_LA_TORTUGA_Y_LA_LIEB
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Stories Juan Bobo

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LESSON 1

Standard for Fundamental Reading Skills

Writing and text production standard

Standard for language proficiency

Informational Text Reading Standard

Standard for reading literary texts

Standard of person, places and environment

Cultural identity standard

Standard of change and continuity

Look closely at the following image. Discover the hidden secret.

Attached Land of the sleeping giant.

Adjuntas belongs to the

Adjuntas has a large number of lakes, which inspired the

Juan Bobo is looking for work

In the mountains of Puerto Rico there lived a boy

Juan Bobo's mother washed and ironed clothes to

—Anything sir, —Juan Bobo responded.

—Don Pepe, I've finished my work!

When he got home he screamed with joy,

Juan Bobo said: - yes mom, yessssss, I will do it that way.

—You have to teach him to work, said the husband.

-What is your name? —the teacher asked him.

—The teacher asked him: Do you know how to read?

—Yes, I have many story books in my house, Juan Bobo responded.

The teacher, confused, thought: “this story is not in the book.”

I will marry a beautiful princess.

Later, I'll buy chickens.

_____1___ I will buy a cow.

___________ Then I will finally be rich.

___________ I will make a chicken coop.

The cow will give me calves.

B. Read, analyze and answer true or false.

Training exercises (16 points)

2. According to the reading, what was Juan Bobo's mother's job?

3. What did the mother ask Juan Bobo?

5. What was the first job that Juan Bobo found?

7. Why did Don Pepe look up and down at Juan Bobo?

9. According to the reading, what final event happened?

11. Why did Don Pepe growl?

12. According to the reading, which event happened first?

Characteristics of folk tales

They do not have specific

They belong to a group of people or a

Traditionally they were not written down, but

According to The Royal Academy

Española is a renown that

the internet and write the details of each of them .

Think and answer: What do the signs in the illustration

The question marks (?) serve to give the intonation of a question.

The exclamation (!) serve to give the intonation of

Write the corresponding sign.

Interrogative sentences are

Exclamatory sentences are used

Training exercises (12 points)

1 Wanda has three children, two boys and a girl.

2 I am in third grade of primary school.

3 I will arrive from the trip next Tuesday.

B. Look at each illustration and write an exclamatory sentence.

Learning sounds and letters

trunk – trunk window – window glass – glass ball – ball

The letters b and v make the same sound

Words spelled with b Words written with v:

Figurative and literal language

___1_ I will buy a cow.