1 Teacher_s Guide Growing Up English (1) (1)

MUESTRA PARA
Teacher’s Guide EVALUACIÓN

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

Audio CD (includes audio recordings
of he eading selections and songs
•
featured n the textbook)
Access to the d gital format

Content Director:
by downloading
Mayra L. Méndez Barreto
Executive Editor:
María Victoria Ratcliff Tirado
Editor:
Raymond Berríos González
Contributing Writer:
Raymond Berríos González
Proofreading:
Stella Ramírez
Pedagogical Foundations
Santillana’s Growing Up series is a project designed to strengthen social, academic, and thinking skills. Our project frames
and supports the English content for the first school years with the following pedagogical principles:
Standards and Expectations Content Areas for the English Development

The standards we establish as a curricular framework are Each chapter is based on general objectives for the
based on the following competence areas: teaching-learning process. These seek to develop the
following skills in English:
• Oral Communication
• Reading
• Written Communication
• Reading Comprehension
• Reading Comprehension
• Literary Study
At the same time, each level’s standard is aligned with the
grade’s expectations. • Graphomotor skills
• Phonetics
Common Core Standards • Reading and Writing
We consider the Common Core Standards that the United • Calligraphy
States has been applying to be an important reference.
We have included them on the initial pages of each • Language Areas
chapter in this guide. For English, our focus is on:
• Oral and Written Communication
• Basic reading skills
Depth of Knowledge Levels
• Informational text reading
We have applied the Depth of Knowledge (DOK) levels
• Writing pedagogical model designed by Dr. Norman L. Webb.
This model assigns four levels to educational objectives,
Curricular Connections considering content standards and assessment. The model
incorporates Bloom’s Taxonomy and synthesizes Bloom’s six
We establish curricular connections with other subjects areas into four representative levels.
via content and activities. These subjects are:
• Recall and Reproduction
• Social Studies
Demonstrates knowledge in an identical or nearly
• Science identical manner to how the student learned it.
Its Bloom’s Taxonomy equivalents are knowledge
• Mathematics and understanding.
• Fine Arts At this level, students remember facts, terms,
concepts, or theories. Additionally, they recognize
• Physical Education or identify specific information in images or
• Technology graphs. This level requires that the student
identify, number, or define. Exercises usually ask
who, what, when, and how.
• Skills and Concepts
Shows knowledge that requires some level of
basic mental reasoning of ideas, concepts, and
skills, far beyond memory. Its Bloom’s Taxonomy
equivalent is application.
This level requires that the student compare and 21st Century Skills
contrast people, places, events, and concepts.
It also requires that the student transform 21st Century Skills aim to develop a transformative
information from one shape to another, show student, ready for the challenges and emerging social
examples, classify, describe and interpret needs of the workplace and the economy. We have
situations or problems, patterns, reasons, or included them in the final pages.
cause and effect relationships. This level requires
the description or explication of information or • Learning Skills
results. Exercises are usually answered by the how
and the why • Language Analysis Skills
• Life Skills
• Strategic Thinking
Demonstrates knowledge based on the demand Technological Integration
of complex and abstract thinking. Its Bloom’s
Taxonomy equivalent is analysis. We have integrated technology into the teaching-
learning process. In the book’s final pages you may find,
as reference, the International Society for Technology
This level requires reasoning based on evidence in Education (ISTE) standards for Information and
and a high level of thinking. Students go Communication Technologies (ICT) for students.
beyond explaining or describing how and why
to justify their statements as evidence. At this • Creativity and innovation
level, concepts are applied to new situations, to
solve problems, to compare and contrast, and to • Communication and collaboration
propose and evaluate solutions. Also, connections
between time and space (location) are established • Investigation and information management
to explain themes or concepts.
• Critical thinking, problem solving, and decision-
making
• Extended Thinking
• Digital citizenship
Extends knowledge to broader contexts. Its Bloom’s
Taxonomy equivalents are synthesis and evaluation. • ICT operations and concepts
This level incorporates longer processes such as Ethics and Civic Education
planning and investigation. The cognitive demand
is greater and the work is more complex at this Civic and ethic education are crucial for a citizen’s overall
level. Students associate ideas and concepts development. We promote values through activities that
across disciplines and the product of the cognitive incorporate and analyze solidarity, respect, cooperation,
demands is evidenced through their work. It gender equality, social responsibility, and tolerance, among
requires that the student analyze and synthesize others.
information from multiple sources. Also, the
student must examine and explain alternatives and • Peace Education
describe and illustrate how themes and concepts
are located in time and space. In some cases, the
• Multicultural Education
student must make predictions with evidence that • Gender Equality
is based on logical arguments, or they may also
plan and develop solutions to problems. • Ethics and Social Responsibility
• Health Education
• Consumer Education
• Environmental Awareness
The Structure of this Guide
The teacher’s guide for the Growing Up series offers methodological recommendations for the teaching of
English. It is part of a pedagogical project consisting of the following didactic resources:
Textbook Workbook
Santiapp K-12
Textbook Workbook with Multimedia Resources
The chapters in this guide recommend and suggest pedagogic initiation, development, and closure
activities for each lesson. It also includes the answers to the activities in the application. Starting with its
design, it transforms into methodology to encourage the teacher in the creation or continuation of activities
to support the teaching-learning process. Each textbook spread is duplicated in the guide and framed by
following sections:
Chapter Curricular Profile
Chapter Topic Skills
Chapter School Is Fun!

1 Workboo pages 6-13
Grammar
Concepts Objectives
Objectives
bas c sentence structure Recogn ze ba ic sentence structure
Standards Skills ubject nouns Complete sentences using subject nouns
Standards Listen ng /
Speaking
Reading
W it ng
Observing and remember ng compar ng and contrast ng grouping
and label ng clas ify ng infer ing analyzing ea oning evaluat ng
mak ng dec sions solving p oblems
Activity Time
Let’s Read! Title "Ann’s School" Concept Objectives
Concepts Ob ect ves chool uppl es Create a booklet about school supplies with chool upply vocabulary images
and complete entences
Concepts school act vit es

school locat ons
school supplies
Learn about school locations activ ties and suppl es
Name the diffe ent people hat work n a school
school workers
Songs and Rhymes Song "My School"
Concept Objectives
Th nk About It
Concepts Ob ect ves chool act vities Listen sing and share op nions on school activ ties
school act vit es Ident fy mportant deta ls in he tory D stinguish between real and
school locat ons Recall the sequence of events n a imaginary
school supplies log cal order Identify fact and op nion
school workers Identify the main dea Making Connections Social Studies
Concept Objectives
Letters and Sounds
chool wo kers D scuss the workers at a school and how they make school a be ter place
Concept Ob ect ves
the alphabet Review dent fy and match letters of the alphabet

Introduce the concept of alphabet cal o der
Living Together Respect for Animals

Words to Know Peace Education Pets needs
Concept Ob ect ves
school supplies Use vocabulary related to school suppl es
Special Sections
Chap er
1
Closure
1 Read the words Match them to he correct p cture
School Is Fun! a desk b penc l c teacher

1 Direct students to the ect on I
Wi l Lea n About on page 9
a Explore each of he top cs hat
In tiation wi l be discussed on chapter
one
1 Ga her students n a g oup Start
a d scussion by asking them to b Prepare two sentence str ps
look at the p cture on page 8 and wi h the following quest ons
answer he follow ng quest on • What do you know about?
• What do you see n this pic
ture?
2 Allow students to dent fy ele

• What do you want to learn
abou ?
2 Prepare st ips w th all s x topics to

Closure
ments hat they see in he p cture be d scussed Gather students n
according to the r p ior knowl 2 Read the complete sentence Then answer the question below a group and paste he two ma n
que tions on the boa d to gene
edge Lead the conve sation to
Chapter
Initiation wa ds the r ealizat on of the idea

of going to school
3 Ask students to ead the chapter

t tle "School is Fun!" Ask hem to 1 School Is Fun!
Ann wa ks to school rate a group d scu sion Have stu
dents take turns to complete each
sentence wi h one of the s x pos
s ble cho ces and have hem eact
a Who walks to schoo ? to each new question
give the r op n on on why school is
fun for them 3 Play song “My School” from the
mus c CD Have students s ng
4 Draw a concept web on the board Let’s Predict! along
w th the t tle School s Fun n the Whe e do you th nk he g rl is go ng? • what we do at school • school wo kers
center As they give the r op n ons
Why does she have a backpack? • places at school • basic sentences 4 Organ ze a play pretend act vity
Ga her students in several groups
jot down each one on the board
Why do you think the gi l looks happy? • school suppl es • subject nouns
Inv te them to select he school
5 Ask students to take turns and an worker of the r choice A low stu
swer the question from the Let’s dents to play pretend toge her as
Predict section 8 e ght n ne 9 f they we e in a school se ting
Notes Notes
Development
1 Extend the discuss on by a k ng quest ons l ke 5 Go on a short tour with he students V sit seve al places n school (of
• Who takes you to school everyday? fice classroom gym auditor um cafeter a etc ) Int oduce students to
he people working in each area (Director Social Worker Secretary PE
• How do you go to chool? By car by bus or walk ng?
Teacher Cooks etc ) Urge students to ask questions to the d fferent staff
2 P epare a "survey chart" to classify tudents' esponses by categor es members
(car/bus/wa k ng) Invite students to take tu ns and ma k their answers n
6 Form groups acco d ng to the number of places v sited n school Each
the co responding categor es
group hould de c ibe their experience in a spec f c place Have each
p hb d
p hb d
3 Have students do exerc ses 1 and 2 from page 9 Ask students to name group discuss and present to class what they have learned and the peo
other items that they can find n school Have volunteers share he r re ple they met n these places
n
n
NT LANA Any ep du
sponses w th the cla s
NT LANA Any ep du
7 Invite students to reflect on the r experience th oughout their school
4 P epare a et of ndex cards w th the names of objects n the clas room tour and share their insights about it in a journal ent y Gu de students
(desk door wall shelf books sharpener cubb es etc ) Have students play with questions like
"I spy" tak ng turns to desc ibe an object n the classroom Whoever gives • What things d d you see n your vi it through schoo ?
out the correct answer selects the ndex card wi h the name of the object
©S
©S
and labels t
8 www s nt l anapr om 9
Development
Methodological Suggestions
The guide encompasses the textbook pages, which are prominent in the center of
the guide’s page, but it allows space to present the methodological plan suggested
for each topic.
English 1: Common Core Standards

Reading Standards For Literature Grade 1 Reading Standards for Info mat onal Text Grade 1
Appendix
Key Ideas and Deta ls Pages Key Ideas and Details Pages
1 Wi h p omp ng and sup ort sk and nswer ques ions bout key det i s in 8 10 19/ 32/34 41/ 56/ 80/ 8 -89/ 104/ 1 A k a d an wer uest ons about ey eta ls n a ext 18-19 42 43/54 55/66 67/90 91 138-
a t xt 28/ 130- 37/ 152/ 154 163/ 178 204/ 139/ 64-165 228- 29/242 243 254-
23 / 232-2 1/ 254-2 5/ 256/258 267 282- 255/268 269 284-293 294- 95
These offer a series of bibliographical resources that will

2 3
2 Re e l s or es nc ud ng k y d ta ls and demon t ate unde st nding of th ir 8-19 42-43 56-65 82-89/ 130 137 154- 2 den i y the ma n top c and e ell ey deta s f a ext 19/4 -43 54-55 66-67 90-91 138-
ent al message or es on 63/206 215/ 31-2 1/242 243 254- 139/ 64-165 228- 29/242 243 254-
2 5/256 258-2 7/284 293 255/268 269 294-295
3 De cr be cha acte s et ings and ma or eve ts in a s ory u ing

k y d ta ls
0 19 42-43 56-65 82- 9/130 137 154-
63/206 215/ 32-24 /242 243 254-
2 5/258 267/ 84-293
3 De cr be the conn ct on etween two nd vi uals even s deas or pie es of
n ormat on in a ext
17/24 25 106- 13/164 165 202- 03/216-
217 228-229 242 243/254 255 294-295
allow you to expand the content of the themes discussed
Craft and Structure Pages C aft and Structure Pages
4 den i y wo ds nd ph ases n sto i s or p ems hat sugge t fee ngs or appeal
o he enses
3 -43 82-89 130- 37/ 54-163 206-
15/293
4 A k a d an wer uest ons o he p dete m ne or c ar fy the mean ng of wo ds
nd ph ases n a ext
10-1 /41 48-49 54-5 /66-6 /90 91/106-
113 128/ 37/16 /189 206-2 5/ 216-
217 228-229 267 293 in the text.
5 E pla n ma or d f eren es between books th t te l s or es and books that g ve 0 19 34-41 56-65 5 Kn w and use var ous ext fe tu es (e g head ngs abl s of onten s 17/ 1/65 89/ 13/ 37/ 63/180-
nfo m t on dr w ng n a w de re ding of a range of lo sar es ele t onic menus con ) to lo ate key acts or nfo m t on 189/2 5/216 217 267 293
ext t pes n a ext
6 den i y who is el ng he to y t var ous po nts n a t xt 8 -89/ 58-267 284- 93 6 D s ing i h be w en nfo m t on p ov ded by p c ures or o her l us ra ions 8/10 17 34-41 56-65 82-89 104 106-
nd nfo mat on p ov ded by he wo ds in a text 113 128/ 30-137 152 154 163/180-
• Common Core Standards Correlations

189/206 215 232- 41/242 258 267/294-
295
Integration of Knowledge and Ideas Pages Integration of Knowledge and Ideas Pages
7 Use l us ra ons nd de a ls n a s ory o de cr be i s char cte s 8 10 19/34 41/56 58-65 82- 7 U e he i lu t at ons and deta s in a ext o de cr be i s key i eas 8/10 17 34-41 56-65 82-89 104 106-
et ing or vents 89 104 128/ 30-13 /152 154- 113 128/ 30-137 152 154 163/1 8/180-
63/178 204/ 06-215 232 241/ 56/258- 189/206 215/ 23 -241 258- 67/284 293
2 7/282 283 284-293
8 Not app ic ble to i era ur ) 8 den i y the rea ons an author g ves o upport po nts n a ext 42-43 66-67 78- 9/90- 1/130 132 164-
165/ 90-191 216 217
9 Compare and con ra t the adve tur s nd e per ences of 9 den i y bas c sim la t es in and di fe ences be ween wo t xts on the same
hara te s n sto i s op c e g n i ust at ons desc ip i ns or p ocedu es)
Range of Reading and Level of Text Complexity Pages Range of Reading and Level of Text Complexity Pages
10 Wi h p omp ng and sup ort ead pro e a d poe ry of app opr ate 8 10 19/34 41/56 58-65 82- 10 Wi h prompt ng nd upport read nfo ma io al te ts app opr at ly compl x 10-1 /34- 1/56 65/82 89/1 6 113 114-
omp ex ty f r rade 1 89 104 128/ 30-13 /152 154- or gr de 1 115 130-1 7/154 163 180- 89/206-
63/178 204/ 06-215 232 241/ 56/258- 215/ 16-21 /232 241 258-26 /284 293
2 7/284 293
Index
Let’s Read! /
Chapter Topic Letters and Sounds Words to Know
Think About It
School Is
1 Fun!
8 Ann’s School 10 The Alphabet 20 School Supplies 24
Introduction
My Body Is What Can You
2 Great!
32
Do?
34 to Short Vowel
Sounds
44 Parts of the Body 48
Introduction Meals
I’m Hungry!
3 Let’s Eat!
56 No More Sweets! 58 to Long Vowel
Sounds
68 Throughout the
Day
72
What Do I The Letters Mm

4 Wear?
80 David’s Birthday 82
and Pp
92 My Clothes 96
The Letters Ll and

5 Being Active 104 Go for the Goal 106
Ss
116 Being Active 120
Where Is Baby The Letters Bb Rooms in a

6 My Family 128
Bear?
130
and Vv
140
House
144
The Letters Dd
7 My Friends 152 Who Will Play? 154
and Tt
166 Friendship 170
The Letters Ff and

8 Around Town 178 The Storm 180
Rr
192 My Town 196
Animals Our Trip to the The Letters Gg

9 Around
the World
204
Zoo
206
and Jj
218 Zoo Animals 222
Mother The Letters Cc

10 Nature
230 Plants Grow 232
and Qq
244 Plant Life 248
Pipo Asks About The Letters Hh

11 The Seasons 256
the Seasons
258
and Nn
270 Units of Time 274
The Magic The Letters Kk,

12 Imagination 282
Scooter
284
Ww, Xx, and Zz
296 Fairy Tales 300
Glossary 308
Grammar Activity Time Songs and Rhymes Making Connections Review
Basic Sentences
School Supplies Social Studies:
and Subject 26 27 My School 28 29 30
Booklet School Workers
Nouns
Adjectives,
Head, Shoulders, Science: How We
Singular and Plural 50 Life-Sized Me! 51 52 53 54
Knees, and Toes Look
Nouns
The Articles a, an, Create a Snack Social Studies:

74 75 This Is the Way 76 77 78
and the Recipe Healthy Habits
Common and Skirts, Dresses, Science: Clothing

98 Paper People 99 100 101 102
Proper Nouns Socks, and Shoes and Weather
Action Verbs:
The Children in the Physical
The Third Person 122 Hopscotch 123 124 125 126
Class Education: Sports
Singular
Social Studies:
Subject Pronouns 146 My Home 147 Are You Sleeping? 148 149 150
Family Traditions
Social Studies:
Subject and Friendship
172 173 A Friend of Mine 174 Being a Good 175 176
Object Pronouns Bracelets
Citizen
Social Studies:
Prepositions 198 Community Mural 199 I’m a Firefighter 200 201 202
Where People Live
The Simple Past Science: Life

224 Lion Masks 225 At the Zoo 226 227 228
Tense Cycles
Demonstrative Science The Eentsy Science: The

250 251 252 253 254
Pronouns Experiment Weentsy Spider Effects of Rain
Interrogative My Personal Mathematics:

276 277 Spring Is Coming 278 279 280
Sentences Timeline Telling Time
Exclamatory Fine Arts: Art and

302 Another World 303 Twinkle, Twinkle 304 305 306
Sentences Imagination
Chapter School Is Fun!
1 Workbook pages: 6-13
Standards Skills
• Listening / • Reading Observing and remembering; comparing and contrasting; grouping
Speaking and labeling; classifying; inferring; analyzing; reasoning; evaluating;
• Writing making decisions; solving problems
Let’s Read! Title: "Ann’s School"

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

• school locations • Name the different people that work in a school.
• school supplies
• school workers
Think About It
Concepts Objectives
• school activities • Identify important details in the story. • Distinguish between real and
imaginary.
• school locations • Recall the sequence of events in a
• school supplies logical order. • Identify fact and opinion.
• school workers • Identify the main idea.
Letters and Sounds

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

• Introduce the concept of alphabetical order.
Words to Know
Concept Objectives
• school supplies • Use vocabulary related to school supplies.

Grammar
Concepts Objectives
• basic sentence structure • Recognize basic sentence structure.

• subject nouns • Complete sentences using subject nouns.
Activity Time
Concept Objectives
• school supplies • Create a booklet about school supplies with school supply vocabulary, images,
and complete sentences.
Songs and Rhymes Song: "My School"

Concept Objectives
• school activities • Listen, sing, and share opinions on school activities.
Making Connections Social Studies

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

Peace Education Pets needs
Chapter
1 School Is Fun!
Initiation
1. Gather students in a group. Start

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

ments that they see in the picture
according to their prior knowl-
edge. Lead the conversation to-
Chapter
1
wards their realization of the idea
of going to school.
3. Ask students to read the chapter

title: "School is Fun!" Ask them to
give their opinion on why school is
School Is Fun!
fun for them.
4. Draw a concept web on the board Let’s Predict!

with the title School is Fun in the
center. As they give their opinions,
• Where do you think the girl is going?
jot down each one on the board. • Why does she have a backpack?
5. Ask students to take turns and an-

• Why do you think the girl looks happy?
© SANTILLANA
swer the question from the Let’s
Predict section. 8 eight
Notes
Development
1. Extend the discussion by asking questions like:

• Who takes you to school everyday?
• How do you go to school? By car, by bus, or walking?
2. Prepare a "survey chart" to classify students' responses by categories

(car/bus/walking). Invite students to take turns and mark their answers in
the corresponding categories.
© SANTILLANA - Any reproduction is prohibited.
3. Have students do exercises 1 and 2 from page 9. Ask students to name

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

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

music CD. Have students sing
along.
• what we do at school • school workers
• places at school • basic sentences 4. Organize a play pretend activity:

Gather students in several groups.
• school supplies • subject nouns
Invite them to select the school
worker of their choice. Allow stu-
© SANTILLANA
dents to play pretend together as

nine 9 if they were in a school setting.
Notes
5. Go on a short tour with the students. Visit several places in school (of-
fice, classroom, gym, auditorium, cafeteria, etc.) Introduce students to
the people working in each area (Director, Social Worker, Secretary, PE
Teacher, Cooks, etc.) Urge students to ask questions to the different staff
members.
6. Form groups according to the number of places visited in school. Each

group should describe their experience in a specific place. Have each
group discuss and present to class what they have learned, and the peo-
ple they met in these places.
7. Invite students to reflect on their experience throughout their school

tour and share their insights about it in a journal entry. Guide students
with questions like:
• What things did you see in your visit through school?
9
Let s Read!
Prior to the Reading
1. Ask students to gather in a group

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

a. Have students come to the
conclusion that there is a but-
Ann’s School
by Sarah Fash
terfly in the picture (it will be
Illustrated by Patricia López
present throughout most of
the story.)
b. Ask questions like:
It’s time to go to school.
• Why do you think there is
Ann says hello to her teacher.
a butterfly in the story?
© SANTILLANA
• How do you think we
should call it? 10 ten
Notes
During the Reading
1. Go to page 11 and guide students through the reading with questions

like:
• What are the students doing?
• How many students are there in total?
• How do they look?
• How many look excited?
• Does reading make you happy or sad?
2. Have students compare themselves with the students in the picture. Ask:
• Does reading make us look like the students in the picture?
3. Continue reading. Extend the discussion by asking students questions re-

lated to the story. Invite any volunteers to take turns reading.
4. Ask students to focus on the words in bold to have them discuss their
Reading
After the Reading
1. Generate a discussion by asking

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

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

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

eleven 11 time.
Notes
meaning. You may guide students through the process by asking them
questions like:
• What does the word school mean?
• Who is the teacher?
• What do teachers do?
• What is a book?
• Which types of books do you know?
5. Invite students to create sentences with these vocabulary words in their

notebooks. Ask volunteer students to share their sentences with the
class.
11
1. Prompt students to turn to pages

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

that the butterfly keeps appearing
throughout the reading in different
scenes.
a. Ask students to predict where
the butterfly will appear next
in Ann’s school?
3. You may guide students in this pro-

cess by asking them questions like:
• Is there something in the pic-
ture that you have seen before Ann writes at her table.
in the story? She uses her new yellow pencil.
• Have you seen it before?
© SANTILLANA
• Where do you think it will go
12 twelve
next?
Notes
During the Reading
1. Ask students to turn to page 13 to continue with the reading. Have them
discuss which activities they like doing at the playground.
a. Ask questions like:
• Which games do you guys like to play at the playground?
2. Guide students through their conversation. Name several classic outdoor

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

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

their favorite outdoor game. Moti-
vate them to share their drawings
with the class.
a. Extend the activity by asking
students to write a journal
entry about their experience
during their time at the play-
ground.
b. Invite students to share their
Ann plays on the playground. experience and drawing with
She loves recess! the rest of the classmates.
© SANTILLANA
thirteen 13
Notes
3. Have a shared discussion on how the selected game is played.

a. Invite students to sit in a group to discuss how their favorite game is
played.
b. Invite students to take turns to share their answers with the rest of
the students.
c. Guide students through the process by asking questions like:
• What are the instructions to play this game?

• How many players do you need to play this game?
• How do you win in this game?
d. Choose several students willing to demostrate how to play the
game to the rest of the class.
13

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

any volunteers to read if possible.
3. As students to go through the

reading, make reference to the il-
lustrations. Generate further con-
versation.
a. Have students comment on
the types of food they eat at
the cafeteria.
b. Invite students to recall the
menu they had the previous
Ann has lunch with her friends.
day at their school cafeteria. They eat in the cafeteria.
© SANTILLANA
c. Allow students to take turns
and share their answers.
14 fourteen
Notes
During the Reading
1. Prompt students to read and analyze the information on page 14.

a. Guide students through the process with questions like:
• Which foods can you identify?
• Which one is your favorite?
• Are they all eating the same food?
• How many are eating the same food?
2. Ask students to think about the menu items they all like the most at
their school cafeteria. Start a discussion by having volunteers share their
answers.
a. Invite students to take turns and share their answers with the rest
of their classmates.
b. Jot down the results on a concept web to show the diversity of
menu items they like.
Reading
After the Reading
1. Have students draw and write

about their favorite meal in school.
Invite volunteer students to share
their drawings with the class.
2. Engage students into a conversa-

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

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

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

sure the butterfly appears in
fifteen 15
pictures.
Notes
c. Ask students to take turns to count how many times any menu item
was voted for.
d. Discuss the result on the favorite menu with your students.
3. Guide students to turn to page 15. Allow students to look at the picture
and make inferences about it.
a. Guide the reading on page 15 with questions like:
• What are the students doing?

• Do they look happy or sad?
• Which class do you think they are in?
• Do you like math?
• How many shapes can you name?
15

a. Tell them to look at the
pictures on page 16 to make
inferences about the reading.
• What is happening in this
picture?
• Where do you think the
students in the picture are?
• How do you think the
students feel in these
pictures?
2. Start the reading process. Invite vol-

unteer students to read the text.
a. As students go through the
reading, have them make
reference to the illustrations
for further discussion.
b. Ask:
• Are the children coloring
or painting?
• How can you tell the dif- Ann paints a picture.
ference? Ann loves art!
• What is the girl painting?
© SANTILLANA
• What do you think Ann is
16 sixteen
making?
Notes
During the Reading
1. Guide students through the reading with questions like:

• In which class do you think the students are?
• How many of you feel like Ann towards art?
• Can you name any materials shown in the picture?
2. Invite students to reflect on the different forms of art. Invite volunteer

students to share their answers. Guide students through the process

• Which types of activities can we do in Art Class?
• Do we just draw, or do we do other things as well?
• How many can you name?
3. Ask students to proceed to page 17 to continue with the reading.

a. Have students make inferences on what is going on in the picture.
Reading
After the Reading
1. Ask students to vote on their fa-

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

on their favorite art form (draw-
ing, coloring, or painting).
It’s time to go home. a. Create centers with materi-

als suitable for each art form
Ann tells her mom (drawing, coloring, painting)
about her day.
b. As students create their art
Ann loves school! pieces, take pictures of them.
Make sure your butterfly mas-
cot appears in the pictures.
Keywords Vocabulary
c. Have students use the pic-
tures of them throughout the
different places in school to
illustrate their own storybook
of their experiences in school.
school teacher book pencil

© SANTILLANA
seventeen 17
Notes
b. Guide the reading with questions like:

• Where do you think Ann and her mother are going?
• What do you think Ann is telling her mother?
• What do you think Ann is holding in her hand?
4. Have students focus on the keywords on page 17 of the textbook.

a. Invite students to make sentences with each word and share them
with the rest of their classmates in a guided discussion.
b. Ask students to work on their notebooks and write a senetence
with each of the words on the Keywords section on page 17 of the
textbook.
17
Think About It
Initiation
1 Match the people to their names below.
1. Ask students to turn to page 18 to
work on the Think About It! sec-
tion.
a. b. c.
2. Invite students to recall the events
in the story. Encourage them to
take turns and share their respon-
ses with the class.
3. Direct students to exercise 1. Have

any student read out the instruc-
tions. Instruct students to match
each character with the correct
name. Ann’s mom Ann Mrs. Taylor
4. Ask students to work on exercises
1 and 2 on page 18. Guide stu- 2 Mark the picture that shows where the story takes place.
dents through exercises 1 and 2
by asking questions like:
• How many characters can you a. b. c.
name in this story?
• Where does this story take
place?
3 Mark the picture that shows what Ann likes to do at school.
5. Ask students to go to exercise 3
on page 18. Ask:
• Which things does Ann like to
a. b. c.
do at school?
• Are any of these things shown
© SANTILLANA
in exercise 3?
18 eighteen
Notes
Development
1. Ask students to move to exercise 4 on page 19. Prompt students to recall

what happened at the beginning, in the middle and at the end of the
story. Have any student read out the instructions. If no student is able to
do so, you may read the instructions instead.
2. Guide them through exercise 4 by prompting students to:

• Look at the images in exercise 4; try to think what happened first,
second, and third.

• Use numbers 1-3 to organize these events.
3. Invite students to go to exercise 5. Have any student read out the in-
structions. If no student is able to do so, you may read the instructions
instead. Ask:
• What was your favorite part of the story?
4. Invite students to recall the events from the reading in order to complete
Reading Comprehension
Closure
4 Put the events from the story in order using numbers 1 to 3.
1. Have students go to the Living To-
gether section.
a. b. c. 2. Guide students through the ex-
ercise by asking them to analyze
and reflect upon the situation pre-
sented in this section.
5 Draw your favorite school activity that Ann does in the story.
3. Ask students to imagine if they
were in the classroom and sud-
denly a friend spills something.
4. Generate a discussion with the fo-

llowing questions:
• How would your friend feel if
you helped him or her clean
up?
• How do you feel helping oth-
ers?
Liv n To ether Peace Education • Would you like it if someone
helped you in a situation like
1 Imagine that you are in the classroom this?
and your friend spills something. Answer:
5. Direct students to complete the
a. How would your friend feel if you exercises on pages 6 and 7 of the
helped him or her clean up? workbook.
b. How do you feel after helping others?
6. Guide students through the pro-
cess by asking questions related to
the exercises.
© SANTILLANA
nineteen 19
Notes
exercise 5. Motivate students to share their responses with the rest of

the class. Invite them to brainstorm which events happened first, second,
third... and so on.
5. Guide students through exercise 5 with questions like:

a. How many school activities did Ann do at school?
b. How many can you name?
c. Think of your favorite. Make a drawing about it
6. Ask students to think about which of all school activities are their favor-
ite. Motivate students to share their answers with the class.
7. Prepare several sentence strips with different activities such as: Art Class,
Language Arts, Math, Playground Time, etc. Paste the sentence strips on
the board.
19
Letters and Sounds
Initiation
1 Trace the letters of the alphabet and read them out loud.
1. Assess students prior knowledge Then, name the items.
Aa Bb Cc Dd
a. Can you name a word with
the letter ?
b. Which letter comes before/af-
ter the letter ?
2. Play “I Spy." Use this fun activity apple bee camera deer
Ee Ff Gg Hh
to ignite students' interest and as-
sess their vocabulary skills while
naming words with different let-
ters in a fun way.
a. Identify several items in the
classroom and have students
guess what you have spotted. ear fish giraffe house
b. You may start by saying “I spy
something that starts with the
letter...”
c. Have students try to guess the
Ii Jj Kk
object you are describing.
d. Invite students to take turns ice jar kangaroo
to stand in front of the room
and describe an object of
their choice to the rest of the
classroom.
e. As the student in front is de-
Ll Mm
scribing the object, direct the
© SANTILLANA
process by assigning turns for leaf melon
other students to join in and 20 twenty
participate.
Notes
Development
1. Initiate a discussion by having students name each letter of the alphabet.

a. Ask students to name several objects or words they know with
each letter. Encourage students to share their responses with the
rest of the class. Ask:
• What other words do you know with that same letter?
2. Ask students to trace the letters on pages 20-21.

a. Once students are finished, you may ask them to go ahead and do
page 8 from the workbook.
3. Prompt students to make a collage of their favorite letter. During this

"hands-on" activity, students will be able to polish their fine motor skills
while integrating Art with the Language Arts class.
a. Have several 8 x 11 copies of the shapes of all 26 letters in the
alphabet.
Phonemic Awareness
Closure
1. After doing these activities the stu-
Nn Oo Pp Qq
dents can do a “Show and Tell”
where each one takes a turn in
front of the classroom to showcase
their favorite letter.
2. Have students create their own

nest octopus pool queen personal word bank. Use this activ-
ity to increase students' vocabulary
Rr Ss Tt Uu skills in a creative and fun way.

a. Create a booklet with 26
index cards for each student.
b. Each student will write each
letter on the front of each of
rabbit soap table umbrella the 26 index cards.
Vv Ww Xx
c. The teacher will ask students
to sit in a group and will ask
letter by letter “Which words
do we know with the letter
?”
d. As students take turns to give
violin window x-ray out their answers, the teacher
Yy Zz
will write the words on the
board.
e. The students will write the
words corresponding to each
letter on the back of each
card.
© SANTILLANA
yellow zebra
twenty-one 21
Notes
b. Allow students to choose their favorite letter and a piece of con-

struction paper.
c. Each student will tear a small piece of construction paper and paste
it inside the letter shape to completely decorate it.
d. Underneath the letter, each student will write a word with that letter.
4. Guide students through the process by asking them questions like:

• What letter are you thinking of working with?

• Do you know many words with that letter?
• What would be your favorite word with that letter?
• Can you use that word in a sentence?
21
Letters and Sounds
Initiation
1 Match the partner letters. Then, trace the words on the right.
1. Ask students to look at the class-
A k key
room alphabet.
a. Guide students to realize that
a.
each letter has a set of two,
C s sun
an upper case and a lower
case letter.
b. Explain to students that these b.
I p paw
are often called partner let-
ters.
c. Explain that uppercase letters c.
are used in proper nouns and
K a ant
lower case on common nouns.
d. Invite students to choose a
letter and name a common d.
O u use
and a proper noun with that
word.
2. Hide several matches (upper case e.
P i ice
letters/lower case letters) through-
out the classroom.
a. Guide students through the f.
classroom giving them tips
on how to find the missing
letters.
b. Whenever a student finds a
g. S o order
U c car
match, allow that student to
go in front of the classroom
© SANTILLANA
and say a proper and a com- h.
mon noun with that word.
22 twenty-two
Notes
Development
1. Direct students to page 22, exercise 1.

a. Have any student read out the instructions. If no student is able to
2. Ask students to match the partner letters and trace each word.
a. Allow students enough time to complete the exercise.
3. Ask students to turn to page 23.

b. Guide students through the process by asking them questions like:
• Which word corresponds to the letter a?
• Which word corresponds to the letter d?
• Which word corresponds to the letter f?
Phonemic Awareness
Closure
2 Draw your favorite letter. Then, complete the sentence.
1. Ask students to do the exercise on
page 9 from the workbook.
a. Have any student read out the
instructions. If no student is
able to do so, you may read
the instructions instead.
b. Guide students through the
exercise by asking them ques-
tions related to it.
2. Create a Word Wall-Word Walls

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

words learned in each unit.
twenty-three 23
Notes
• Which word corresponds to the letter h?
4. When students finish, you may ask them to take turns to go in front of
the classroom and showcase their favorite letter.
a. Direct the process by giving students turns to present in an orga-
nized fashion.
5. Expand students' learning experience:

a. As students present their favorite letter, you may ask other students
to join in and name other words with the letter presented by their
classmate.
b. Ask other students to say a sentence with the different words
discussed.
23
Words to Know
Initiation School Supplies
1. Ask students to go to page 24 and
look at the picture to generate a
guided discussion.
2. Direct the discussion with ques-

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

guided discussion about school
materials.
a. Write a prompt on the board
that says: This is a
and I use it for . glue eraser ruler
b. Have students take turns
to go in front of the class,
choose a supply of their
choice and complete the
sentence.
c. Invite other students to join in
crayon scissors paint
© SANTILLANA
and name other uses (if any)
for that supply. 24 twenty-four
Notes
Development
1. Ask students to move to page 25, exercise 1.

b. You may help students by reading the sentences for better compre-
hension.
c. You may guide students through the exercise by asking them ques-
tions like:
• Which school supply helps us get rid of mistakes?
• What do we use to cut paper?
• Which supply best helps us with painting?
2. Ask students to do exercise 2 on page 25. Invite any volunteer to read

and answer the excercise.
Vocabulary Development
Closure
1 Complete the sentences. 1. Direct students to page 10 of the

workbook and complete the exer-
cises.
a. My gets rid of mistakes. a. Guide students through the
b. I use to cut paper. 2. Decorate a classroom bulletin
board with pictures of different
school supplies.
c. I make paintings with . a. Create sentence strips with
the names of each item.
2 Name the items. Find the hidden words in the word search. b. Show students each sentence
strip to have them try to iden-
tify each vocabulary word.
N L R A L I Y R to label each item showcased
C R A Y O N R U in the bulletin board.
B A D E C S U L d. You can extend the activity

by taking a group picture of
E R A S E R Y E your students in front of the
N A S B A O I R bulletin board.
P E N C I L R U e. This picture can be used

by them for a journal entry
T U A C H V E L which could be saved in the
S C I S S O R S student's portfolio.
© SANTILLANA
twenty-five 25
Notes
3. Ask students to go through exercise 2; you may ask them questions like:
• What are the names for the supplies shown?
• Where do you find the word crayon?
• Where do you find the word ruler?
4. Invite students to work collaboratively in groups to create a riddle about

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

created.
b. Allow each gruop to take turns and present their riddle in front of
the class.
25
Grammar Grammatical Concepts
Initiation Basic Sentences and Subject Nouns

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

a. Draw a T-Chart on the board
labeled sentence/fragment.
b. Allow students to take turns
to classify the strips accord- a. The writes his name.
ingly.
Development
1. Ask students to turn to page 26. b. loves recess.

the instructions instead.
b. Allow students enough time
© SANTILLANA
to complete exercises 1 and 2. c. is a good teacher.
26 twenty-six
Closure
1. Direct students to page 12 of the

workbook.
Notes
a. Guide students through the
process by asking questions
related to the topic.
2. Write several incomplete sentenc-

es on the board (missing capital
letter, punctuation mark.)
a. Ask students to look at the

sentences and take turns to
identify what is wrong with
each.
to fix the sentences on the
board.
Activity Time Creative Project
Initiation
School Supplies Booklet
A booklet is a small group of
pages that give information 1 1. Ask students to turn to the Activ-
ity Time section on page 27 of the
about a certain topic. textbook.
You can create your own
a. Have paper, crayons and a
information booklet about the
supplies you use at school. stapler available for all stu-
dents.
Supplies b. Direct students through the
• 6 sheets of paper 2 activity by helping them read

the instructions.
• crayons
• stapler Development
Steps 1. Invite a student to the front of the
1 Write “My School Supplies”
class to follow and model the in-
on a sheet of paper. 3 structions to the rest of the class.
a. You may suggest students to
2 Write the name of five recall and browse the class-
school supplies on the top room for school supplies.
of each of the other five
b. Review with your students all
pages.
the school supplies previously
3 Draw pictures of discussed in the story and the
the school supplies
underneath their name.
4 ones mentioned by them.
Closure
4 Write a complete
sentence about each 1. While students work on their
school supply and glue booklets, you may assist them by
© SANTILLANA
the pages together. asking them questions like:

twenty-seven 27 a. How many supplies have you
identified?
b. Can you think of any others
Notes that we have not mentioned?
2. Invite students to sit in as a group

for a Show and Tell of their
"Schools Supplies Booklet."
a. Ask students to take turns to
stand in front of the class-
room and share their work
with the rest of the class-
mates.
b. Allow other students to join
in and participate by sharing
their insights.
27
Songs and Rhymes Auditory Discrimination
Initiation My School
1. Begin the activity by generating a 1 Read the poem.
group discussion about school.
2. You may ask questions like: I like my school.

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

perform a guided reading of the
poem. 3 Complete the sentence about yourself. Use the word bank.
3. Ask students to complete exercise
2 on page 28 of the textbook. play read write sing eat draw
a. Allow enough time to com-
plete the exercises.
b. Encourage students to circle
a. At school, I like to .
© SANTILLANA
the words that rhyme and
write them down in the space
28 twenty-eight
provided.
Closure
Notes
3 on page 28 of the textbook.
2. Go back to exercise 2 and dis-
cuss with students the words that
rhyme.
a. Reread the poem if necessary.
b. Have students find other words
that rhyme with the ones they

circled on exercise 2.
c. Ask them to write a new
poem and share it with the
rest of the classmates.
Initiation
School Workers
1 Look at the pictures of the people who work at Ann’s school. 1. Ask students to turn to page 29
Connect the workers with their job’s names. and work on exercises 1 and 2.
a. Ask a volunteer to read the
instructions for the rest of the
a. librarian class.
b. Ask students questions
related to the school workers
and their jobs to engage their
prior knowledge.
b. teacher c. Monitor students as they
connect the pictures of school
workers with their job names.
Development
c. food server
1. Motivate students to work on a
Group Oral Presentation.
a. Divide students into four
groups.
d. principal b. Direct all groups to create a
presentation board on a spe-
cific school worker.
2 Write the name of the school worker who works in a classroom. c. It should include specific
details such as: name, work
place, job description.
d. Allow groups to go in front
© SANTILLANA
of the classroom to share the

twenty-nine 29
information with their class-
mates.
Closure
Notes
1. Have students work on a journal
entry titled: My Favorite School
Worker.
2. Prompt students to participate in

a show and tell to share their jour-
nals with the other classmates.
a. Allow volunteer students to

share their entries.
b. Motivate other students to
join in and share their journals
with the rest of the class.
29
Review
Initiation
1 At the end of the story, who does Ann tell about her day?
1. Ask students to recall the topics Mark the correct picture.
from page 9.
a. Prepare a sentence strip with
the phrase: What I learned
a. b. c.
about…
b. Discuss each topic with the
students.
c. Allow students the opportunity 2 Write the partner letter for each letter. Then, write a word
to share their own experience. that starts with each letter.
B
d. Write the students' responses
on the board and have them
write them in their notebooks. a.
f
2. Play "Duck, Duck, Goose": Use
this activity to randomly assign a
letter to a student who will have b.
to name a word with that letter.
a. Invite students to sit in a circle.
b. Start by modeling the activity
to your students.
c. H
l
c. Invite other students to join in
choosing a "goose".
d.
d. When the goose is called, the
R
teacher must assign a letter
for the student to reply with
another word. e.
© SANTILLANA
e. If the student called in an-
swers correctly,he/she takes a
30 thirty
turn in choosing a "goose".
Notes
Development
1. Ask students to go to page 30 of the textbook.

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

the instructions and asking questions like:
• Which of these characters did Ann meet at the end of the story?
• Which words can you write for each of the following partner letters?
• Which new words can we create with the letter Bb?
• Which new words can we create with the letter Hh?
• Which new words can we create with the letter Rr?
3. Direct students to answer exercises 3 and 4 from page 31.

a. Guide students through exercises 3 and 4 making sure they under-
stand the instructions and asking questions like:
Assessment
Closure
3 Label the pictures.
1. Take some time to discuss the ex-
ercises with your students.
a. Generate a discussion in
which all students can share
their responses.
b. Ask students to go to page 13
a. c.
of the workbook and com-
plete the exercises.
c. Guide students through the
2. Have students create a booklet of

b. d. their experiences at school titled
My School Booklet.
4 Circle the subject noun in the sentence below.
a. Create an exhibition of the
a. Mrs. Taylor reads a book to the class. booklets made by your stu-
dents.
b. Have other classrooms come
Hello! We are Roco, the dog, and Lala, the
Resfoprect
over and see them.
cat! We are here to help you learn more
c. Your students can answer
about pets. Pets are a huge responsibility.
Animals Are you ready to care for a pet? questions to the visitors re-
lated to their own booklet.
• List three things a new pet might need
to feel at home. 3. Play the song "My School" from
the Music CD to have students
• Discuss why pets are a big
review the concepts learned on
responsibility.
Chapter 1: My School.
© SANTILLANA
thirty-one 31
Notes
• What are the school supplies shown in this picture?

• Which words in this sentence are subject nouns?
4. Direct students to work on the Respect for Animals section on page 31

of the textbook.
a. Guide students on shared discussion on the responsibilities of hav-
ing a pet.
b. Guide students to reflect and discuss on the following questions:

• Which three things do pets need to feel at home?
• Why are pets a big responsibility?
• What type of pet do you have at home?
• What responsibilities do you have with your pet?
31
Chapter My Body Is Great!
Standards Skills
Let’s Read! Title: "What Can You Do?"

Concepts Objectives
• five senses • Learn about the five senses and the parts of the body that are needed for each
sense.
• parts of the body
Think About It
Concepts Objectives
• five senses • Identify important details in the story. • Distinguish between real and
imaginary.
• parts of the body • Recall the sequence of events in a
logical order. • Identify fact and opinion.
• Identify the main idea.
Letters and Sounds

Concept Objectives
• short vowel sounds • Review, identify, and write words with short vowel sounds.
Words to Know
Concept Objective
• body parts • Use vocabulary related to parts of the body.

Grammar
Concepts Objectives
• singular and plural nouns • Identify adjectives.

• adjectives • Complete sentences using singular and plural nouns.
Activity Time
Concept Objectives
• body parts • Create a life-size version of themselves and label their body parts.
Songs and Rhymes Song: "Head, Shoulders, Knees, and Toes"
Concept Objectives
• parts of the body • Identify parts of the body using the song.
Making Connections Science

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

Ethics and Social Responsibility Types of pets
Capítulo
2 My Body Is
Great!
Initiation
1. Gather students in a group. Start a

discussion by asking them to look
at the picture from page 32 and an-
swer the following question:
ture?
a. Allow students to identify ele-
ments that they see in the pic-
ture according to their prior
knowledge.
Chapter
2. Instruct students to read the title
of Chapter 2: My Body is Great!
Ask them to give their opinion on
why their bodies are great. Write
My body is great because… on the
My Body Is Great!
board.
a. Invite students to stand in
front of the classroom and Let’s Predict!
share their answers. • What are the five different senses shown
in the picture
e above?
3. Ask volunteers to answer questions
from the Let’s Predict section. • What
hat body part do y
you use to
t see?
• What are the five body parts?
© SANTILLANA
• What body part do we use to 32 thirty-two
see?
Notes
Development
1. Extend the previous discussion by asking students questions like:

• Which sense do we use to smell?
• Which sense do we use to taste?
• Which sense do we use to touch?
• Which sense do we use to hear?
2. Ask students to turn to page 33 and work on exercises 1-3.

do so you may read the instructions instead.
b. Guide students through the exercises by asking them related ques-
tions like:
• Which word is describing in this sentence?
• How can we know if a word is referring to more than one thing?
Closure
1 Fill in the blanks to describe yourself.
1. Direct students to work on the I
will learn about section on page
a. I am a (girl/boy) . 35. Invite any volunteer to read
the instructions.
a. Assess student’s prior knowl-
b. I have (two/three) ears. edge by asking them to discuss
what they know about the top-
ics to be worked in chapter 2.
c. I have (one/two) nose. b. Draw a "T-Chart" to record
their answers on “What I
2 Underline the word that describes something Know” and “What I Want to
in the sentence below. Know.”
a. The boy has big eyes. c. Guide students through the
3 Circle the plural word, or the word that refers to more like:
than one thing. • What are nouns?
• What are adjectives?
eyes nose mouth • What are short vowel
sounds?
2. Play song “Head, Shoulders, Knees,

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

thirty-three 33 class.
Notes
• Which word refers to more than one thing?

• How do we look?
3. Generate a group discussion having students take turns to describe how

they look.
a. Invite students work in pairs and describe a partner in front of the
class.
4. Extend this activity by asking them questions like:

• Besides having the same parts of the body, are there things that
make us different from each other?
• Invite students to join in and share their responses.
33
Let s Read!

a. Instruct them to look at the
reading.
picture?
• What do you think this
story is about?
• Do we all have five senses?
• Do animals have five
senses too?
2. Start the reading process. Invite

any volunteer to take a turn to
read.
a. Ask students to identify what
the egg in the picture is eating.
What Can You Do?
by Amy White
b. Ask students to describe Illustrated by Alejandra Lunik,
what the egg in the picture David Martínez and Matthew Cole
is smelling.
c. Ask students to infer what We have five senses:
they think the egg in the touch, smell, sight, hearing, and taste.
picture is hearing. We touch with our hands. We smell with our noses.
© SANTILLANA
34 thirty-four
Notes
During the Reading
1. As students read the text, you may ask them to:

a. Name something they can hear.
b. Name something they can see.
c. Name something they can taste.
d. Name something they can touch.
e. Name something they can smell.
2. Organize a hands-on activity to have your students experiment with

scents.
a. Gather students in a group to give out the instructions on this activity.
b. Read the story of the gingerbread man to your students.
c. Have your students work in teams and have them color and cut out
their own gingerbread men.
Reading
After the Reading
1. Instruct students to play a classify-

ing game of senses.
a. Prepare a chart with five col-
umns (see, hear, smell, touch,
taste)
b. Prepare index cards with
nouns of things you can see,
hear, smell, touch, and taste.
c. Give an index card with a
noun to each student.
d. Have students take turns to
classify their nouns correctly
on the chart.
2. Play a game called "What's in the

box?" Have your students guess
what the box contains by the
sound the object makes when you
shake it.
a. Gather a variety of small ob-
jects and empty boxes.
b. Place one or more objects (for
example, pennies, marbles,
rice, paper clips...) inside the
We see with our eyes. container without showing
We hear with our ears. your students.
We taste with our mouths. c. Ask students to identify the
© SANTILLANA
objects inside the box by their

thirty-five 35
sound as you move the con-
tainer.
Notes
d. Have students place glue on the tummies of their gingerbread men

and sprinkle spices such as ginger and cinnamon onto them.
e. Invite students to scratch the ginger and cinnamon to reveal the scent.
3. Have students work their sense of touch to guess by inserting their hands
in a bag filled with objects that are soft, smooth, rough, bumpy, etc.
a. Prepare several bags filled with different items each labeled with a
different number.
b. Pass the bags around the classroom so students can investigate
with their hands what these objects are.
c. When all the students have had the opportunity to feel the objects,
instruct them to share their ideas.
d. List the suggestions for each bag on the board, and then open the
bags to reveal their contents.
35
1. Ask students to go to pages 36

and 37 of the textbook.
a. Direct them to look at the pic-
tures on pages 36-37 to make
these pictures?
• What are the kids in the
picture doing?
• Which things in the pic-
tures can you touch?
tures can you smell?
• Which things in the picture
can you see?
can you hear?
2. Start the reading process. Invite any

volunteers to take turns to read.
3. Play a CD of ocean sounds to en-

gage their sense of hearing.
4. Have students discuss the things You can touch rough sand
they usually see, hear, touch or or you can touch cool, wet water.
smell when they are at the beach.
© SANTILLANA
36 thirty-six
Notes
During the Reading
1. Invite students to continue the reading on page 37.

a. Before the reading, ask students to describe what they see in this
picture.

• Where is the girl on page 37?
• Why do you think she is barefoot?
• What is she doing?

• Which senses do you think she might be using?
a. Extend students' awareness by asking questions like:
• Which other things in the pictures can you touch?
• Which other things in the pictures can you smell?
• Which things in the picture can you see?
Reading
After the Reading
1. Instruct students to participate

in an activity where they will de-
scribe the images shown:
a. Show students images of
things they can touch or
smell.
b. Have students use adjectives
such as: stinky, rough, smelly,
nice, hard, smooth, etc. to
describe each image.
process with questions like:
• Which words can we use
to describe this picture?
2. Instruct students to classify words

related to parts of the body and
the five senses in a "T-Chart."
a. Have students classify words
as things you can touch or
smell in a "T-Chart."
b. You may suggest several
words or have students name
words according to their prior
knowledge.
You can smell sweet flowers
or you can smell some stinky feet.
© SANTILLANA
thirty-seven 37
Notes
• Which things in this picture can you hear?

• Name several stinky things.
• Would you eat something stinky?
3. You can play a Music CD of the sounds of the countryside as they read
page 37 to engage their sense of hearing.
a. Invite students to name other things they can see at the countryside
acording to their prior knowledge (birds, cows, sheep, horses, etc.)

b. Have students discuss the things they usually see, hear, touch or
smell when they are at the countryside.
37
1. Ask students to go to pages 38-

39 of the textbook.
a. Tell them to look at the
can you identify?
can you see?
can you hear?
can you touch?
can you smell?
can you taste?

3. You can play a Music CD of the
sounds of the savanna as they read
page 38 to activate their sense of
hearing.
You can see tall, green trees
4. Have students discuss the things or you can see tiny, red ants.
they usually see, hear, touch or
© SANTILLANA
smell at the savanna.
38 thirty-eight
Notes
During the Reading
1. Invite students to continue the reading on page 38.

a. Before the reading, ask students to describe what they see in this
picture.
b. As students read through the text, you may ask questions like:
• Can you name other things you can see?
• Can you name other things you can hear?
• Can you name other things you can touch?

• Can you name other things you can smell?
• Which item would you include in this picture?
2. Have students brainstorm and share their answers. Invite volunteer stu-
dents to take turns to read part of the text.
3. Ask students to turn on to page 39 to continue with the reading. Invite

volunteer students to take turns to read part of the text.
Reading
After the Reading
1. Instruct students to play a game

called "Hand Up-Hand Down."
a. Names several things that can
be smelled and others that
can be seen.
b. Whenever students hear the
name of something they can
smell, they have to put their
hands up. If the item is some-
thing they can see, they have
to keep their hands down.
c. You can extend the activity
by asking students to classify
such items as smelly or stinky.
2. Instruct students to play a game

called "Original instruments."Use
this activity so students can exper-
iment with the sense of hearing.
a. Have students organize
"bands" and design their own
musical instruments.
b. They should prepare songs to
share with other class mem-
bers.
You can hear a nice birdsong
c. Students may choose, as long
or you can hear a loud airplane.
as they make the instruments
© SANTILLANA
themselves.
thirty-nine 39
Notes
4. You can play a Music CD of the sounds of the rain forest as they read
page 37 to engage their sense of hearing.
a. Invite students to think of other things they can see at the rain
forest acording to their prior knowledge (birds, insects, flowers,
monkeys, parrots, etc.)
b. Have students discuss things they usually see, hear, touch or smell
when they visit the countryside.
39

41 of the textbook.
a. Instruct them to look at the
reading.
b. Allow students time to ob-
serve the pictures.
these pictures?
• Which foods can you iden-
tify in the picture?
tures can you identify?
tures can you taste?
tures can you smell?
tures can you touch?
2. Start the reading process. Ask:

are sweet? You can taste a sweet cake
• Which are sour? or you can taste a sour lemon.
© SANTILLANA
• Which are salty?
40 forty
Notes
During the Reading
1. Have students focus on the reading. Invite volunteers to take turns read-
ing the selection. As students read through the text, you may ask ques-
tions like:
• Can you name other things you can taste?
• Can you name sweet things?
• Can you name salty things?
• Can you name sour things?
2. Expand this activity by asking students to brainstorm about things that

they can taste.
a. Ask them to identify these things by taking turns.
• Which item would you include in this picture?
Reading
After the Reading
1. Ask students to re-read the text

on page 41: “Sometimes you can
even touch, smell, see, hear, and
taste at the same time. Your body
can do so many things!”
a. Have students analyze the
passage.
b. Guide them through the pro-
cess by asking questions like:
Sometimes you can • Do you agree with what
the text says?
even touch, smell,
• Can we use more than
see, hear, and taste one sense at a time?
all at the same time.
• How many senses are we
Your body can do so all using right now?
many things!
2. Name several activities and have
students identify the senses you
would use to do each activity. Ex-
ample: eating, swimming, draw-
Keywords Vocabulary
ing, etc.
a. Invite students to name sev-
eral activities and say which
senses they would use to do
such activities.
touch smell hearing taste

© SANTILLANA
forty-one 41
Notes
3. Have students experiment with their sense of taste with an activity called
"Tasty Buds."
a. Get examples of each of these tastes (for example, salty water, sug-
ary water, vinegar or lemon for sour and onion juice for bitter).
b. Divide the classroom into several groups.
c. Give each group a set of solutions and some toothpicks.
d. Have students dip the toothpicks into the solutions and lightly touch
their tongues.
e. Invite them to repeat the tests on different areas of the tongue.
f. Have students identify the parts of the tongue that are more sensi-
tive to specific flavors on a drawing of the tongue provided.
g. Compare tongue drawings with tongue drawings from other people.
41
Think About It
Initiation
1 Match the sense to its name.
1. Ask students to move to page 42
to work on the Think About It!
section.
a. Invite students to recall the a. touch
events in the story. Invite
volunteer students to share
their answers with the rest of
the group.
2. Prompt students to go to exercise b. smell

1.
the instructions instead. c. sight
exercises asking them to:
• Look at the pictures of the
eggs on the left.
• Match each egg to the
sense it is using.
d. hearing
3. Review the students' answers by

randomly selecting volunteer stu-
dents to share their answers.
a. Invite other classmates to join e. taste
in and validate if the response
given by the previous class-
© SANTILLANA
mate is correct or incorrect.
42 forty-two
Notes
Development
1. Ask students to turn to exercise 2 on page 43.

a. Have a student read out the instructions aloud.
b. To make sure everyone understands, ask another student to explain
the instructions.
2. Guide students through the exercise with questions like:

• Which sense do you use to eat?
• Which sense do you use to look?

• Which sense do you use to hold?
• Which sense do you use to sniff?
3. Ask students to move to exercise 3 on page 43.

a. Have a student read out the instructions aloud.
Closure
2 Read and circle the correct answer:
If you are holding an ice cream cone, looking at the ice cream, gether section on page 43 of the
and eating the ice cream, what senses are you using? textbook.
a. sight, hearing, smell c. touch, sight, taste a. Guide students through the
b. touch, taste, smell exercise by asking them to
analyze and reflect upon the
3 Put the senses in the order in which they appeared in the story, situation presented in this
using numbers 1 to 5. section.
b. Ask students to imagine if
they had a disability.
a. c. e.
2. Generate a discussion with the
following questions:
• Would you like to get help?
b. d. • What type of help would you
ask for?
3. Instruct students to complete the

Liv n To ether Ethics and Social Responsibility exercises on pages 14 and 15 of
the workbook.
1 Read and answer: a. Ask any student to read the
Although there are five senses, not everyone instructions for the rest of the
is able to use all of them. Some people group.
cannot see. Others cannot hear. It is our b. Guide students through the
responsibility as good citizens to always lend process by asking questions
them a helping hand whenever possible. related to them.
a. Why should we help those with disabilities?
© SANTILLANA
forty-three 43
Notes
b. Invite students to recall the events in the story in the order that they
happened.
4. Guide them through the process with questions like:

• What happened at the beginning?
• What happened at the middle?
• What happened at the end?
5. Instruct students to create a Journal Entry titled: "My Favorite Sense"

a. Ask students to answer questions like:
• Why is it your favorite sense?
• What do you use it for?
43
Letters and Sounds
Initiation Short Vowel Sounds
1. Prepare several index cards with
Aa
scrambled short sound words
(pig, egg, hat, fish, red, chin, car,
bat, jet) in a paper bag.
a. Gather students in a group.
Ee Ii
b. Have students take turns to
grab a card and try to un-
scramble the word.
c. When all words are revealed
ask students to identify what
they all have in common. Pam the hen sits in a pen.
d. Name several long vowel
words and have students
distinguish if they sound
the same or different as the
words with the short sound. bat jet lips
Example: Does ice sound like
fish? 1 Trace the vowels. Read each word aloud.
2. Have students turn to page 44 of
the textbook.
a. Allow some time for them to
egg fish
hat black
look at the pictures and iden-
tify the words depicted.
b. Have students read the
red chin
instructions and work on
exercise 1 on page 44.
© SANTILLANA
44 forty-four
Notes
Development
1. After students finish working on exercise 1 on page 44, have them name
several words they know with short sounds.
a. Ask students to go to exercise 2 on page 45.
b. Invite any student to read the instructions aloud for the rest of the
group.
c. As they do exercise 2, guide the students:
• Pay close attention to the pictures on letters a and b.

• Which of the words in the word bank better describes the pig?
• Which of the words in the word bank better describes the cat?
2. Invite students to do exercise 3 on page 45. Ask:

• Which of the words rhyme with ?
3. Instruct students to write down the vowels a, e, and i, in columns by

vowel sound, on a sheet of paper.
Phonemic Awareness
Closure
2 Describe the pictures with a classmate. Then, write your
descriptions below. Use the word bank. 1. Invite students to go to page 14 of
the workbook.
pig black cat big a. Instruct students to do the
exercises on page 14.
b. Invite any student to read the
a.
a b p group.
c. As they do the exercises, you
may ask students questions
related to the exercises.
2. Have students participate in an ac-

tivity called "Classify the words:"
b.
a b c 3. Draw a big square on the board.
a. Write several short/long vowel
words with the letters a, e, i
in a word bank.
b. Ask students to look at the
3 Read the words aloud. Then, match the words that rhyme. words closely and identify the
ones that have short sounds.
king pat c. Have students take turns
a. and write those words (short
sound) in the space provided.
rat bed d. Have students discuss the
b.
results through a shared
discussion.
fed sing
© SANTILLANA
c.
forty-five 45
Notes
a. Invite each child to say a word aloud, allowing others to guess the
short vowel sound they hear. Use this as an opportunity to separate
other vowel sounds that children may confuse with the short vowel
sounds.
b. As an extension activity, have students choose two words and write
them on strips of paper. Place the five vowel cards across the top of
the pocket chart.
c. Place the words in random order on the pocket chart, under the
headings of each vowel.
d. Challenge students to come up and rearrange the words correctly
to appear under the vowel that they hear in the word.
45
Letters and Sounds
Initiation Short Vowel Sounds
1. Instruct students to play: unscram-
Oo
ble the word."
a. Prepare several index cards
with scrambled short sound
words (bug, clock, nut, mop,
Uu
cot, hot) and put them in a
paper bag.
b. Gather students in a group.
c. Have students take turns to
grab a card and try to un-
scramble the word. John the duck hops in the pond.
d. When all words are revealed
ask students to identify what
they all have in common.
e. Name several long vowel words
dog nuts mop
and have students distinguish if
they sound the same or differ-
ent as the words with the short 1 Trace the vowels. Read each word aloud.
bug cot
sound. Example: Does dog
sound like food?
2. Have students go to page 46 of
clock hot
the textbook.
a. Allow them to look at the pic-
tures and identify the words
bun hut
depicted.
b. Have students read the
© SANTILLANA
instructions and work on
exercise 1 on page 46 46 forty-six
Notes
Development
1. After students finish working on exercise 1 from page 46, have them
name several words they know with short sounds. Ask volunteer stu-
dents to take turns to share their answers.
2. Ask students to go to exercise 2 on page 47.

a. Invite any student to read the instructions aloud for the rest of the
group.
b. As they do exercise 2, you may ask students to pay close attention

to the words on the left side. Ask:
• Which word rhymes with ? (run,dot,nut)
3. Invite students to do exercise 3 on page 47.

4. Ask students to move to exercise 4. As they work on exercise 4, ask
questions like:
• Which word sounds like the word frog?
Phonemic Awareness
Closure
2 Read the words aloud. Then, match the words that rhyme.
1. Invite students to go to page 15 of
run pot the workbook.
a.
a. Instruct students to do the
exercises on page 15.
dot fun b. Invite any student to read the
b.
group.
nut hut c. As they do the exercises, you
c.
3 Read the words aloud. Then, draw the pictures related to the exercises.
in the spaces below.
a. a bug on a rug b. a dog on a log tivity called "Classify the words".
a. Draw a big square on the
board.
b. Write several short/long vowel
words with the letters o, u in
a word bank.
c. Ask students to look at the
words closely and identify the
4 Read each word aloud. Mark the word with the same ones that have short sounds.
vowel sound as the first word.
d. Have students take turns
and write those words (short
sound) in the space provided.
e. Have students discuss the
results as a group.
frog
© SANTILLANA
a. sun b. socks
forty-seven 47
Notes
5. Invite students to think of as many words as possible that contain each

of the short vowel sounds o/ui.
a. Have them write them down on a sheet of paper, in columns by
vowel sound.
b. Invite each child to say a word aloud, allowing others to guess the
short vowel sound they hear. Use this as an opportunity to separate
other vowel sounds that children may confuse with the short vowel
sounds.
c. As an extension activity, have students choose two words and write
them on strips of paper. Place the five vowel cards across the top of
the pocket chart. Place the words in random order on the pocket
chart, under the headings of each vowel.
d. Challenge students to come up and rearrange the words correctly
to appear under the vowel that they hear in the word.
47
Words to Know
Initiation Parts of the Body
1. Ask students to go to page 48
and look at the picture to start a
guided discussion.
a. Direct the discussion with
questions like:
picture?
• Which senses can you
identify in the picture?
• Which parts of the body
can you identify in the
picture?
• Which things can you
make with your hands?
• Are all parts of the body
important?
2. Ask students to focus on the illus-

trations on page 48 of the text-
book.
a. Ask students to listen closely to eyes ears nose
the senses that you mention.
b. Name all five senses randomly
with a color previously as-
signed.
c. Have students circle the sense
with the correct color.
mouth hand head
© SANTILLANA
48 forty-eight
Notes
Development
1. Ask students to turn to exercise 1 on page 49.

b. Ask students questions like:
• Are all body parts mentioned in this exercise?
• Which body parts are not mentioned?
2. Tell students to turn to page 18 of the workbook and complete the

exercises.
a. Guide students through the exercise by asking them questions
related to it.
3. Invite students to sit together in a group to learn, practice and sing along
to the song "My Body Parts." The song may be reproduced and handed
to every student.
Closure
1 Draw a line from each word to the part of the body. 1. Direct students to page 19 of the
Then, trace the words. workbook and complete the exer-
cises.
eyes mouth a. Guide students through the

2. Instruct students to play “Simon

Says”:
a. Ask students to follow com-
mands when they hear the
phrase “Simon Says”.
b. Say things like:
ears head • “Simon says touch your

ear”
• “Simon says touch your
nose”
• “Simon says show your
tongue”
• “Simon says touch your
mouth”,etc.
3. Invite students to take turns and

give out a command related to the
nose hand
body parts.
© SANTILLANA
forty-nine 49
Notes
This is me, from my head to my toes.

Here is my hair that grows on my head.
Here are my eyes to see things around.
Here are my ears to hear loud sounds.
Here is my nose with which I can smell.
Here is my mouth with my white teeth inside.
Here is my chin, and here are my cheeks.
Here is my neck, which helps me turn my head.

Here are my shoulders to carry my bag.
Here is my chest and I cover it with my vest.
Here are my hands to hug my teddy bear.
Here is my stomach. I can hear it rumbling when I am hungry.
Here are my hips. I sit on my hips.
Here are my legs with which I can walk and run.
49
Initiation Adjectives, Singular and Plural Nouns

1. To encourage the students interest 1 Complete the sentences using the plural form of the word.
in the topic, show them several pic- Use the picture clues.
tures of single items and in pairs.
a. Have students give out the
name of each item in singular
or in plural form. a. I have two .
b. You may stimulate the discus-
sion by asking the students:
• How do we call this item?
• How do we call these
items? b. I have two .
2. Write several random words on the

board (nouns, verbs, adjectives).
a. Ask students to look at the
words carefully. c. I have two .
b. Allow students the opportu-

2 Circle the word that describes something in each sentence.
nity to go to the board and
circle the words that describe. He has round
eyes. He has big hands.
a. d.
Development
You have brown
1. Invite students to do exercise 1 on She has tiny ears. eyes.
page 50. b. e.
a. Invite any student to read the
instructions for the rest of the They have pointy
group. noses. I have short hair.
© SANTILLANA
c. f.
b. Invite volunteer students to
50 fifty
share their answers with the
group.
2. Ask students to turn to exercise 2

on page 50.
Notes
group.
Closure
1. Discuss the answers for exercises

1 and 2 on page 50 with your stu-

dents.
a. You can extend the discussion
further by asking them ques-
tions like:
• Why do we say
and not
?
Life-Sized Me! Initiation
We all have two eyes, one

nose, and one mouth, 1 1. Ask students to work on the Let’s
Create section on page 51.
but we also have a lot of
a. Discuss the activity with your
differences. These are what
make us all unique. students in a group.
Supplies 2. Read the information provided on

page 51 of the textbook with your
• kraft paper roll students.
• crayons or markers 2 a. Arrange students to work in
• yarn small groups.
• scissors and glue b. Provide each group with the

necessary materials
Steps
1 Development
3
Have a classmate trace
the outline of your body on
the kraft paper. Then, have 1. Choose two students to assist you
your teacher help you cut in modeling the activity to the rest
out the outline. of the classmates.
a. As students are demosntrating
2 Color in your skin color the steps on how to com-
and draw your face. plete this activity, allow other
3 Glue yarn to match your
hair. Draw on clothes that
4 students to ask any questions
they might have.
you would wear. b. Monitor students while they
work and assist them with any
4 Line up all of the life-sized question or doubt they might
people and discuss your have.
similarities and differences
© SANTILLANA
in how you look.

fifty-one 51 Closure
1. Instruct students to participate in a

"Show and Tell:"
Notes
a. Invite all groups to go in front
of the classroom to show their
work.
2. Instruct students to go to page 20

of the workbook.
a. Invite students to do the exer-
cises on page 20.
b. Invite any student to read the

group.
c. As they do the exercises, you
related to the exercises.
51
Initiation Head, Shoulders, Knees, and Toes

1. Ask students to go to page 52 of 1 Sing the song.
the textbook.
a. As you go through exercise 1, Head, shoulders, knees, and toes,
you can play the song “Head,
Knees and toes.
Shoulders, Knees, and Toes”
from the Audio CD. Head, shoulders, knees, and toes,
b. Afterwards, students may pass
Knees and toes.
to exercise 2 in which they will Eyes and ears, and mouth and nose.
sing the song and point out Head, shoulders, knees, and toes,
the parts on their body. Knees and toes.
c. Use the TPR (Total Physical
Response) strategy to mimic
the students what they need 2 Sing the song again. As you sing, identify the parts of the body
by pointing them out on yourself.
to do.
3 Look at the actions of the girls in the pictures below.

Development Write the sense that each girl is using.
1. Have students work on exercise 3

on page 52 of the textbook.
a. Guide them through the pro-
cess by asking them questions
like: a.
• What are these two girls
doing?
• Which senses are they
using?
b.
© SANTILLANA
Closure
52 fifty-two
1. Invite students to create an alter-

nate version of the song "Head
Shoulders, Knees, and Toes."
Notes
a. Prompt students to work in
groups of four or five students
randomly selected by the
teacher.
b. Encourage students to be as
creative as possible in creating
a new version of this song.
c. Instruct students to change

body parts in the song.
Initiation
How We Look
1 Look at the following picture. Then, discuss with your class. 1. Ask students to turn to page 53
of the textbook to work on these
exercises.
a. Have students look at the im-
age in exercise 1 and discuss.
b. Generate a guided discussion
• Do you look like your mom
or your dad?
• Do you have any siblings?
Although we all have two hands, ten fingers, two legs, and
one mouth, we still look different from one another. Certain • Do you look alike? How?
characteristics about ourselves, like how tall we are or the color • Do you look different?
of our eyes, have to do with how our parents look. For example, How?
it is common for short parents with dark hair to have short
children with dark hair.
Development
2 Complete the characteristics table with the way your mom
and dad look. Then, circle all of the characteristics that you 1. Ask students to turn to exercise 2
have in common with them. on page 53.
a. Have any student read the
Mom Dad instructions aloud for the rest
eye color of the group.
hair color
skin color like:
nose shape • Which skin color does your
mom have?
height
© SANTILLANA
(tall, medium, short) • How tall is your mom/dad?

fifty-three 53 c. Ask students to circle the
characteristics that they share
in common.
Notes d. Have students take turns and
share their findings with the
rest of the class.
Closure
1. Invite students to bring pictures of

their family members and some
pictures of themselves.
a. Have them paste all pictures on

a posterboard.
b. Tell them to highlight the char-
acteristics they share with their
family members on the posters.
c. Present their posters in class.
53
Review
Initiation
1 Match the body part to its picture. Then, write the name
1. Initiate a group discussion by ask- of the sense that matches each body part.
ing students to recall what they
have learned in Chapter 2: My
Body is Great. a. mouth
a. Create a written prompt that
says, “What I learned…”
b. Ask students to complete this
prompt by writing a few sen- b. eyes
tences of what they learned.
c. Allow students to share their
own experience with the rest
of their classmates. c. hand
d. Extend the discussion by ask-
ing questions like:
• Did we all learn the same
things?
d. ears
• Who learned anything dif-
ferent?
• What was your favorite e. nose
thing about chapter 2?
2 Circle the adjective in the sentence. Then, underline

the plural words.
a. The teacher has long legs.
b. My parents have two shiny cars.
© SANTILLANA
c. My brother has big hands.
54 fifty-four
Notes
Development

a. Have any student read out the instructions aloud for the rest of the
group.
b. Before they start, ask them questions like:
• Which sense do we use when we clap?
• Which sense do we use when we drink?
• Which sense do we use when we read?
2. Direct students to answer exercise 2 from page 54.

group.
b. Guide students with questions like:
• Which word is describing in this sentence?
• Is there any plural word in this sentence?
Assessment
Closure
3 Write the missing vowels. Then, read each word aloud.
3 on page 55.
a. d. a. Invite students to go to the
Respect for Animals section
ht c.
pg 2. Generate a guided discussion by
having students “share read” the
selection and reflect upon it.
a. Have students share their
b.
sp t e. ideas related to the topic by
asking them to name two
pets that need a lot of atten-
bg jt
tion and another that does
not need a lot of space.
b. Extend the activity by having
students draw their favorite
animal and write a sentence
about it.
Resfoprect
You are ready for a pet! But which type is
right for you? When you choose a pet, you 3. Invite students to work on page
Animals
have to consider many things. Most need 21 of the workbook.
space to play and exercise. They also need
your affection and attention. a. Have any student read out the
instructions aloud for the rest
• Name two types of pets that need a lot of the group.
of attention.
• Name a pet that does not need a lot process by asking them ques-
of space. tions related to the exercise.
© SANTILLANA
fifty-five 55
Notes
• Which word is the subject?
3. Have students work on "Ajective Concept Web." Afterwards, have them

write up to eight adjectives that describe them in a period of two min-
utes.
a. Have students write their name and draw a picture of themselves in
the center oval.
b. Invite them to write eight adjectives describing themselves.

c. Ask students to use each adjective in a sentence
4. Invite students to participate in a "Show and Tell" activity.

a. Gather students in a group.
b. Ask students to share their answers with their classmates through a
shared discussion.
55
Chapter I’m Hungry! Let’s Eat!
Standards Skills
Let’s Read! Title: "No More Sweets!"
Concepts Objectives
• food • Learn about food, food groups, health, and healthy eating.
• food groups
• health
• healthy eating
Think About It
Concepts Objectives
• food • Identify important details in the story. • Distinguish between real and
imaginary.
• groups of food • Recall the sequence of events in a
• health logical order. • Identify fact and opinion.
• healthy eating • Identify the main idea.
Letters and Sounds

Concept Objectives
• long vowel sounds • Review, identify, and use words with long vowel sounds.
Words to Know
Concept Objectives
• meals • Use vocabulary related to the meals eaten throughout the day.
Grammar
Concepts Objectives
• articles a, an, and the • Recognize articles a, an, and the.

• Complete sentences with the appropriate article.
Activity Time
Concept Objectives
• recipe • Create and write down a recipe for a favorite healthy snack.
Songs and Rhymes Song: "This Is the Way"
Concept Objectives
• healthy habits • Listen and sing about healthy habits.
Concept Objectives
• healthy habits • Identify different healthy habits in addition to eating healthy, such as brushing
teeth, combing hair, and washing.

Health Education Healthy eating
Chapter
3 I'm Hungry!
Let's Eat!
Initiation
1. Gather students in a group.

them to look at the picture from
page 56 and answer the following
question:
ture?
3. Allow students to take turns to

identify elements that they see in
the picture according to their prior Chapter
3
knowledge.
4. Direct students to read the title of I’m Hungry!

Let’s Eat!
the Chapter 3: I’m Hungry! Let’s
Eat!
5. Ask them to answer the following

questions: Let’s Predict!
• What do you eat when you
are hungry?
• What foods are they eating?
• What is your favorite meal of

• Are those foods healthy or unhealthy?
the day? • What are your favorite foods?
© SANTILLANA
56 fifty-six
Notes
Development
1. Ask students to take turns and answer the questions from the Let’s Pre-
dict section.
• What foods are they eating?
• Are those foods healthy or unhealthy?
• What are your favorite foods?
2. Ask students to go to page 57 and work on exercises 1 to 3.


tions like:
• Are all these foods healthy?
• Can you name other healthy foods?
• Can you name other unhealthy foods?
Closure
1 Circle the food that is not good for you.
1. Direct students to the I Will Learn
About... section on page 87.
a. Ask students to discuss what
they know about the top-
fruit vegetables candy ics that will be worked on in
chapter 3.
2 Underline the word that has the same vowel sound b. Guide them through the sec-
as the word cake. tion by asking them questions
like:
a. pasta b. grape c. ham • What are healthy eating
habits?
• What are articles?
3 Complete the sentence with the correct word from the word bank.
• What are food groups?
• Name the meals of the day.
a an the
• Can you name other
healthy foods?
• What are long vowel
a. Andy eats apple every day. sounds?
2. Prompt students to play "Memory

Long Vowel Match."
a. Create several cards with im-
• types of food • food groups ages of nouns with short and
• healthy eating habits • the meals of the day long vowel sounds.
b. Allow them to play together
• articles • long vowel sounds
by taking turns in flipping a
© SANTILLANA
card and trying to find the

matching card of a word of
fifty-seven 57
the same long vowel sound.
Notes
• Are fish and meat good examples of healthy foods?
3. Direct students to classify food choices as "Healthy / Unhealthy".

a. Name random food choices. Make sure to mention healthy and
unhealthy foods.
b. Have students take turns to identify such choices as healthy/un-
healthy ones.
4. Direct students to participate in a "mini lesson" about articles.

a. Explain the concept of articles. Make sure students understand
that, in most cases, if the noun that follows the article has a vowel
sound, you use an. If the noun has a consonant sound, you use a.
b. Name several random nouns. Have students repeat them using the
correct article. Ex. teacher: apple – students: an apple.
57
Let s Read!

59 of the textbook.
serve the pictures.
• Who is the author of the
story?
• Who is the illustrator of
the story?
these pictures?
• Which type of food do you
think Andy loves?
story is taking place?
No More Sweets!
2. Start the reading process. by Sarah Fash
a. Ask students to describe the Illustrated by Eugenia Nobati
image on page 58 of the and Luciana Fernández
textbook. Ask:
Andy loves sweets!
• What kinds of candy is
Andy eating? He likes to eat candy after school.
• How many can you name? “No more sweets,” says Andy’s mom.
“Go outside and play.”
© SANTILLANA
58 fifty-eight
Notes
During the Reading
1. As students go through the reading, guide them through the process by

asking questions like:
• Why does Andy’s mother tell him to go out and play?
• Why do you think Andy is upset?
• Why do you think he is under his bed?
• Why do you think he doesn’t want to play?
2. Ask students to brainstorm and discuss the reasons why they think Andy
is upset.
a. Invite students to look for any word in bold.
b. Guide students through the process with questions like:
• Which word or words in the text are written in bold?
• Why is this word in bold?
3. Prompt students to work collaboratively on a concept web about candies.

Reading
After the Reading
1. Invite students to work together

to decide what will happen next
in the story.
a. Allow students some time to
brainstorm about what will
happen next.
b. Provide paper sheets, pencil
and crayons.
c. Ask students to draw what
they think will happen next
and write a sentence about it.
d. Have students sit in a group
for a shared discussion.
e. Allow students to take turns
and share their work with the
rest of the group.
f. Ask students to take turns to
make questions to their class-
mates about their work.
Andy is upset.
He hides in his room.
He doesn't want to play.
He falls asleep under his bed.
© SANTILLANA
fifty-nine 59
Notes
a. Draw a concept web with the word "candy" in the center.

b. Have students brainstorm about types of candies they know of.
c. Invite students to take turns to share their responses with the rest
of the group.
d. Allow students to take turns and write their responses on the board.
4. Prompt students to work collaboratively on a misprint activity.

a. Copy a fragment of the story and change words in order to change

the context of the story.
b. Organize students to work together with a copy of the modified
text. Allow students to determine which words are incorrect.
c. Ask them to change those words to fix the context of the text.
d. Invite students to share their answers with the rest of the group.
59

61 of the textbook.
b. Allow time to observe the
pictures.
these pictures?
• What is Andy doing in
these pictures?
• Where is Andy in these
pictures?
• Have you ever seen a
candy tree?
• Do you think the events in
these pictures are real or
imaginary?
2. Ask students to brainstorm about

the events in the story that they
believe to be real or imaginary.
a. Allow students the opportu- Andy opens his eyes.
nity to take turns and share He sees candy everywhere!
their answers. Andy can't believe it!
He eats and eats and eats.
© SANTILLANA
60 sixty
Notes
During the Reading
1. Have students make up an invented version of the events in the story by

looking at the pictures and making their own predictions.
a. Cover the text on pages 60-61 and make copies of the illustrations.
b. Have students work in groups to create an original version of the
events in the story.
c. Allow students to be creative and work collaboratively.
d. Invite students to take turns and present their work to the rest of
the classmates.
2. After students finish reading, extend their comprehension skills by asking

questions like:
• Which things shown in the pictures can’t happen in real life?
• Where do you think the rabbit will take Andy?
• Have you ever met a rabbit that talks?
Reading
After the Reading
1. After students have read the pas-

sage you may ask them:
• What happened in these
pages?
• What do you think will hap-
pen next?
• Why was Andy feeling sick?
2. Prompt students to work in an ac-

tivity to classify real and imaginary
events.
a. Divide students into two
groups.
b. Ask the members on one
group to brainstorm and
mention real and imaginary
events.
c. The members of the other
group will take turns to clas-
sify such events as real or
imaginary.
d. Extend the activity by switch-
ing the roles of each group.
Andy starts to feel sick.
e. Organize a group discussion
He sits under a candy tree. in which students can share
A rabbit hops up to Andy. their ideas and insights on the
“Follow me!” says the rabbit. topic.
© SANTILLANA
sixty-one 61
Notes
3. Engage students to work on a mini lesson about personification.

a. Extend students' awareness by explaining the concept of personifi-
cation.
b. Tell students what it is to attribute human nature or characteristics
to something non-human.
c. Ask students to give out examples of personification in other short
stories or fairy tales that they know.
4. Invite students to work on a concept web about personification.

a. Draw a concept web on the board with the word personification in
the center.
b. Ask students to share their insights about personification.
c. Jot down students responses from the previous exercise to show all
the stories and fairy tales that have personification in them.
61

63 of the textbook.
serve the pictures.
these pictures?
• What is Andy doing in
these pictures?
• Where is Andy in these
pictures?
• How does Andy look in
these pictures?
• What do you think the
rabbit is showing Andy?

a. Allow students the opportu-
nity to take turns and share Andy follows the rabbit to a big garden.
their answers. “You need to eat fruits and vegetables!”
says the rabbit.
“They are delicious and good for your body!”
© SANTILLANA
62 sixty-two
Notes
During the Reading
1. As students read through the text, guide them with questions like:
• Are Andy and the rabbit in the same place as in the previous page?
• Where do you think they are now?
• Why do you think the rabbit took Andy to this place?
• What do you think the rabbit wants Andy to learn?
• What is Andy eating in these pictures?
• How does Andy look in these pictures?
2. Prompt students into creating their own new version of the story:
a. Ask students to use the illustrations on pages 62-63 to create a new
version of the events in the story.
b. Provide students with paper, pencils, crayons and ruled paper.
Reading
After the Reading
1. Extend students' comprehension

by asking them questions like:
• Why do you think Andy looks
better in these pictures?
• Which food choices did he
make?
• Are those healthy or un-
healthy food choices?
• Which choices do you think
you would have made if you
were Andy?
2. Have students work together to

classify Andy’s food choices.
a. Draw a "T-Chart" on the
board.
b. Write several food choices on
a word bank: lollipops, apples,
candy cane, bubble gum,
tomato, carrot, beets, caramel,
chocolate, soda, juice, milk,
water, etc.
c. Invite students to sit in a
“I can do that!” says Andy. group to discuss.
Andy eats an apple.
d. Have students discuss the
He plays with his new friend. words written on the board.
He feels much better!
© SANTILLANA
e. Ask students to take turns to

go to the board and classify
sixty-three 63
the words accordingly.
Notes
c. Invite students to think creatively on the events and create an alter-

nate story.
d. Allow students to draw and write a new original version of their
authorship.
3. Motivate students to work on a "show and tell" of their own version of

the story from the previous exercise.
a. Ask students to sit in a group to discuss.

b. Allow students to discuss the different possibilities to the events in
the story.
c. Have students take turns to share their creation with the rest of the
students.
d. Invite volunteer students to take turns and ask questions to their
classmates related to their work.
63

65 of the textbook.
serve the pictures.
these pictures?
• Where is Andy going now?
• Who is calling Andy?
• How does Andy look in
these pictures?
• Why do you think he looks
happy in the picture?

a. Allow students the opportu-
nity to take turns and share
their answers.
“This is fun,” says Andy.
3. Start the reading process. But the rabbit is gone!
Andy hears someone calling him.
“Andy! Andy!”
© SANTILLANA
64 sixty-four
Notes
During the Reading
1. As students read the text, you may ask questions like:

• Where do you think the rabbit went to?
• What lesson do you think Andy learned from the rabbit?
• Does eating healthy foods make you feel better?
• Why does eating unhealthy foods make you feel bad?
• Which food choices would you make if you were Andy?
2. Prompt students to work together to answer: Where did the rabbit go?:
a. Ask students to use the illustrations on page 64 to create a new
version of the events in the story.
b. Invite students to be creative and write an explanation of where
they think the rabbit went.
c. Provide students with paper, pencils, crayons and ruled paper.
Reading
After the Reading
1. Prompt students to work in an

activity called "My food choices."
a. Invite students to reflect upon
the foods they usually eat daily.
b. Provide students a sheet of
paper with a line dividing it in
two.
c. Ask students to draw healthy
food choices on the left and
unhealthy food choices on the
Andy wakes up. right.
He runs downstairs. d. Have students share their
“Do you want a snack?” choices with the rest of the
class.
asks Mom.
Andy smiles, “How about 2. Prompt students to work in an
some fruit?” activity called "My healthy food
menu."
a. Invite students to think about
Keywords Vocabulary
a healthy food choice that
they love eating.
b. Ask students to create a
healthy menu for each meal
of the day.
c. Allow students to write their
daily menu on a sheet of paper.
candy fruit vegetables rabbit
d. As you mention a meal of the
© SANTILLANA
day, have students take turns

sixty-five 65 to give out their food options.
Notes
d. Invite students to think creatively on the events and create an alter-

nate story.
e. Allow students to draw and write a new original version of their
authorship.
3. Invite students to work in a "show and tell."

a. Ask students to sit in a group to discuss.
b. Allow students to discuss the different possibilities of where the

rabbit might have gone to.
c. Have several of the students mention their ideas on where they
think the rabbit went to.
d. Have students take turns to share their creation with the rest of the
students.
65
Think About It
Initiation
1 Circle the main character of the story.
1. Ask students to go to page 66 to
work on the Think About It! sec-
tion.
a. Invite students to recall the
events in the story. Andy rabbit Mom
2. Prompt students to work on a
"Beginning/Middle/End" activity. 2 Circle the image that shows what the rabbit tells Andy to do.
a. Ask students to think about
the events in the story.
b. Name several events in the
story.
c. Allow students to think and eat fruit take a nap eat candy
identify each event as begin-
ning/middle or end. 3 Put the events from the story in order, using numbers 1 to 4.
3. Prompt students to work on an
"Act it Out" activity.
a. Invite students to work to- a. c.
gether to recreate the events
in the story.
b. Assign two pages per group
and have them act out the
events to their classmates.
b. d.
to act out the events in the
story in front of the class.
© SANTILLANA
66 sixty-six
Notes
Development
1. Discuss the events in the story with your students.

a. Ask your students the following questions:
• What is this story about?
• Who are the characters in the story?
• Where did the story take place?
• What is Andy's problem in the story?
• How did Andy solve his problem?

• Was Andy happy or sad at the end of the story?
2. Direct students to exercise 1 on page 66 of the textbook.

a. Guide students through exercise 1 by asking them:
• Which of the following is the main character?
Closure
4 Mark the problem that Andy had in his dream.
gether section.
exercise by asking them to
analyze and reflect upon the
a. He was hungry. b. He felt sick. c. He was angry.
situation presented in this
section.
5 Mark the sentence that shows the solution to Andy’s problem
in his dream. b. Ask students to think about
food choices.
c. Generate a discussion with
a. He ate lots of candy.
the following questions:
• Who is making a healthier
b. He ate fruits and vegetables. food choice?
• What is another healthy
c. He yelled and screamed. snack food?

Liv n To ether Health Education
exercises on pages 22-23 of the
workbook.
1 Look at the images of Santi and a. Ask any student to read the
Ana. Answer: instructions for the rest of the
group.
a. Who chooses a healthy snack?
Why? b. Guide students through the
process by answering ques-
b. What is another healthy snack tions related to the topics
food? discussed.
© SANTILLANA
sixty-seven 67
Notes
a. Guide students through exercise 2 by asking them:

• What did the rabbit tell Andy to do?
4. Ask students to move to exercise 3 on page 66 of the textbook.

a. Direct students to recall the events in the story. Ask:
• What happened at the beginning, in the middle, and in the end
of the story?
b. Guide students to use the numbers 1-4 to organize events in the

story.
5. Invite students to go to exercises 4-5 in the textbook.

a. Ask students questions like:
• Which problem did Andy have?
• What was the solution to this problem?
67
Letters and Sounds
Initiation Long Vowel Sounds
1. Have students play "word
Aa
search."
a. Prepare several sets of index
cards with words with the
short a/e sound (ant, egg, leg,
Ee
etc.).
b. Prepare several sets of index
long a/e sound (ape, tea, etc.)
c. Combine words together in a
paper bag. Jake the ape eats sweets.
d. Ask students to take turns and
grab a word from the bag.
e. Have students classify these
words accordingly in a "T-
ape sheep bean
Chart" labeled (short a/e-long
a/e).
1 Trace the vowels. Read each word aloud.
2. Engage students on a mini lesson
of long vowel sounds Aa/Ee:
a. Present several short/long
vowel words to students.
cake cheese
b. Ask students if the vowel in
all words sounds the same.
c. Direct students to realize how
bake meal
vowels can have different
sounds according to the con-
plate tea
© SANTILLANA
sonant or vowel that precedes
them. 68 sixty-eight
Notes
Development
1. Prompt students to circle the long vowel sound in each of the words
presented.
a. Write several short/long vowel words on the board.
b. Have students discuss which words have the long vowel sound Aa/
Ee and which ones have the short vowel sound.
c. Ask students to take turns to go to the board and circle the words
with long vowel sounds.

d. Discuss the results with your students.
e. You may repeat this activity by giving your students a print copy of
this exercise to assess their knowledge on the topic.
2. Ask students to go to exercise 1 on page 68 of the textbook.

a. Invite students to look at the pictures and words on page 68.
Phonemic Awareness
Closure
2 Read each word aloud. Circle the pairs of vowels.
1. Have students work on exercises
pail snail trees 2 and 3 on page 69 of the text-
a. c. e. book.
a. Ask any student to read the
sheet team wheel instructions to the rest of the
b. d. f.
group.
3 Read the words aloud. Then, trace the vowels and rewrite b. You may guide students
the words. through the process by asking
easy
them to:
• Look closely to the words
a. on exercise 2. Do you see
any pair of vowels? Circle
b. able each pair.

• Move on to exercise 3.
Read each word, then trace
peace
the vowels and rewrite each
word.
c. 2. Invite students to do the exercises
table
on page 24 of the workbook.
d. instructions for the rest of the
queen
group.
e. process by asking them ques-
tions related to the exercises.
rake
© SANTILLANA
f.
sixty-nine 69
Notes
• How do these words sound?

• What are the vowels in these words?
• Does the a in the word ape, sound like the a in the word ant?
• Does the e in the word ear, sound like the e in the word egg?
• Why do you think they sound different?
• How do we call these vowel sounds?
3. Prompt students to create their own "Long Vowel Word Bank."

a. Have students work collaboratively in groups to write as many long
vowel words as they know with the letters Aa/Ee.
b. Invite students to sit in a group to discuss all the words.
c. Ask students to add any unknown word to their word bank.
69
Letters and Sounds
Initiation Long Vowel Sounds
1. Invite students to "play word
Ii Oo
search."
a. Prepare several sets of index
short i/o/u sound (pot, up, pig,
Uu
etc.)
b. Prepare several sets of index
long i/o/u sound (blue, rice,
Luke’s pie stole the prize.

mice, etc.)
c. Combine words together in a
paper bag.
d. Ask students to take turns and
grab a word from the bag.
e. Have students classify these
lime coast blue
words accordingly in a "T-
Chart" labeled (short i/o/u long
i/o/u.) 1 Trace the vowels. Read each word aloud.
2. Engage students in a mini lesson of
long vowel sounds Ii/Oo/Uu:
a. Have students sit in a group.
bone cube
b. Present several short/long
vowel words to students.
c. Guide students so they realize
flute pine
how vowels can have different
sounds according to the con-
rice toast
© SANTILLANA
sonant or vowel that precedes
them. 70 seventy
Notes
Development
1. Prompt students to circle the long sound of the words presented.

a. Write several short/long Ii/Oo/Uu vowel words on the board.
b. Have students discuss which words have the long vowel sound and
which have the short vowel sound.
c. Ask students to take turns to go to the board and circle the words
with the long vowel sound.
d. Discuss the results with your students.

e. You may repeat this activity by giving your students a print copy of
this exercise to assess their knowledge on the topic.

Phonemic Awareness
Closure
2 Read the words aloud. Then, match each word to its long
vowel sound. 1. Have students work on exercises
i
2, 3 and 4 on page 71 of the text-
book.
glue mice
o
instructions to the rest of the
time stove group.
u
b. You may guide students
through the process by asking
rose tune them to:
c. Look closely to the words on
3 Read the words aloud. Then, trace the long vowel and rewrite exercise 2. Match the pairs of
the words. long vowels.
line
d. Move on to exercise 3, read
each word. Then trace the
a. vowels and rewrite each word.
rule
e. Proceed to exercise 4. Mark
the word with the same
sound as the first word.
b.
2. Invite students to do the exercises
4 Read each word aloud. Mark the word with the same vowel on page 25 of the workbook.
sound as the first word.
group.
process by asking them ques-
rope
© SANTILLANA
a. clock b. soap
seventy-one 71
Notes
• What are the vowels in these words?

• Does the i in the word tin sound like the i in the word ice?
• Does the u in the word fun, sound like the u in the word tune?
• Why do you think they sound different?
• How do we call these vowel sounds?
3. Prompt students to create their own "Long Vowel Ii/Oo/Uu Word Bank"
a. Have students work collaboratively in groups to write as many long
vowel words as they know with the letters Ii/Oo/Uu.
b. Ask students to add any unknown word to their word bank to
make sure they all have the same words.
4. Create a long vowel word chart for each long vowel sound on your class-
room bulletin board.
71
Words to Know
Initiation Meals Throughout the Day
1. Invite students to play a game of
the meals of the day.
a. Ask students to think on the Do you want a
different meals of the day. snack?
b. Invite them to name several
kinds of food or dishes they
eat in every meal. How about
c. Allow students to take turns some fruit?
to give their answers.
d. Invite other students to join in
and ask questions related to
the topic discussed.

guided discussion.
questions like:
picture?
• Where are the characters breakfast lunch dinner
in the picture?
• What are they doing in the
picture?
• Are they eating healthy or
unhealthy foods?
• Are all meals important? snack dessert meal
© SANTILLANA
• Can we only eat dessert?
72 seventy-two
Notes
Development
1. Ask students to go to the exercise on page 73. Have any student read
out the instructions. If no student is able to do so, you may read the
instructions instead.
• Which food can we have as dinner?
• Which food can we have as breakfast?
• Which food can we have as a snack?

• Which food can we have as lunch?
2. Ask students to turn to page 26 of the workbook and complete the

exercises.
related to it.
b. If any student has further questions, ask them for feedback.
Closure
1 Match the food with the correct meal time. 1. Direct students to page 27 of the
cises.
a. dinner a. Invite any student to read the
students.
b. breakfast exercise by asking them ques-
2. Have students play “My Menu."

c. lunch a. Ask students to create their
own menus (breakfast, lunch,
dinner.)
b. Call out the meal of the day
d. snack and have students take turns
to participate.
c. Invite students to take turns
and share their personal
e. dessert menus with the rest of the
group.
3. Decorate your classroom buletin

2 Write down your favorite meal of the day. board with your students menus.
a. This acivity can be stored in
each student's portfolio.
© SANTILLANA
seventy-three 73
Notes
c. Ask students to name their favorite meal of the day and why.
3. Have students work on a healthy recipe.

a. Allow students to create a recipe for their favorite healthy food.
b. Ask students to name the ingredients.
c. Ask students to describe the procedure.
d. Ask students to make a drawing of the dish to join the recipe.
4. Have students play pretend to host "Healthy Food Television Show."

a. Bring a video of any food television broadcast and show it to your
students.
b. Model the activity to your students by presenting your own recipe.
c. Ask students to take turns to present their own recipe.
d. Take pictures of this activity to share on your bulletin board.
73
Initiation The Articles a, an, and the

1. Have students play a game called 1 Look at the pictures. Then, read the captions aloud.
"Match the Words."
a. Prepare several sentence strips
with random nouns.
b. Paste these words on the
board. an apple a pie a banana an orange
c. Generate a guided discussion
asking students to look at the 2 Look at the pictures and read the descriptions aloud. Circle the
pictures and reflect: descriptions that are wrong. Correct them in the space below.
d. "Let’s look at the word
; which article
goes with it?"
a. a egg c. a carrot
e. Ask students to take turns
and match each word with
the correct article.
Development
1. Ask students to go to page 74, ex-

ercise 1 of the textbook.
an ice
b. cream d. an tomato
group. cone
b. As they go through exercise 1,
you may ask questions like:
• Look at the words with the
© SANTILLANA
article an. Do these words
start with a consonant or a 74 seventy-four
vowel sound?
• Look at the words with the
article a. Do these words
start with a consonant or a Notes
vowel sound?
Closure
1. Invite students to go to exercise 2

on page 74.
a. As they go through exercise 2,

• Which of these words
doesn’t sound right?
• Which of these words
have an incorrect article
preceding it?
Initiation
Create a Snack Recipe
A recipe tells you how to
prepare a specific dish. 1 1. Have students work on the Activ-
Recipes must include the textbook.
(Write name of dish here.)
following things: a list of
what you need, steps for
how to prepare the dish, and instructions for the rest of the
Ingredients group.
transition words that show
the correct order. 2 b. Share read the text in the sec-
tion to guide the process.
Supplies
c. Describe the supplies needed
• pencil for this activity.
• crayons or markers
Steps 3 Steps Development
1 Think of a snack that is fun 1. Discuss the steps of the activity in

and easy to make. detail with your students.
a. Guide students through each
2 Write the name of the dish
on the top right of the
page.
4 step of the process by an-
swering questions and giving
positive feedback.
3 Write the list of ingredients. b. Allow students to take turns
and share their recipes with
4 Write the steps to prepare
5
the rest of the class.
your snack.
5 Draw a picture of your Closure

snack.
1. Invite students to complete the
(Draw picture here.)
© SANTILLANA
exercises on page 28 of the work-

Book.
seventy-five 75
group.
Notes
b. Ask questions related to the
exercises they will be working
on.
2. Invite students to work coopera-

tively in their own "Classroom rec-
ipe book."
a. Ask students to gather all of
their recipes into a binder.
b. Make sure they include the

pictures of the dishes and a
detailed recipe.
c. This recipe book can be
showcased in your classroom
reading corner or in the writ-
ing center.
75
Initiation This Is the Way

1. Generate a group discussion with 1 Sing the song.
your students on the way to do
things. This is the way I brush my teeth,
Brush my teeth, brush my teeth.
a. Invite students to brainstorm
about several chores that This is the way I brush my teeth,
require steps to accomplish So early in the morning.
them.
This is the way I wash my hands,
b. Ask students to name several
activities or chores such as:
Wash my hands, wash my hands.
wash my dog, clean my room, This is the way I wash my hands,
etc. So early in the morning.
Development 2 Sing the song again. Use the actions below.
1. Have students listen to song 4 “This

Is The Way” from the music CD. a. b. c.
a. Ask students to go to exercise
b. Invite students to sing the take a bath comb my hair eat my breakfast
song together.
3 Draw a picture of something else you do in the morning.
2. Prompt students to go to exercise
a. Invite volunteer students to

sing the song using the ac-
tions provided.
© SANTILLANA
Closure 76 seventy-six

Notes
2. Generate a guided discussion on
what do students usually do in the
morning.
a. Guide the discussion with
questions like:
• What do we do in the
morning?

"show and tell."

a. Allow students time to take
turns and share their drawings
with their classmates.
Initiation
Healthy Habits
1 Read the healthy habits that Andy’s mom lists. Act them out 1. Prompt students to go to exercise
in front of the class in the order you do them at home. 1 of Making Connections on page
77 of the textbook.
Brush your Comb a. Ask any student to read the
teeth! your hair! instructions for the rest of the
group.
b. Invite students to take turns
to act out the things they do
every morning at home.
c. Allow other students to ask
questions to the one present-
Take a ing.
bath!
Wash your
Development
hands!
exercise by asking questions
like:
• Which healthy habits have
we learned through this
chapter?
2 Write the healthy habit that Andy learned about in the story • Did Andy learn all of these
“No More Sweets!” habits?
Closure
© SANTILLANA
seventy-seven 77 1. Prompt students to participate in

an activity where they mention
their favorite healthy habit.
Notes a. Organize students in a group
to start a discussion.
b. Have students brainstorm
about what is their favorite
habit and why.
c. Allow students time to brain-
storm their ideas.
d. Ask volunteer students to take
turns to share their answers

77
Review
Initiation
1 Write the name of each food. Then, circle the food that is healthy.
1. Draw a concept web on the board
with the phrase What I learned… in
the center.
a. Ask students to recall what a. b.
they have learned in Chapter
3: “I’m Hungry! Let’s Eat!"
to answer what they have
learned.
c. Allow students the oppor-
tunity to share their own
2 Match the words with the same long vowel sound.
experience with the rest of
the class. a. ice prune
2. Have students work in a piction-
ary activity.
b. plate hole
a. Have students take turns to
go to the board to make a
drawing of a healthy / un-
healthy food. c. nose lime
b. Allow other students to make
guesses about the food being
drawn. d. meat grape
c. Once the food is revealed
have students say whether it
is a healthy or unhealthy food
choice.
e. tune bean
© SANTILLANA
78 seventy-eight
Notes
Development
1. Extend the discussion by asking questions like:

• Did we all learn the same thing?
• Who would like to share what they learned?

group.
b. Before they start, you can ask them questions like:

• Which foods do we consider healthy?
• Which foods do we consider unhealthy?
• Should we eat healthy or unhealthy foods?
3. Direct students to answer exercise 2 from page 78. Guide students with
questions like:
Assessment
Closure
3 Complete the sentences with a, an, or the.
1. Invite students to go to the Re-
spect for Animals section on page
79 of the textbook.
a. This is fruit. a. Generate a guided discussion
by having students “share
read” the selection and reflect
upon it.
b. I need apple. b. Have students share their
ideas related to the topic
by asking them which food
choices they consider harmful
c. I am in kitchen. to animals.
c. Extend the activity by having
students draw healthy food
choices and unhealthy food
d. This is cake. choices for pets on a "T-
Chart."
d. Have students share their
drawings with the rest of the
Animals need to eat! But, just like you, pets
Resfoprect
classmates.
need to have healthy diets. There are foods
that are good and bad for them. They
Animals
2. Invite students to work on page
cannot overeat either. 29 of the workbook.
• List foods that are healthy for animals. a. Have any student read the
• List foods that might be harmful to
of the group.
animals.
© SANTILLANA

tions related to the exercise.
seventy-nine 79
Notes
• Which word sounds the same as ?
4. Ask students to complete exercise 3 on page 79.

a. Invite any student to read the instructions for the rest of the group.
• Which article would go better with the word ?
5. Invite students to work cooperatively to create a cornucopia.

a. Provide students with materials such as: paper, glue, pencil, crayons,
paint, brushes, etc.
b. Once finished, you can provide each group the opportunity to
showcase their work in front of the classroom.
79
Chapter What Do I Wear?
Standards Skills
Let’s Read! Title: "David’s Birthday"

Concepts Objectives
• clothes • Learn about clothes, colors, similarities and differences.

• colors
• similarities and differences
Think About It
Concepts Objectives
• clothes • Identify important details in the story. • Distinguish between real and
imaginary.
• colors • Recall the sequence of events in a
• similarities and differences logical order. • Identify fact and opinion.
Letters and Sounds

Concepts Objectives
• letters m and p • Review, identify, and write using the letters m and p.
Words to Know
Concepts Objectives
• clothes • Use vocabulary related to clothes.

Grammar
Concepts Objectives
• common nouns • Recognize common and proper nouns.

• proper nouns • Use common and proper nouns to complete sentences.
Activity Time
Concept Objectives
• paper dolls • Create different articles of clothing to dress paper dolls.
Songs and Rhymes Song: "Skirts, Dresses, Socks, and Shoes"

Concept Objectives
• clothing • Students will identify what types of clothes are worn by boys and girls.

Concepts Objectives
• weather • Discuss how the weather affects the clothes we wear.

• clothing

Consumer Education Pet accessories: ID tags and collars
Chapter
4 What Do I
Wear?
Initiation
1. Gather students in a group. Start a

discussion by asking them to look
at the picture from page 80 and
answer the following question:
ture?

the picture according to their prior
Chapter
knowledge.
4
3. Ask students to read the title of
the Chapter 4: What Do I Wear?
a. Ask students to answer the
following questions: What Do I Wear?
• What is the boy in the
picture doing?
• What do you think is hap- Let’s Predict!
pening?
• What happens in the story?
• Why is the boy wearing a
hat? • Why does the boy wear a hat?
• Why is the boy hugging a • Why does the boy hug a bear?
© SANTILLANA
bear?
80 eighty
Notes
Development
1. Prompt students to take turns and answer the questions from the Let’s
Predict section.
• What is happening in the story?
• Why is the boy wearing a hat?
• Why is the boy hugging a bear?
2. Ask students to go to page 81 and work on exercises 1-3.

a. Have any student read out the instructions for the rest of the group.
tions like:
• What color is David’s shirt?
• Which letters are missing in the word pajamas?
• Which piece of clothing should we wear out in the cold?
Closure
1 Circle the word to complete the sentence.
1. Direct students to the I will learn
blue. about... section on page 81 of the
textbook.
David’s shirt is… red. 2. Start a guided discussion on the
topics to be studied on Chapter 4.
green. a. Assess students' prior knowl-

edge by asking them to
discuss what they know about
2 Complete the word below by tracing the letters. the topics to be worked on in
3
pajamas
Mark the piece of clothing that is not good to wear
Chapter 4.
b. Guide them through the sec-
tion by asking them questions
like:
if it is cold outside. • Which types of clothes do
you know?
• What are the colors around
us?
a. b. c.
• How many words can you
name with the letter m?
• How many words can you
name with the letter p?
the letters m and p

• What are common nouns?
• types of clothes • • What are proper nouns?
• colors around us • common and proper nouns
• What is the weather like
• similarities and differences • the weather today?
• Which types of weather
© SANTILLANA
can you name?

eighty-one 81
Notes
3. Prompt students to participate in an activity to classify clothes with colors:

a. Prepare a worksheet with images of random pieces of clothing
(pants, skirt, blouse, shirt, hat, jacket, etc.).
b. Call out a piece of clothing, have students color if it's a specific
color.
c. Prompt students to match a piece of clothing with a color by in-
structing them to:

• Color the hat red.
• Color the skirt blue.
• Color the jacket black.
• Color the blouse yellow.
81
Let s Read!
1. Instruct students to go to pages

82-83 of the textbook.
a. Ask them to look at the pic-
serve the pictures.
these pictures?
• Where is the story taking
place?
• What do you think is go-
ing on?
• Who do you think this
celebration is for?
2. Generate a classroom discussion

about birthdays.
a. Instruct students to think
David’s Birthday
about their most recent birth-
by Sarah Fash
day. Have them share their Illustrated by Eugenia Nobati
experiences.
b. Ask specific details such as:
Today is David’s birthday.
• When was your last birth-
day? He is at the park.
He is having a party!
© SANTILLANA
• How old did you turn?
• How many people did you 82 eighty-two
invite?
Notes
During the Reading
1. Prompt students to gather in a group to participate in an activity called

"My Best Birthday Gift Ever!"
a. Ask students to recall the best birthday gift they have ever gotten.
b. Invite volunteer students to join in to share their answers with the
rest of the class.
c. Encourage other students to join in and ask specific details to their
classmates.
2. Direct students to start the reading process on page 82 of the text-

book.
a. Guide students through the reading process by asking them ques-
tions like:
• Who’s birthday is it in the story?
• Where is the story taking place?
• How is David feeling?
Reading
After the Reading
1. Invite students to create a drawing

titled "My Birthday Celebration."
a. Ask students to think about
what they would want for a
birthday celebration.
b. Prompt students to make a
drawing about it.

share their drawings with their
classmates in a "Birthday Show
and Tell."
take turns to explain their
drawings to their classmates.
David is wearing his new red shirt.

He is excited!
© SANTILLANA
eighty-three 83
Notes
• Which things can you identify in the pictures?

• What is David wearing?
3. Invite students to share what they think will happen next in the story.
a. Prompt students to brainstorm about what they think will happen
next in the story.
b. Allow volunteer students to join in and share their insights and
opinions
c. Motivate other students to share comments or ask questions.
83

85 of the textbook.
b. Allow students to analyze and
observe the pictures.
like:
these pictures?
• What is David doing in
these pictures?
• What are the kids doing in
these pictures?
• How many kids are at
David’s party?
• What is the clown doing in
the picture?
2. Prompt students to start the read-

ing process on page 84 of the
textbook.
a. Allow any volunteer to share Many children come to David’s party.
read the text with the rest of They all wear orange and purple party hats.
the class. They play a game.
© SANTILLANA
84 eighty-four
Notes
During the Reading
1. After students finish reading, extend their comprehension skills by asking

questions like:
• Is this birthday party like any party you have been to?
• What do you think will happen next?
• Do you think another visitor will join the party?
• Who could this be?
2. Guide students to realize that a magician could also visit the party.
a. Ask students to imagine which tricks the magician can perform.
3. Prompt students to participate in a group activity called "My Magician

Tricks."
a. Allow students to create a magic trick to perform in front of the
class.
Reading
After the Reading
1. Prompt students to continue the

reading process on page 85 of the
textbook.
a. Allow any volunteer to share
read the text with the rest of
the class.
2. After students have read the pas-

sage you may ask them:
• What happened in these
pages?
pen next?
• Do you think a magician will
come to visit the party?
• Which tricks do you think the
magician will perform?
• What would you feel in a situ-
ation like this?
There is a clown at the party.

He has orange hair and wears an orange
and yellow costume.
He fills balloons.
© SANTILLANA
eighty-five 85
Notes
b. Instruct students to be creative when creating their magic tricks.

c. Provide students with materials such as: paper, cardboard, index
cards, pencils, crayons, markers, scissors, glue, and yarn to create
props for their trick.
d. Organize students in an assembly to play pretend their magician
tricks with the rest of their classmates.
e. Allow volunteer students to take turns and share their tricks with
the rest of the group.
85

87 of the textbook.
a. Direct students to look at the
b. Allow students to analyze and
like:
picture?
• What are the kids doing in
these pictures?
• How many children are in
the picture?
• What are they eating in
this picture?
• What color is the girl’s
dress?

textbook.
David’s dad is wearing yellow, too.
He serves the children hot dogs.
the class. The hot dogs taste yummy!
© SANTILLANA
86 eighty-six
Notes
During the Reading
1. Ask students to turn to page 87 of the textbook to continue with the

reading.
a. Allow students time to analyze and observe the pictures.
b. Guide students through the process by asking questions like:
• What is David doing?
• How many presents did he get?
• How would you describe these presents?

• What colors are these presents?
• What do you think these presents will be?
• Who is wearing a shirt like David’s shirt?
• How many children are wearing blue?
• How many children are wearing green?
Reading
After the Reading

a discussion about what will hap-
pen next. Write What will hap-
pen next? on the board. Allow
students some time to brainstorm
about what they think will happen
next. Invite students to take turns
to share their thoughts about it.
You may extend the discussion by
asking questions like:
pen next?
• Would that be possible?
• What would you suggest?
• Will the story have a happy
ending?
2. Allow volunteer students to share

their answers with the rest of the
class. Invite other students to re-
act on their classmates' opinions.
After lunch, David opens his presents.

He gets a soft, brown teddy bear from John.
John is wearing a red shirt, just like David.
© SANTILLANA
eighty-seven 87
Notes
• How many children are wearing purple?

• What color is the tablecloth?
• What color is the table?
• What color are the balloons?
• What color are the birthday hats?
87

89 of the textbook.
a. Direct students to look at the
b. Allow students time to ana-
lyze and observe the pictures.
like:
picture?
• Who is the person in this
picture?
• What is she doing?
• Why is she alone?
• What color is her dress?

textbook.
the class. David’s mom brings out the birthday cake.
She is wearing a blue dress, just like David’s
friend Lisa.
Everyone sings “Happy Birthday.”
© SANTILLANA
88 eighty-eight
Notes
During the Reading
1. Ask students to move to page 89 of the textbook.

a. Direct students to look at the pictures on page 88 to make infer-
ences about the reading.
b. Allow students time to analyze and observe the pictures.
c. Guide students through the process by asking questions like:
• What is happening in this picture?
• Who are the people in this picture?

• What are they doing?
• How many years old is David now?
• How can we tell David's age?
2. Organize a birthday party to celebrate the birthday of the students

whose birthday is near or within the current month as you are working
on Chapter 4.
Reading
After the Reading
David makes a wish. 1. Prompt students to participate on

He blows out the an activity called "My Birthday
candles. Presents:"
Happy birthday, David! a. Invite students to make a list

of presents they would like to
get for their birthday.
b. Ask students to take turns
and share them with the rest
of the class.
2. Invite students to create an alter-

nate ending for the story "David's
Birthday."
a. Ask students to think of pos-
sible alternate endings to this
story.
b. Invite students to make a
drawing of their own alter-
nate ending.
Keywords Vocabulary
c. Allow volunteer students to
share their drawings and in-
sights with their classmates.
shirt hat costume dress

© SANTILLANA
eighty-nine 89
Notes
a. Organize students in a group to discuss their birthday dates.

b. Write down the names of the students whose birthday is near or
within the same month.
c. Invite students to write birthday cards for those students.
d. Decorate the classroom with a banner, balloons, and other birthday
decorations.
e. Invite students to sing "Happy Birthday" to their classmates and

give them their birthday congratulations.
3. Prompt students to go to the Keywords section on page 89.

a. Ask volunteer students to choose a keyword and say a sentence us-
ing the word in context.
b. Invite students to write a sentence with each keyword.
c. Ask students to share their sentences with their classmates.
89
Think About It
Initiation
1 Circle the person whose birthday it is.
1. Ask students to go to pages 90 -
91 to work on the Think About It!
section.
a. b. c.
2. Organize students in an assembly
for a retelling activity.
a. Invite students to recall the David’s mom David John
events in the story.
b. Ask volunteer students to 2 Circle the present David got for his birthday.
take turns to point out details
of the story.
c. Guide students through the a. b. c.
tions related to the topic.
3. Direct students to exercise 1 on book toy truck teddy bear

page 90 of the textbook.
a. Guide students through exer- 3 Match the characters with the color they were wearing.
cise 1 by asking them:
• Which of these characters
birthday was it? David’s Mom Lisa
on page 90.
a. Guide students through exer- the clown John
cise 2 by asking them:
• What did David get for his
birthday? David David's dad
© SANTILLANA
90 ninety
Notes
Development

a. Direct students to recall the events in the story.
b. Allow any volunteer student to read the instructions for the rest of
the class.
c. Guide students to use the color key to match with each character.
d. You may ask questions like:
• What were the people in the story wearing?
2. Invite students to go to exercise 4 in the textbook.

the class.
c. Guide students to use numbers to organize the events in the story.
d. Ask students questions like:
Closure
4 Put the events of the story in order, using numbers 1 to 4.
1. Have students move to the Living
Together section on page 91 of
the textbook.
a. b. c. d.
2. Guide students through the ex-
5 Circle the picture that shows how David felt about wearing his 3. Ask students to think about sav-
red shirt.
ing money.
a. Generate a discussion with
a. b. c.
• Why is it a good idea to
save money?
• How can you start saving
money?
Liv n To ether Consumer Education

exercises on pages 32-33 of the
workbook.
1 Read and answer:
David’s friends gave him presents at exercises by asking them
the party. They bought the presents questions related to the topics
with the money they saved. discussed.
a. Why is saving money a good idea?
b. How can you start to save money?

© SANTILLANA
ninety-one 91
Notes
• What happened first, second, last?

• How did David feel about his red shirt?
3. Invite students to go to exercise 5 in the textbook.

the class.
c. Guide students to mark the correct answer for how Andy felt about
wearing his red shirt.
d. You may ask questions like:
• How did Andy feel?
• Was Andy happy?
• Was Andy sad?
• Was Andy upset?
91
Letters and Sounds
Initiation The Letter Mm
1. Engage students' prior knowledge
and interest by playing "I-Spy" ex-
clusively with words with the let-
Mm
ter Mm.
a. Engage students into the ac-
tivity by asking them to iden-
tify objects in the classroom
with the letter Mm in them.
b. Prompt students to describe
My monkey makes many moves.

those objects in the classroom
with the letter Mm in them
c. Generate the discussion by
modeling the activity saying:
"I spy something that is…"
d. Use as many adjectives to
describe the object. macaroni melon music
1 Circle each m you find in the box to the left. Then, find and
e. Encourage a volunteer student
to take a turn and assist in
modeling the activity to their shade the words in the word search.
classmates.
f. Allow students to join in and mad I M A D T A
take turns in guessing the
word.
mail M A I L X P
g. Ask students to take turns milk B M O O N E

and repeat the activity. moon P M I L K U
h. Have students write the words mud U N M U D C
© SANTILLANA
of the objects identified on
the board.
92 ninety-two
Notes
Development
1. Ask students to write all the words discussed in the previous exercise and
write them on their notebooks.
a. Prompt students to write a sentence with each word in the their
notebooks.
2. Direct students to organize in a group and share their sentences for each
of the words from the previous exercise.
a. Invite volunteer students to take turns to share the sentence they

wrote for the word being discussed.
b. Ask other students to share their sentences with the rest of the
class.

Phonemic Awareness
Closure
2 Complete each word with the letter m. Read the words aloud.
money muffin
1. Prompt students to work on ex-
ercise 3 on page 93 of the text-
book.
a. d.
moon mice
b. e. group.
meal mail
b. Have students discuss which
words have the Mm sound in
them.
c. f.
c. Invite students to write down
3 Look at the pictures. Write down their names, using the word the words with the letter
bank for help. Circle the pictures whose names have an m. Mm on the space provided
and circle the pictures whose
medal sun mouse skirt uniform mail name have the letter Mm.
2. Invite students to do the exercises

on page 34 of the workbook.
group.
© SANTILLANA
ninety-three 93
Notes

• What are the letters in these words?
• Can you name other words with the same letter?
4. Invite students to complete exercise 1 by finding the words in the word

search.
5. Have students do exercise 2 on page 93. Guide students by reading the

instructions for them.
a. You may guide students through the process by asking them to:
b. Look closely to the words on exercise 2. Can you read any of these
words?
c. Have students read each word. Then, trace the letter Mm on each
word.
93
Letters and Sounds
Initiation The Letter Pp
1. Activate students' prior knowl-
edge and interest by playing "I-
Spy," exclusively with words with
Pp
the letter Pp.
a. Engage students into the ac-
tivity by asking them to iden-
tify objects in the classroom
with the letter Pp in them
b. Prompt students to describe
Pamela pets her pink pig.

those objects in the classroom
with the letter Pp in them.
c. Generate the discussion by
modeling the activity saying:
"I spy something that is…"
d. Use as many adjectives to
describe the object. peanut pumpkin pail
1 Complete each word with the letter p. Read each word aloud.
e. Encourage a volunteer stu-
dent to take a turn and assist
pants happy
in modeling the activity to the
classmates.
f. Allow students to join in to a. d.
lamp pair
take turns in guessing the
word.
g. Ask students to take turns b. e.
push play
and repeat the activity.
h. Have students write the words
© SANTILLANA
of the objects identified on c. f.
the board.
94 ninety-four
Notes
Development
1. Ask students to write all the words discussed on the previous excersice
and write them on their notebooks.
a. Prompt students to write a sentence with each word in the their
notebooks.
2. Direct students to organize in a group and share their sentences for each
of the words from the previous exercise.
a. Invite volunteer students to take turns to share the sentence they

wrote for the word being discussed.
b. Ask other students to share their sentences with the rest of the
class.
4. Invite students to look at the pictures and words on page 94.

Phonemic Awareness
Closure
2 Look at the pictures. Write down the words with the letter p, using
the word bank for help. Circle the pictures whose names do not 1. Prompt students to work on ex-
have a p. ercise 2 on page 95 of the text-
book.
map tree parrot car lamp paint a. Ask any student to read the
group.
b. Have students discuss which
words have the Pp sound in
them.
c. Invite students to write down
the words with the letter Pp
on the space provided and
circle the pictures whose
name have the letter Pp.
2. Prompt students to work on ex-

ercise 3 on page 95 of the text-
book.
3 Write a sentence with each word. a. Ask any student to read the
group.
a. pizza b. Ask students to write a sen-
tence with each of the words
provided.
b. prince
© SANTILLANA
c. puppy
ninety-five 95
Notes

• What are the letters in these words?
• Can you name other words with the same letter?
5. Invite students to complete exercise 1 by reading and tracing the

words.
a. You may guide students through the process by asking them to:
b. Look closely to the words on exercise 1. Can you read any of these
words?
c. Have students read each word. Then, trace the letter Pp on each
word.
95
Words to Know
Initiation
My Clothes
1. Ask students to go to page 96 of
the textbook and look at the pic-
tures to generate a guided discus-
sion.
2. Invite students to sit in a group to

discuss the vocabulary words.
questions like:
picture?
• Who is the character in the
picture?
• What is he doing in this
picture?
• Which of these clothes is
your favorite?
• Which one do you wear
when it is cold?
3. Prompt students to brainstorm

about other pieces of clothing
not found on page 96 of the text- blouse jacket pants
book.
a. Ask volunteer students to take
turns to share their answers.
b. Ask other students to join in
and share their answers.
© SANTILLANA
shoes vest belt
96 ninety-six
Notes
Development

• Which pieces of clothing can you see in this exercise?
• Are all the clothes the same color?
• Which color do you see?

• Are two or more pieces the same color?

b. Allow students time to look at the words and try to identify them.
c. Ask any volunteer student to try and guess what each word might be.
Closure
1 Complete the sentences using the picture clues provided. 1. Direct students to page 37 of the
workbook to complete the exer-
cises.
a. The is blue. class.
b. The are brown.
2. Prompt students to gather in a
group to play “Label It."
a. Prepare sets of pictures of
clothing and sentence strips
c. The are purple. with their names.
b. Show a picture to the group
2 Rearrange the letters. Spell each word correctly. and have students take turns
to name the picture.
ssder svet c. Allow another student to
a. c.
come forward and choose the
corresponding strip with the
correct name on it.
d. Paste both images on the
board.
etjcak lebt
b. d.
© SANTILLANA
ninety-seven 97
Notes
d. Have students unscramble the words in the exercise and spell them
correctly.
3. Direct students to page 36 of the workbook to complete the exercises.

a. Invite any student to read the instructions to the rest of the class.
b. Guide students through the exercise by asking them questions
related to it.
97
Initiation Common and Proper Nouns

1. Prompt students to participate in 1 Read and complete the sentences. Use the picture clues.
a matching words activity.
a. This is a boy.
with random pairs of com-
mon and proper nouns.
The boy is named .
b. Paste these words on the
board.
David is a happy boy.
c. Start a guided discussion by

asking students to look at the b. This is the friend.
pictures and reflect:
The friend is named John.
• "Let’s look at the word
. What is
the common/proper noun
for this word?" is David’s friend.
2. Allow students to take turns and

go to the board and match each c. This is the dog.
word with the common/proper
noun.
is named Patch.
Development Patch likes eating hot dogs!
1. Ask students to go to exercise 1 2 Circle the common nouns. Underline the proper nouns.
a. clown d. teddy bear
instructions to the rest of the b. Lisa e. David
group.
c. party f. Puerto Rico
© SANTILLANA
b. As they go through exercise 1,
98 ninety-eight
• Which of these words is a
common noun?
proper noun? Notes
Closure
1. Have a student read the instruc-

tions to exercise 2 on page 98
aloud.
a. As they go through exercise 2,

common noun?
proper noun?
b. Invite students to circle the
common nouns and underline
the proper nouns.
Initiation
Paper People
Clothes can change
depending on the weather 1 1. Have students work on the Activ-
and the occasion. For textbook.
example, if you go to a fancy
party, you wear a fancy outfit.
You can create a paper instructions for the rest of the
person and dress him or her group.
in your favorite outfit. b. Invite any volunteer student
Supplies 2 to join in and share read the

reading selection with the rest
• paper of the group.
Development
• yarn
• scissors 1. Prompt students to work creatively

• glue 3 to create their own paper people.
a. Guide students through each
Steps step of the process.
1 Draw and color your paper b. Allow students to take turns
person and clothing. and share their crafts with the
rest of the class.
2 Have the teacher help you
cut out your paper person.
4 Closure
3 Glue on yarn for hair. 1. Invite students to complete the
4 Dress your person in your exercises on page 38 of the work-
favorite clothes and label book.
them on a piece of white a. Ask any student to read the
© SANTILLANA
paper. instructions for the rest of the

ninety-nine 99 group.
exercises they will be working
Notes on.
99
Initiation Skirts, Dresses, Socks, and Shoes

1. Gather students in a group to start 1 Sing the song.
a discussion on types of clothing.
Skirts, dresses, socks, and shoes,
2. Prompt students to go to the Socks and shoes.
Songs and Rhymes section page Skirts, dresses, socks, and shoes,
100 of the textbook. Socks and shoes.
3. Have students listen to the song
“Skirts, Dresses, Socks, and Pants and shirts,
Shoes” from the Music CD. Look, everything is new!
4. Invite students to sing the song Skirts, dresses, socks, and shoes,
together. Socks and shoes.
Development 2 Write a sentence to describe what you are wearing today.

1. Go to exercise 1 on page 100 of
the textbook.
Today, I am wearing .
instructions aloud for the rest 3 Draw a picture of yourself in the clothes you are wearing today
of the group. and label each piece of clothing.
picture on exercise 1.
c. Allow students the opportu-
nity to sing a new version of
the song with each action.
Closure
© SANTILLANA
1. Prompt students to move to exer- 100 one hundred
cise 2 on page 100 and complete
it.
a. Encourage students to draw a
picture of themselves.
Notes
2. Go to exercise 3 on page 100 of

the textbook.
a. Start the activity by generat-
ing a guided discussion on
what students are wearing
today.
b. Guide the discussion with

questions like:
• Who is wearing a shirt?
• Who is wearing a skirt?
• Who is wearing pants?
• Who is wearing socks?
• Who is wearing shoes?
Initiation
Clothing and Weather
1 Trace the words below each image. 1. Prompt students to gather in a
group to discuss the different
types of weather.
take turns to describe a type
of weather assigned by you.
a. rainy c. sunny join in and mention character-

istics related to the weather
type being discussed.
Development
1. Have students go to exercise 1 of

Making Connections on page 101
of the textbook.
b. windy d. cold a. Ask any student to read the

group.
2 Read the sentences carefully. Circle the words related to the to act out how they feel in the
weather. Underline the words related to clothing.
different types of weather.
a. When it is sunny in summer, I wear shorts. c. Allow other students to ask
questions to the one present-
b. It is cold in December. I wear a jacket.
ing.
c. It is very windy! I cannot wear a hat! d. Have students take time to
trace the words on exercise 1
d. On rainy days, I cannot forget my raincoat.
© SANTILLANA
on page 101.
one hundred and one 101
Closure
Notes 1. Invite students to go to exercise 2

process by asking them
questions like:
• When do we usually
wear shorts?
wear a jacket?
wear a raincoat?
101
Review
Initiation
1 Fill in the blanks. Use the correct common and proper nouns.
1. Prompt students to sit in an as-
sembly for a guided discussion on
what they learned on Chapter 4. a. is a boy.
a. Ignite students interest in the
topic, by writing on the board
the phrase What I learned… He is wearing a red .
in the center.
b. Ask students to recall what
they have learned in Chapter b. is David’s friend.
4: What do I wear?.
to give out an answer of what She is wearing a blue .
they have learned.
d. Allow students to share their 2 Complete each word with the letters Mm or Pp.
own experience with the rest Use the picture clues.
of the classmates.
e. Extend the discussion by ask-
ing questions like: a. I want a et ouse.
things?
b. On onday, we ate s aghetti.
2. Motivate students to join in and
share their answers by asking
questions like:
c. uerto Rico is full of al trees.
• Who learned something dif-
ferent?
d. The a had a yra id on it.
© SANTILLANA
102 one hundred and two
Notes
Development

group.
• Which would be the correct proper noun for ?
• What was David wearing?
• What was the girl wearing?
2. Instruct students to answer exercise 2 from page 102.

group.
• Which letter (Mm/Pp) best completes the word .
• How can we tell?
Assessment
Closure
3 Look at the pictures. Write what they wear in the story.
Use the word bank. 1. Invite students to go to the Re-
spect for Animals section on page
shorts blouse shirt 79 of the textbook.
a. Generate a guided discussion
by having students “share
read” the selection and reflect
upon it.
a. She is wearing a purple .
b. Have students share their
ideas related to the topic by
asking them why animals
should always use a collar and
b. John is wearing green .
ID tags.
c. Extend the activity by having
students draw an ID tag with
the basic information for their
c. David is wearing a red .
pet.
d. Have students share their
classmates.
Pets don't really wear clothes, but there is
Resfoprect one important accessory that they should
always wear. Dogs and cats, whether indoor
2. Invite students to work on page
39 of the workbook.
Animals or outdoor, must wear a collar with their
vaccination and identification tags.
• Discuss why pets need to wear of the group.
vaccination and ID tags. b. Guide students through the
• Mention how they help if a pet is lost. process by asking questions
© SANTILLANA
related to the exercise.

one hundred and three 103
Notes

a. Invite any student to read the instructions for the rest of the group.
• Which piece of clothing was wearing?
103
Chapter Being Active
Standards Skills
Let’s Read! Title: "Go for the Goal"

Concepts Objectives
• exercise • Learn about exercise, outdoor activities, and sports.

• outdoor activities
• sports
Think About It
Concepts Objectives
• exercise • Identify important details in the story. • Distinguish between real and
imaginary.
• outdoor activities • Recall the sequence of events in a
• sports logical order. • Identify fact and opinion.
Letters and Sounds

Concepts Objectives
• letters l and s • Review, identify, and write using the letters l and s.
Words to Know
Concept Objectives
• being active • Use vocabulary related to exercise and being active.

Grammar
Concept Objectives
• the third-person singular • Recognize the third-person singular in complete sentences.
Activity Time
Concept Objectives
• hopscotch • Create a hopscotch course and play the game.
Songs and Rhymes Song: "The Children in the Class"

Concept Objectives
• exercising • Listen to the song, sing, and act out the exercises in the song.
Making Connections Physical Education

Concept Objectives
• sports • Identify different sports like tennis, baseball, swimming, and basketball.

Health Education Pets and exercise
Chapter
5 Being Active
Initiation
1. Gather students in a group.

2. Start a discussion by asking them
to look at the picture from page
104 and answer the following
question:
ture?
a. Allow students to take turns
to identify elements that they
see in the picture according to Chapter
5
their prior knowledge.
3. Direct students to read the title of

Chapter 5: Being Active. Ask them
to answer the following questions: Being Active
• What do you think is happen-
ing?
• Who is the man in the picture? Let’s Predict!
• What is the girl doing?
• What
hat do you
ou think her dad is doing?
• Do you
ou like playing sports?
spor
© SANTILLANA
104 one hundred and four
Notes
Development
dict section.
a. Invite volunteer students to read the questions to the rest of the
class.
• What is happening in the picture?
• What do you think her dad is doing?
• Do you like playing sports?

b. Allow students some time to share their responses.
c. Invite any volunteer student to share the responses with the rest of
the classmates.
2. Ask students to go to page 105 and work on exercises 1-3.

a. Have any student read out the instructions for the rest of the group.
Closure
1 Write three activities that are good for your body.
1. Prompt students to work in the I
Will Learn About section on page
105 of the textbook.
a. Assess student’s prior knowl-
the topics to be worked on
Chapter 5.
tion by asking them questions
2 Circle the words in the sentence that have like:
the letters l or s in them. • Which types of exercises
do you know?
Emily and Isabel like playing soccer. • Which outdoor activities
can you name?
3 Mark the correct sentence. • What are action words?
• Do you know any sports
a. Emily practice soccer b. Emily practices around the world?
every day. soccer every day. • Can you name words with
the letters l and s?
• What is the third person
singular form?
• exercise • the letters l and s
• outdoor activities • the third person singular
• action words • sports

© SANTILLANA
one hundred and five 105
Notes

tions like:
• Which activities are good for your body?
• Is there a word with the letters l or s in this sentence?
• Which of these two sentences is correct?
3. Prompt students to sit in a group to participate in an activity called "My

Favorite Outdoor Activity."
a. Ask students to think on what is their favorite outdoor activity.
b. Allow students to take turns and share their responses with the rest
of the class.
105
Let s Read!
1. Instruct students to go to pages

106 - 107 of the textbook.
a. Tell students to look at the
serve the pictures.
these pictures?
place?
• What do you think is go-
ing on?
• Who do you think these
people are?
d. Allow students time to share
their opinions.
2. Generate a classroom discussion Go for the Goal

on sports. by Pablo Veramendi
Illustrated by Mariano Epelbaum
a. Instruct students to think
about different sports.
My older sister, Isabel, is very good at
b. Ask volunteer students to sports! She plays on a soccer team with
share their responses.
some other girls.
c. Motivate other students to
© SANTILLANA
join in and share their an-
swers. 106 one hundred and six
Notes
During the Reading
1. Prompt students to gather in a group to participate in an activity called

"My Favorite Sport Ever!"
a. Ask students to think about their favorite sport.
b. Invite volunteer students to join in to share their answers with the
rest of the class.
c. Encourage other students to join in and ask specific details to their
classmates.

a. Allow any volunteer student to share read the text with the class.

a. Allow students time to look at the picture and make inferences
about it.
Reading
After the Reading

a group discussion about what
will happen next in the story.
a. Have students brainstorm
about what they think will
happen next in the story.
and share their responses.
c. Extend the discussion by ask-
ing questions like:
• Where will the characters
go next?
• Will Isabel learn to play
soccer?
• Do you think that
will hap-
pen instead?
I want to play on Isabel’s team.

I practice hard every day with my dad.
He teaches me how to kick the ball
and how to pass it.
© SANTILLANA
one hundred and seven 107
Notes

• What is Isabel learning?
• Do you think she will learn?
• Do you think she will play on the team too?
4. Continue the reading process.

a. Allow any volunteer student to share read the text with the class.
107

109 of the textbook to continue
with the reading.
a. Have students focus on the
image on page 108 to make
inferences about it.
b. You may ask questions like:
• What is going on in this
picture?
• What are Emily and her
Dad doing?
• What is the expression on
Isabel’s face?
• Why do you think she
looks that way?
• What would you suggest
to help Isabel?

take turns and share the read-
ing selection.
One day Isabel comes home from soccer

practice.
She is worried about the next game.
“Our best player can't come,” Isabel says.
© SANTILLANA
108 one hundred and eight
Notes
During the Reading
1. As students go through the reading, you can engage them in the read-
ing selection by asking them questions like:
• Where is Isabel coming from?
• Why is she worried about the next game?
• Who do you think can fill in this position?

a. Allow students time to look at the picture and make inferences
about it.
• What is Emily doing in this picture?
• Who is she talking to?
• What do you think they are talking about?
Reading
After the Reading
1. Promt students to work coopera-

tively to participate in a creative
acting out activity.
a. Ask students to recall their
brainstorming ideas from the
previous exercise.
b. Encourge students to work in
small groups.
c. Direct students to recreate
their idea of what they think
d. Invite volunteer students to
perform the activity in front
of the classroom.
e. Motivate other students to
join in and perform in front of
the class.
This is my big chance!

The next day, I ask the coach
if I can play.
She looks a little surprised.
© SANTILLANA
one hundred and nine 109
Notes
3. Prompt students to participate in a group discussion about what will

a. Invite students to brainstorm about what they think will happen
next.
b. Hand out sheets of paper and have students make a drawing and
write a sentence about it.
c. Allow students to take turns and share their drawings with the rest
of the class.
d. Have students react and comment on their classmate’s drawing.
109

picture?
• Why do you think Emily
looks so excited?
• Does the coach look
excited? Why do you think
that is so?
• How do the other team
members look?
• Why is the coach giving
Emily a red shirt?
• Why do the other girls
have blue shirts?

take turns and share the read-
ing selection. The coach hands me a red shirt.
“Practice during the warm-up, Emily,” she says.
“You'll play on the red team. Isabel will play on
the blue team.”
© SANTILLANA
110 one hundred and ten
Notes
During the Reading

a. Allow students to look at the picture and make inferences.
• What do you think will happen?
2. Guide students through the reading by asking them questions like:

• Are Isabel and Emily playing on the same team?
• Who do you think will score a goal?
• Do you think this point will be the winning score?
• Which team do you think will win?
• How would you feel as a member of the winning team?
Reading
After the Reading

a guided discussion called “Is win-
ning the most important thing
when playing a game?”
a. Have students sit in an assem-
bly and generate a discussion
by asking them:
• Is winning the most impor-
tant thing when playing a
game?
b. Allow students time to brain-
storm about the question
presented.
like:
• Is this statement true or
false?
• Will you win every time
you play a game?
• What should be the main
reason to play any game?
d. Motivate volunteer students
The warm-up starts. to share their answers with
I dribble the ball down the field. the rest of the class.
Isabel tries to block me.
I score a goal!
© SANTILLANA
one hundred and eleven 111
Notes
3. Prompt students to brainstorm about what will happen next.

a. Provide each student with a piece of paper to write or make a
drawing of what they think will happen next.
b. Ask students to draw or write their idea of what will happen next.
c. Collect the drawings of all students and put them in a paper bag.
d. Gather students in a group to discuss their answers.

e. Each student will take a turn to take a paper from the bag and
interpret their classmates' idea to the rest of the class.
111

picture?
• Who are the girls wearing
yellow on the back?
• Why do you think Emily
looks so excited?
• Does the coach look
excited? Why do you think
that is so?
• How do the other team
members look?

a. Invite students to volunteer to
take turns to share the read-
ing selection.
“Wow!” says the coach. “That was a great move!”

Soon the game starts.
Our team plays hard.
We win the game!
© SANTILLANA
112 one hundred and twelve
Notes
During the Reading

a. Allow students to look at the picture and make inferences.
• Why is Isabel hugging Emily?
• How do the people in this picture look?

• How many people in this picture can you identify?

• Did Emily’s team win the game?
• How do the members of the winning team look in the picture?
• How do you think the members of the losing team feel?
3. Direct students to the Keywords section on page 113 of the textbook.
Reading
After the Reading

a guided discussion titled How do
you think Emily feels at the end of
the story?
a. Have students brainstorm
about Emily’s feelings at the
end of the story.
to share their responses with
2. Alternate ending:
After the game, Isabel gives a. Invite students to think of an
me a hug. alternate ending to this story.
“Emily, you're a good player!” b. Allow students to make a
she says. drawing and write a sentence
about it.
“Now we can play together!”
share their drawings with the
rest of the class.
Keywords Vocabulary
soccer team player coach

© SANTILLANA
one hundred and thirteen 113
Notes
a. Prompt students to look at the pictures and brainstorm the mean-

ing of each.
b. Invite volunteer students to take turns and give a definition for each
keyword.
c. Encourage other students to join in and share their answers with
4. Prompt students to write sentences with the keywods in context.

a. Invite volunteer students to share their sentences with the rest of
the classmates.
113
Think About It
Initiation
1 Mark the correct answer.
1. Ask students to sit in a group to
recall the events in the story. a. Who is telling the story?

an activity to name the events that
happened at the beginning, in the
middle, and at the end.
a. Ask students to retell the The coach Isabel Emily
events in the story in a chart
labeled: (beginning/middle/ b. What does Emily do to get ready to play on Isabel’s team?
end.)
b. Students will take turns to She eats lots of candy.
share their answers with their
classmates. She practices every day.
3. Prompt students to make draw- She watches a lot of TV.

ings related to the story following
this order. c. Who helps Emily practice?
a. Have several students share
their drawings with the rest of
the group.
4. Invite students to go to the Think

About It! section on pages 114-
Her dad Isabel The coach
d. How do you think Emily feels about Isabel's success?
© SANTILLANA
114 one hundred and fourteen
Notes
Development
1. Direct students to exercise 1 on page 114 of the textbook.

a. Ask any student to read the instructions for the rest of the group.
b. Guide students through the exercise with questions like:
• Who is the narrator in this story?
• How can you tell?
• What does Emily do to play on Isabel’s team?

• Did she make it into the team?
• Who helps Emily practice?
• How does Isabel feel about Emily's success?
• How does the rest of the team feel?
• What made Emily be so successful?
2. Have students go to exercise 2 on page 115 of the textbook.
Closure
2 Put the events in order, using numbers 1 to 4.
1. Invite students to read and reflect
on the Living Together section on
a. Emily scores a goal.
a. Ask students:
• Which exercises do you
b. Emily practices soccer with her dad. enjoy doing?
• How does your body feel
after doing exercises?
• Why do you think that is
c. The team wins the game. so?
2. Ask students to work on the ex-

ercises on page 30 of the work-
book.
d. Emily asks the coach if she can play.
a. Direct students through the
process by:
• Having a volunteer student
Liv n To ether Health Education read the instructions to the
rest of the class.
1 Read and answer: • Asking them questions
related to the topics being
Just like it is important to eat healthy
discussed.
foods, it is also important to exercise
regularly.
a. What exercises do you enjoy doing?
b. How does your body feel after

those exercises?
© SANTILLANA
one hundred and fifteen 115
Notes
a. Ask students to recall the events in the story.

• What happened first?
• What happened next?
• What happened last?
115
Letters and Sounds
Initiation The Letter Ll
and interest by having them com-
plete the missing letter in a word
Ll
shown.
a. Prepare sets of index cards
with words missing the initial
letter l.
b. Invite students to look at the
cards to try to identify a word.
grab a card and guess the Lucy licks lemon lollipops.
word.
d. Extend the activity by ask-
ing volunteer students to say
a sentence using each word
presented. leaf lamb lion
1 Complete each word with the letter l.

2. Invite students to look at the pic-
tures and words on page 116 of
the textbook.
a. Ask students to name other
words they know with the
lucky letter
laugh lazy
letter l.
b. Invite students to join in and
share their answers with the
lemon leopard
rest of the group.
c. Have students complete the
© SANTILLANA
words with the missing l on
exercise 1 page 116. 116 one hundred and sixteen
Notes
Development
1. Invite students to move to exercise 2 on page 117.

a. Have any student read the instructions for the rest of the group.
• Where is the letter l in this word?
• Which words have the letter l at the beginning?
• Which words have the letter l at the end?

• Can you name other words with the letter l at the end?

• Where is the letter l in this word?
• Which words have the letter l at the beginning?
Phonemic Awareness
Closure
2 Read each word aloud. Circle the letter l. Then, match the
words to the correct picture. 1. Ask students to go to page 42 of
the workbook.
a. lizard b. lamp c. snail a. Have any student read the
group.
b. Direct students through the
exercises by asking them
questions related to them.

an activity to create new words by
playing Scrabble:
3 Read each word. Classify according to where you hear the l. a. Have students combine con-
sonants and vowels to form
list pail lamp bowl leg doll new words with the letter l.
b. Divide students into groups
Words that Begin Words that End and have them work by time.
with an l Sound with an l Sound c. When the time is up, the

group with the most words
made wins.
© SANTILLANA
one hundred and seventeen 117
Notes
• Which words have the letter l at the end?
3. Invite students to repeat the previous activity by generating new words

and repeating the steps to classify them as beginning or end l sound.
a. Have students make a list of these words in their notebooks.
b. Extend the activity by asking them to write a sentence with each
new word.
117
Letters and Sounds
Initiation The Letter Ss
and interest by having them com-
plete the missing letter in a word
Ss
shown.
a. Prepare sets of index cards
with words missing the initial
letter l.
b. Invite students to look at the
cards to try to identify a word.
grab a card and guess the Steven sleeps soundly.
word.
d. Extend the activity by ask-
ing volunteer students to say
a sentence using each word
presented. sail star sock
1 Complete each word with the letter s.

tures and words on page 118 of
the textbook.
a. Ask students to name other
words they know with the
swim short
silly soccer
letter l.
b. Invite volunteer students to
join in and share their answers
safe seat
with the rest of the group.
c. Have students complete the
© SANTILLANA
words with the missing l on
exercise 1 page 118. 118 one hundred and eighteen
Notes
Development
1. Ask students to go to page 119, exercise 2.

• Who can tell me what this image is?
• What is the next image?
• What do all of these images have in common?

• Which letter should we use to complete this word?
• Have students finish the exercise and read the passage aloud.
• Invite volunteer students to share their answers.
Phonemic Awareness
Closure
2 Trace and pronounce each word.
shoe grass
1. Ask students to go to page 43 of
the workbook.
slide sad group.

b. Direct students through the
exercises by asking them
bus sing questions related to them.

an activity to create new words by
3 Write an s to complete the story. Read it aloud. playing Scrabble:
a. Have students combine con-
sonants and vowels to form
new words with the letter s.
The ailor was traveling on a hip. b. Divide students into groups

and have them work by time.
c. When the time is up, the
It was full of ilk. He would u e group with the most words
made wins.
the tar to navigate at night.
After traveling across many ea

© SANTILLANA
and ocean , he made it home to his i ter.

one hundred and nineteen 119
Notes
3. Invite students to continue the story with an alternate ending to it.

a. Ask students to continue the story by writing an extended version
in their notebooks.
b. Organize students in a group to discuss the results.
c. Allow students to take turns and share their creations.
119
Words to Know
Initiation Being Active
guided discussion.
read the vocabulary words for

tions like:
ture?
• Where are the characters in
the picture?
• What are they doing in the
picture?
• Which things can you identify?
• Which activities can you
name?
3. Invite students to name other

activities not listed on page 120.
a. Guide students by asking hang jump kick
them questions like:
• What other activities can
you name?
b. Allow students time to brain-
storm their answers.
© SANTILLANA
• Invite volunteers to share run throw walk
their answers with the 120 one hundred and twenty
class.
Notes
Development
1. Ask students to go to page 121 exercise 1.

b. Ask any volunteer student to read the words in the word bank for
c. Ask students questions like:
• What should we do before a big game?

• How did Isabel move on the field?
• Should we run or walk in the halls?
d. Discuss the results with the students.
2. Direct students to page 44 of the workbook and complete the exercises.

related to it.
Closure
1 Fill in the blank with the correct word. Use the word bank. 1. Ask students to go to exercise 2
sleep run walk a. Invite students to be creative
and draw themselves acting
out one of the vocabulary
words.
a. Emily must well before the big game.
b. Allow volunteer students to
take turns and share their
b. We must slowly in the halls.
group.
c. Invite other students to join
in and ask questions to their
c. Isabel can very fast.
classmates about their draw-
ings.
2 Draw a picture of yourself acting out one of the vocabulary
words. Then, write a sentence with the word. 2. Direct students to page 45 of the
cises.
class.
c. Prompt students to discuss
the exercises from the work-
book in a guided discussion.
© SANTILLANA
one hundred and twenty-one 121
Notes

a. Invite students to be creative and draw themselves acting out one
of the vocabulary words.
b. Gather students in a group.
c. Allow students to take turns and share their drawings with the rest
of the group.
121
Initiation Action Verbs: Third Person Singular

1. Prompt students to participate in 1 Look at the pictures. Then, circle the action word that
an acting out activity. completes the sentence correctly.
with random verbs in third run
a.
person singular.
Isabel runs with her team.
b. Place the words in a small
paper bag.
c. Have students take turns to eat
b.
choose a strip and “Act It eats
Emily a banana.
Out!"
d. Guide students through the
practice
tions like: c.
Emily and her dad practices very hard.
• What is
doing ?
e. Allow students to take turns
celebrate
and try to guess what the d.
classmate is depicting. The children celebrates their win.
Development
score
e.
1. Ask students to go to page 122, Emily scores a goal.
exercise 1 of the textbook.
instructions to the rest of the give
group. f.
The coach gives Emily a red shirt.
© SANTILLANA
b. As they go through exercise 1
you may ask questions like: 122 one hundred and twenty-two
• What is the girl in the
picture doing?
• Do people celebrate or
celebrates an accomplish-
Notes
ment?
• Which form of the verb
would best fit this sen-
tence?
Closure
1. Extend the activity by having stu-

dents look at the pictures on exer-
cise 1 and make up new sentences
from them.
a. Have students share their
responses with the rest of the
group.
Initiation
Hopscotch
Hopscotch is a very popular
game in the United States. It 1 1. Prompt students to organize in
is called peregrina in Puerto

an assembly in an open space ei-
ther in the classroom, gym, play-
Rico. It can be played alone ground, etc.
or in a group. It is very fun!
2. Direct students in an open discus-
Supplies
• sidewalk chalk 2 sion about hopscotch.
a. Ask tudents questions like:

• rock or coin
• Have you ever played
Steps hopscotch?
• Is it fun for you?
1 Draw and number your
hopscotch on the ground. 3 • How can you play hop-
scotch?
2 Throw the rock or coin into
the first square. Development
3 Step on the single squares
with one foot and with
both feet in the double
4 1. Have students work on the Activ-
ity Time section on page 123 of
the textbook.
squares.
4 Next, turn around, hop instructions for the rest of the
back, and pick up the group.
object. 5 b. Guide students through each
step of the process.
5 Repeat until you lose
balance, step on a line, c. Allow students to take turns
or finish all the squares (in and play hopscotch.
© SANTILLANA
which case you win).

one hundred and twenty-three 123 Closure
1. Invite students to complete the

exercises on page 46 of the
Notes
workbook.
group.
exercises they will be
working on.
123
Initiation The Children in the Class

1. Have students listen to the song 1 Sing the song.
“The Children in the Class” from
the Music CD.

The children in the class will
3. Invite students to sing the song Stretch their arms, stretch their arms, stretch their arms.
together. The children in the class will stretch their arms
4. Go to exercise 2 on page 124 of ‘Cause they are healthy kids!
the textbook.
The children in the class will
a. Invite any student to read the Bend their legs, bend their legs, bend their legs.
The children in the class will bend their legs
of the group.
‘Cause they are healthy kids!
pictures on exercise 1.
c. Allow students the oppor-
tunity to act out the actions
presented.
2 Sing the song again. Use these healthy habits and act them out.
Development a. jump up high c. run in place
1. Go to exercise 3 on page 124 of b. squat down low d. walk in place

the textbook.
3 Write down your favorite stretching exercise.
a. Start the activity by generat-
ing a guided discussion on
which stretch do they usually
© SANTILLANA
do before exercising.
124 one hundred and twenty-four
2. Invite students to draw themselves
doing their favorite stretch.
a. Allow students time to work
on their drawings. Notes
b. Invite students to share their
class.
Closure
1. You may analyze the results with

your students and see which type

of stretch is the most popular
among them.
Making Connections Physical Education
Initiation
Sports 1. Prompt students to work in a
1 Read the information. "show and tell" about sports.
In most cultures, people enjoy sports. This is so because they are 2. Gather students in an assembly
part of a healthy lifestyle, and also they are so much fun! for a shared discussion.
a. Allow students time to take
2 Match the name of the sport to its picture. turns and talk about their
favorite sport.
b. Ask volunteer students to join
a. tennis in the discussion to share their
answers.
Development
b. baseball 1. Invite students to go to exercise 1
of Making Connections on page
c. basketball instructions for the rest of the
group.
3 Circle the sports that need a ball. and act out different kinds of
sports
tennis baseball swimming basketball c. Allow other students to make
guesses about the sport
depicted.
4 Circle the sport that you can play alone.
tennis baseball swimming basketball Closure

© SANTILLANA

one hundred and twenty-five 125
of Making Connections on page
Notes instructions for the rest of the
group.
b. Invite students to match the
name of each sport with the
picture representing it.
2. Prompt students to work on exer-

cises 3 and 4 on page 125 of the
textbook.
a. Encourage students to circle
the sports that need a ball
and those that can be played
alone.
125
Review
Initiation
1 Mark the sentence that says what you think will happen next in
1. Prompt students to gather in a the story “Go for the Goal.”
group to work cooperatively on a
concept web. a. Emily will never play soccer again.
a. To engage students' interest
in the topic, draw a concept b. Emily will join Isabel’s soccer team.
web on the board with the
phrase What I learned… in
c. Isabel will stop playing soccer.
the center.
b. Ask students to recall what 2 Complete the word with the letter l or s. Use the picture clues.
they have learned in Chapter
5: Being Active.
whee
to give out an answer of what
they have learned. a.
d. Allow students the oppor-
bal
tunity to share their own
experience with the rest of
the class. b.
e. Extend the discussion by ask-
lip
ing questions like:
things? c.
• Allow students time to
dres
answers with the rest of
the class.
d.
© SANTILLANA
126 one hundred and twenty-six
Notes
Development
1. Ask students to go to page 126 of the textbook and complete exercise

1 and 2.
a. Have any student read out the instructions aloud for the rest of
the group.
• In your opinion, which of these options will happen next in
the story?
• Which other words with the letters Ll/Ss can you tell?
2. Direct students to answer exercise 3 from page 127.

a. Have any student read out the instructions aloud for the rest of
the group.
• What are the people in this image doing?
Assessment
Closure
3 Look at the pictures. Then, write the word in parentheses in its
correct form to complete the sentences. 1. Invite students to go to the
Respect for Animals section on
a. Start a guided discussion by
a. Isabel the ball. (kick) having students share and
read the selection and reflect
upon it.
b. Guide students by asking
b. They soccer. (play)
questions like:
• How do you think cats can
get exercise?
c. Emily to the coach. (talk) • What might happen if your
pet does not get enough
exercise?
d. Emily and her dad to 2. Invite students to work on page

Isabel. (listen) 49 of the workbook.
Healthy pets need exercise. You can of the group.
Resfoprect exercise your pets by taking them out on
walks or playing with them. Playing fetch is
Animals
an excellent exercise for dogs. Mice and
tions related to the exercise.
hamsters enjoy wheels and mazes.
• Mention how cats can get exercise. process by asking them ques-
• Discuss what might happen if your pet tions related to the exercise.
does not get enough exercise.
© SANTILLANA
one hundred and twenty-seven 127
Notes
3. Invite students to make new sentences with the pictures on exercise 3 on

a. Ask students to write their sentences in their notebooks.
b. Organize students in a group to discuss their sentences.
c. Invite volunteer students to share their answers with the rest of the
group.
d. Have students share their sentences with the rest of the group.
127
Chapter My Family
Standards Skills
Let’s Read! Title: "Where Is Baby Bear?"

Concepts Objectives
• family members • Learn about family members, lost and found items, and the rooms in a house.
• lost and found items
• rooms in a home
Think About It
Concepts Objectives
• family members • Identify important details in the story. • Distinguish between real and
imaginary.
• lost and found items • Recall the sequence of events in a
• rooms in a house logical order. • Identify fact and opinion.
Letters and Sounds

Concepts Objectives
• letters b and v • Review, identify, and write with the letters b and v.
Words to Know
Concepts Objectives
• rooms in a house • Use vocabulary related to rooms in a house.

Grammar
Concepts Objectives
• subject pronouns • Recognize subject pronouns.

• Complete sentences using subject pronouns.
Activity Time
Concepts Objectives
• house • Create a model of their house using a milk carton.
Songs and Rhymes Song: "Are You Sleeping?"

Concepts Objectives
• family activities • Listen to and sing the song using different family members, actions, and places
around the house.

Concepts Objectives
• family traditions • Recognize the concept of family traditions.

• Identify personal family traditions and write about them.

Ethics and Social Responsibility Pet behavior at home
Chapter
6 My Family
Initiation
1. Gather students in your classroom

for a shared discussion.

them to look at the picture on
page 128 and answer the fo-
llowing question:
ture?

ments that the see in the picture Chapter
6
edge.
4. Direct students to read the chap-

ter title "My Family". Ask them an-
My Family
swer to the following questions:
• Where are the people in this Let’s Predict!
picture?
• What do you think they are • Who are the people in the picture?
doing? • What happens in the picture?
• Where do you think the story will take

place?
© SANTILLANA
128 one hundred and twenty-eight
Notes
Development
dict section. Prompt students to answer the following questions.
• Who is in this picture?
• Where do you think the story will take place?
2. Ask students to go to page 129 and work on exercise 1.

a. Ask students to circle the rooms that are part of their houses.
b. Ask for student volunteers to share their answers.
3. Ask students to work on exercise 2 page 129.

a. Ask students to circle the people that make up their family.
b. Ask for student volunteers to share their answers.

Closure
1 Circle the rooms that are part of your home.
1. Have students work on the I Will
bedroom living room classroom kitchen Learn About... section.
2 Circle the people that make up your family. 2. Guide students through the sec-
tion with questions such as:
mother father grandfather • What do you know about
?
grandmother brother sister 3. Discuss the following topics:

• family members
3 Underline the letters b and v in the sentence. • lost and found
• rooms of a house
Sally loves everything about Baby Bear.
• family traditions
• letters b and v
4 Fill in the sentence with the correct word. Use the word bank.
• subject pronouns.
he I they she
4. Students will take turns and share
their responses.
5. Prompt students to work in an ac-

a. Sally is a girl. has a teddy bear. tivity called "My Family Portrait."
a. Have students draw their own
family portrait.
• family members • family traditions b. Students will take turns and
• lost and found • the letters b and v share their portraits with the
rest of the class.
• rooms of a house • subject pronouns
c. You may showcase these
© SANTILLANA
portraits on a bulletin board

outside the classroom.
one hundred and twenty-nine 129
Notes
a. Ask students to underline the letters b and v .

b. Have student volunteers share their answers.

a. Ask students to fill in the sentence with the correct word.
b. Have student volunteers share their answers.
6. Guide students through the exercises by asking them questions such as:
• How big is your home?
• Do you live at a house or in an apartment?
• How many rooms are there in your house?
• Do you have a big family or a small family?
• How many members are there in your family?
129
Let s Read!

131.
2. Tell them to look at the pictures

in page 130 and make inferences
about the reading. Allow students
time to observe the picture.
3. Ask questions like:

picture?
• What are the people in the
picture doing?
• What time of the day do you
think it is?
• How many things can you
identify in this room?
• What do you think this story
will be about?

ing process on page 130.
Where Is Baby Bear?
by Sarah Fash
a. Have a student read the story Illustrated by Mima Castro
to the rest of the class.
b. Motivate other students to It's bedtime.
take turns to join in the read- Mom finishes her story.
ing. She gives Sally a kiss.
Sally reaches for Baby Bear.
© SANTILLANA
130 one hundred and thirty
Notes
During the Reading
1. Ask students to go to page 131 and make inferences about the read-
ing.
2. Invite a student volunteer to share read the story for the rest of the
class.
3. Motivate other students to join and share read the selection with the
rest of the class.
4. You may guide the reading process by asking them questions such as:
• What do you think Sally is looking for?
• What do you think will happen if she doesn’t find it?
• Where do you think she may have left it?
• Do you think someone took it?
• What can you identify in the picture?
Reading
After the Reading

a game called "Let’s Play Detec-
tive."
2. Use this strategy to keep students

motivated with the reading selec-
tion. They will find clues to lead
them to the solution of the prob-
lem.
3. Ask students to pretend they

are detectives on a case and to
share their personal analysis on
what might have been happen-
ing on each page. Repeat activity
throughout the story.
4. You may ask questions such as:

• Do you think that is a logical
explanation?
• What makes you think that?
• Where do you really think
baby bear is?
• Where would you look next?
But he isn't there. Maybe he is under the bed.

There are toys under the bed.
But there is no Baby Bear.
Maybe Baby Bear is in the living room.
© SANTILLANA
one hundred and thirty-one 131
Notes
5. Prompt students to discuss their answers in a group discussion.

6. Have volunteers share their answers with the rest of the class.
7. Prompt students to write their answers in their notebooks for further
revision.
8. Ask volunteers to read their classmate's sentences and write a new ver-
sion of the sentences.
131
1. Ask students to go to textbook

pages 132-133.
2. Have them look at the picture on

page 132. Allow students time to
observe the picture. Have them
make inferences about the read-
ing.

picture?
• How does Sally look in this
picture?
• Who is the man in the pic-
ture?
• What do you think Sally
wants?
4. Invite your classroom detectives

to join the conversation and share
their opinions. Motivate other stu-
dents to compare their classma-
tes' opinions.
Dad is reading.
“I can't find Baby Bear!” Sally says.
“Maybe he is behind the couch,” Dad says.
© SANTILLANA
132 one hundred and thirty-two
Notes
During the Reading
1. Prompt students to start the reading process on page 132 of the text
book.
2. Ask for a volunteer to share read the story for the rest of the class.
3. Motivate other students to join in and share read the selection with the
rest of the class.
• Which part of the house do you think this is?
• Does Sally look happy or upset?
• What items do you think she will find over there?.
5. Prompt students to continue reading on page 133 of the text book.

6. Ask for a volunteer to share read the story for the rest of the class.the
rest of the class.
Reading
After the Reading

an activity about what will hap-
pen next.

to generate a guided discussion
next in the story.
3. Allow students some time to

brainstorm about what will hap-
pen next.
4. Provide paper sheets, pencils,

markers and crayons.Ask students
to draw what they think will hap-
pen next and write a sentence
about it.
5. Have students take turns and

share their answers with their
classmates.
6. Ask students to write a journal en-

try in their notebooks to explain
their drawings. This activity can
be placed in the students' por-
There is a book behind the couch. tfolios and used as formative as-
But there is no Baby Bear. sessment.
Maybe Baby Bear is in the kitchen.
© SANTILLANA
one hundred and thirty-three 133
Notes
rest of the class.
• What is Sally’s dog doing in the picture?
• What do you think she will find?
9. Ask your classroom detectives join in and share their opinions.

a. Invite other classmates to join in and share their own oppinions.
b. Motivate other students to share and compare their classmates'
opinions.
133

2. Direct them to look at the picture

on page 134. Allow students time
to observe the picture. Have them
ing.
3. Ask questions such as:

picture?
picture?
• Who is the woman in the
picture?
• What do you think Sally
wants?
• Do you think she wants cook-
ies?
4. Ask your classroom detectives

to join the conversation for their
opinions. Motivate other students
to compare their classmates' opi-
Grandma is making cookies.
nions with their own.
“I can't find Baby Bear,” Sally says.
Grandma looks around the kitchen.
But there is no Baby Bear.
© SANTILLANA
134 one hundred and thirty-four
Notes
During the Reading
1. Prompt students to start the reading process on page 134.

rest of the class.

• Does Sally look happy or upset?
• Do you think Sally will find Baby Bear in the kitchen?
5. Prompt students to continue reading on page 135.
Reading
After the Reading
1. Prompt students to work on an

activity called "Classroom Detec-
tive".
2. Allow students to brainstorm

about where they think Baby Bear
had been all along.
3. Ask students to take turns and

share their opinions.
4. Ask for a volunteer to write the

diffent alternatives on the board
for further discusssion.
5. Prompt students to work together

in an "Acting Out" activity.
6. Have students predict what will

happen next.
7. Ask students to work in pairs or in

groups to prepare a performance
to present to the rest of the class.
8. Have students present their acting

in front of the classroom.
Sally begins to cry.
She feels a wet nose.
She feels something soft.
© SANTILLANA
one hundred and thirty-five 135
Notes
rest of the class.
• What is Sally’s dog doing in the picture?
• Where is Sally in this picture?
• How does she look in this picture?

• Who brings Baby Bear to Sally?
9. Ask your classroom detectives join in and share their opinions. Have
other classmates join the discussion and share their own oppinions. Have
them compare their opinions.
135

pages 136-137.

page 136. Allow students enough
time to observe the picture. Have
them make inferences about the
reading.

picture?
picture?
• Who is she with in this pic-
ture?
• Where do you think Baby Bear
was?
• Who do you think had Baby
Bear?
4. Have your classroom detectives

join the conversation and share
their opinions.
Sally looks up.

“Max! You found him!” Sally shouts.
She can't believe it!
© SANTILLANA
136 one hundred and thirty-six
Notes
During the Reading
2. Ask for a student volunteer to share read the story for the rest of the
class.
3. Ask students to continue reading on page page 137.
4. Have students go through the reading. Verify reading comprehension.

Ask questions such as:

• How does Sally feel at the end of the story?
• Why do you think she is hugging Baby Bear?
• Where do you think Baby Bear was during the time it was missing?
• Where could it have been?
Reading
After the Reading

Sally runs back to bed. a detective activity called "solving
She hugs Baby Bear. the case."
Soon she is asleep. a. Allow students to recall the
important events in the story.
b. Have students complete a
graphic organizer to arrange
such events in beginning,
middle, and end.
c. Invite students to share their
work with the rest of the
classmates.
d. Showcase students' work on
the classroom bulletin board.
2. Ask students to write an alternate

ending for the story "Where is
Baby Bear?"in their journals.
a. Have students to gather in
an assembly to share their
Keywords Vocabulary endings with the rest of the
group.
b. Allow volunteer students to
endings.
c. Have other students join in
bed kiss couch pet
the conversation and share
© SANTILLANA
their endings.
one hundred and thirty-seven 137
Notes
5. Ask your classroom detectives to join in and share their opinions. Guide
students through the process with questions such as:
• Have you ever lost anything important?
• How did that made you feel?
6. Direct students to the Keywords section on page 137.

7. Ask students to take turns reading each word.
8. Ask a volunteer to explain what the keyword means.
9. Prompt students to use the word in a sentence.

10. Prompt students to write sentences with the keywords in their note-
books.
137
Think About It
Initiation
1 Identify each character. Match the name to its picture.
1. Have students go to the Think
About It section on pages 138 –
139.
a. Grandma
2. Gather students in a group to
generate a review discussion.
3. Ask students to recall the story's

events. Guide students through the
process with questions such as: b. Sally
• How many characters did the
story have?
• Who was the main character?
• Did Sally have a problem in
the story?
c. Mom
4. Ask a student to read the instruc-

tions for exercise 1. Ask students
to complete exercise 1.
d. Dad
5. Guide students through the exer-
cise by asking:
• Who might this character be?
a. b. c.
© SANTILLANA
138 one hundred and thirty-eight
Notes
Development
1. Ask a student to read the instructions for exercise 2. Have students work
on exercise 2.
2. Ask for a student volunteer to guess what the first event might be. Allow
other volunteers to guess what next events event are.
3. Ask a student to read the instructions for exercise 3. Have students work
on exercise 3.
4. Encourage students to share their answers with the class.

5. Have students proceed to page 139. Have a student read the instructions
for exercise 4. Have students work on exercise 4. Allow time for students
to complete the exercises.
6. Encourage students to share their answers with the class.

7. Have students finish working on page 139.
Closure
3 Mark the answer that shows Sally’s problem at the beginning
of the story. 1. Have students reflect on the situ-
ation presented in the Living To-
a. She does not want to go to bed. gether section on page 139.
2. Help students realize the impor-

b. She feels sick. tance of being organized.
c. She cannot find her teddy bear. 3. Guide students through the ques-
tions in the exercise:
4 Mark the answer that shows Sally’s solution at the end of the story. • Do you always put your toys
away?
a. She begins to feel tired. • Have you ever lost something
important to you?
b. Max finds her teddy bear. 4. Students will now work on their
workbooks. DIrect them to page
c. Mom gives her medicine. 49.
5. Have a student read the exercise

Liv n To ether Ethics and Social Responsibility
class.
1 Read and answer: 6. Guide students through the ex-
It is important to clean up your toys ercise by asking them questions
and put them where they belong so about it.
that they do not get lost or damaged.
a. Do you always put your toys away?
b. Have you ever lost something

important to you?
© SANTILLANA
one hundred and thirty-nine 139
Notes
8. Students will now work on their workbooks. DIrect them to page 48.
9. Ask for student volunteers to read the instructions for the exercises on
page 48. They will complete these exercises.
10. Allow time for students to complete their answers.

11. Encourage group discussion. Discuss students' answers.
139
Letters and Sounds
Initiation The Letter Bb
1. Prompt students to play a word
game with the letter b. Create
several sentence strips of random
Bb
words with the letter b (found at
the beginning, middle, or end of
the word).
a. Have students gather in an
groups to analyze and discuss
each word.
Billy the bear butters a biscuit.

to grab a word and identify
if the letter b is at the begin-
ning, middle, or end of the
word.

page 140. Allow time for them to butterfly book backpack
look at the images and words on
the page. 1 Complete each word with the letter b.
3. Invite volunteers to take turns and
name the objects in the picture.

bread bubble
cess by asking them:
• What other things with the
letter b can you name?
bounce basket
birthday best
© SANTILLANA
140 one hundred and forty
Notes
Development
1. Direct students' attention to exercise 1 on page 140. Have a volunteer

read the instructions. Allow time for students to look at the words on
the page. Have students complete the exercise
2. Have volunteer students take turns and name objects with the letter b.
3. Have students turn to page 141. Direct them to exercise 2. Have a volun-
teer read the instructions. Allow time for students to look at the images
and words on the page. Have them complete exercise 2.
4. Have student volunteers take turns and name the objects in the picture.
5. You may have several students take turns and read the words aloud.
6. Tell students to focus their attention to exercise 3.
7. Ask a student volunteer to read the exercise's instructions for the rest of
the class.
Phonemic Awareness
Closure
2 Read each word aloud. Circle the words that begin with b. 1. Have students gather to play "I
Spy" with words with the letter b.
a. barn e. bay 2. Ignite students' interest in the let-

ter b by asking them to identify
objects with the letter b.
b. cube f. marble 3. Ask students to take turns and de-

scribe an object while the rest of
the class tries to guess what the
object is.
c. blueberries g. banana
4. Have other students take turns
and play along.
5. Invite students to write the previ-

d. crab h. lamb ous exercise's words in their note-
books.
3 Circle and label the items whose names have the letter b 6. Ask student volunteers to take
in them. turns and create a sentence with
each object described. Students
will share their sentences with the
class.
© SANTILLANA
one hundred and forty-one 141
Notes
8. Guide students through the exercise with questions such as:

• Does have the letter b in its name? (Repeat this
question with each word.)
9. Have students go to workbook page 50.
10. Have a student read the exercise instructions for the rest of the class.
11. Guide students through the exercise by asking leading questions.
141
Letters and Sounds
Initiation The Letter Vv
1. Prompt students to play a word
game with the letter v.
Vv
2. Create several sentence strips of
random words with the letter v (at
the beginning, middle, or end of
the word).
3. Have students gather to analyze

and discuss each word.

grab a word and identify if the let-
Vera has violets and vegetables.
ter v is at the beginning, middle,
or end of the word.

page 142. vest violin vase
6. Allow time for them to look at the

images and words on the page. 1 Complete each word with the letter v.
7. Invite students to take turns to
name the picture's objects.
vanilla vote
voice very
• What other things with the
letter v can you name?
vine village
© SANTILLANA
142 one hundred and forty-two
Notes
Development
1. Have students turn to page 143.
2. Direct them to exercise 2. Have a student to read the instructions. You

may ask several students to take turns and read the words aloud.
3. Ask students questions such as:

• How many words have the letter v in it?
4. Ask students to move to exercise 3 on page 143. Have a student to read

the instructions.

• Does have the letter b/v in its name? (Repeat with
each exercise.)
6. Ask students to move to exercise 4 on page 143. Have a student to read

the instructions.
Phonemic Awareness
Closure
2 Circle the words that have the letter v in them.
1. Prompt students to gather in an
assembly to participate in an ac-
love van lobe ban tivity called "Listen and Clap".
best very vest berry
2. Have students listen carefully as
you say a word with the letter b/v
3 Write the missing letter. Then, match the words to their picture. in it.
3. Ask students to Identify the words

with the letter v in them by clap-
a.
ping when they listen to it.
olcano
4. Once the word is identified, ask a
volunteer to identify if the word
b. has the letter v at the begining,
alley middle, or end.
4 Circle and label the figures whose names have the letter v in 5. Have students go to workbook
them. Use the word bank. page 51.
6. Have a student read the exercise

oven drive belt instructions to the rest of the
class.

cise with leading questions.
© SANTILLANA
one hundred and forty-three 143
Notes

• Does have the letter b/v in its name? (Repeat with
each exercise.)
• How can we use this word in a sentence?
8. Prompt students to create sentences with the previous exercise's words.

9. Invite students to write a sentence using each word discussed in this

section.
10. Have students gather and share their sentences with the rest of the
class.
143
Words to Know
Initiation Rooms in a House
and look at the picture. Gener-
ate a guided discussion about the
“Why are you in
rooms in a house.
the kitchen, Sally?
2. Direct the discussion with ques- You should be in
tions such as: your bedroom.”

ture?
• Who are the characters in the
picture?
• What are they doing in this
picture?
• What objects can you identify
in this picture?
• Which is your favorite room in
a house?
• How many rooms are in your
house?
• Where do you usualy sleep?
• Where do you usualy eat?
• How many rooms are shown
bathroom bedroom dining room
in this picture?
© SANTILLANA
hallway kitchen living room
144 one hundred and forty-four
Notes
Development
1. Ask students to move to go to page 145.

2. Have a student read out the instructions. If no student is able to do so
you may read the instructions instead.
3. Ask questions such:

• What part of a house do you cook in?
• What part of a house do you eat in?

• What part of a house do you sleep in?
• What part of a house do you rest in?
4. Have students label the rooms on page 145. Before they begin the exer-
cise, remind your students to look at the image carefully to identify each
room in the house model.
Closure
1 Label each room in Sally’s house. Use the word bank. 1. Direct students to workbook page
53. Have a student read out the
instructions. If no student is able
kitchen living room bathroom to do so you may read the instruc-
bedroom dining room hallway tions instead.
2. Have students complete the exer-

cises. Guide students through the
exercise by asking them leading
questions.

cises. Guide students through the
exercise by asking them leading
questions. complete the exercises.
4. Have students participate in

a show and tell activity: “My
House." Students will prepare a
drawing of their house and label
each room in it.
5. Allow students the opportunity

to share their drawings with their
classmates and share details about
their house.
6. When the activity is finished, you

may showcase these drawings on
the bulletin board.
© SANTILLANA
one hundred and forty-five 145
Notes
5. Prompt students to use the words in the word bank to label each room
in the house.
6. Direct students to workbook page 52. Have a student read out the in-
structions. If no student is able to do so you may read the instructions
instead.
7. Have students complete the exercises. Guide students through the exer-
cise by asking them leading questions.
145
Initiation Subject Pronouns

1. Have students to work together
to match the subject pronouns.

with random pairs of nouns and
subject pronouns. Paste these I he she
strips on the board.
3. Generate a guided discussion. Ask

students to look at the pictures
and reflect:
• Let’s look at the word
. What would you we they
be the correct subject pro-
noun for this word? 1 Complete the sentences below. Use the words above.
a. Allow students to take turns
and go to the board. They will a. My name is Sally.
match each word with the am Sally.
correct subject pronoun.
b. Your name is Max.

Development are Max.
1. Ask students to go to page 146,

and look at exercise 1. c. The girl is crying.
is crying.
2. Have any student read the instruc-
tions to the rest of the group.
d. The parents are reading.
3. As they go through exercise 1 you are reading.
© SANTILLANA
may ask questions like:
146 one hundred and forty-six
• Which subject pronoun would
better fit this sentence?
Closure Notes
1. Prompt students to work together

to create sentences with each of
the different subject pronouns.
a. Gather students into groups
of six and have them work
cooperatively.
b. Have each member of the

group create a sentence with
a specific pronoun.
c. Have students go in front of
the class and say their sen-
tences.
Initiation
My Home
Everyone’s home is different.
Some are very big and 1 1. Have students go to the Activity
Time section on page 147. Ask a
others are very small. Some student to read the instructions
are houses and others are for the rest of the group.
apartments.
2. Guide students through each step
Supplies
• ½-gallon milk carton 2 of the process.

• scissors and tape share their crafts with the rest of
• white paper the class.
• green construction paper
• paint and markers 3 Development
• paintbrushes 1. Direct students' attention to work-

book page 54.
• objects from nature
(grass, twigs, leaves) 2. Ask a student to read the instruc-
Steps
4 tions for the rest of the group.
Have students complete the exer-
1 Cover the carton with cise.
white paper.
3. Ask questions about to the exer-
2 Paint your home. cises they will be working on.
3 Draw windows and a 5 Closure

door.
4 Attach to green paper. a roleplaying activity called "Our
© SANTILLANA
Family Tradition."
5 Create a yard.
one hundred and forty-seven 147 2. Form several groups of students to
form several families. Each mem-
ber will be assigned a role to play
pretend (father, mother, brother,
Notes
sister, etc.)
3. Each group will work together

and create a skit of their favorite
tradition (Christmas, Thanksgiv-
ing, Epiphany, Hanukkah, etc.)
and how they celebrate it.

share their skits with the rest of

the classmates.
5. Extend the activity by asking ques-

tions like:
• Do we all celebrate this tradi-
tion at home?
• Do we celebrate it in a
different way?
147
Initiation Are You Sleeping?

1. Invite students to sit in a circle 1 Sing the song.
and go to textbook page 148.
Are you sleeping, are you sleeping,
2. Have students sing “Are You Sister Sally, Sister Sally?
Sleeping?’’ together. Sleeping in the bedroom.
Sleeping in the bedroom.
Development Let’s go play! Let’s go play!
1. Proceed to exercise 2. Are you cooking, are you cooking,
Grandma Jane, Grandma Jane?
2. Have students sing the song us-
ing:
Cooking in the kitchen.
Cooking in the kitchen.
• family members
Let’s go play! Let’s go play!
• actions
• places around the house 2 Continue the song using different family members, actions, and
places around the house. Use the word bank and picture clues.
3. Invite students to think of, name
and integrate other actions to
make up a new version of the
song.
Closure
1. Prompt students to gather in a cir-

cle to present their new version of
the song "Are You Sleeping?".
setting fixing
2. Ask students to take turns to go in reading
front of the class and share their
the table the sink
© SANTILLANA
version with the rest of the class.
148 one hundred and forty-eight
3. Motivate other students to join in
and share their song.
4. Extend the activity by singing and Notes

acting out the actions as they sing
the song.
Initiation
Family Traditions
1. Ask students to move to the
The Chan family tradition is to get
Making Connections section on
a family picture taken every year at
page 149 of the Textbook.
Christmas time.
Family traditions are activities that a 2. Have students share read the
family does together over and over selection and analyze the topic's
again. Many traditions are related details.
to holidays. The members of some
families give each other presents 3. Generate a guided discussion on
on holidays. Other families cook “Family Traditions”. Ask students
special foods together. to comment on the family tra-
ditions they celebrate with their
families.
1 Think about something your family does together as a tradition.
Draw a picture of your family tradition. 4. Guide students with questions
such as:
• What is your favorite tradi-
tion? Why?
Development
1. Have students work on exercise.

Allow students time to share their
group and talk about it.
2 Write a sentence to explain your family tradition.
Closure

© SANTILLANA
show and tell titled “My Family

one hundred and forty-nine 149 Tradition”:
2. Ask students to think of a tradi-

tion that they celebrate with their
Notes family.
3. Have students draw it. Then, stu-

dents will present the drawing to
their classmates.
4. You may guide students through

the process by asking questions
like:
• Which family tradition is the

most popular?
• Do we all like the same family
tradition?
• Are all family traditions the
same?
149
Review
Initiation
1 Use the words I, you, he, she, we, or they to complete
1. Prompt students to work on the the sentences.
Review section on page 150.
2. Encourage students to share their

a. My grandma and I cook rice. are very good
learning experience by asking
cooks.
them questions like:
• What things did we learn in
chapter 6?
b. My grandpa fixes the sink. is very hardworking.
• Which letters did we work
with?
• Which vocabulary words did
we use on this chapter? c. My mom cleans her bedroom. is very neat.
• What was your favorite thing
you learned?
d. My mom and dad love reading books. are
3. Have students go to page 150 of very smart.
and direct their attention to ex-
ercise 1. Have a student read the
2 Complete the words using the letters b or v. Read the story aloud.
group.
4. Guide students through the exer- enjamin and ivian lo e to tra el. They
cises with questions like:
• Which is the best word to
complete this sentence? ha e isited all se en continents. Vivian thinks
• Wouldn’t it be better to use
instead?
that enice has the most eautiful ridges.
© SANTILLANA
150 one hundred and fifty
Notes
Development
1. Have students work on exercise 2 on page 150 of the Textbook. Before

they begin, have a student volunteer read the instructions for the rest of
the group.
2. Guide students through the exercises with questions such as:

• Which is the best letter to complete this words?
• Wouldn’t it be better to use instead?

• Which word did you just make?
3. Ask students to go to page 151 of the Textbook and work on

exercise 3. Before they begin, have a student volunteer read the instruc-
tions for the rest of the group.
4. Ask students to draw their home. They should also use all the words
from the word bank that apply and label the parts of the house.
Assessment
Closure
3 Draw a picture of your home and label each room.
Use the word bank. 1. Have students go to the Respect
for Animals section on page 150.
living room bathroom dining room 2. Generate a guided discussion by
kitchen hallway bedroom having students share read the se-
lection and reflect upon it
3. Have students share their ideas

on the topic by asking them why
animals should always use a collar
and id tags.

dents draw an id tag with the ba-
sic information for their pet.
5. Have students share their draw-

ings with the rest of the class.
6. Ask students to work on work-

book page 39. Before this, have
a student read the instructions
Pets should learn how to behave properly.
Resfoprect Using the bathroom in the right place, not
scratching the furniture, and eating only
aloud for the rest of the group.
Animals
their food are a few examples. cess by asking them questions
• Name some other examples of how about to the exercise.
pets should and should not behave.
• Mention who is responsible for teaching

pets what they can and cannot do.
© SANTILLANA
one hundred and fifty-one 151
Notes
5. Allow students time to gather in a a circle to show their drawings to the

rest of the class.
6. Guide students through the process. Ask them questions such as:
• Does your classmate's house have the same layout as yours?
• How is it similar?
• How is it different?
• How many more rooms does your house have?
• How many more bathrooms does your house have?
151
Chapter My Friends
Standards Skills
Let’s Read! Title: "Who Will Play?"

Concept Objective
• friendship • Learn about friendship, the importance of friendship, and how to be a good
friend.
Think About It
Concept Objectives
• friendship • Identify important details in the story. • Distinguish between real and
imaginary.
• Recall the sequence of events in a
Letters and Sounds

Concepts Objectives
• the letters d and t • Review, identify, and write words with the letters d and t.
Words to Know
Concept Objectives
• friendship • Use vocabulary related to friendship.

Grammar
Concept Objectives
• subject and object • Recognize subject and object pronouns.

pronouns
• Use subject and object pronouns to complete sentences sentences.
Activity Time
Concept Objective
• friendship bracelets • Create friendship bracelets out of painted macaroni and give it to a friend.
Songs and Rhymes Song: "Friend of Mine"

Concept Objectives
• friendship • Listen to and sing the song. Then sing the song again replacing words with a
friend’s name and a fun activity.

Concept Objective
• being a good citizen • Identify how being a good citizen, just like being a good friend, will create a
better community.

Peace Education Pets as companions and community helpers
Chapter
7 My Friends
Initiation
1. Gather students for a guided dis-

cussion.

page 152 and answer the follow-
ing question:
ture?
3. Allow students turns to identify el-

ements that the see in the picture Chapter
7
edge.

ter title: "My Friends."
My Friends
5. Have students discuss the topic in
a guided discussion. Let’s Predict!
6. Write “My friends are…” on the • What
hat happens in this pictur
picture?
board. Have students stand in • Why are
e the three
ee animals together?
t
front of the classroom and share
their own answer. Discuss the re-
• Why
y is the horse off b
by himself?
© SANTILLANA
sults with your students.
152 one hundred and fifty-two
Notes
Development
dict section.
a. Ask a student to read and answer the following questions:
• Why are the three animals together?
• Why is the horse by himself?
2. Ask students to go to page 153 and work on exercise 1. Before that,

have a student read the instructions for the rest of the group.
3. Guide students through the process by asking them questions such as:
• What could be a good ending for this sentence?

Closure
1 Complete the sentence.
1. Direct students to work on the I
Will Learn About… section on
a. A friend is someone who . page 153.
2 Circle the word that replaces the underlined word or words. 2. Assess students' prior knowledge
Use the picture clues. by asking them to discuss what
they know about the topics to be
discussed in chapter 7.
He She It He She It
a. b. 3. Draw a T-Chart to record their
Hugo is smiling. The backpack is answers on “What I Know” and
on the floor. “What I Want to Know”.
3 Read the words carefully. Circle the d sounds. Underline 4. Discuss the results with your stu-
the t sounds. dents.
5. Prompt students to engage in a

butterfly toad water sing a long activity.
6. Play song “Friend of Mine" from

dishes dinner donut the music CD. Have students sing
and dance to the song.
7. Give students the opportunity to

be creative and make their own
version of the song. They will then
• friendship • friendship and community share it with the rest of the class.
• the importance of friends • the letters d and t
• how to be a good friend • subject and object pronouns

© SANTILLANA
one hundred and fifty-three 153
Notes

• Which word best replaces the underline word?


• Which word has the letter d sound?

• Which word has the letter t sound?
153
Let s Read!
1. Ask students to gather in a circle

with their textbooks in hand to
generate a shared discussion.
2. Tell them to look at the picture

on page 154 to make inferences
about the reading.
a. Ask a volunteer to read the
title of the story.
picture?
story is about?
story will take place?
• Which animals can live in
this place?
Who Will Play?
3. Prompt students to start the read- by Sarah Fash
ing process on page 154. Illustrated by María Wernicke
share read the text with the rest
of the class.
It is a warm, sunny day.
The grass is nice and green.
© SANTILLANA
154 one hundred and fifty-four
Notes
During the Reading
1. Invite students to move on to page 155 of the Textbook.

2. Ask students to look at the pictures to make inferences.
3. Invite a volunteer to share read the text with the rest of the classmates.
4. Guide students through the process by asking questions like:

• What is that horse doing?

• Why do you think he is all by himself?
• Do you think he might have friends?
• Where do you think his friends are?
5. Have students work together to visualize Horse’s friends:

a. Have students imagine they were Horse and had no friends.
b. Ask students:
Reading
After the Reading
1. Have students work together to

determine what will happen next
in the story.
2. Allow students to brainstorm

next in the story.
3. Guide them through the process

• Where do you think the horse
will go next?
• Do you think he will meet his
friends?
• Who do you think these
friends could be?
4. Encourage students to take turns

and share their answers with the
rest of the group.
Horse is playing in a meadow.

He loves to feel the wind as he runs.
© SANTILLANA
one hundred and fifty-five 155
Notes
• Who would your friends be?

• Why do you think that is so?
6. Tell students to write their predictions from the previous exercise in their
notebooks for further reference.
7. Allow students to share their responses through a guided discussion.

8. Invite students to share their responses with the rest of the classmates.
9. Allow other students join in the conversation and share their answers,
too.
155

and 157.
2. Have students look at the picture

on page 156 and make inferences
about it.

the process by asking them ques-
tions like:
picture?
• Who is talking to Horse?
• What do you think Sheep is
telling horse?
4. Ask students to start the reading

process on page 156.

share read the text with the rest
of the class.

cess by asking them questions Along comes Sheep.
like: “Will you play with me?” asks Sheep.
• Was it nice of Horse to treat “I am smarter than you!” Horse laughs.
Sheep that way? “I will not play with you!”
So Sheep walks off.
© SANTILLANA
156 one hundred and fifty-six
Notes
During the Reading
1. Have students look at the picture on page 157 and make inferences
about it.
2. You may guide students through the process by asking them questions
like:
• Who is talking to Horse now?

• What do you think Duck is telling Horse?
• What do you think Horse will say?
• Do you think they will become friends?
3. Prompt students to continue the reading process on page 157.

4. Allow students to take turns to share read the text with the rest of the
class.
Reading
After the Reading

circle to participate in a guided
discussion.
2. Have students analyze and reflect

on why they think Horse is acting
that way towards others.
3. You may start the discussion by

telling students “Let’s Analyze
Horse”

• Why do you think Horse is
acting that way toward oth-
ers?
• Do you think the others have
been mean to him?
• How would you feel if you
were treated like this?
• Is it okay to treat others like
this?
5. Have students take turns to share

Along comes Duck. their answers with the rest of the
“Will you play with me?” asks Duck. class.
“I am prettier than you!” Horse laughs.
“I will not play with you!”
So Duck waddles off.
© SANTILLANA
one hundred and fifty-seven 157
Notes

• How did Horse treat Duck?
• How did Duck react to Horse's attitude?
6. Allow students time to reflect and predict what they think will happen
next.

157

159. Have students look at the
picture on page 158 and make in-
ferences about them.

tions like:
picture?
• Who is talking to Horse?
• What do you think Dog is
telling Horse?
• How do you think Dog will
react to Horse’s attitude?


like:
• Was it nice of Horse to treat
Dog that way?
Along comes Dog.
• Who do you think will win the
“Will you play with me?” asks Dog.
race?
“I am faster than you!” Horse laughs.
“I will not play with you!”
© SANTILLANA
158 one hundred and fifty-eight
Notes
During the Reading
about it.
like:
• What do you think Dog is telling Horse?

• What do you think Horse will say?
• Do you think they will become friends?

4. Allow students time to reflect and predict what they think will happen
next.
Reading
After the Reading
1. Prompt students to work in pairs

in a "Roleplay" activity to repre-
sent what they think will happen
next.
2. Students will work collaboratively

in pairs.
3. Ask students to recall their brain-

storm ideas from the previous ex-
ercise.
4. Students must decide on a version

of the things they think will hap-
pen next in the story.
5. Have each student choose a char-

acter to act out in front of the
class.
6. Ask students to prepare a skit

to represent what they think will
7. Allow students time to act out

their skits in front of the class.
Dog does not give up.
8. Motivate students to share their
“I am fast, too!” says Dog. skits with the rest of the class.
“Let’s race to the river,” says Horse.
“If you win, I will be your friend.” 9. Encourage students to ask ques-
tions and comment on their class-
© SANTILLANA
mates' presentations.
one hundred and fifty-nine 159
Notes
5. Have students analyze and reflect why do they think that will happen
next. Ask questions like:
• Who do you think will win the race?
• Will Horse be Dog’s friend even if he loses the race?
• Do you think Horse is tricking Dog?
6. Prompt students to make a drawing of what you think will happen next
in the story.
7. Ask students to share their drawings with the rest of the class.
8. You can showcase these drawings on the classroom bulletin board or

they can be included in students' portfolios.
159

161. Have students look at the
picture on page 160 and make

tions such as:
picture?
• Who seems to be winning the
race?
• Do you think Dog will pass
Horse?


like:
• Why are Horse and Dog rac-
ing?
• How long do you think that
the race will last?
So Horse and Dog race.
Horse runs faster than Dog.
• Where do you think they will
end up? He wins the race.
• Who do you think will win the So Dog runs off.
© SANTILLANA
race?
160 one hundred and sixty
Notes
During the Reading
about it.
like:
• Where are the animals in the picture?

• Why do you think Horse is all by himself?
• Do you think he feels happy or sad?
3. Invite students to share their answers. Motivate other students to share

their thoughts and insights with the rest of the class.
4. Ask students to draw what they think will happen next in the story
Reading
After the Reading

on what would they do in a situa-
tion like this.Ask questions like:
• Would you rather be alone?
• Would you like to have
friends?
• Why would it be better to be
with friends?
• Is it good to be without
friends?
• How do your friends make
you feel?
• Do your friends make you feel
happy or sad?
2. Ask students to create an acrostic

poem with the word friendship.
3. Have students gather in a circle

and share their poems with the
rest of the group.
4. Motivate students to join and par-

ticipate in the discussion.
Later on, Horse decides to go home.
He sees Duck, Sheep, and Dog.
They are resting together by the river.
© SANTILLANA
one hundred and sixty-one 161
Notes
5. Ask students to take turns to share their drawings with the rest of their
classmates.
6. Have other students guess what will happen next by looking at their
classmate's drawing.
7. Repeat the activity so that all students showcase their drawings to the
rest of the class.

• What do you think Horse will do next?
• Will he become friends with the others?
161

163.

about it.

tions like:
picture?
• What is the expression on
Horse’s face?
• Why do you think Horse feels
this way?

ing process on page 162. Guide
students through the process by
asking them questions like:
• Why do you think Horse feels
sad?
• What might be the reason for Horse feels sad.
this? “I have strong legs!
• Would you feel happy in his I have a beautiful mane!
position? I am very smart!” thinks Horse.
• What would you do in a situa- “Why am I sad?”
© SANTILLANA
tion like this?
162 one hundred and sixty-two
Notes
Development
about it.
2. Have a student share read the selection with the rest of the group.
3. Motivate other students to join in and share read the selection with their
classmates.
like:
• Where are the animals in the picture?
• What do you think Horse is doing?
• Do you think he feels happy or sad?
• What are Sheep, Dog, and Duck doing?
Reading
Closure

on how Horse should solve his
problem. Ask questions like:
• Why do you think the other
animals were wiser than
Horse?
• Do you think Horse really
wants to stay alone?
• Do you think he will ask them
to be friends?
2. Create another ending for this sto-

ry. Invite students to brainstorm
Then Horse realizes that Sheep, an alternate ending to the story
Duck, and Dog are wiser than he is. "Who Will Play?"
They must know that to have friends 3. Ask students to draw the alternate
you must first be a friend. ending to this story.
4. Ask students questions like:

• What do you think Horse will
Keywords Vocabulary
do next?
• Will he become friends with
the others?
• What will happen next?
5. Allow volunteer students to share

meadow river mane tail their creations with the rest of the
classmates.
© SANTILLANA
one hundred and sixty-three 163
Notes
• Are they happy or sad?

• Why is Horse by himself?
5. Guide students to work on the Keywords section on page 163.
6. Invite a volunteer student to read out a word and say the definition out
loud.
7. Ask a volunteer student to create a sentence with the word in context.
8. Prompt students to write a sentence with each keyword in their note-

books.
163
Think About It
Initiation
1 Circle the picture that shows the correct answer.
1. Ask students to move to page 164
and work on the Think About It! a. Where does the story take place?
2. Invite students to recall the events

in the story.
3. Direct students to exercise 1. a. on

page 164. Guide students through
exercise 1. a. by asking them:
• Which of the following images A city A meadow A park
is showing the setting of the
story? b. Who races Horse to the river?
4. Ask students to move to exercise

1. b. on page 164. Guide students
through exercise 2 by asking
them:
• Which of the following ani-
mals raced Horse to the river?
5. Prompt students to participate in Sheep Duck Dog

a shared discussion on the details
c. What do you think the story is about?
of the story "Who Will Play?"
6. Ask a student to say a sentence of

an important story event. Then,
the student will assign who will
complete the sentence and give a
turn to someone else.
© SANTILLANA
A race Friendship The river
164 one hundred and sixty-four
Notes
Development
1. Ask students to move to exercise 1. c. on page 164.
2. Direct students to recall the events in the story. You may ask questions
such as:
• What is this story about?
• Who were the characters in the story?
• What problem does Horse face in the story?

• Does Horse solve his problem? How?
• What does the title of the story suggest?

• What happened at the beginning, middle, and end of this story?
Closure
2 Put the events from the story in order, using numbers 1 to 3.
1. Prompt students to move to the
Living Together section.on page
165 of the Textbook.
a. b. c.
3 Mark the sentence that shows what you think will happen next. 3. Ask students to recall if they have
ever been in an argument with a
a. Horse is happy being alone. friend.

b. Horse becomes friends with Dog, Sheep, and Duck.
• How did you come to a solu-
c. Horse is mean to Dog, Sheep, and Duck. tion?
• Why is communication impor-
tant?
Liv n To ether Peace Education
5. Ask students to complete the ex-
1 Read and answer: ercises on workbook pages 58-59.
Direct students by asking them
Often people do not agree. This questions about the exercises.
can lead to an argument or fight.
Think of a situation in which you and
a friend disagreed about something.
a. How did you come to a solution?
© SANTILLANA
one hundred and sixty-five 165
Notes
5. Tell students to move to exercise 3 on page 165.

• Which option best describes what you think will happen next in the
story?
7. Prompt students to work on a journal entry about what friendship means

to them.
8. Ask students to make a drawing and write a sentence of what friendship

means to them.
9. Allow students time to be creative and complete the task.
10. Motivate students to take turns and share their answers with the rest of
the class.
165
Letters and Sounds
Initiation The Letter Dd
circle and play "Unscramble the
Word" using words with the let-
Dd
ter d.

scrambled words (dog, dirt, deer,
donut, daisy, daily, dust, drive,
doctor, dinner) in a paper bag.
3. Gather students in a circle for a

guided discussion. Have students
take turns to grab a card and try
Dennis the dog digs in the dirt.
to unscramble the word.
4. Ask student to guess the scram-

bled word. When all words are
revealed ask students to identify deer donut daisy
what they all have in common.
5. Have students go to textbook 1 Complete each word with the letter d.

page 166. Allow some time for
them to look at the pictures and
identify the words depicted. daily dust
6. Have students read the instruc-
tions and work on exercise 1 on
page 166. dinner dessert
drive doctor
© SANTILLANA
166 one hundred and sixty-six
Notes
Development
1. Ask a volunteer to read aloud the words on page 166.
2. After students finish working on exercise 1, have them name several

words they know with the letter d.
3. Ask students to move to page 167 exercise 2. Read aloud the instruc-
tions. As they do exercise 2, you may help students by reading the sen-
tences.
4. Ask students to say the words they make when adding the letter d.
5. Invite students to do exercise 3 on page 167. Read aloud the instructions.

Ask a student to read the set of words given.
6. As they do exercise 3, you may ask students:

• Which word have the d sound in them?
Phonemic Awareness
Closure
2 Complete each sentence by adding the letter Dd.
1. As students do exercise 4, you
may guide them through the pro-
cess with questions:
a. avid is a happy ragon.
• How many words with the d
sound did you identify?
• How many with an initial d
b. The onkey loves wearing resses. sound did you identify?
3 Color the words that have d sounds.

• How many with an ending d
sound did you identify?
• How many words in total did
dice dairy drill we identify?
• What does that make?
sad mad dress • How many units are in a
dozen?
2. Have students to go to workbook

bay dark barber
page 60. Have students do exer-
cises on this page.
day bank mold 3. As they do the exercises, you may
ask students questions about to
the exercises.
door desk old
4 Count the number of colored words. Fill in the sentence

with the letter d.
© SANTILLANA
a. There are a ozen wor s.

one hundred and sixty-seven 167
Notes
7. Have students do exercise 4 on page 167. Read aloud the instructions.
8. Prompt students to color all the words that have the letter d in them.
9. Prompt students to use all the words from the previous exercise to write
a sentence with each of them.
10. Have students gather in a circle to share their answers with the rest of
the class.
11. Allow students to take turns to share and discuss their answers.
167
Letters and Sounds
Initiation The Letter Tt
1. Prompt students to organize in a
circle and play "Unscramble the
Word" using words with the let-
Tt
ter t.
with scrambled words
(teacher, toad, trophy, troll,
tear, taste, tickle, toast, tree)
in a paper bag.
2. Gather students in a group for a

guided discussion. Have students
Turkeys tap dance in tuxedos.
take turns to grab a card and try
to unscramble the word.
3. Ask student to guess the scram-

bled word. When all words are teacher toad trophy
revealed ask students to identify
1 Complete each word with the letter t.

what they all have in common.
troll taste
4. Have students go to page 168 of
the Textbook.
5. Allow some time for them to look
tear tickle
at the pictures and identify the
words depicted.
tree toast
tions and work on exercise 1 on
page 168.
© SANTILLANA
168 one hundred and sixty-eight
Notes
Development
1. Ask a volunteer to read aloud the words on page 168.

words they know with the letter t.
3. Ask students to move to page 169 exercise 2. Read aloud the instruc-
tions. As they do exercise 2, you may help students by reading the sen-
tences.
4. Ask students to say the words they make when adding the letter t.
5. Have students to do exercise 3 on page 169. Read aloud the instructions.
Ask a student to read the set of words given.

• Which word have the t sound in them?
Phonemic Awareness
Closure
2 Read the name of each item aloud. Circle the t sounds.
1. Have students listen carefully and
identify the words with the sound
t.
2. Read a fragment of the story out

loud and have students read si-
cat table telephone pasta lently. Instruct students to shout
out any word they encounter with
3 Complete the sentences below by adding the letter Tt. Read the letter t in it.
them aloud.
3. Allow students to go to the board
and write the word. If no student
is able to do so, you may do it
a. revor is hungry. He wan s to ea . yourself.
4. Invite a student to say aloud a sen-

b. he eacher wri es on he board. tence using the identified word.
4 Replace the first letter of each word with a t to form a new word.
5. Tell students to go to workbook
page 61.
6. Have students do exercises on this

a. mail page.
7. As they do the exercises, you may

ask students questions about to
b. lime the exercises.
c. fire
© SANTILLANA
one hundred and sixty-nine 169
Notes
7. Have students do exercise 4 on page 169. Read aloud the instructions.

8. Prompt students to color all the words that have the letter t in them.
9. Prompt students to use all the words from the previous exercise to write
a sentence with each of them.
10. Have students gather in a circle to share their answers with the rest of
the class.
11. Allow students to take turns to share and discuss their answers.
12. Prompt students to gather in an circle to participate in a Shout Out activ-
ity.
169
Words to Know
Initiation Friendship
and look at the picture to gener-
ate a guided discussion.

tions like:
ture?
• What can you identify?
• Which animals can you iden-
tify in this picture?
• Who is missing in this picture?
3. Have students focus on the title of

the section (Friendship) to gener-
ate a discussion.

tions like:
• What is friendship?
• How can you describe friend-
ship?
best friend pal classmate
• What does it take to be a
good friend?
• How many friends do you
have?
© SANTILLANA
share laugh support
170 one hundred and seventy
Notes
Development
1. Have students discuss all the friendship concepts on page 170.

2. Ask volunteer students to read a word and give a definition for it. Allow
other students to participate by using the word in a sentence and saying
it out loud. Motivate students to write sentences with these vocabulary
words in their notebooks.
3. Gather students in a circle to discuss their sentences with the rest of the
group.
4. Ask students to move to page 171. Direct their attention to exercise 1.

5. Have a student read out the instructions. If no student is able to do so,
6. Ask students:
• What words are in the word bank?
Closure
1 Complete the paragraph. Use the word bank. 1. Ask students to move to exercise
2 on page 171.
best friends pal laughs 2. Help students by reading the in-
structions aloud for them.
3. Ask them to finish the sentences

Dog, Sheep, and Duck are all , with the option that best com-
pletes the beginning phrase.
4. Ask a volunteer to choose the best

but they all want Horse to be their ,
answer for an exercise and share it
too. Every time Dog, Sheep, and Duck try to talk to Horse, he just
5. Have students go to workbook
page 63 and complete the exer-
them off. cises.

2 Connect the sentences. Finish the last sentence with your thoughts. ercises by asking them questions
is the one person who can about them.
a. My best friend
always make me laugh.
support me when I am feeling

b. My classmates
sad or upset.
share their crayons with me at

c. My pals
school.
© SANTILLANA
I am a good friend because .

one hundred and seventy-one 171
Notes
• Which of these words would best complete these sentences?
7. Discuss the results with the students.

8. Have students take turns to complete one of the sentences.
9. Ask other students to validate if their classmates' answers are correct.

10. Have students go to workbook page 62 and complete the exercises.
11. Guide students through the exercises by asking them questions about
them.
171
Initiation Subject and Object Pronouns

1. Prompt students to work in a "Pair 1 Circle the word that completes the sentence.
Seeking" Activity: prepare several Then, fill in the blanks.
sentence strips with random sub-
ject and object pronouns. Distrib- He
ute sentence strips among stu- a. She
dents. is giving Patty
It a present.
2. Have students walk around the
classroom and try to find their
match. Guide students through He
the process by asking them ques- b. She
tions like:
It is dreaming.
• Which word is the perfect
match for ?
They
Development c. She
are riding
It a bike.
and focus on exercise 1.
2. Have a student read the instruc- He

tions to the rest of the group. d. She
It is very large.
3. As they go through exercise 1 you
may ask questions like:
4. What word would best complete He

sentence ? e. She
is full of
It treasures.
© SANTILLANA
Closure
172 one hundred and seventy-two
dents look at the pictures on exer-
with them. Have students share Notes
their responses with the rest of
the group.
2. Prompt students to work with

subject/object pronouns.
3. Write several sentences on the

board. Ask students to look at
them closely and identify the sub-

ject or object in each sentence.
4. Have students take turns to come

forward and re-write a new word
using the correct subject or object
pronoun.
Initiation
Friendship Bracelets
We all love to have friends! A
friendship bracelet is a gift. 1 1. Have students go the Activity Time
section on page 173.
You give it to a special friend.
“Make new friends,
But keep the old.
One is silver 3. Guide students through each step
And the other gold.” of the process.
Supplies 2 4. Allow students to take turns and
• elastic thread share their crafts with the rest of
the class.
• uncooked macaroni
• paintbrush and paint

Development
Steps
3
1. Have students participate in a
1 Paint the macaroni in friendship activity.
different colors. Make them
look as beads. 2. Have students sit in a circle.
2 String them on the thread. 3. Assign random numbers to each

student.
3 Tie the ends of the 4. Prompt students to seek their
bracelet together. Make
sure it will fit your friend’s 4 pairs. When they find them, they
will say a positive quality that that
wrist!
person has.
4 Give the bracelet to a 5. Expand the activity by having each
friend.
student choose a classmate to cre-
ate a drawing.
© SANTILLANA
one hundred and seventy-three 173

Closure

Notes ercises on workbook page 90. Be-
fore beginning, ask a student to
read the instructions for the rest
of the group.
2. Ask questions related to the exer-

cises they will be working on.
173
Initiation A Friend of Mine

1. Have students listen to “Friend of 1 Sing the song.
Mine” from the Music CD.
Will you be a friend of mine,
2. Ask students to move to exercise Friend of mine, friend of mine?
1 on page 174 and sing the song. Will you be a friend of mine,
3. Invite students to sing the song And play with me today?
together. Ivan is a friend of mine,
Friend of mine, friend of mine.
Development Ivan is a friend of mine
1. Move to exercise 2 on page 174.
Who reads with me today.
2. Invite a student to read the in- 2 Continue the song. Use a friend’s name with each action
structions aloud for the rest of the in the box.
group.
3. Ask students to look at the picture writes draws sings paints works
for exercise 1.
3 Draw a picture of yourself and a friend doing something you
4. Allow students the opportunity like to do together.
to sing a new version of the song
and act it out.
Closure
1. Move on to exercise 3 on page

174.
2. Start the activity by generating a
© SANTILLANA
guided discussion on Friendship.
174 one hundred and seventy-four
3. Guide the discussion with ques-
tions like:
• What is a friend?
Notes
• What things do friends do for
each other?
• What things do friends do
together?
4. Have students make their draw-

ing about what they do with their
friend.
5. Allow students time to share their

class.
Initiation
Being a Good Citizen
Being a good citizen means that you respect those around you as 1. Have students move to exercise
well as your environment. Good citizens help others and make the 1 from Making Connections on
world a better place. Good citizens are kind, caring, responsible, page 175.
and helpful.
2. Have students sit in a circle to gen-
1 Mark the picture that shows the girl being a good citizen. erate a guided discussion on how
to be a good citizen.
3. To ignite student’s interest, have

students look at the pictures on
a. b.
page 175 and comment on them.
4. Read the passage on being a good

citizen to the students.
2 Read the words in the word bank. Write down the words that
can be used to make a list of Good Citizen Rules. Then, write one Development
more Good Citizen Rule word that you thought of by yourself.
1. Invite students to reflect on other
ways to be good citizens. Allow
take turns push share cut in line fight
time for students to share their
ideas and insights on the topic.
2. Prompt students to write a jour-

nal entry on what it means to be a
good citizen.
3. Ask students to make a drawing

on their journal or notebook and
write a sentence.
© SANTILLANA
Closure .
one hundred and seventy-five 175

1 on page 175.
Notes 2. Guide students through the pro-
about the topic.

2 on page 175.

about the topic.
5. Have students share their good

citizen rule with the rest of the
class.
175
Review
Initiation
1 Circle the main character in the story “Who Will Play?”
an oral discussion (What Have I
Learned?): Ask students to reflect
on their learning process and dis-
cuss what they have learned.
2. Allow students time to take turns Sheep Duck Horse

and share their experience with
the rest of the classmates.
2 Circle the word that completes the sentence. Then, fill in the
3. Prompt students to write a list of blanks.
the things they have learned in
Chapter 7. Have them use their He
notebooks for this exercise.
a. She
4. Ask students to gather in a circle They blows bubbles.
to share their lists with the rest of
the classmates.
5. Allow volunteer students to take She

turns and share their lists.
b. He
6. Motivate other students to partici- It kicks a ball.
pate and share their lists.

cess by asking questions like: He
• Did we all learn the same c. She
things? It is a school bus.
© SANTILLANA
176 one hundred and seventy-six
Notes
Development
1. Ask students to go to page 176 of the textbook and complete

exercise 1. Before that, have a student read out the instructions aloud for
2. Before they start, you can ask them questions:

• Who was the main character in the story “Who Will Play”?
3. Have students answer exercise 2 on page 176. of Before that, have a

student read out the instructions aloud for the rest of the group.
4. Guide students with questions:

• Which subject pronoun best completes the sentence?
5. Ask students to complete exercise 3 on page 177. Before that, have a

Assessment
Closure
3 Complete each word with d or t. Read each word aloud.
1. Have students go to the Respect
a. wa er c. oad e. og 2. Generate a guided discussion by
having students share read the se-
b. oor d. ca f. ol
cess:
4 Match the words to their pictures.
• Discuss the different kinds of
a. best b. classmates c. laugh jobs animals have.
friends • Name three different animal
jobs.
4. Ask students to work on work-

book page 65.
5. Have a student read out the in-

structions aloud for the rest of the
group.
Pets make great friends and companions. 6. Guide students through the pro-
Resfoprect Some even save lives! Many animals are
trained to work with people who protect
Animals
about to the exercise.
others. Service animals help people who
have medical conditions and disabilities.
• Discuss the different kinds of jobs

animals have.
• Name three different animal jobs.

© SANTILLANA
one hundred and seventy-seven 177
Notes
6. Guide students through the process by asking them questions:

• Which words do we make by adding the letter t?
• Which words do we make by adding the letter d?


• Which image best describes the word ?
177
Chapter Around Town
Standards Skills
Let’s Read! Title: "The Storm"

Concepts Objective
• community • Learn about community, community workers, and being a good neighbor.
• community workers
Think About It
Concepts Objectives
• community • Identify important details in the story. • Distinguish between real and
imaginary.
• community workers • Recall the sequence of events in a
Letters and Sounds

Concept Objective
• the letters r and f • Review, identify, and write with the letters r and f.
Words to Know
Concept Objective
• town • Use vocabulary related to diferent locations within a community.

Grammar
Concept Objectives
• prepositions • Recognize prepositions in, on, under, next to, and between, and use them to
complete sentences.
Activity Time
Concept Objective
• community mural • Paint a community mural showing the diferent locations within a community.
Songs and Rhymes Song: "I’m a Firefighter"

Concept Objective
• community workers • Listen to the song and sing about firefighters and other important community
workers.

Concept Objective
• where people live • Recognize diferent places where people live, like neighborhoods, cities, and the
country.

Multicultural Education Pet care during vacations
Chapter
8 Around Town
Initiation
1. Have students go to page 178.

and make predictions about it.

cess with questions like:
ture?
• What are the people in the
picture doing?
Chapter
4. Prompt students to participate in a
8
discussion titled: What would you
do? Invite students to focus on the
girl helping the old lady.
5. Generate a discussion to argue

Around Town
whether it is good to help others
in need. Ask:
Let’s Predict!
• What is the girl in the picture
doing? • Who are the people in the picture?
• Do you think that lady is re- • Does it remind you

ou of your comm
community?
lated to her?
• What
hat community workers do you
y see?
• Would you help someone you
© SANTILLANA
don’t know?
178 one hundred and seventy-eight
Notes
Development
1. Ask a student to read aloud the chapter title, “Around Town”, for the
rest of the group.
2. Have students focus on the places shown in the picture.
3. Guide students with questions like:

• Can you name any other places in town that you know?
4. Have students go to the Let’s Predict section and generate a discussion

on the following questions:
• Who are the people in the picture?
• Does the picture remind you of your community?
• What community workers do you see?
5. Invite students to complete exercise 1 on page 179.
Closure
1 Mark the name of the person who works in Town Hall.
1. Direct students to the section I
baker grocer mayor Will Learn About on page 179.
Circle the words that have an f sound. Underline the words that
2. Generate a guided discussion to
2
have an r sound.
assess what students know about:
• Community
air sail boat • Community workers
sled drive ride • Being a good neighbor
fly fluffy face • places in a town
• Letters f and r
3 Look at the pictures below. Circle the word that defines the • Prepositions
location of the underlined word. Then, complete the sentence.
3. Have students write a concept
map of the word town on the
board.
in under on in next to on
a. b.
The bread is
The fish is
the bowl.
the table.
• community • places in a town
• community workers • the letters f and r
• being a good neighbor • prepositions

© SANTILLANA
one hundred and seventy-nine 179
Notes

• Who works at the Town Hall?
7. Expand the exercise by asking who works at the grocery and the bak-
ery.
8. Ask students to complete exercise 2 on page 179. Guide students

through the exercise with questions like:

• Which words have the f sound?
• Which words have the r sound?
9. Ask students to complete exercise 3 on page 179. Guide students

through the exercise with questions like:
• Which article best completes exercise a?
• Which article best completes exercise b?
179
Let s Read!
1. Ask students to sit in a circle to

generate a discussion on the read-
ing selection "The Storm."
2. Tell students to open their text-

books on pages 180 and 181.
3. Allow students to look at the im-

ages on these pages and make in-

• What do you see in these
pictures?
• Which places can you identify
in these pictures?
• What can you do in/at
?
• Who can you find at
?
The Storm
• Who works at by Sarah Fash
?
Illustrated by Mariano Epelbaum
• What do you do at
? Addison is a small, busy town.
You can see people working and
children going to school.
© SANTILLANA
180 one hundred and eighty
Notes
During the Reading
1. Ask students to participate in an activity called "Draw Your Community".

Have students draw their community.
2. Ask students to include elements such as: bakery, police station, grocery
store, fire station, and post ofice, among others.
3. Allow students to share their drawings with the rest of the group.
5. Invite a student volunteer to share read the text with the rest of the
group. Motivate other students to join in and share read the text.
6. Guide students through the process with questions like:

• What do you think the title of the story suggests?
• Do the people in the picture look happy or sad?
• Does it look like there is storm in these pictures?
Reading
After the Reading
1. Gather students in a circle to have

them imagine what they think will

what they think will happen next
in the story.
3. Ask them to take turns and share

their responses with their class-
mates via discussion.
4. Prompt students to make a draw-

ing to illustrate their brainstorm-
ing ideas and create a new story-
book.

drawings with their classmates in
a show and tell.
6. Guide the students with questions

like:
• What is your drawing illustrat-
ing?
• Why do you think that will
People are friendly and helpful. happen next?
People should always help one
another.
© SANTILLANA
one hundred and eighty-one 181
Notes
• Do the people in the picture look friendly or rude?

7. Continue the reading process on page 181.
8. Invite a student volunteer to share read the text with the rest of the
group. Motivate other students to join in and share read the text.
9. While students go through the reading you may ask questions like:
• Are people in your community nice or rude?
• Who is the nicest person in your community?
• Who is the rudest person in your community?
• Why should people be nice to others?
181
1. Invite students to open their text-



pictures?
• Which places can you identify
in these pictures?
• How are people acting in this
picture ?
• What are the kids in the pic-
ture doing ?
• Is the woman in the picture
helping the old lady?
• Do you think it is okay to act
this way?
It was not always that way.

Before, the people were always grumpy.
Nobody ever smiled or said hello.
Neighbors did not help one another.
© SANTILLANA
182 one hundred and eighty-two
Notes
During the Reading

2. Invite a volunteer to share read the text with the rest of the group.
3. Motivate other students to join in and share read the text. Prompt stu-
dents to continue the reading process on page 183.
4. Invite students to look at the image on page 183 to make inferences

about it.
5. Ask a student volunteer to share read the text with the rest of the
group.
6. Motivate other students to join in and share read the text.

• Why do you think the townspeople are acting this way toward oth-
ers?
Reading
After the Reading


in the story.


book.

a show and tell.

like:
ing?
Mrs. Po, the grocer, was very mean. happen next?
Mr. Reyes, the baker, was even meaner.
And Mr. Tate, the mayor, was the meanest
person in town.
© SANTILLANA
one hundred and eighty-three 183
Notes
• Who was the meanest person in town?

• Do you think the mayor’s attitude had an efect on others?
• Do the people in the picture look friendly or rude?

• Are people in your community nice or rude?
• Who is the nicest person in your community?
• Who is the rudest person in your community?
• Why should people be nice to others?
183
1. Have students open their text-

books on pages 184 and185.


pictures?
• What can you identify in these
pictures?
• How does the boy on page
184 look?
• Why do you think he looks
that way?
• What do you think will
happen?

ing process on page 184
5. Ask a student volunteer to share

read the text with the rest of the
group. Motivate other students to One night, there was a terrible storm.
join in and share read the text. There was thunder and there was
lightning.
It rained all night long.
© SANTILLANA
184 one hundred and eighty-four
Notes
During the Reading
1. Ask students to go to page 185.

2. Invite students to look at the image on page 185 to make inferences
about it.
3. Ask student volunteers to take turns to share read the text with the rest
of the class.

• How does this family look in this picture?
• What happened to their house?
• What might have caused all this damage?
• Where do you think they are going?

a. While students go through the reading you may ask questions like:
Reading
After the Reading


in the story.


book.

a show and tell.

like:
ing?
It was the worst storm ever to hit Addison. happen next?
In the morning, there was water in the
streets.
Many people lost their homes.
© SANTILLANA
one hundred and eighty-five 185
Notes
• Have you ever experienced a storm?

• When and where was it?
• How strong was it?
• What damage, if any, did it cause to your community?
6. Prompt students to draw any previous experience they had with a

storm.
7. Have students take turns and share their drawings with the rest of the
class.
8. Allow students to take turns to share their experiences and ask questions
related to the topic.
185
1. Invite students to open their text-


age on the page and make infer-
ences about it.

• What do you see in the pic-
ture?
• Where are the people in this
picture?
• Why do you think they are
there?
• Do they look happy or sad?
pen next?


group. Motivate other students to
join in and share read the text. Something had to be done, and
quickly.
Mr. Tate opened Town Hall.
Now there was a warm, dry shelter.
© SANTILLANA
186 one hundred and eighty-six
Notes
During the Reading
of the class.

4. Ask students to move to page 187 of the Textbook.
5. Ask students to look at the image on page 187 to make inferences about
it.

• What is a shelter?
• What things are they bringing to the shelter?
Reading
After the Reading

a Show and Tell activity.
2. Have students make a drawing of

how they help others in need.

share their drawings with the rest
of the class.

share their experiences and ask
questions about the topic.
5. Guide this discussion to help stu-

dents realize the importance of
helping others.
Mrs. Po brought food in her van.

And Mr. Reyes delivered bread.
There was a lot of delicious food
to eat.
© SANTILLANA
one hundred and eighty-seven 187
Notes
• Do you think the people of Addison need to stay in a shelter?

• What other supplies would you need in a shelter?
• Why did Mrs. Po and Mr. Reyes begin to help people?
• How did they help others?

• How did their actions make others feel?
• Is it important to help others?
187
Initiation
1. Have students to open their text-


age on the page and make infer-
ences about it.

• What do you see in the pic-
ture?
• What are the people in this
picture doing?
• Are they working separately
or together?
• Does this make work easier or
harder?
pen next?


group. Motivate other students to Everyone worked together.
join in and share read the text. People were helpful, friendly, and nice.
Soon the town was back to normal,
only the people were different.
© SANTILLANA
188 one hundred and eighty-eight
Notes
Development
1. Prompt students to continue the reading process on page 188. Invite

students to look at the image on page 188 to make inferences about it.
of the class.
3. Guide students through the process with questions:


4. Ask students to go to page 189. Invite students to look at the image on

page 189 to make inferences about it.
5. Guide students through the process with questions:

• Do the people in Addison change or are they the same as in the
story's beginning?
Reading
Closure

an Acting Out activity.
2. Prepare several hypothetical situa-

tions in which people should help
each other.
3. Divide students into small groups

and have each group demonstrate
the situation to their classmates
(old lady crossing the street, a kid
who falls from his bike, a class-
mate who forgot his lunchbox
during recess, or a kid who is not
allowed to be part of a game).
Now people smile at one another.
Neighbors are never too busy to help, 4. Allow students to ask questions
about the topic and suggest ways
and children love to visit Mr. Reyes.
in which we can all help.
He always has a batch of cookies to share.
5. Guide this discussion so that stu-
dents realize the importance of
Keywords Vocabulary
helping each other.

an activity called "What Would
You Do?"
7. Allow students to choose a situ-

grocer baker mayor storm ation and state how they would
have helped in a similar situation.
© SANTILLANA
one hundred and eighty-nine 189
Notes
• Where they nicer or meaner at the end of the story?

• What do you think made them change their way of treating others?
• Are the people in your community like the people in Addison?
• Are you nice with your neighbors and your classmates?
6. Prompt students to work on their own storm story using the drawings
created in previous lessons.
7. Ask students to share their storybooks with the rest of the class.
8. Ask for volunteers to join and participate by presenting their work.
189
Think About It
Initiation
1 Mark the correct answers.
1. Tell students to go to the Think
About It section on pages 190 a. Where does the story take place?
and 191 of the Textbook.
On a beach. In a school. In a town.
2. Gather students in a circle to gen-
erate a review discussion. b. Mr. Tate was…
3. Ask students to recall the events the nicest person in town.

in the story:
4. Guide students through the pro- the meanest person in town.

the most boring person in town.
• How many characters did the
story have? c. Mrs. Po was…
• What was the problem thes e the baker. the grocer. the mayor.
characters faced?
d. Did the storm change the townspeople?
1 on page 190. Yes, it made them nicer.
6. Ask a student to read the instruc- Yes, it made them even meaner.
7. Guide students through the exer- No, they stayed the same.
cise by asking questions like: e. After the storm, Mr. Reyes always had…
• Who might this character be?.
a batch of a loaf of bread nothing
cookies to to share. to give.
share.
© SANTILLANA
190 one hundred and ninety
Notes
Development
1. Prompt students to participate in a Beginning, Middle, and End activity.
2. Ask students to retell the events in the story in a chart labeled Beginning,
Middle, and End
3. Students will make drawings about the story in this order.
4. Have several students share their drawings with the rest of the group.
5. Continue exercise 1 on page 190.

6. Ask a student to read the next questions for the rest of the group.

• Where did this story take place?
• Who was the nicest person in town?
• What was the name of (baker, mayor, grocer)?
Closure
2 Discuss why you think the storm changed the townspeople.
1. Have students go to textbook
page 191 and focus on exercises
2 and 3.
• Ask students to recall the
story's events.
3 Put the events in order, using numbers 1 to 3. • What happened last?

a. b. c. page 191.
a. Ask students:
• Is it good to know diferent
kind of people?
• Why is this important?
Liv n To ether Multicultural Education

3. Ask students to work on the exer-
cises on workbook page 67.
1 Read and answer: 4. Ask for a student volunteer to
Communities have people from read the instructions for the rest
different nationalities and different of the group.
beliefs. These differences are what
make a community interesting. 5. You may guide students by asking
questions about the topic.
a. Why is it good to meet different
kinds of people?
© SANTILLANA
one hundred and ninety-one 191
Notes
• How did the people in Addison behave at the end of the story?
8. Ask students to work on the exercises on workbook page 66.

9. Ask a student to read the instructions for the rest of the group.
10. You may guide students by asking questions related to the topic.
11. Discuss the anwers as a class.
191
Letters and Sounds
Initiation The Letter Ff
1. Ask students to participate and
create a concept web.
Ff
with the letter f in the center.
3. Ask students to name words with

the letter f in them.
4. Afterwards, you can have stu-

dents classify these words accord-
ing to where the f sound is locat-
ed (beginning, middle, or end of
Felipe finds fairies in the forest.
a word).

tures and words on page 192.
flower fire fish
tures and discuss the words with
the letter f. 1 Pronounce the words. Then, match them to the correct picture.
7. Ask students to name other words a. family b. fork c. fan
they know with the letter f .
8. Have students match the words

with the letter f and their picture
on exercise 1.
© SANTILLANA
192 one hundred and ninety-two
Notes
Development
1. Invite students to go to page 193. Focus on exercise 2.
2. Have a student read the instructions for the rest of the group.
• Where is the letter f in this word?
• Do all words have the letter f at the beginning?
• Can you identify any word with the f sound at the end?
6. Guide students through the exercise. Ask:
• Which word would we make if we add the f sound?
Phonemic Awareness
Closure
2 Classify the words according to the location of the f sound.
1. Ask students to participate in a
four off fresh chef shout out activity.
a. Have students share read a
Words that Begin Words that End selection with you.
b. As you read, have students
with f with f follow the reading looking for
words with the letter F.
c. Whenever they find a word
with the letter F, the teacher
pauses and the students
shout the word.
2. Ask students to participate in an

activity to play stop.
a. Hand students a sheet of
paper with a chart labeled:
Name, Last Name, Country,
3 Write the letter Ff to complete the story. Then, read it aloud.

Place, Food, or Animal.
b. Allow student time to find
words with the letter f for
each category in a period of 2
rank the rog lives by a pond. He is riends minutes.
c. By the end, the student with
the most words wins
with atima the ire ly. They have lots o
© SANTILLANA
un together. Time lies by when they hang out!

one hundred and ninety-three 193
Notes
7. Ask students to go to workbook page 68.
9. Direct students through the exercises by asking them questions about
them.
10. Gather students in a circle to review the concepts they have worked on
so far in this section.
11. Prompt volunteers to take turns and share their answers accordingly.

• Which letter did we learn words with?
• How many words did we use with that letter?
193
Letters and Sounds
Initiation The Letter Rr
1. Ask students to participate and
create a concept web.
Rr
with the letter r in the center.
3. Ask students to name words with

the letter r in them.
4. Afterwards, you can have stu-

ing to where the r sound is located
(beginning, middle, or end of the
Rita the raccoon receives roses.
word).
5. Have students look at the pictures

and words on page 194.
ring rat rope
6. Ask students to look at the pic-
1 Complete the words with the letter r.

tures and discuss the words with
the letter r.
7. Ask students to name other words

they know with the letter r.
radio ready
road right
8. Have students complete the words
with the letter Rr on exercise 1
page 194.
ruby rabbit
© SANTILLANA
194 one hundred and ninety-four
Notes
Development
1. Invite students to move to page 195 exercise 2.

a. Have a student read the instructions for the rest of the group.
• Where is the letter r in this word?
• Do all words have the letter r at the beginning?
• Which words can we make by switching the underlined letter

with the letter r?

• Which word would we make if we add the r sound?
Phonemic Awareness
Closure
2 Change each p to r to make a different word.
Read each one aloud. 1. Ask students to participate in a
Shout Out activity.
2. Have students share read a selec-

a. pail tion with you.
ail
3. As you read, have students fol-
low the reading looking for words
with the letter r.
b. pocket
ocket 4. Whenever they find a word with
the letter r, the teacher pauses
and the students shout out the
c. pays word.
ays
5. Ask students to participate in an
activity to play Stop:
3 Circle the letter Rr below.
6. Hand students a sheet of paper
Mary the horse and Randy with a chart labeled: Name, Last
Name, Country, Place, Food, or
the bird are really good friends. Animal.
Randy rides on Mary’s back every
7. Allow students time (2 min.) to
day. They stroll down to the river find words with the letter r for
to drink the water and relax in nature. each category.
Sometimes they race each other back, 8. By the end, the student with the
with Randy flying in the air and Mary most words wins.
running on the ground.
© SANTILLANA
one hundred and ninety-five 195
Notes
5. Ask students to go to workbook page 69.

7. Direct students through the exercises by asking them questions about
them.
8. Gather students in a circle to review the concepts they have worked on

so far in this section.
9. Prompt volunteers to take turns and share their answers accordingly.

• Which letter did we learn words with?
• How many words did we use with that letter?
195
Words to Know
Initiation My Town
1. Ask students to participate in a
matching game.
2. Prepare several images of: po-

lice station, city hall, fire station,
post ofice, hospital, supermarket,
school, etc.
3. Make sentence strips with the

name of each image.

tures and take turns to label each
picture with the correct label.
5. When students match each word

to its image, you can paste them
on the bulletin board.


tions like:
police station store post office
ture?
• Which places can you identify?
© SANTILLANA
hospital supermarket fire station
196 one hundred and ninety-six
Notes
Development
1. Continue the previous discussion by allowing students to take turns and

share their answers with the rest of their classmates.
2. Ask students to go to page 197. Focus on exercise 1.

4. Ask students:
• What images are shown in this exercise?
• Which words should we use to label them?
5. Discuss the results with the students.

6. Ask students to go to workbook page 70 and complete the exercises.
Closure
1 Complete each sentence with the town location. 1. Ask students to move to exercise
2 on page 197.
The grocer sells food. She works at
2. Help students by reading the
a. questions aloud for them.
the .
3. Ask them to complete the sen-
tences with the words from the
The police officers keep the town safe. They
word bank.
b.
4. Direct students to workbook page
work at the . 71 and complete the exercises.
The mail carrier delivers mail. She works 5. Before that, ask a student to read
the instructions to the rest of the
c.
students.
at the .
The firefighters put out fires. They work at ercise by asking them questions
about it.
d.
7. Discuss the results with your stu-
the . dents via shared discussion.
2 Fill in the blanks with the correct town location. 8. Alllow volunteer students to join
in and share their answers with
a. If I need to buy a new shirt, I go to the .

© SANTILLANA
b. If I get really sick, I go to the .

one hundred and ninety-seven 197
Notes
7. Before that, have a student read the instructions for the rest of the
group.
8. Guide students through the exercise by asking them questions about it.
9. Discuss the results with your students via shared discussion.

10. Alllow volunteer students to join in and share their answers with the rest
of the group.
197
Initiation Prepositions
1. Prompt students to participate 1 Complete the sentence. Use the word bank
in an "Act It Out!" activity using and the picture clues.
prepositions.
in on under between next to
with varied prepositions.
3. Place the words in a small paper

bag. a.
The car is the roof.
4. Have students take turns to choose
a strip and “Act It Out!"
5. Students can use an object to de- b.

pict the preposition chosen. The bike is the tree.
6. Have students decide if the acting

out is correct or not.
c.
The row boat is the yellow
Development and pink houses.

Focus on exercise 1.
d.
2. Have a student read the instruc- The school bus is the tree.
3. As they go through exercise 1, you

may ask: e.
The man in yellow is the
• Where is the blue car.
© SANTILLANA
in this picture?
198 one hundred and ninety-eight

Closure
1. Expand the activity by having stu-

dents look at the pictures in exer- Notes
with them.
2. Have students share their respons-

es with the rest of the group.
Initiation
Community Mural
A mural is a work of art that
is painted directly on a wall. 1 1. Have students work on the Activ-
ity Time section on page 199.
Murals are created so that
the community can enjoy a 2. Ask a student to read the instruc-
beautiful piece of artwork. tions for the rest of the group.
You can create a mural of
your community. 3. Guide students through each step
of the process.
Supplies
• roll of kraft paper
2 4. Ask students to complete the ex-
ercises on workbook page 72.
• pencils
• paint and paintbrushes tions for the rest of the group.
Steps 6. Ask questions related to the exer-
1
3
Cover a classroom wall
with kraft paper.
Development
2 Draw pictures of
important places in your 1. Extend the "Community Mural"
community, including the Activity by asking students to
town locations that you share their drawings with the rest
learned about. of the group.
3 Draw pictures of the 4 2. Ask students to sit in a circle to

citizens in the community share their murals with the rest of
helping each other, just the class.
like in the story “The Storm.”
4 Color your drawing with share their results.
© SANTILLANA
paint.
one hundred and ninety-nine 199
Closure
1. Prompt students to compare the

Notes communities where they live with
the ones where their classmates
live.
2. Have students sit together in small

groups to compare the places
where they live among them-
selves.
3. Have students choose a partner to

work with.
4. Assign each pair a turn to go in

front of the class and present their
communities' differences or simi-
larities.
199
Initiation I'm a Firefighter

1. Have students listen to the song 1 Sing the song.
“I’m A Firefighter” from the
Music CD. I'm a firefighter.
Here's my hose.
on page 200 and sing the song. I put out fires
As everyone knows.
3. Invite students to sing the song
together. When I see a fire,
I douse it out.
tions aloud for the rest of the
“Thank you! Thank you!”
group. People shout.

ture.
6. Allow students the opportunity

and act it out.
Development

200.
2. Start the activity by generating a 2 Write down the name of another important community worker.
guided discussion on the Impor- Then, make up a new verse of the song about that worker.
tance of community workers.
© SANTILLANA
Closure
200 two hundred
1. Prompt students to participate a
in a shared discussion.
2. Guide the discussion with ques- Notes

tions like:
• What types of community
members do you know?
• What do they do for us?
• Are they important for our
communities?
• Do you know any
community workers?
• How does this community
worker helps others?
Initiation
Where People Live
1. Have students move to exercise 1
People all over the world live in different kinds of places. In in the Making Connections sec-
Puerto Rico, most people live in a big city, in a suburban
tion on page 201.
neighborhood, or out in the countryside.
2. Ask students to sit in a circle to
generate a guided discussion on
the places where people live.
3. To ignite student’s interest, have

students look at the pictures on
page 201 and comment on them.
1 Answer the questions about where you live.
4. Read the aloud passage on the
a. My home is in… b. I live in… places people live to the students.
the city. an apartment.
a neighborhood. a house. Development
the countryside. a townhouse.
1. Invite students to reflect on the
topic based on their own personal
2 Draw a picture of your neighborhood or the street on which you
live. Then, write a sentence to describe your neighborhood. experiences.
2. Allow time for students to share

their ideas and insights on the
topic.
Closure
1. Ask students to move to exercises

1 and 2 on page 201.
© SANTILLANA

two hundred and one 201 cess by asking:
• Where do you live?
• Do you live in a house, an
Notes apartment, or a farm?
3. Expand the activity by asking stu-

dents to showcase their commu-
nity drawings to the rest of the
class.
201
Review
Initiation
1 Mark the sentence that best shows the lesson learned
1. Prompt students to work on a Be- in the story “The Storm.”
ginning, Middle, and End graphic
organizer. Treat others as you would like to be treated.
a. Ignite student’s interest in the
topic by having them reflect Always say “please” and “thank you.”
on the story's events. Ask
them to organize the events Be good to the environment.
in a chart labeled: Beginning,
Middle, End. 2 Look at the picture. Then, use the word bank to complete
the sentences.
b. Ask students to recall these
stages and name words that
describe them. on in
c. Ask other students to com- next to between
ment on it and evaluate
weather the stages are fol-
lowing a chronological path
or not. a. The old woman is
the two sidewalks.
of the textbook and complete ex-
ercise 1.
b. The girl is throwing trash the trash can.
a. Have a student read the in-
structions aloud for the rest of
the group. Ask: c. The boy and girl are riding their bicycles.
• Which lesson did the
people of Addison learn in
this story? d. The kids on the bikes are each other.
© SANTILLANA
• What event caused them
to change their attitudes
202 two hundred and two
and be different?
Notes
Development
1. Have students answer exercise 2 on page 201.

2. Have a student read out the instructions aloud for the rest of the
group.
3. Guide students with questions. Ask:

• Where is the woman in this picture?
• Where is the girl throwing trash?

• Where are the boy and girl riding their bikes?

6. Guide students through the process by asking them:
• Which letter f/r would go better with the word ?
Assessment
Closure
3 Complete the community worker jobs with the letters f and r.
Use the picture clues. Then, write the location of where they 1. Ask students to work on work-
work on the line below. book page 73.
2. Have a student read out the in-

structions aloud for the rest of the
i e ighte group.
a.
I work at the . about the exercise.
4. Prompt students to work on a jour-

nal entry titled "What I Learned
from Chapter 8".
police o ice
b.
what they learned during chapter
8's discussion.
I work at the .
6. Ask students to make a list of the
things they have learned.
Sometimes people go on vacation and
Resfoprect
cannot take their pets along. Pets cannot their drawings and insights with
be left alone. They should stay with people
Animals
they know, like friends or family members.
• List a few people you could ask to take

care of your pet.
• Name a few things they need to know

about your pet in order to care for them.
© SANTILLANA
two hundred and three 203
Notes
7. Have students focus on the Respect for Animals section on page 203.
8. Generate a guided discussion by having students share read the selec-
tion and reflect upon it
9. Have students share their ideas on the topic by asking them what mea-
sures we should take when traveling with our pets.
10. Expand the activity by having students design a plan for their pets while
they are away. Guide students through the process with questions:
• Who can we ask to care for our pets while we are away?
• Which things should they know so they can take good care of your
pet?
203
Chapter Animals Around the World
Standards Skills
Let’s Read! Title: "Our Trip to the Zoo"

Concepts Objectives
• animals • Learn about animals, the zoo, and animal habitats.

• zoo
• animal habitats
Think About It
Concepts Objectives
• animals • Identify important details in the story. • Distinguish between real and
imaginary.
• zoo • Recall the sequence of events in a
• animal habitats logical order. • Identify fact and opinion.
Letters and Sounds

Concepts Objectives
• the letters g and j • Review, identify, and write with the letters g and j.
Words to Know
Concepts Objectives
• zoo animals • Use vocabulary related to zoo animals.

Grammar
Concepts Objectives
• action verbs and the • Recognize the simple past tense.

simple past tense
• Use the simple past tense to complete sentences.
Activity Time
Concept Objectives
• lion masks • To create lion masks out of paper plates, yarn, paint, and glue.
Songs and Rhymes Song: "At the Zoo"

Concept Objectives
• zoo animals • Listen to the song.

• Sing about zoo animals and make up new verses about other zoo animals.

Concept Objectives
• life cycles • Identify different ways that baby animals are brought into the world, by being
born or hatching.

Environmental Awareness Different or exotic pets
Chapter
Animals
9 Around the
World
Initiation
1. Gather students in a circle. Gener-

ate a discussion by asking them to
look at the picture on page 204
and answer the following ques-
tions:
ture?
• Where do you think this story
will take place?
• How do the characters in the
picture look? Chapter
9
2. Have students take turns to iden-
tify elements that they see in the
picture according to their prior
Animals Around
knowledge.
3. Have students read the chapter ti-

the World
tle: "Animals Around the World." Let’s Predict!
They will answer the following
questions: • Where are the children going?
• What do you think is happen- • What

hat is the animal in the picture?
pictur
ing?
• Have you
ou ever been on a ffield trip?
• Who are the children in the
© SANTILLANA
picture?
204 two hundred and four
Notes
Development
dict section.
• Where are the children going?
• Are there any animals in the picture?
• Have you ever been on a field trip?
2. Allow enough time for students to share their responses with the rest
of the class.
4. Have a student read out the instructions to the rest of the group.
5. Guide students through the exercises by asking them:

• Which animals swim regularly?
• Which word best completes the following sentences?
Closure
1 Mark the animal that swims.
About… section on page 205.
a. b. c.
a. Assess students' prior knowl-
2 Circle the verb that fits the sentence. the topics to be discussed
throughout chapter 9.
a. The lion (roar/roared) in his den.
b. The janitor (clean/cleaned) the cage yesterday. tion by asking:
• What types of animals do
3 Complete the words below. Fill in the blanks with g or j. Then, you know?
read the words aloud. • What activities can you do
at the zoo?
• What are habitats?
a. ewel c. ma ic e. irl • Which life cycles do you
know about?
• Can you name words with
b. arden d. ar f. uice the letters g and j?
• What is the simple past
tense?
• animals • life cycles
• the zoo • the letters g and j
• animal habitats • the simple past tense

© SANTILLANA
two hundred and five 205
Notes
• Which letter best completes the following words?
6. Prompt students to participate in a discussion called "My Favorite Ani-

mal."
7. Invite students to sit in a circle. Ask students to think about their favorite
animal.
8. Allow students to take turns and share their responses with the rest of
the class.
9. You may guide students through the conversation by asking them ques-
tions like:
• Why is this your favorite animal?
• Which species does this animal belong to?
205
Let s Read!

and 207.
2. Have them look at the pictures

about the reading. Allow students
enough time to observe the pic-
tures.

• What is happening in these
pictures?
place?
• Who are the people in this
picture?
• Which animals can you see in
this picture? Our Trip to the Zoo
by Amy White
Illustrated by Alejandra Lunik
responses.

Today our class went to the Mayaguez Zoo.
We saw a lot of animals there! Some animals lived
a. Ask for a student volunteerto
share read the text to the rest
on land. Other animals lived in the water. The animals
of the group. were from different places all over the world!
join in and share read the
© SANTILLANA
text.
206 two hundred and six
Notes
During the Reading
1. As students go through the reading on page 206, you may ask them:
• What animals do you think they will see on their visit to the zoo?
2. Prompt students to share their responses with the rest of the group.
3. Have students mention the animals they think the characters will en-
counter next in the story.
4. Have students classify these animals according to their species (mammal,

reptile, bird, or fish).
5. Ask students to go to page 207. Allow students enough time to look at

the picture and make inferences about it.
6. Ask:
• What animals can you see in this picture?
Reading
After the Reading
1. Motivate students to participate in

a visualization activity.
2. Invite students to imagine they live

on the North Pole.
3. Ask students to choose an animal

they would like to be (polar bear,
penguin).
4. Ask students to think about how

their life as a would be if they were
polar bears or penguin.

• Where would you live if you
were a ?
• What things would you do if
you were a ?
• What would you eat if you
were a ?
First, we saw the big white polar bears.

It was fun to watch them swim in the icy cold water.
We also saw the penguins. They are birds, but instead
of flying, they swim in the water. We tried walking like
a penguin.
© SANTILLANA
two hundred and seven 207
Notes
• How many polar bears can you see?

• How many polar penguins can you see?
• What habitat do these animals live in?
7. Prompt students to participate in a shared discussion called "What Will

Happen Next?"
8. Have students brainstorm about what they think that will happen next
in the story.
9. Invite students to take turns and share their responses.
10. Expand the discussion by asking questions like:

• Don’t you think that will happen
207

to 209. Have students focus on
the image on page 208 to make
2. You may ask:

picture?
• What animals can you see in
this picture?
• How many zebras can you
see?
• How many giraffes can you
see?
• What habitats do these ani-
mals live in?
3. Allow enough time for students to


Then we saw the zebras and the giraffes.
5. Ask for a student volunteer to
share read the text to the rest of
They both looked a little bit like horses, with their four
the group. legs and a tail. The zebras were black and white with
stripes. They ran very fast. The giraffes were tall with big
6. Motivate other students to join in spots and very long necks. The zebras ate the grass on
and share read the text.
the ground and the giraffes ate the leaves in the trees.
© SANTILLANA
208 two hundred and eight
Notes
During the Reading

• What can you identify in this picture?
• What kinds of flowers are those?
• Who do you think can fill in this position?
2. As students go through the reading on page 208, you may ask:

• What animals do you think they will find on their visit to the zoo?
4. Allow students to mention the animals they think the characters will
encounter next in the story.
5. Have students classify these animals according to their species (mammal,

reptile, bird, or fish).
Reading
After the Reading
1. Invite students to participate in a

visualization activity.
2. Invite students to visualize they

live at the savanna.
3. Ask students to choose an animal

they would like to be (monkey/gi-
raffe).
4. Ask students to think about how

their life would be if they were
monkeys or giraffes.

• Where would you live if you
were a ?
• What things would you do if
you were a ?
• What would you eat if you
were a ?
After that, we saw the monkeys.

They were having lots of fun swinging from ropes and
playing with each other. The monkeys were eating all
kinds of fruit. Our teacher told us that monkeys are
very smart animals.
© SANTILLANA
two hundred and nine 209
Notes
6. Ask students to go to page 209. Allow students to look at the picture

and make inferences.

• What type of animals are these?
• What are they eating?
• What other things do you think they eat?
8. Invite students to brainstorm about what they think will happen next.
9. Hand out sheets of paper and have students draw their predictions and
write a sentence about them. Allow students time to take turns and
share their drawings with the rest of the class.
10. Have students react and comment on their classmate’s drawing.
209

and 211.
2. Have students focus on the image

about it.
3. You may ask:

picture?
• Where are the characters in
this picture?
• What are they doing in this
picture?
• What are they all eating?
• Have you ever been on a pic-
nic before?
• What things did you do or eat
during your picnic?

Then it was time for lunch. We had a picnic on the
5. Ask for a student volunteer to grass. We talked about all the different animals we had
seen. We laughed because we were eating bananas
the group.
just like the monkeys!
© SANTILLANA
210 two hundred and ten
Notes
During the Reading
1. Guide students through the reading by asking them:

• What kind of flowers are those?
• What are the characters in this picture doing?
• Have you ever been on a picnic before?
3. Allow students to look at the picture and make inferences.

• Where does this type of animal live?
• What kind of food do they eat?
Reading
After the Reading
1. Motivate students to participate in

a guided discussion titled: “Which
animals make good pets?”
2. Have students sit in a circle and

generate a discussion by asking
them:
• What animals do you have as
pets?
3. Allow students time to brainstorm

about the question.
4. Ask students to share their an-

swers.

cess by having them realize which
animals are good choices for
pets.
6. You may ask questions like:

• Are good
After lunch, we saw the snakes. pets?
Some were small and thin. Others were very big and • What care would a
long. We learned that some snakes are dangerous. require?
There are different kinds of snakes that live all over • What would you do if you had
a as a pet?
the world.
© SANTILLANA
two hundred and eleven 211
Notes
5. Have a volunteer share read the reading selection with the rest of the
class.
6. Motivate other students to join in and continue share reading the text
7. Guide students through the reading by asking:

• Do you like snakes?

• What type of animal is it?
• Would you have a snake as a pet?
211

and 213 to continue with the
reading.

about it.
3. You may ask:

picture?
• What animals are in the pic-
ture?
• Do they all live in the water?
• Look at the word in bold on
page 212. What does it mean
to you?


the group.
Then it was time for lunch. We had a picnic on the
grass. We talked about all the different animals we had
6. Motivate other students to join in seen. We laughed because we were eating bananas
just like the monkeys!
© SANTILLANA
210 two hundred and ten
Notes
During the Reading
1. Guide students through the reading by asking:

• What things can you identify in this picture?
• What kind of flowers are those?
• What type of animals are shown in the picture?
• Is that the same animal?
3. Have a volunteer share read the reading selection with the rest of the
class.
5. Allow students to look at the picture and make inferences.

a. Ask questions like:
Reading
After the Reading
1. Have students brainstorm about

how their lives would be as an el-
ephant, hippo, lion or a tiger.
2. Guide students to brainstorm

about where would they live,
what would they eat, and how
would they live.

share their responses with the rest
of the class.
4. Play “Animal I Spy” with your stu-

dents.
5. Describe any animal from the ones

shown in the story. You may also
have a discussion with students
on different types of animals.
6. Have students take turns to try

and identify the described animal.
After lunch, we saw the snakes. 7. Allow students to take turns and
Some were small and thin. Others were very big and describe an animal of their choice.
long. We learned that some snakes are dangerous. Invite others to join and guess.
There are different kinds of snakes that live all over
the world.
© SANTILLANA
two hundred and eleven 211
Notes

• What animals are shown in this picture?
• Are they all the same species?

• What animals are sleeping?
• Are both of these animals the same?

• Do they look like lions?
• Are they any similar to any type of house pet?
7. Ask students to participate in a guided discussion titled: “My life as a

?”
213

and 215.

about it.

picture?
• What animals are in the pic-
ture?
• Where do you think flamingos
live?
• Can flamingos fly like other
birds?


the group.
Next, we saw the great, big elephants and the hippos.
6. Motivate other students to join in The elephants had big, curved teeth called tusks.
and share read the text. They also had long noses called trunks.
7. Ask students to go to page 214. We almost missed the hippos! The mom and baby
hippos were hiding under the water.
8. Have a volunteer share read the
© SANTILLANA
reading selection with the rest of
the class. 212 two hundred and twelve
Notes
During the Reading

• What color are flamingos?
• What are their necks like?
• How do they like to stand?
3. Tell students to move to page 215. Have a volunteer share read the rea-
ding selection with the rest of the class. Motivate other students to join
in and continue share reading the text with the rest of the class.

• Where do you think the bus is going?
Reading
After the Reading

where they would live as an ani-
mal. Guide students to brainstorm
about the habitat, what other ani-
mals live in it, which plants can be
seen, and the weather.

share their responses with the rest
of the class.
3. Have students work on a journal

entry titled “What will happen
next?”
4. Allow students time to brainstorm

what could happen next in the
story.
5. Guide students with questions re-

lated to the story's events and how
these events can be affected.

Then we went into the cat area in the Jungle Wing. share their ideas with the rest of
Tigers and lions aren't your average cats, though! the class.
The tigers were sleeping.
7. Invite others to join in and guess
The lion and her lion cub were so cute! what they think could happen in-
Lions are known as the kings of the jungle. stead.
© SANTILLANA
two hundred and thirteen 213
Notes
• How did the children in the story feel about leaving?

6. Ask a volunteer to choose a word and say the meaning out loud.
7. Invite another student to use the word in a sentence and say it out
loud.
8. Have students write a sentence with each keyword in their notebooks.
9. Prompt students to participate in a guided discussion titled:“My favorite

habitat?”
215
Think About It
Initiation
1 Match the animal to its name.
1. Invite students to go to the Think
About It section on pages 216 and
217. a. giraffe
2. Gather students in a circle to gen-
erate a review discussion.
3. Ask students to recall the story's b. hippo

events. Guide students through
the process with questions like:
• How many characters ap-
peared in the story? c. flamingo
• What was the problem thes e
characters faced?

d. monkey
1 on page 216.
5. Ask a student to read the instruc- 2 Put the events in order, using numbers 1 to 5.

cise by asking questions like: a. c. e.
• What animals were presented
in this story?.
b. d.
© SANTILLANA
216 two hundred and sixteen
Notes
Development
1. Prompt students to participate in a "Beginning, Middle, and End" activity.
2. Ask students to retell the events in the story in a chart labeled Beginning,
Middle, and End.
3. Students will make drawings related to the story using this order.
4. Have several students share their drawings with the rest of the group.
5. Direct students to exercise 2 on page 216 of the Textbook.

6. Ask a student to read the instructions to the rest of the group.

• Where can you identify a/an ?
• What happened first in the story?
• What happened second?
Closure
3 Put the animal in the correct category. Use the word bank.
1. Have students work on exercise 4.
penguin zebra hippo lion 2. Have students recall the story's
animals.
Can Swim Cannot Swim 3. Guide them with questions like:
• What is your favorite zoo
animal?

page 217.
5. Ask students:
4 Complete the sentence.
• What is your favorite animal?
Why?
a. My favorite zoo animal is . • How can we respect animals?

Liv n To ether Environmental Awareness
1 Read and answer:

All animals are important. Every animal
plays a part in making our world the
interesting place that it is. We must
value and respect all types of animals.
a. What is your favorite animal? Why?
b. How can we respect animals?

© SANTILLANA
two hundred and seventeen 217
Notes
• What happened third?

• What happened fourth?
8. Have students go to page 217 and work on exercise 3.
9. Have students recall the story's animals.

10. Guide them with questions like:

• Which of these animals can swim?
• Which of these animals don’t swim?
217
Letters and Sounds
Initiation The Letter Gg
1. Prompt students to complete the
words with the missing letter g.
Gg
2. Prepare sets of index cards with
words missing the initial letter g.
3. Have students look at the cards to

try to identify a word.
4. Have students take turns to grab a

card and guess the word.
5. Afterwards, you can have students Gary the gorilla gobbles up goodies.
classify these words according
to where the g sound is located
(beginning, middle, or end of the
word).
garden gem grapes
1 Complete the words with the letter g.

and words on page 218 of the
textbook.

they know with the letter g.
genie glass
growl giraffe
with the missing g in exercise 1.
9. Prompt students to write a sen-
gentle game
tence with each of the words in
exercise 1 in their notebooks.
© SANTILLANA
218 two hundred and eighteen
Notes
Development
1. Have students move to exercise 2 on page 219.
2. Have a student read the instructions to the rest of the group.

• Where is the letter g in this word?
• Which words have the letter g at the beginning?
• Which words have the letter g at the end?

• Can you name other words with the letter g at the end?
4. Ask students to go to exercise 3 on page 219. Have a student read the

instructions to the rest of the group.

• Which words need the letter g to be completed?
Phonemic Awareness
Closure
2 Match the words that rhyme.
1. Ask students to go to workbook
page 76.

a. b. c.
rug fig dog 3. Direct students through the ex-

ercises by asking them questions
related to them.
4. Invite students to play "Scrabble"

with words that have the letter g
in them.
5. Have students combine conso-

nants and vowels to form new
words with the letter g.
frog bug pig 6. Divide students into groups and

have them work by time.
3 Fill in the blanks with the letter g. Then, read the story aloud. 7. When time is up, the group with
the most words made wins.
Danny and Emma wanted a fro . They already had
8. Choose a volunteer to pick several
a do ,a uinea pi ,a erbil, words with the letter g in them
and a turtle. Their mother was afraid the and write sentences with each.
house would turn into a zoo. If she let them,
9. Prompt students to discuss their
they would adopt a hu e iraffe! sentences with the rest of the
group.
© SANTILLANA
two hundred and nineteen 219
Notes
• Which words can we make by adding the letter g?
6. Have students create their own “Letter G Booklet."

7. Provide students with paper, markers, crayons, scissors, and glue.
8. Ask students to make a list of all the words they know with the letter g.
9. Allow students to create this booklet by using a page per word. Each
page should include the word and a drawing.
10. You may showcase all these booklets on the classroom bulletin board.
219
Letters and Sounds
Initiation The Letter Jj
1. Ask students to complete the
words with the missing letter j.
Jj
words missing the initial letter j.
3. Invite students to look at the cards

and try to identify a word.

5. Afterwards you can have students Julie’s jump rope brings joy.
classify these words according
to where the j sound is located
(beginning, middle, or end of a
word).
jacket jaguar jewelry
1 Complete the word with the letter j.

and words on page 220.

they know with the letter j.
8. Have students complete the words jealous joke

jazz jiggle
with the missing j on exercise 1.
9. Prompt students to write a sen-

tence with each of the words in
jelly jump
exercise 1 in their notebooks.
© SANTILLANA
220 two hundred and twenty
Notes
Development

• Where is the letter j in this word?
• Which words have the letter j at the beginning?
• Which words have the letter j at the end?

• Can you name other words with the letter j at the end?


• Which words need the letter j to be completed?
Phonemic Awareness
Closure
2 Use the letter Jj to complete the sentences below. Then, read
them aloud. 1. Ask students to say or write a sen-
tence with the new words they
a. oel is about to embark on a ourney. just made.
b. eremy would like some strawberry am.
2. Ask students to go to workbook-
c. It was cold, so I wore eans and a acket. page 77.
d. enny wants to be a udge when she grows up. 3. Have a student read the instruc-
3 Replace the first letter of each word with a j to form a new word.
Say each pair of words out loud.
4. Direct students through the ex-
related to them.
a. mail 5. Have students play "Scrabble."

words with the letter j.
b. boy 7. Divide students into groups and
have them work for a certain
amount of time.
8. When time is up, the group with

c. pet the most words made wins.
d. beans
© SANTILLANA
two hundred and twenty-one 221
Notes
• Which words can we make by adding the letter j?
6. Have students create their own “Letter J Booklet."

7. Provide students with paper, markers, crayons, scissors, and glue.
8. Ask students to make a list of all the words they know with the letter j.
• Which new words did you make?
221
Words to Know
Initiation Zoo Animals
1. Prompt students to participate
in a show and tell called: “I’m a
“.
2. Provide students with reading ma-

terial (informational books, maga-
zines, encyclopedias, etc.) that has
information on several animals.
These should be at their grade
level.
3. Have students work in small

groups with an animal of their
choice.
4. Invite students to read, share, and

discuss information together as a
group.
5. Ask students to sit in a circle and

share their knowledge and insights
6. You may guide the discussion with

questions like: bear crocodile kangaroo
• Why did you choose this
animal?
• What type of animal is this?
• What are this animal's features?
© SANTILLANA
ostrich sea lion turtle
222 two hundred and twenty-two
Notes
Development
1. Ask students to go to page 222 and look at the picture to generate a

guided discussion. Direct the discussion with questions like:
• What do you see in this picture?
• Where are the characters in the picture?
• What are they doing in the picture?
• What things can you identify?
• Which animals can you name?
3. Have a student read the instructions. If no student is able to do so you

may read the instructions instead.

• What animals are shown in the picture?
Closure
1 Write the name of each zoo animal underneath each picture. 1. Ask students to move to exercise
Use the word bank. 2 on textbook page 223. Tell stu-
dents to mark the animals that
bear kangaroo walk on two legs.
2. You may try to name several four

legged animals so students dif-
ferentiate and identify the right
ones.
3. Ask students to move to exercise 3

on page 223. Tell students to mark
the animals that usually swim.
4. Allow students to name other ani-

a. b. mals that swim regularly.
2 Mark the animals that walk on two legs. 5. You may try to name several other
animals to have students differen-
tiate and identify the right ones.
a. b. c. 6. Direct students to workbook page

79 and complete the exercises.
7. Ask for a student to read the in-

3 Mark the animals that live mostly in water. structions to the rest of the stu-
dents.

a. b. c. cise by asking them questions re-
lated to it.
© SANTILLANA
two hundred and twenty-three 223
Notes
• Which animal is a bear?

• Which animal is a kangaroo?
• Which of these words is the right match to label the
?
5. Discuss the results with the students through a shared discussion.

6. Direct students to workbook page 78 and complete the exercises. Guide

students through the exercise by asking them questions related to it.
223
Initiation The Simple Past Tense

1. Guide students to participate in 1 Complete the sentences below. Use the word bank.
an "Act It Out" activity.

with random verbs in simple pres-
ent and simple past.

bag. dance paint travel nap
4. Choose and act out the verb.
danced painted traveled napped
While you do so, say: Today I jump
the rope. Yesterday I jumped the
rope to demonstrate the proper
use of verbs in the past. a. Yesterday, the dragon to the music.
Sometimes, I dance, too.
a strip and “Act It Out!”
b. Yesterday, the boy a picture.

Development
Sometimes, I paint pictures, too.
1. Prompt students to work in a "Pair
Seeking" activity.
c. Yesterday, Grant and Jody to England.
2. Prepare several sentence strips with
pairs of verbs in present and past. I like to travel, too.
3. Distribute the sentence strips ran-

domly through the classroom.
d. Yesterday, Jessica at noon.
4. Have students stand up, choose a Sometimes, I nap at noon, too!
© SANTILLANA
word and walk around the class-
room to find the right match. 224 two hundred and twenty-four
5. Gather students in a circle and

share the words with the rest of
the class. Notes
Closure
1. Ask students to work on exercise

1.


4. Ask questions related to the exer-

Initiation
Lion Masks
In the story, you learned
about lions. Lions are strong, 1 1. Prompt students to participate in
a guided discussion on lions.
powerful animals with long
manes and sharp teeth. They 2. Have students sit in a circle and
also make a loud roar when brainstorm about lions' attributes.
they want to communicate.
Pretend you are a lion with
these fun lion masks! 2 share their responses with the rest
of the class.
Supplies
• paper plate Development
• paint and paintbrushes
• string and yarn 3 1. Have students work on the “Activ-

ity Time” section on page 225.
• hole puncher
• scissors and glue tions to the rest of the group.
Steps 3. Provide students with paper
1 Punch holes on both sides 4 plates, paint, yarn, and scissors.

Guide students through each step
of the plate.
of the process.
2 Draw and color a lion
face. Closure
3 Glue on yarn as its mane. 5 1. Motivate students to participate in

a "Lion Play Pretend."
4 Cut holes for the eyes.
2. Allow students time to wear their
5 Tie string to each side of masks and play together.
© SANTILLANA
the holes.
two hundred and twenty-five 225
3. Students can use their masks out
at the playground, for a field trip
to the zoo, or even in the class-
room.
Notes
4. While students play, you may take
pictures, and also have them re-
cord their experience in a journal
entry to save in their portfolio. © SANTILLANA - Any reproduction is prohibited.
225
Initiation At the Zoo

1. Prompt students to participate in 1 Sing the song.
an auditory discrimination activity.
Ohhhh! We’re gonna see, we’re gonna see
2. Have students listen to “At the All the animals at the zoo!
zoo” from the music CD. We’re gonna see, we’re gonna see
3. As they listen to the song, growl All the animals at the zoo!
like a bear. Have them imitate you Living at the zoo there is a big black bear.
and follow the song.
Living at the zoo there is a big black bear.
4. Have students share read the lyrics The bear, he makes a sound like this, “Grrrr!”
on page 226. The bear, he makes a sound like this, “Grrrr!”
5. Play the song again and have stu-
dents growl on their own as they
read.
Development
1. Guide students to work in a "Mis-

print” activity.
2. Prepare several copies of the song’s

lyrics. Change several words in the
text to alter the song's context.
Distribute the copies for students 2 Invent a new verse for the song using other zoo animals
to review. and the noises they make.
3. Organize a shared discussion to

give students the opportunity to
© SANTILLANA
identify the misprinted words and
fix the song's context.
226 two hundred and twenty-six
4. Have students sing the song one

more time.
Notes
Closure

exercise 2 of the Textbook. Have
a student read the instructions to
2. Invite students to brainstorm a

new, original version for this song.
3. Play the song while giving stu-

dents the opportunity to rewrite a
new version of the song.

share their creations with the rest
of the class.
Initiation
Life Cycles
guided discussion on life cycles.
2. Have students sit in a circle to gen-

erate a discussion on life cycles.
All animals have life cycles. They are born, they grow up, they 3. You may use the reading selection
reproduce, and they die. Some animals hatch from eggs, others on page 227 to ignite student’s
are born from their mother’s womb. All birds, snakes, turtles, and prior knowledge.
fish hatch from eggs. Dogs, cats, horses, and people are born.
1 Write the names of two animals that hatch and two that are born. share their responses with the rest
of the class.
hatch born
5. Discuss the life cycle of a frog, a
butterfly, or a chicken with your
students.
a. a.
Development
b. b. 1. Have students work on the Mak-

ing Connections section on page
2 Draw a picture of a baby animal. Circle the word hatch or born 227 of the Textbook.
to show how the baby animal is brought into the world.
hatch
a.
3. Have students classify the animals
that are hatched or born.
born
b. 4. Invite students to name other ani-
© SANTILLANA
mals hatched or born that were

two hundred and twenty-seven 227 not mentioned in the text.
Closure
Notes
on Making Connections section
on page 227.


an animal that is hatched or born.
4. Invite students to share their draw-

ings with the rest of the students.
227
Review
Initiation
1 Complete the sentences. Use the word bank.
1. Prompt students to work on a con-
cept web about what they learned
on chapter 9.
cleaned, clean pack, packed jump, jumped
2. Ignite students' interest in the a. Yesterday, Tim was so happy to be at the beach. He
topic, draw a concept web on the
board with the phrase “What I
Learned…” in the center.
out of joy!
3. Ask students to recall what they
have learned throughout chapter
9: “Animals Around the World”.
I like to rope.
4. Invite students to take turns to an-
swer what they have learned.
5. Allow students the opportunity to b. Yesterday, we all our belongings

share their own experience with because we are moving.
6. Expand the discussion by asking

questions like: I my bag when I go on vacation.
• Did we all learn the same?
• Do we all like the same
animals? c. Yesterday, the janitor the classroom.
I like to up after myself.
© SANTILLANA
228 two hundred and twenty-eight
Notes
Development
1. Ask students to go to page 228 and complete exercise

3. Before they start, you can ask them questions like:
• Do you recall how words in the simple past end?
• Which suffix do we add to a verb to make it past tense?
• Which word would best complete sentence ?
4. Tell students to answer exercise 2 on page 229.

5. Have a student read out the instructions aloud to the rest of the group.

• Which letter ( g/j) would best complete the word ?
Assessment
Closure
2 Complete the words with the letters g or j.
1. Invite students to make new sen-
tences with the pictures on exer-
cise 3 on page 229.
a. el c. ump e. oy
b. fro d. ho f. oke
3. Tell students to go to the Respect
3 Classify the words above as having a g sound like in the word
gold or a j sound like in the word July. 4. Generate a guided discussion by

g j lection and reflect upon it
5. Have students share their knowl-

edge on the different types of
pets.
6. Guide students by asking ques-

tions like:
• Why lions, elephants, and hip-
Although we usually think of dogs and pos not considered pets?
Resfoprect cats as the only two pet choices, there are

many other types of pets to choose from.
Animals Mice, gerbils, lizards, and ferrets are a few
examples of different pets.
• Name three other types of pets.
• Discuss why animals like lions, elephants,

and hippos are not considered pets.
© SANTILLANA
two hundred and twenty-nine 229
Notes
7. Direct students to exercise 3 on page 229.

• Which words would best complete the g column?
• Which words would best complete the j column?
10. Have students work on workbook page 49.

12. Guide students through the process by asking them questions related to
the exercise.
229
Chapter Mother Nature
Standards Skills
Let’s Read! Title: "Plants Grow"

Concepts Objective
• plant life • Learn about plant life, the environment, and caring for the earth.
• environment
• caring for the earth
Think About It
Concepts Objectives
• plant life • Identify important details in the story. • Distinguish between real and
imaginary.
• environment • Recall the sequence of events in a
• caring for the earth logical order. • Identify fact and opinion.
Letters and Sounds

Concept Objective
• the letters c and q • Review, identify, and write with the letters c and q.
Words to Know
Concept Objective
• plant life • Use vocabulary related to plants and plant life.

Grammar
Concept Objectives
• demonstrative pronouns • Recognize demonstrative pronouns: this, these, that, and those. Use them to
complete sentences.
Activity Time
Concept Objective
• plant life • Conduct an experiment to find out what happens when a plant does not get
what it needs.
Songs and Rhymes Song: "The Eentsy Weentsy Spider"

Concepts Objectives
• rain • Listen to the song, sing the song, and act it out. Discuss the effects of nature in
the song.
• sunlight

Concept Objective
• the effects of rain • Identify the positive and negative effects of rain.

Environmental Awareness Pet care during a natural disaster
Chapter
10 Mother
Nature
Initiation
1. Gather students in a circle. Gener-

ate a discussion by asking them to
look at the picture on page 230.
2. Ask students to answer the fol-

lowing question:
ture?

ments that they see in the picture
according to their prior knowl- Chapter
10
edge.
4. Direct students to read the Chap-

ter 10 title: "Mother Nature". Ask
them to answer the following
Mother Nature
questions:
ture? Let’s Predict!
• What do you think this story • What is the weather like in the picture?
will be about?
• Can plants grow in this weather?
• What different types of plants do you see?
© SANTILLANA
230 two hundred and thirty
Notes
Development
dict section.
• What is the weather like in this picture?
• Can plants grow in this weather?
• What different types of plants do you see?
2. Allow students enough time to share their responses.

5. Guide students through the exercises by asking them related questions
like:
• What do plants need to grow?
• Do plants need candy to grow?
Closure
1 Trace the names of things that are necessary for a plant to grow.
water fruit
1. Prompt students to review the de-
monstrative pronouns through a
creative activity titled; "This, That,
These, Those"
juice air 2. Gather several objects (pencil,

sharpener, notebook, crayons,
soil sunlight
ruler, etc.).
3. Prepare index cards with the

words this, that, these, those writ-
Circle the words that have the letter c. Underline the words that
ten in the center.
2
have the letter q. 4. Place objects in different places
throughout the classroom. They
a. Can you cut me a quarter of cake?
should be arranged in different
b. The earthquake was quite scary. distances (near/far) and in differ-
ent conditions (singular/plural).
3 Choose the word that fits the sentence.
5. Have students take turns to pick
a. (This/These) are flowers. c. (Those/That) is a leaf. an index card and label the ob-
ject or objects with the correct
b. (That/Those) is a plant. d. (That/Those) are trees. demonstrative pronoun.
• plant life • the letters c and q
• environments • demonstrative pronouns
• caring for the earth • the effects of rain

© SANTILLANA
two hundred and thirty-one 231
Notes
• Can plants live without water?
6. Have students move to exercise 2 on page 231:

7. Invite students to mention several words with the letters c and q. Ask
students to think on whether both letters sound alike or different. Al-
low students to take turns and share their response with the rest of the
classmates.
8. Direct students to the I Will Learn About… section on page 231. Ask:
• What types of plants do you know?
• What types of environments can you name?
• What words with the letters c and q can you name?
• What are demonstrative pronouns?
231
Let s Read!

2. Tell them to look at the pictures to
ing.
3. Allow students time to observe

the pictures.

picture?
• Where do you think the story
takes place?
• What things in the picture can
you identify?

responses.

ing process on page 232. Plants Grow
7. Invite a student volunteer to share by Sarah Fash
read the text with the rest of the Illustrated by Matthew Cole
group.
It is spring!
8. Motivate other students to join in Winter time is gone.
It is sunny and warm.
© SANTILLANA
232 two hundred and thirty-two
Notes
During the Reading
1. Ask students to go through the reading on page 232. You may ask
them:
• What is being shown on page 232?
3. Allow students to mention what they think they will encounter next in
the story.
4. Have students share their insights about it.

6. Allow students enough time to look at the picture and make inferences
about it.
Reading
After the Reading

a discussion regarding what will

in the story.

4. Expand the discussion by asking

questions like:
• Don’t you think that
will happen
instead?
5. Invite students to draw what they

think will happen next in the story.
6. Guide students to participate in a

group discussion to predict what
7. Allow students to share their

drawings and predictions with the
Sometimes it rains. rest of the class.
The weather is nice.
Perfect for plants to grow.
© SANTILLANA
two hundred and thirty-three 233
Notes

• What do roots need in order to grow strong?
8. Allow students enough time to share their opinions.

233

2. Ask them to look at the picture
about the reading.
3. Allow students enough time to


picture?
you identify?
• What is happening to the
seed in this picture?
• What do you think caused
this?


7. Ask a volunteer to share read the

text with the rest of the group. A seed is planted in the soil.
8. Motivate other students to join in The seed will grow into a plant.
and share read the text. The seed needs soil and water.
© SANTILLANA
234 two hundred and thirty-four
Notes
During the Reading
1. As students go through the reading on page 234, you may ask them
questions like:
3. Allow students to share what they think they will encounter next in the
story.
4. Have volunteer students share their insights about it.
5. Ask students to move to page 235.

6. Allow students time to look at the picture and make inferences about it.
7. Ask:
Reading
After the Reading

a discussion on what will happen
next in the story.

what they think that will happen
next in the story.

4. Extend the discussion by asking

questions like:
will happen
instead?
• Do you think this plant will live
or wilt?
5. Ask students to make draw the

stages of a plant's life cycle as they
move through the reading.

rest of the class.
Roots grow out of the seed.
They grow deep into the soil.
The roots carry food from the soil
to the rest of the plant.
© SANTILLANA
two hundred and thirty-five 235
Notes
• What things in the picture can you identify?

• What do roots need in order to grow strong?

235

2. Have them look at the picture
about the reading.

4. Ask:
picture?
you identify?
• What is happening to the
seed in this picture?
• What do you think caused
this?



A little plant grows out of the ground.
group. It is called a sprout.
The sprout needs sunlight, air, and water.
It grows and grows.
© SANTILLANA
236 two hundred and thirty-six
Notes
During the Reading
questions such as:
the story.
4. Have volunteer students to share their insights about it.

about it.
Reading
After the Reading


in the story.


questions like:
• Which type of plant do you
think this is?
• Do you think it will have flow-
ers?
5. Have students continue to draw a

plant's life cycle as they go through
the reading.

rest of the class.
Soon the plant has a stem. There are

leaves on the stem. The leaves make food
for the plant. The stem carries food from
the roots to the leaves.
© SANTILLANA
two hundred and thirty-seven 237
Notes

• What is happening to the plant in the picture?
• Allow students enough time to share their opinions.
237
1. Ask students to go to page 238 .

about the reading.


picture?
you identify?
place?
• What is the insect shown in
the picture?



Flowers bloom on the plant.
group. The flowers attract birds, bees, and
butterflies. They drink nectar from
8. Motivate other students to join in the flowers.
© SANTILLANA
238 two hundred and thirty-eight
Notes
During the Reading
the story.
4. Have volunteer students to share their insights about it.

about it.

Reading
After the Reading


in the story.


questions like:
pen to the butterfly?
5. Have students continue to draw a

plant's life cycle as they go through
the reading.
6. Have students discuss a plant's life

cycle. They may consult the text.

rest of the class.
The birds, bees, and butterflies carry
pollen from flower to flower.
Now new seeds will grow.
These seeds will become plants.
© SANTILLANA
two hundred and thirty-nine 239
Notes

• What insect is in the picture?

239

about the reading.


picture?
• What can you identify in the
picture?
place?
• Which habitats are shown in
the picture?


7. Invite a student volunteer to sha-

re read the text with the rest of
Plants grow all over the world.
the group. There are plants in the mountains.
There are plants in the desert.
8. Motivate other students to join in There are also plants in the ocean.
© SANTILLANA
240 two hundred and forty
Notes
During the Reading

the story.
4. Have volunteer students share their insights about it.
about it. Ask questions like:
Reading
After the Reading

tivity to create an alternate ending
for this story.

what they think could have been
different in the story.
3. Invite students to draw and write

an alternate ending for the story.
4. Allow students the opportunity to

share their ending with their class-
mates.
Plants are important.
5. Prompt students to have a group
They clean the air.
discussion on plant life cycles.
They provide food for animals.
They also make the world a 6. Have students analyze the stages
beautiful place. in a plant's life cycle.
7. Invite students to create a poster

showing a plant's life cycle.
Keywords Vocabulary
8. Allow students to share their draw-
ings with the rest of the class.
seed soil sprout stem

© SANTILLANA
two hundred and forty-one 241
Notes
• What animal appears in the picture?

• Can plants benefit from animals?
• Can animals benefit from plants?

9. Ask a student to choose a word and say the meaning out loud.
10. Invite another student to use the word in a sentence and say it out
loud.
11. Direct students to write a sentence with each keyword in their note-
books.
241
Think About It
Initiation
1 Mark the sentence that describes what the story is about.
1. Tell students to go to the Think
About It section on pages 242- a. How clouds create water.
243 of the Textbook.
2. Gather students in a circle to gen- b. How plants grow.

erate a review discussion.
c. How seeds travel around the world.
events. Guide students through
2 Circle the word that best completes the sentence.
the process with questions like:
• What was this story about? a. Seeds are planted in…
• Which life cyccles did we
discuss? water. rock. soil.
• What important facts did we
learn from the reading? 3 Mark what plants need to live.
a. sunlight, air, and water
an activity. Organize the events
from the beginning, middle, and
end of the story. b. air, rocks, and soil
5. Ask students to retell the events in c. sunlight, air, and wind

the story in a chart labeled Begin-
ning, Middle, and End
4 Circle all the animals that flowers attract.
6. Students will make drawings re-
lated to the story in this order. bears birds people
7. Have several students share their
drawings with the rest of the bees butterflies
© SANTILLANA
group.
242 two hundred and forty-two
Notes
Development
1. Have students go to the Think About It section on pages 242 and 243.
2. Direct students to exercise 1 on page 242. Ask a student to read the


• What was this story about?


• What things are essential for a plant to grow?

Closure
5 Read aloud the sentences below that say why plants are
important. Then, write another reason why plants are important. 1. Have students go to exercise 6 on
textbook page 243.
a. They clean the air.
b. They provide food for animals.
events.
c. They make the world a beautiful place.
6 Put the plant growth steps in order, using numbers 1 to 4.
4. Have students read and reflect
page 243.
a. b. c. d.
5. Ask students:
• Which exercises do you enjoy
doing?
Liv n To ether Environmental Awareness
• Why is nature important?

1 Read and answer: cises on workbook page 85.
Nature is responsible for keeping this
7. Invite a student to read the instruc-
planet alive and working. It feeds animals
and keeps the air clean for people.
a. Why is nature important? 8. You may guide students by asking
questions related to the topic.
b. How are plants, animals, and people
connected?
© SANTILLANA
two hundred and forty-three 243
Notes

• Are plants important in our lives? Why?


• Which animals do flowers attract?
• Why are plants important?
12. Ask students to work on the exercises on workbook page 84. Ask a
student to read the instructions to the rest of the group.
243
Letters and Sounds
Initiation The Letter Cc
with the missing letter c.
Cc
words missing the initial letter c.

to try to identify a word.

5. Afterwards, you can have stu- Cindy cooks carrot cake.

ing to where the c sound is locat-
ed (beginning, middle, or end of
a word).
car circle cot
1 Complete the words with the letter c.


and discuss the words with the
letter c.
cape celebrate
cereal cinnamon
they know with the letter c.
can count
with the missing c featured in ex-
ercise 1.
© SANTILLANA
244 two hundred and forty-four
Notes
Development
1. Have students write sentences with all the words discussed in exercise
1.
2. Have students write a sentence for each word on page 244 in their note-
books.
3. Ask students to participate in a discussion to share the different sen-

tences with each word.
4. Allow students to take turns to share their sentences with the rest of the
class.


• Where is the letter c in this word?
Phonemic Awareness
Closure
2 Read the words aloud. Then, match the pictures to the words.
page 86.
a. b. c. 2. Have a student read the instruc-


related to them.
4. Have students to play Scrabble us-

ing words with the letter c.
cat celery candy
3 Pronounce the words below. Classify them according nants and vowels to form new
to their c sound. words with the letter c.
6. Divide students into groups and

carpet cinema cute carnival center cement have them work within a time
frame.
c as in city c as in can
the most words wins.
8. You can extend this activity by ask-

ing them to classify these words
according to their sound (hard/
soft).
© SANTILLANA
two hundred and forty-five 245
Notes
• Do all words have the letter c at the beginning?

• Do all words have a hard c sound?
• Can you identify a word with a soft c sound?


• Which words have a hard c sound?
• Which words have a soft c sound?
245
Letters and Sounds
Initiation The Letter Qq
with the missing letter q.
Qq
words missing the initial letter q.

to try to identify a word.

5. Afterwards, you can have students The queen makes a square quilt.
classify these words according to
where the q sound is located (be-
ginning, middle, or end of a word).
6. Ask students to look at the pic- quarter quilt quack

7. Have students look at the pictures 1 Complete the word with the letter q.
and discuss the words with the
letter q.
8. Ask students to name other words question quiet

quick quilt
they know with the letter q.

with the missing q featured in ex-
quail quarrel
ercise 1.
© SANTILLANA
246 two hundred and forty-six
Notes
Development
1. Have students go to exercise 2 on page 247.

• Where is the letter q in this word?
• Do all words have the letter q at the beginning?
• Do any words have the letter q at the middle?

• Do any words have the letter q at the end?


• Which words did we make by adding the letter q?
Phonemic Awareness
Closure
2 Read each word aloud. Circle the letter q.
liquid squid quilt square page 87.
a. b. c. d.
3 Complete the words with the letter q. Then, read tions to the rest of the group.
the sentences aloud.
3. Direct students through the ex-
related to them.
a. The uiz had a lot of uestions. 4. Have students play Scrabble using
words with the letter q.

b. I paid a dollar for a uart of milk. words with the letter q.
6. Divide students into groups and

have them work for a certain
4 Write the word underneath the correct picture.
amount of time.
Use the word bank.
quiet question quack the most words wins.
8. Choose a volunteer student to se-

lect several words with the letter
a. b. c. q in them. Then, they will write
sentences with each word.
9. Prompt students to discuss their

sentences with the rest of the
© SANTILLANA
group.
two hundred and forty-seven 247
Notes


• What is (a/b/c) showing?
• Which word best explains that picture?
8. Direct students to create their own “Letter Q Booklet." Provide students

with paper, markers, crayons, scissors, and glue. Ask students to make a
list of all the words they know with the letter q.
247
Words to Know
Initiation Plant Life
matching game.
2. Prepare several images of the fol-

lowing: plant, root, bud, crop,
leaf, flower, etc.
3. Make sentence strips with the

name of each image.

tures and take turns to label each
picture with the correct label.
5. When students match each word

to its image, you can paste them
on the bulletin board.


tions like:
plant flower leaf
ture?
• What can you identify?
• What plants can you identify
in this picture?
• What would you do in a place
bud root crop
© SANTILLANA
like this?
248 two hundred and forty-eight
Notes
Development

3. Ask students:
• What images are shown in this exercise?
• Which words should we use to label them?
4. Discuss the results with students as a group. Encourage participation.
5. Direct students to workbook page 88. Have students complete the exer-
cises. Before this, have a student read the exercises' instructions for the
rest of the group.
6. Guide students through the exercise by asking them questions related to

it to trigger students' knowledge.
Closure
1 Write the name of each picture. Use the word bank. 1. Ask students to move to exercise
2 on page 249.
crop plant leaf 2. Help students by reading the
questions aloud for them.
3. Tell them to complete the sen-

tences with the words from the
word bank.
4. Direct students to workbook page


2 Complete the sentences below with the vocabulary words. tions to the rest of the students.
flower crops bud plant roots leaves 6. Guide students through the exer-
cise by asking them related ques-
tions.
a. To grow a , you must plant a seed.

7. Discuss the results with your stu-
dents via shared discussion.
8. Alllow students to join in and

b. The seed sprouts in the ground. share their answers with the rest
of the group.
c. Soon, a stem will grow and a will form.

© SANTILLANA
d. The bud will grow into a .

two hundred and forty-nine 249
Notes
7. Have students to write a sentence with each vocabulary word in their

notebooks.
8. Prompt students to gather in a circle to discuss their sentences.
9. Select a random vocabulary word and mention it out loud.

10. Invite students to take turns and share their sentences with the rest of
the group.
249
Initiation Demonstrative Pronouns

1. Prompt students to participate in 1 Look at the pictures. Then, read the words aloud.
an "Act It Out" activity.
2. Prepare several sentence strips with

random singular and plural objects.
a. b. c. d.
bag. this that these those
2 Complete the sentences below. Use this, that, these, or those.

a strip and “Act It Out!
Use the picture clues.
• Is the word singular or plural? a.
is a stick in my hand.
decide whether the object will be
near or far.
b.
7. f. Have students decide if the act- are birds up in the tree.
ing out is correct or not.
Development c.
are flowers in my hair.
and work on exercise 1.
2. Have a student read the instruc- d.

tions to the rest of the group. is my mom’s garden
behind the fence.
© SANTILLANA
3. As they go through exercise 1, you
may ask: 250 two hundred and fifty
• What difference can you iden-

tify between a. and c.?
• What difference can you iden- Notes
tify between b. and d.?
Closure

dents look at the pictures used for
exercise 1 and make up new sen-
tences from them.

Initiation
Science Experiment
Scientists experiment to learn
about our world. Make an 1 1. Have students work on the “Activ-
ity Time” section on page 251
experiment to learn what
happens when a plant does 2. Ask a student to read the instruc-
not get what it needs. tions to the rest of the group.
Supplies
2
3. Guide students through each step
of the process.
• 4 plastic cups
• 4 seeds
Development
• soil and water
• marker 1. Have students to complete the ex-
Steps 3 ercises on workbook page 90.

1 Label the cups 1, 2 (no tions to the rest of the group.
sunlight), 3 (no water), and
4 (no soil). 3. Ask questions related to the exer-
2 Fill the cups 1 to 3 with
soil. Plant a seed in each
4
Closure
cup. Put a seed in cup 4.
3 Place cups 1, 3, and 4 in a 1. You can extend this activity by

asking students to document the
sunny place. Place cup 2
in a dark place.
5 entire process.
4 Water cups 1, 2, and 4 2. Invite students to make daily

every day for two weeks. drawings illustrating the plants'
Do not water cup 3. progress.
© SANTILLANA
5 Draw a conclusion. 3. Have students keep a daily journal

two hundred and fifty-one 251
to track the whole process.
Notes
251
Initiation The Eentsy Weentsy Spider

1. Have students listen to “The Eent- 1 Sing the song.
sy Weentsy Spider” from the Mu-
sic CD. The Eentsy Weentsy Spider went up
2. Ask students to focus on exercise the water spout,
1 on page 252 and sing the song.
Down came the rain and
3. Invite students to sing the song washed the spider out.
together.
Out came the sun and dried
up all the rain,
Development
And the Eentsy Weentsy Spider
1. Move to exercise 2 on page 252. went up the spout again.
tions aloud for the rest of the
group.
2 Sing the song again. As you sing, act out the spider’s journey.
3. Ask students to look at the picture
on exercise 1. 3 Discuss and answer:
4. Allow students the opportunity a. How did the spider experience mother nature?
and act it out.
Closure

252.
© SANTILLANA
2. Start the activity by generating a
guided discussion on Mother Na- 252 two hundred and fifty-two
ture.
3. Guide the discussion with ques-

tions such as: Notes
• What is Mother Nature?
• What things do we get from it?
• How did the spider experience
Mother Nature?
• Have you ever had a similar
experience?
• What was your experience like?
Initiation
The Effects of Rain
1. Have students focus on exercise
1 from the Making Connections
section on page 253.
2. Invite students to sit in a circle and

generate a guided discussion on
the effects on rain.
Rain affects people in many ways. People living on farms need
rain so their crops can grow. When it does not rain, their plants and 3. To ignite student’s interest, have
animals may die. Too much rain can cause problems as well. Cities students look at the pictures on
and towns may flood. This can destroy homes and businesses. page 253 and comment on them.
1 Look at the pictures above and answer the question. 4. Read aloud the passage on the ef-
fects on rain to the students.
a. How is rain affecting each place in the picture?
Development
1. Ask students to reflect on other

ways the rain can affect us.
2 Draw a picture of how rain can be helpful. Then, draw a picture
of how rain can be harmful. 2. Allow time for students to share
their ideas and insights on the
topic.
Closure
1. Ask students to focus on exercises

1 and 2 on page 253.

© SANTILLANA

two hundred and fifty-three 253 such as:
• Can rain help us?
• Can it be harmful?
Notes
253
Review
Initiation
1 Draw the process of how a plant grows. Then, write a few
1. Prompt students to participate in sentences to explain the process, using the words in the word
a time line activity. bank for help.
2. Have students recall the different

stages in a plant's life cycle.
plant seed stem soil sprout
root leaf bud flower crop
3. Ignite student interest in the topic
by having them create a Timeline
showing the stages of a plant's
development.
4. Ask students to remember these

stages and name words that de-
scribe them.
5. Prepare sentence strips with words

like: seed, crop, stem, flower,
plant, and bud.

take turns to choose a stage and
label it correctly on the timeline.
7. Ask other students to comment

on it and evaluate if the stages are
following a chronological order or
not.
© SANTILLANA
254 two hundred and fifty-four
Notes
Development
1. Ask students to go to page 254 and complete exercise. Before that, have
a student read out the instructions aloud to the rest of the group.
2. Before they start, you can ask:

• Which plant did you choose to draw?
• Which sentences can you make up with these words?
3. Direct students to exercise 2 on page 255. Before that, have a student

read out the instructions aloud to the rest of the group.

• Are any of these sentences incorrect?

student read out the instructions aloud to the rest of the group.
Assessment
Closure
2 Mark the sentence that is incorrect. Then, correct it.
1. Have students go to the Respect
a. Those is a plant. 2. Generate a guided discussion by
b. These are flowers.
3. Have students share their ideas re-
3 Fill in the blanks with the letters c or q.
lated to the topic by asking them
which natural disasters have af-
fected Puerto Rico.

a. oin c. uirk e. pla e
dents design an emergency plan
for a natural disaster.
b. fa e d. ir us f. ueen 5. Guide students through the pro-

• What could be a good emer-
gency plan for our pets?
• Which items can we include in
Puerto Rico is frequently affected by
Resfoprect
our pets emergency kit?
natural disasters like hurricanes. In case
of emergency, it is important to have a
Animals plan for your pet.
• Discuss how you can plan for an

emergency for your pet.
• Name a few items you may include in

an emergency kit for your pet.
© SANTILLANA
two hundred and fifty-five 255
Notes
6. Guide students through the process by asking them:

• Which letter (c/q) would best go with the word ?
7. Have students work on workbook page 91. Before that, have a student
read out the instructions aloud to the rest of the group.
8. Guide students through the process by asking them questions about to

the exercise. This will trigger their knowledge.
255
Chapter The Seasons
Standards Skills
Let’s Read! Title: "Pipo Asks About the Seasons"

Concepts Objective
• the four seasons • Learn about the four seasons, the weather around the world and the weather in
Puerto Rico.
• the weather
Think About It
Concepts Objectives
• the four seasons • Identify important details in the story. • Distinguish between real and
imaginary.
• the weather • Recall the sequence of events in a
Letters and Sounds

Concepts Objective
• the letters h and n • Review, identify, and write with the letters h and n.
Words to Know
Concept Objective
• units of time • Use vocabulary related to different units of time.

Grammar
Concept Objective
• interrogative sentences • Recognize and write interrogative sentences.
Activity Time
Concept Objective
• timeline • Create a personal timeline to show different important events throughout the
student’s life.
Songs and Rhymes Song: "Spring Is Coming"

Concept Objectives
• spring season • Listen to and sing the song about spring.

• Sing the song again, replacing the season and the changes that happen during
that season.
Making Connections Mathematics

Concept Objective
• time • Identify examples of how to tell time in everyday activities.

Ethics and Social Responsibility How the weather affects pets
Chapter
11 The Seasons
Initiation
1. Gather students in an group. Gen-

erate a discussion by asking them
to look at the picture on page 256
and answer the following ques-
tion:
• What are seasons?
2. Allow students turns to iden-

tify elements that they see in the
picture according to their prior
Chapter
knowledge.
11
ter title, "The Seasons". Ask them
to define the concept based on
their prior knowledge. The Seasons
4. Write a concept web titled “The
Four Seasons” on the board.
Let’s Predict!
What is the older coquí thinking about?
5. Have students stand in front of
the classroom and write their an- •
swers. • What might those objects represent?
• Do we see all of them in Puerto Rico?
© SANTILLANA
256 two hundred and fifty-six
Notes
Development
dict section and discuss the following:
• What is the older coquí thinking about?
• What might those objects represent?
• Do we see all of them in Puerto Rico?
2. Ask students to go to page 257 and work on exercises 1 to 3. Have a

student read out the instructions. If no student is able to do so, you may
read the instructions instead.
3. Guide students through the exercises by asking them related questions

such as:
• What changes are happening to this tree?
• Are they related to the weather?
Closure
1 Circle the picture of winter.
a. b. c. d.
2. Assess students' prior knowledge
by asking them to discuss what
Fill in the missing letters with h or n. Use the picture clues.

they know about the topics to be
2 discussed throughout chapter 11.
3. Draw a T-Chart to record their

answers on “What I Know” and
“What I Want to Know”
a. b. c.
4. Have students comment what
they know about: the four sea-
i e eart e sons, weather, letters h and n,
units of time, everyday math, and
3 Mark the sentence that asks a question. Then, complete that interrogative sentences.
sentence with a question mark.
5. Prompt students to sing along to
the song "Spring is Coming".
a. Can you hand me my b. I am putting on my
raincoat raincoat 6. Play “Spring Is Coming”.
7. Have students sing and dance to
the song.

• the four seasons • units of time
be creative and make their own
• the weather in the world • everyday math version of the song and share it
• the letters h and n • interrogative sentences with the rest of the class.
© SANTILLANA
two hundred and fifty-seven 257
Notes
• Which letter (h/n) best completes the word ?

• Which sentence is asking a question?
4. Prompt students to participate in an activity called "Our Seasons Tree."
5. Draw a silhouette of a tree and paste it somewhere in the classroom.

6. Form four groups (one per season).

7. Have members of each group work cooperatively to decorate the tree
according to their season. For example, the winter group may use cotton
as snow.
8. Allow each group enough time to come forward and talk about their
season.
257
Let s Read!
1. Ask students to gather in a circle

a. Have them look at the pic-
tures on page 258 to make
picture?
story is about?
• What animal is shown in
the picture?
• How does he look?

responses.

ing process on page 258 of the Pipo Asks About the Seasons
Textbook. by Eden Grimpel
a. Invite any volunteer student to Illustrated by Nívea Ortiz
share read the text with the
rest of the group. Pipo was a very curious little coquí.
b. Motivate other students to He always wanted to know everything about
join in and share read the
everything! One day, he heard two parrots talking
text.
about the seasons.
© SANTILLANA
258 two hundred and fifty-eight
Notes
During the Reading
questions like:
• What kind of animal is Pipo?
3. Allow students to mention the animal they think the main character is.
If they have a hard time guessing the correct animal, help them guess
that Pipo is a coquí.
4. Have students describe a coquí frog.

6. Guide students through the process by asking:
• What animals are in the picture?
• What are they doing in this picture?
Reading
After the Reading

a "What Will Happen Next" Show
and Tell:
2. Write the sentence “What will

happen next?” on the board.
3. Have students reflect on their

brainstorming ideas about what
they think will happen next in the
story.
4. Give a sheet of paper to every stu-

dent and have them make a draw-
ing about it.

a shared discussion to discuss their
previous brainstorming ideas.
a. Have students take turns to
share their drawings and ideas
with the rest of the classroom.
He did not understand the word seasons.

So he asked his grandma Olisa.
Grandma Olisa was a very old and wise coquí.
She was very proud of Pipo and how he was
always trying to understand how the world worked.
© SANTILLANA
two hundred and fifty-nine 259
Notes
• What was Pipo curious about?

• Who do you think he will ask?
• Why did Grandma Olisa have answers for many things?
• Do you have someone in your family whom you go to when you
have questions?
• Who should we ask for answers: a friend or our parents?
7. Prompt students to brainstorm about what they think willl happen next
in the story.
8. Have students write their brainstorming ideas in their notebooks for fur-
ther discussion.
259


about the reading.

observe the picture.

pictures?
• What are the characters in the
picture doing?
• How does Pipo look in this
picture?
• Which things in the pictures
can you smell?


ing process on page 260. Ask for Grandma Olisa always said, “All questions are
a student to share read the text good questions!”
with the rest of the group. “Good morning, Pipo,” said grandma Olisa. “What
7. Motivate other students to join in is on your mind today?”
and share read the text. “Well, Grandma, I heard two parrots talking about
© SANTILLANA
the seasons."
260 two hundred and sixty
Notes
During the Reading
questions like:
• Who is Grandma Olisa?
• How can you describe her?
• Who did Pipo hear talking about the seasons?
3. Allow students to describe Grandma Olisa. They must base their descrip-
tions the reading
4. Have students validate their classmates' information
5. Ask students to move to page 261 of the textbook.

about it.
Reading
After the Reading

a shared discussion called "What
Will Happen Next?"

in the story.
3. Tell students to take turns and


questions like:
will happen
5. Direct students to act out what

they think will happen next in the
story.
6. Have students work in pairs.
7. Motivate students to be creative

and prepare a skit to present what
they think will happen next.
"It sounded very interesting, but what are
8. Allow students to share their re-
seasons?” asked Pipo. sponses with the rest of the class.
“Seasons are the times of the year when
the weather changes,” said Grandma Olisa.
Pipo thought and thought.
© SANTILLANA
two hundred and sixty-one 261
Notes

• How does Pipo look in this picture?
• What is Pipo learning about?
• Who is teaching him?
261

and 263.

about the reading.

4. Ask:
pictures?
picture doing?
picture?
• Is there anything inpicture
that you can smell?

responses.

ing process on page 262. Ask for “I don't understand,” said Pipo. “I haven't noticed
a volunteer to share read the text
the weather changing very much.”
“In Puerto Rico, the weather changes little, but in
7. Motivate other students to join in other places it changes a lot!” said Grandma Olisa.
and share read the text. “Come, I will tell you about the four seasons.”
© SANTILLANA
262 two hundred and sixty-two
Notes
During the Reading
• Who is Grandma Olisa?
• How can you describe her?
• Who did Pipo hear talking about the seasons?
2. Allow students to describe Grandma Olisa. Have students validate the

information their classmates say.

about it. Ask:
• What do the things in the reflection represent?
• What does the word in bold mean to you?
• What things can you enjoy during this time of year?
Reading
After the Reading
1. Prompt students to complete a

spring image.
2. Prepare several cutouts of things

related and unrelated to spring
and paste them to the board.
3. Ask students to identify the cut-

outs related to spring. Ask stu-
dents to take turns and classify
the spring cutouts together on the
board. Ask:
• Which of the following pic-
tures are things you can do,
see, or hear during spring.
4. You may suggest several words

or have students name words ac-
cording to their prior knowledge.
a. Prompt students to work on a
spring poster.
b. Draw a landscape on the
board.
c. Ask students to name the
“In the spring, the weather gets warmer. items that would best go with
Flowers and plants begin to grow. a spring landscape.
It also rains a lot in spring. d. Invite students to take turns
Spring begins in the month of March.” and create a new spring
© SANTILLANA
landscape with those new

pictures.
two hundred and sixty-three 263
Notes
• When does spring start?

• Which season do you think comes before spring?
• Which season do you think comes after spring?
• How do birds behave during spring?
263


page 264 and make inferences
about the reading.


pictures?
picture doing?
picture?
can you identify?
• What is Grandma Olisa show-
ing to Pipo?
• What type of landscape is
this?
• Does it look familiar to you? “In the summer, the weather is hot.
Many people have picnics outside and there is no
ing process on page 264 Ask a vo- school. The days are longer than the nights during
lunteer to share read the text with this season. Summer begins in the month of June.”
© SANTILLANA
264 two hundred and sixty-four
Notes
During the Reading
• What season is being discussed?
• When does summer start?
• What do you do during the summer?

4. Extend student’s awareness by asking questions such as:
• What do the things in the reflection represent?
• What do the words in bold mean to you?
• What things can you enjoy during this time of year?
• When does fall start?
• Which season do you think comes before fall?
Reading
After the Reading
1. Tell students to complete the sum-

mer/fall image.
2. Prepare several cutouts of things

related and unrelated to summer/
fall and paste them to the board.
3. Ask students to identify the cut-

outs related to winter.
4. Have students take turns and clas-

sify the summer/fall cutouts on
the board.

cess with questions such as:
see, or hear during summer/
fall.
6. You may suggest several words or

have students mention words ac-
cording to their prior knowledge.
“In the fall, the weather gets cooler.

The leaves change color, from green to yellow,
orange, and red, and they fall from the trees.
Fall begins in the month of September.”
© SANTILLANA
two hundred and sixty-five 265
Notes
• Which season do you think comes after fall?
5. Prompt students to create a summer/fall poster.

a. Draw two landscapes on the board.
b. Ask students to name the items that could best go with a summer/
fall landscape.
c. Invite students to take turns and create a new summer/fall land-

scape” with those new pictures.
265

and 267.

about the reading.


pictures?
picture doing?
• Where do you think Pipo and
Grandma Olisa are in this
picture?
• What do you think they will
do next?
• Do you think this place is in
Puerto Rico?
• What type weather is this?
• Does it look familiar to you? “In the winter, the weather is cold, and sometimes
it snows. The nights are longer than the days in the
ing process on page 266. Ask for winter. Many animals hibernate and sleep during
a student to read the text with the the whole season. There are not many flowers or
rest of the group. trees. Winter begins in the month of December.”
© SANTILLANA
266 two hundred and sixty-six
Notes
During the Reading

• What season is being discussed?
• When does the winter season start?
• What do you do during winter?
4. Expand student’s awareness by asking:

• Where are Pipo and Grandma Olisa on page 267?
• Where do you think this place is?
• What season do you think it is?
• Does this place seem familiar to you?
Reading
After the Reading
When Grandma Olisa finished, 1. Tell students to complete the win-
Pipo thought and thought. ter image.
Finally, he said, “The seasons
sound very interesting, but I 2. Prepare several cutouts of things
related and unrelated to winter
want to stay here where it is and paste them to the board.
warm all year.”
Grandma Olisa laughed, “Me 3. Ask students to identify the cut-
outs related to winter.
too, Pipo. Me too.”
classify the winter cutouts on the
board.

cess with questions such as:
see, or hear during winter.
Keywords Vocabulary
spring summer fall winter

© SANTILLANA
two hundred and sixty-seven 267
Notes
• Which of these two places would you rather be in?

• What season comes after fall?
5. Prompt students to go to the Keyword section on page 267 of the Text-

book.
6. Ask for a volunteer to choose a word and say its meaning out loud.
7. Have another student use the word in a sentence and say it aloud.
8. Have students write a sentence with each keyword in their notebooks.
267
Think About It
Initiation
1 Circle the main character in the story.
and work on the Think About It
section.
2. Have students work on exercise a. b. c.

1. Ask a student read out the in-
structions. If no student is able to 2 Choose where the story takes place.
do so you may read the instruc-
tions instead.
a. In the b. In the c. In the
3. Guide students through exercise mountains rainforest of desert of
1. Ask: of Alaska. Puerto Rico. Africa.
• Which one is the story's main 3 Draw a picture to describe each of the four seasons.
character?.
4. Ask students to proceed to exer-

cise 2.
a. Direct students through the
exercise. Ask:
• Where did the story take
place?
a.
spring c.
winter
• Was it in a desert?
• Was it in Puerto Rico?
• Was it in Alaska?
summer fall
© SANTILLANA
b. d.
268 two hundred and sixty-eight
Notes
Development
2. Invite students to recall the seasons of the year in the order that they
happen.
3. Guide them through the process with questions such as:

• What can we see or do during the summer?
• What can we see or do during the winter?

• What can we see or do during spring?
• What can we see or do during fall?
4. Have students focus on exercise 4 on page 269. Ask a student to read

the instructions to the rest of the group.
a. Guide students through the exercise with questions such as:
• Which season happens during December?
Closure
4 Match the season to the month in which the season begins.
gether section.
a. spring December
b. summer September and reflect upon the situation pre-
c. fall March 3. Generate a discussion with the

• Why is it good to ask ques-
d. winter June tions?
• Should we respect those who
are older than us?
5 Discuss what the seasons are like here in Puerto Rico compared
to other parts of the world. 4. Have students complete the ex-
ercises on workbook pages 92 to
93.
Liv n To ether Ethics and Social Responsibility
1 Read and answer:

In the story, Pipo looked up to his Grandma Olisa.
She encouraged him to ask questions about the
world and he respected her for being wise.
a. Why is it good to ask questions?
b. Should we respect those who are older than us?

© SANTILLANA
two hundred and sixty-nine 269
Notes
• Which season happens during March?
5. Have them compare winters in different places around the world. Ask:
• Is Puerto Rico's winter different to that in the United States?
• Why there is no snow in Puerto Rico during the winter season?
6. Explain to students that Puerto Rico is located in the tropics. It is warmer

because it is closer to the sun.
269
Letters and Sounds
Initiation The Letter Hh
1. Prompt students to play Unscram-
ble the Word.
Hh
(heart, hard, hammer, ham, home,
hide, hug, healthy, heat, for exam-
ple) in a paper bag.
3. Gather students in a circle.

4. Have students take turns to grab
a card and try to unscramble the
Hank hits his hammer hard.
word.
5. When all words are revealed, ask

students to identify what they all
have in common. heart ham house

they know with the letter n in 1 Complete the words with the letter h.
heat hand
them.

page 270.

words they illustrate.
hide hug
home healthy
© SANTILLANA
tions and work on exercise 1.
270 two hundred and seventy
Notes
Development

words they know with the letter h in them.
2. Ask students to go to page 271 and focus on exercise 2.

3. Have a student read the instructions aloud to the rest of the group.

• Do all words need the letter h?

• Do all words have the letter h at the (beginning, middle, or the
end)?
5. Invite students to do exercise 3 on page 271. Before doing it, have a

student read the instructions to the rest of the group. As they do exercise
3, you may ask students:
Phonemic Awareness
Closure
2 Add the letter H or h to complete the story.
1. Prompt students to classify the
words according to their Hh
sound.
ello! My name is enry. I like to go
2. Draw a big square on the board.
3. Write several h words in a word
iking. Would you want to go ike up
bank.
4. Ask students to look at the words

a ill with me? It is a little igh, but the closely and identify the ones that
have the h sound at the beginning
or at the end.
beautiful view is worth it. It will make us appy! 5. Have students take turns and write
3 Replace the first letter of each word with the letter h to form a
those words (beginning or end.) in
the space provided.
new word. Use the picture clues. Read the words aloud.
6. Invite students to analyze how the
h sound is different when located
a. ten at the beginning or at the end of
a word.
b. money
c. mouse
© SANTILLANA
two hundred and seventy-one 271
Notes
• Which words rhyme with the words ten, money, and mouse?
• Which new word did you create?
6. Have students to go to workbook page 94.
7. Have students do the exercises on page 94. Before doing them, have a
student read the instructions to the rest of the group.
8. As they do the exercises, you may ask students questions related to the
exercises.
271
Letters and Sounds
Initiation The Letter Nn
1. Prompt students to play Unscram-
ble the Word.
Nn
(nail, necklace, nice, now, never,
number, noon, night, notebook,
for example) in a paper bag.

Nina naps at noon.
word.
5. When all words are revealed, ask

have in common. night notebook nose

they know with the letter n in 1 Complete the words with the letter n.
nail now
them.

page 272.

words they illustrate.
necklace never
nice number
© SANTILLANA
272 two hundred and seventy-two
Notes
Development

words they know with the letter n in them.
2. Ask students to go to page 273 and focus on exercise 2.
• Do all words need the letter n?

• Do all words have the letter n at the (beginning, middle, or the
end)?
5. Have students to do exercise 3 on page 273. Before doing it, have a stu-
dent read the instructions to the rest of the group.
Phonemic Awareness
Closure
2 Fill in the missing n. Read the words aloud. 1. Prompt students to classify the
words presented.

a. autum c. pe e. spri g
3. Write several n words in a word
bank.
b. orth d. ewspaper f. wi ter
closely and identify the ones that
3 Put each word in the correct category. have the n sound at the beginning
or at the end.
note noon hen run new napkin
5. Have students take turns and write
those words (beginning or end.) in
Beginning Beginning and Ending the space provided.
with n Ending with n with n 6. Invite students to analyze how the

n sound is different when located
at the beginning or at the end of
a word.
4 Complete the following sentence with the missing Nn.
a. My au t ancy will arrive at oo .

© SANTILLANA
two hundred and seventy-three 273
Notes

• Which words have the n sound at the( beginning, middle, or end)?
• Which new words did you create?
7. Have students go to workbook page 95.
8. Have students do the exercises on page 95. Before doing them, have a
student read the instructions to the rest of the group.
9. As they do the exercises, you may ask students questions related to the
exercises.
273
Words to Know
Initiation Units of Time

tions such as:
ture?
• What things can you identify
in the picture?
• What units of time can you
name?
• How many minutes are there
in an hour?
• How many days are there in a
week?
• How many hours are there in
a day?
• How many seconds are there
in a minute?
minute hour day
© SANTILLANA
week month year
274 two hundred and seventy-four
Notes
Development
1. Ask students to go to page 274 and look at the pictures to generate a

guided discussion.
a. Direct the discussion. Ask:
• What do you see in these pictures?
• What are their names
• Do we use them to measure time?
• How do they work?
2. Have student volunteers read the vocabulary words. If this is not pos-
sible, read them aloud to the class.
3. Have students work on a creative writing prompt.

a. Create a writing prompt using the vocabulary words. They will write
down activities that they do and when they do them.
Closure
1 Match the phrase to the unit of time. 1. Direct students to workbook page
a. 5:00 week 2. Have volunteer students read the

group.
b. Friday day 3. Guide students through the ex-
ercise by asking them questions
about it.
c. 2013 month
4. Prompt students to work coopera-
tively in groups of four to create
a clock.
d. :02 minute
5. Provide students paper plates,
pencils, markers, cardboard, scis-
e. May year sors, and clips.
6. Invite students to work together

Sunday to assemble the clock.
f. through hour 7. Have students take turns and
Saturday share their clocks with the rest of
the class.
2 Complete the sentence with the correct unit of time. 8. Have students identify the parts of
a clock.
a. Every we celebrate Mother's .

© SANTILLANA
two hundred and seventy-five 275
Notes
b. You may suggest activities people do during their daily routine.

Also, you may suggest activities they do throughout their day at
school.
c. Have students discuss the activity. Ask:
• What is the first thing you do in the (morning, afternoon, or
night)?
• Do you always do the same thing?

• Can we do something different during that time?
• How long does it take to do that?
• Have students create a new version of the text with things they
do in their daily lives.
275
Initiation Interrogative Sentences

1. To ignite student’s interest, show 1 Circle the punctuation mark used to ask a question.
? ! .
them several sentence strips with
exclamatory, interrogative, and
declarative sentences.Have stu- a. b. c.
dents read the sentences aloud.
2 Read the sentences below. Mark the sentences that ask
2. You may stimulate the discussion a question. Then, complete those sentences with
by asking students: a question mark.
• What is this sentence telling us?
• Is it showing a command or a a. Are Pipo and Grandma Olisa talking
strong emotion?
• Is it asking a question? b. No, Pipo and Grandma Olisa are napping
c. I want to take a nap, too

Development
1. Have students take turns and clas- d. Do you know all four seasons
sify the sentences according to
type (exclamatory, interrogative, e. Yes, I know them all
declarative).
2. Have students paste the sentences f. My favorite season is summer

strips to a chart on the board.
3 Pretend you are Pipo and write a question he might ask.
3. Ask students to create new sen-
tences.
4. Have students analyze and classify

these new sentences.
© SANTILLANA
Closure
276 two hundred and seventy-six
1. Have students do exercise 1 on

page 276.
2. Ask a student to read the instruc- Notes

3. As they work on exercise 1, ask:

• What is the appropriate
symbol for interrogative sen-
tences?
• Would it be better to use . or
! instead?
4. Ask students to focus on exercise

2. Ask:
• Are there any sentences
that ask a question?
• Can you identify it?
Initiation
My Personal Timeline
Timelines list important events
that happened over time. 1 1. Direct students to work on the Ac-
tivity Time section on page 277.
Make a timeline that details
your life from birth to present 2. Have students participate in a dis-
cussion about timelines.
time.
Supplies 3. Guide students through the pro-

• construction paper
2
like:
• crayons or markers • What is a timeline?
• photos of you • What is it used for?
Steps
Development
1 Identify four or five
important events that have 1. Have students read the informa-
happened in your life.
3 tion on timelines provided on
page 277.
2 Write “My Timeline” on the
top. Then, draw a long line 2. Direct students throughout the
across the middle of the process by helping them read the
paper from left to right. instructions.
3 Mark important years

4
Closure
along the timeline.
4 Paste pictures to go along show and tell about their time-
with the years and write lines.
words to describe each
important event. Then, 2. Have students take turns to share
decorate your timeline. their timelines with the rest of the
© SANTILLANA
class.
two hundred and seventy-seven 277
3. Have other students ask quesions
about their classmates' timelines.
Notes 4. You may showcase these timelines

on your classroom bulletin board
or save them for your students
portfolios.
277
Initiation Spring Is Coming

1. 1. Ask students to go to page 1 Sing the song.
278.
Spring is coming, spring is coming.
a. As you go through exercise It's in the air, it's in the air.
1, you can play song # 11
(“Spring is Coming”) from the
Birds are singing, birds are singing
Audio CD. Everywhere, everywhere.
2. Have students work on exercise 2 Spring is coming, spring is coming.
on page 278. It's in the air, it's in the air.
Flowers are blooming, flowers are blooming
by asking them:
Everywhere, everywhere.
• What are the birds doing? Spring is coming, spring is coming.
• What are the bees doing? It's in the air, it's in the air.
• What are the flowers doing? Bees are buzzing, bees are buzzing
• What are the chicks doing? Everywhere, everywhere.
Spring is coming, spring is coming.
Development It's in the air, it's in the air.
Chicks are hatching, chicks are hatching
1. Hand out several props (coats,
hats, sweaters, sun glasses) they
Everywhere, everywhere.
can use while singing the new ver-
2 Sing the song again, replacing the season and the changes
sion of the song. that happen during that season. Use the picture clues.
2. You can encourage students to
create masks with paper plates of
bees, birds, or chicks to use them
while they sing.
© SANTILLANA
winter fall summer
Closure 278 two hundred and seventy-eight

on page 278.
Notes
2. Ask students to create a new ver-
sion of the song and sing along.
3. Have students sing and act out a

new version of the song using the
props from the previous activity.
Making Connections Mathematics
Initiation
Telling Time
We tell time by looking at the placement of the big and little hands 1. Ask students go to page 279 and
of the clock. The big hand tells us the hour. The little hand tells us work on the Making Connections
the minute. We write the time by putting the hour first and then the section.
minute. We use a colon (:) in between the hour and minute. If it is
morning, we write a.m. If it is noon or later, we write p.m. 2. Have students share read the in-
formation provided on “Telling
1 Draw a clock to show the time. Use the information below. Time”.

cess by asking:
It is 8:00 a.m. This girl is eating
a. • When do we usually eat
breakfast.
breakfast?
• When do we usually go to
bed?
• When do we usually have
It is 2:00 p.m. This family is at
b. lunch?
the beach.
Development

It is 7:00 p.m. This boy is watching 1 on page 279.
c.
a movie. • When is the family going to
the beach?
• At what time is the boy going
to bed?
It is 10:00 p.m. This boy is going
d.
to bed. Closure
© SANTILLANA
1. Have students create a paper plate

two hundred and seventy-nine 279 clock:
2. Provide students with paper

plates, pencils, markers, butterfly
Notes pin, and construction paper.
3. Direct students through the pro-

cess by giving them step by step
instructions on how to make the
clock.
4. Have students discuss their morn-

ing routine. Ask students to re-
flect on their morning routine at

home.
5. Have them go in front of the class

with their clocks to show the
time of day when they do these
things.
279
Review
Initiation
1 Complete the sentences about the seasons. Use the word bank.
1. Ask students to work on a journal
entry about Chapter 11.
hot cool cold
have learned throughout Chapter
11.
a. In the spring, the weather gets .
3. Create a writing prompt that says,
“What I learned…”
4. Ask students to complete this b. In the winter, the weather is .

prompt by writing a few sentenc-
es about what they learned.
c. In the summer, the weather is .
share their own experiences with
2 Match the word with its picture.
the rest of their classmates.

questions like: a. hour
• Did we all learn the same?
b. week
c. day
© SANTILLANA
280 two hundred and eighty
Notes
Development

2. Have a student read out the instructions aloud to the rest of the group.
3. Before they start, you can ask:
• How is the weather in spring?
• How is the weather in winter?
• How is the weather in summer?

• How is the weather in autumn?
• Do we see that kind of weather in Puerto Rico?
4. Have students answer exercise 2 on page 280. Before that, have a stu-
dent read out the instructions aloud to the rest of the group.
5. Guide students. Ask:

• Which image is showing an hour?
Assessment
Closure
3 Fill in the missing h or n. Then, circle the words that have
both letters. 1. Have students go to the Respect
2. Generate a guided discussion by

a. pla ti g c. ig t having students share read the se-
b. w ale d. fu 3. Have students share their ideas

on the topic by asking them to
4 Mark the sentences that ask a question. Then, complete name things pets need when it is
those sentences with a question mark. warm or cold outside.

a. Who picked all the flowers dents draw their favorite animal
and the things it needs in cold and
b. I swim in the summer warm weather.
5. Have students to work on work-

c. Do you want to play in the rain
book page 99.
6. Have a student read aloud the

Puerto Rico is warm all day. It is important
Resfoprect
group.
that outdoor pets have lots of water and
shade so that they do not get too hot.
Animals
• List two things that outdoor pets need cess by asking them questions
when it is warm outside. about the exercise.
• Mention things pets might need if it is

cold outside.
© SANTILLANA
two hundred and eighty-one 281
Notes
• Which image is showing a day?

• Which image is showing a month?
7. Ask students to differentiate and say if each word needs the letter h or n.

9. Ask students to choose the sentences that ask questions.
281
Chapter Imagination
Standards Skills
Let’s Read! Title: "The Magic Scooter"

Concepts Objectives
• imagination • Learn about imagination, make believe, and fairy tales.

• fairy tales
Think About It
Concepts Objectives
• imagination • Identify important details in the story. • Distinguish between real and
imaginary.
• fairy tales • Recall the sequence of events in a
Letters and Sounds

Concepts Objectives
• the letters k, w, x, and z. • Review, identify, and write with the letters k, w, x, and z.
Words to Know
Concepts Objectives
• fairy tales • Use vocabulary related to characters and objects found in fairy tales.
Grammar
Concepts Objectives
• exclamatory sentences • Recognize and write exclamatory sentences.
Activity Time
Concept Objectives
• imagination • Create a diorama to show a make believe world.
Songs and Rhymes Song: "Twinkle, Twinkle"

Concept Objectives
• stars • Listen to and sing the song.

• Sing the song again, changing the parts of it with other things a star might look
like
Making Connections Fine Arts

Concepts Objectives
• art • Identify different types of art.

• imagination • Connect art with imagination.

Gender Equality Pet adoption
Chapter
Imagination
12
Initiation
1. Gather students in an assembly.

Generate a discussion by asking
page 282. Have them answer the
ture?
• Where do you think this story
will take place?
• How does the character in this
picture look? Chapter
12
2. Allow students the chance to
the picture. Encourage them to
use prior knowledge.
Imagination
Let’s Predict!
• Where do you think the boy is?
• What things
hings in the picture
cture can you not
n find
on Earth?
th?
© SANTILLANA
282 two hundred and eighty-two
Notes
Development
1. Have the class read the chapter title "Imagination". Ask them to answer
• What do you think is happening?
• Who are the children in the picture?
dict section.
• Where do you think the boy is?
• Is there anything in the picture that you cannot find on Earth?
3. Allow students enough time to share their responses with the rest of
the class.
4. Ask students to go to page 283 and work on exercises 1 and 2.
Complete the words with the letters k, w, x, and z.
Closure
1
1. Have students complete exercise 2
on page 283.
a. c. 2. You may guide students through

the process by asking:
ebra hale • Which of these sentences is
expressing a strong emotion?
• Which emotions can you
b. d. identify?

-ray ite
2 Mark the sentences that show excitement. 4. Assess students' prior knowledge
by asking them to discuss what
a. I am so happy! d. Tim came over for dinner. they know about the topics to be
discussed throughout chapter 12.
b. Ready, set, go! e. Can I have some fruit? 5. Guide them through the section
by asking:
c. Happy birthday! f. Do we have school? • What does imagination mean
for you?
• What is to make believe?
• What are fairy tales?
• imagination • fairy tales • What are exclamatory sen-
• make believe • exclamatory sentences tences?
• the letters k, w, x, and z • art and imagination • How can we express art and
imagination?
© SANTILLANA
two hundred and eighty-three 283
Notes
5. Have a student read the instructions to the rest of the group. Guide stu-
dents through the exercises by asking:
• Which of these words can be completed with the letter k?
• Which of these words can be completed with the letter w?
• Which of these words can be completed with the letter x?
• Which of these words can be completed with the letter z?
6. Have students practice exclamatory sentences through an activity called

"I’m so Excited!"
7. Have students sit in a circle. Ask them to think of things that make them
feel excited. Have them take turns and share their responses with the
rest of the class.
283
Let s Read!
1. Have students go to pages 284 Sam, time to feed

and 285.
the cat!
page 284 and make inferences
about the reading.

observe the pictures. Ask:
pictures?
place?
• Who are the people in this
picture?
• What are they doing?
• Who do you think is calling
Sam?

share their responses. The Magic Scooter
5. Have students start the reading by Ashley Schaefer
process on page 286. Have a stu- Illustrated by Nívea Ortiz
dent volunteer share read the text
with the rest of the group. Today was a very special day.
Grandpa finished making my new scooter!
6. Encourage other students to join He says it has magic powers! It can take you
in and share read the text.
into new worlds you have never seen before.
© SANTILLANA
284 two hundred and eighty-four
Notes
During the Reading
1. Guide students through the reading. Ask:

• What is Sam doing?
• How does Sam look in this picture?
• Have you ever been on a scooter before?
2. Ask students to go to textbook page 285.
about it. Ask:
• What is Sam doing?
• What is the name of his cat?
• Why is it a special day for Sam?
Reading
After the Reading
1. Have students participate in a vi-

sualization activity.
2. Encourage students to imagine

they had a magic scooter.
3. Ask students to imagine how their

scooter would look like.

their magic scooters.

cess. Ask:
• What color is your scooter?
• What equipment does your
scooter have?
• What magic powers does it
posses?
“Sam, time to feed the cat!” Mom calls.

I hop on the scooter and ride it into the living
room to find our cat, Spunky.
© SANTILLANA
two hundred and eighty-five 285
Notes
4. Have students brainstorm about will happen next in the story.

5. Have students take turns and share their responses.
6. Expand the discussion by asking:
• Don’t you think that will happen instead?
7. Ask students to join in and collaborate with their classmates to generate

an alternate version of events.
285
Sam, time for
1. Ask students to go to pages 286 dinner!
to 287.

about it.
3. You may ask:

picture?
• Where is Sam in this picture?
• Who is calling Sam?
• Why is there a dragon in the
picture?
• Why is he in a cave?

5. Have students start the reading

6. Have a student volunteer share

group.
I grab Spunky’s food and turn to pour it into
7. Encourage other students to join his dish, but all of a sudden I am inside a
cold, dark cave. I can't see anything until a
line of fire shoots out at me!
© SANTILLANA
286 two hundred and eighty-six
Notes
During the Reading
1. Ask students to go to page 287 and make inferences about the reading
by looking at the pictures.

• What do you think the dragon is guarding?
• Where do you think Sam got that sword?

• How does Sam’s cat Spunky react to the dragon?
• Do you think it is possible for a dragon to come out of your
dining room?
• Is it possible for a plate of food to become a sword?
• Do you think the dragon is a good or bad dragon?
Reading
After the Reading

tivity to classify real or imaginary
events.
2. Gather students in a circle to dis-

cuss several (real/imaginary) story
events.
3. Mention several story situations.

Have students reflect and differ-
entiate whether they are real or
imaginary events.
4. Ask students to mention several

situations they identify on their
own.

• Is the dragon in the dining
room real or imaginary?
• Is the sword made out of a
bowl of food real or imagi-
nary?
• What would you do if you
There must be a dragon in this cave! were Sam?
Luckily, the food in my hand has become a
sword. “Sam, time for dinner!” Mom calls. I will
have to fight the dragon later.
© SANTILLANA
two hundred and eighty-seven 287
Notes
3. Have students brainstorm what will happen next in the story.

4. Give each student a sheet of paper. Have students make a drawing and
write a sentence about their prediction.
5. Allow students enough time to take turns and share their drawings with
6. Have students react and comment on their classmates' drawings.
287

and 289.

about it.
3. You may ask:

picture?
• Who is joining Sam?
• Where is Spunky in the pic-
ture?
• What food is in the menu?



group.
Suddenly, I am inside a big castle!
7. Encourage other students to join There are a king and a queen sitting on their
thrones. There are knights at a round table.
© SANTILLANA
288 two hundred and eighty-eight
Notes
During the Reading
1. Ask students to go to page 289 to make inferences about the reading by

looking at the picture.

• Which of the characters looks like a king to you?
• Which of the characters looks like a queen to you?
• Which of the characters look knights to you?

• Where do you think Sam left his sword?
• What is Spunky eating in this picture?
• Which food would you eat if you were sitting at this table.
• Who do you think is calling Sam?
3. Have students brainstorm what will happen next in the story.
Reading
Sam, time for After the Reading
your bath! 1. Have students participate in an ac-
events.

events.

imaginary events.

own.

• Is eating with a king and a
queen real or imaginary?
• Is the feast real or imaginary?
• What would you
eat if you were a
?
The table is filled with the most delicious food
I have ever seen. I eat until I can eat no more.
“Sam, time for your bath!” Mom calls.
© SANTILLANA
two hundred and eighty-nine 289
Notes
4. Give each student a sheet of paper. Have students make a drawing and
write a sentence about their prediction.
5. Allow students enough time to take turns and share their drawings with
6. Have students react and comment on their classmates' drawings.
289
1. Ask students to go to pages 290 Sam, time to go to bed!

and 291.

about it.

picture?
• Who is with Sam?
ture?
• How does Spunky look?



group.
Before I know it, the scooter takes me to a
7. Encourage other students to join beautiful waterfall. Mermaids swim and play
in the water. I jump in, too. The water is nice
and warm.
© SANTILLANA
290 two hundred and ninety
Notes
During the Reading

looking at the pictures.

• Why is Spunky wet?
• Where do you think Sam and Spunky are in this picture?

• Are they in an ocean, a river, or a pool?
• Where do you think this river would take them?
• Why do you think there are mermaids in this picture?
• How is the water according to Sam?
• Who do you think is calling Sam?
• What is it time for now?
Reading
After the Reading

events.

events.

imaginary events.

own.

• Are mermaids real or imagi-
nary?
• Do mermaids live in rivers or
in the ocean?
• Do cats swim like humans do?
I hold my breath and swim under the water.

There are fish of every size and color!
“Sam, time to go to bed!” Mom calls.
© SANTILLANA
two hundred and ninety-one 291
Notes
3. Have students act out what they think will happen next in the story.
4. Ask students to brainstorm about what they think will happen next.
5. Ask students to work cooperatively in groups of four or five students.
6. While students work together you may motivate them by giving them
feedback on their ideas of what will happen next.
7. Organize students in a circle for a shared discussion.

8. Have groups take turns to go in front of the class and share their ideas
and insights.
9. Have students react and comment on their classmates' perfomance.
291

and 293.

about it.
3. You may ask:

• Who is with Sam?
ture?
• What is Sam wearing?
• Why is he wearing that suit?
• Why is everything so dark?
• How many planets can you
count?

5. Ask for a student to share read the

text with the rest of the group.
6. Motivate other students to join in I am no longer on Earth.

I am in outer space!
Everything is dark except the stars and planets.
I see a fluffy, orange alien.
© SANTILLANA
292 two hundred and ninety-two
Notes
During the Reading

looking at the pictures.

• Why does Spunky have an eye on its head?
• What do you think Spunky has become in this picture?

• What is that big red thing with red lips?
• Do you think this alien is good or bad?
• Who do you think that green alien in Sam’s daydream might be?
• What does the alien tell Sam to do?
• What is it time for now?
3. Have students participate in an shared discussion titled "My Outer Space

Experience." Ask them to imagine making a trip to outer space.
Reading
After the Reading

Show and Tell titled "My Outer
Space Experience."
2. Have students sit in a circle for a

guided discussion.
3. Have students take turns and go

in front of the class to share their
drawings and journal entries.

ask questions related to the topic
being discussed.
Then a much bigger alien bends down and 5. Arts and Crafts Time: Paper Maché
kisses me on my head. “Goodnight, Sam,” Space Helmets. Students will need
says Mom with a smile. “Time to let that newspaper, glue, paint brushes,
and balloons.
imagination of yours get a little sleep.”
6. Have students follow the steps as
you model each step of the pro-
cess.
Keywords Vocabulary
7. Create a mural of an outer space
landscape in your classroom.
8. Have students work together and

draw elements on the mural.
scooter cave waterfall outer space 9. Have students wear their helmets
and play pretend to be in space.
© SANTILLANA
two hundred and ninety-three 293
Notes
4. Ask students to write a journal entry titled: My Trip to Outer Space. Also
have them draw their outer space experience.
5. As students work on their journals and drawings, you may motivate

them by asking them questions like:
• What things did you see on your trip?
• Where did you go?

• Did you go by yourself?
• What places did you visit?
6. Showcase your students' work on your classroom’s bulletin board.
293
Think About It
Initiation
1 Circle the main character.
They will work on the Think About
It section.
a. b. c.
2. Have students recall the story's
events.
3. Have students go to exercise 1. 2 Color all of the places mentioned in the story.
Have a student read out the in-
structions. If no student is able to
do so, you may read the instruc- dungeon cave castle
tions instead. a. c. e.
outer
4. Guide students through exercise igloo lagoon space
1. Say: b. d. f.
• Look at the pictures in exer-
cise 1. 3 Match the imaginary characters to the real characters
• Which one is the story's main in the story.
character?.
fluffy, Sam's mom
5. Ask students to go to exercise 2 a.
on page 294.
orange alien and dad

king and
tions. b. Sam’s mom
queen
7. To make sure everyone under-
stands, ask another student to ex-
plain the instructions. Spunky,
c. big alien
the cat
© SANTILLANA
294 two hundred and ninety-four
Notes
Development
1. Help students with the exercise. Ask:

• Which of these places were mentioned in the story?
• Was a lagoon mentioned?
• Was a castle mentioned?
• Was a dungeon mentioned?

4. Ask students to recall the imaginary events in the story.
5. Guide them through the process. Ask:

• A fluffy orange alien: is it real or imaginary?
• A king and a queen: is it real or imaginary?
Closure
1. Invite students to move to the Liv-
ing Together section.
a. b. c. d. 2. Guide students through the ex-

5 Discuss whether you think the magic scooter was really magical. following questions:
• Do you think boys and girls
should be able to explore
underwater worlds and travel
to outer space? Why?

ercises on workbook page 100.

Liv n To ether Gender Equality

1 Read and answer: cess by asking questions about
the story.
In the story, the main character is a
very imaginative, adventurous boy.
a. Do you think both boys and girls
should be able to explore
underwater worlds, and travel
to outer space? Why?
© SANTILLANA
two hundred and ninety-five 295
Notes
• Spunky the cat: is it real or imaginary?
6. Have students go to exercise 4 on page 295.

• Where was Sam at the beginning of the story?

• Where was Sam at the middle of the story?
• Where was Sam at the end of the story?
9. Have students discuss whether the scooter was magical or not.
295
Letters and Sounds
Initiation The Letter Kk
1. Prompt students to play unscram-
ble the word.
Kk
with scrambled short sound
words (Katie, Karl, kite, kan-
garoo, key, ketchup, kick, kid
and kiwi) in a paper bag.

a card and try to unscramble the Katie and Karl fly kites.
word.
4. When all words are revealed ask

have in common.
kangaroo key ketchup
they know with the letter k in 1 Write the word for each picture. Use the word bank.
them.
6. Have students go to page 296. kick kid kiwi

words. a. b. c.

© SANTILLANA
296 two hundred and ninety-six
Notes
Development
1. Have students discuss exercise 1.Ask:

• What word would best label exercise a.?
• What word would best label exercise b.?
• What word would best label exercise c.?
2. After students to work on page 297, have them name several words they
know with the letter w in them.

• Do all words need the letter w?
Phonemic Awareness
Closure
The Letter Ww
page 102.
Ww
2. Tell students to do the exercises
on page 102.
3. Before doing the exercises, ask a

student to read the instructions to
4. As they do the exercises, you may

Will the walrus wades in the water. ask students questions about the
exercises.
water watch wand
1 Fill in the blanks with the letter Ww. Then, read the text aloud.
ill the alrus lives in the ater. He loves
to s im ith his friends. He travels around

© SANTILLANA
the orld hen the eather changes.

two hundred and ninety-seven 297
Notes
6. Have students participate in a discussion to classify the words.

8. Write several k and w words in a word bank.
9. Ask students to look at the words closely and identify the ones that have
the k and w sounds at the beginning or at the end of the words.
10. Have students take turns and write those words (at the beginning or at
the end of a word) in the space provided.
11. Invite students to analyze how the k and w sounds are different when
located at the beginning or at the end of a word.
297
Letters and Sounds
Initiation The Letter Xx
1. Prompt students to unscramble
the word.
Xx
scrambled short sound words (Max,
x-ray, exit, xylophone, six, box,
socks, ax, tacks) in a paper bag.

word.
Max stays still for an x-ray.
5. When all words are revealed ask
have in common.
xylophone exit six
1 Pronounce each word. Mark the words with the letter x.

they know with the letter x in
them.
7. Have students go to page 298.

words.

a. box b. socks c. ax d. tacks
© SANTILLANA
298 two hundred and ninety-eight
Notes
Development
1. Have students participate in a concept web about letters x and z.

2. Draw a concept web with the letter x in the center on the board.
3. Gather students in a circle to generate a group discussion.
4. Ask students to take turns and name several words they know with the
letter x.
5. Ask students to take turns and write those words on the board.
6. Have students discuss whether the words have the letter x at the begin-
ning, middle, and end of a word.
7. After students to work on page 298. Have them mention several words
they know with the letter z in them.

Phonemic Awareness
Closure
The Letter Zz
1. Have students participate in a dis-
cussion to classify the words.
Zz
3. Write several x and z words in a

word bank.

closely and identify the ones that
have the x and z sounds at the
Zoey the zebra eats pizza. beginning or at the end of the
words.
5. Have students take turns and write

those words (at the beginning or
at the end of a word) in the space
prize lizard maze provided.
6. Invite students to analyze how the

1 Complete the words with the letter z. x and z sounds are different when
located at the beginning or at the
end of a word.
Su y won a bron e medal for solving the
pu le. As a pri e, she got a trip to
the oo and as many fro en treats as she wants.

© SANTILLANA
two hundred and ninety-nine 299
Notes
10. As they do exercise 1, you may ask:
• Do all words need the letter z?
11. Tell students to go to page 103 of the Workbook.

12. Tell students to do the exercises on page 103.

14. As they do the exercises, you may ask students questions about the
exercises.
299
Words to Know
Initiation Fairy Tales

tions such as:
picture?
• What things can you identify
in the picture?
• What things can you name?
• What is Sam fighting?
• What does Sam have in his
hand?
• Where do you think he is
now?
• Who is joining Sam?
dragon sword castle
© SANTILLANA
throne mermaid alien
300 three hundred
Notes
Development
1. Ask students to go to page 301. They will focus on exercise 1.

you may read the instructions instead. Ask:
• Which word best completes sentence a.?
• Which word best completes sentence b.?
• Which word best completes sentence c.?

• Which word best completes sentence d.?
3. Direct students to workbook page 104 and complete the exercises.

about it.
4. Direct students to workbook page 105. Have them complete the exer-
cises on this page.
Closure
1 Fill in the blanks below. Use the word bank. 1. Have students participate in a cre-
ative writing prompt.
dragon castle sword throne mermaids aliens 2. Create a writing prompt using the
vocabulary words:
3. You may suggest that students

a. The king sat on his inside his big write an alternate ending to the
story “The Magic Scooter”.
4. Have students discuss the activity

. through a guided discussion.
b. People sometimes think that whales or manatees are 5. You may ask students to come up
with their own stories. Ask:
• Where does your story take
actually . place?
• Who are your story's charac-
ters?
c. Sam protects himself from the fire-breathing • What problem does your char-
acter place?
• How does your character solve
with his shield and . this problem?

their work with their classmates.
d. Some people believe that live on other
planets.
© SANTILLANA
three hundred and one 301
Notes
5. Guide students through the exercise by asking them questions related

to it.
6. Discuss the answers as a group. If students have any doubts, help them
understand where they went wrong.
301
Initiation Exclamatory Sentences

1. Have students do exercise 1 on 1 Circle the punctuation used in sentences to show excitement
page 302. or an exclamation.

tions to the rest of the group. a. ! b. . c. ?
3. As they work on exercise 1, ask: 2 Mark the sentences that show excitement or an exclamation.
• What is the appropriate Then, complete those sentences with an exclamation point.
symbol to show excitement in
sentences? a. A big dragon jumped out from the cave
• Would it be better to use
instead?
b. Sam, will you walk the dog
4. Ask students to focus on exercise
2 on page 302. c. Hooray My new scooter has magical powers

d. Wow An alien appeared out of nowhere
6. To aid their comprehension, you 3 Write a sentence about the picture that shows excitement.
may read each exercise before
they answer.
7. You may ask:

• Is there any sentence showing
a strong emotion?
• Can you identify it?
Development
© SANTILLANA
302 three hundred and two
on page 302.

Notes
3. As students work creatively, you
may ask:
• What is Sam doing in the
picture?
• Is that an exciting activity?
Closure

page 106.
a. Have students do exercises on
page 106.
Initiation
Another World
Our imaginations allow us to
think of people, places, and 1 1. Ask students to go to the Activity
Time section on page 303.
objects that are not real. Use
your imagination to create a 2. Share read the text on page 303
diorama of a make-believe to guide the discussion.
world.
3. Ask students to think of a world
Supplies they would like to create.
• shoe box
2 4. Allow students the opportunity to
• paint and paintbrush share their inferences with the rest
of the students.
• scissors and paper
Development
• glue
• 1. Prepare about four of five art

3
toothpicks and tape
centers in the classroom so stu-
Steps dents may work cooperatively in
groups.
1 Paint the inside of your box.
2. Make sure each center is equipped
2 Paint or glue a floor for with all the necesary materials:
your world.
3 Draw and cut out pictures
of things that exist in
4 tions to the rest of the group.
your world. Then, tape 4. Choose a student to repeat and

toothpicks to the pictures. clarify the instructions before they
start.
4 Show your diorama to the
class and describe your
© SANTILLANA
world.
Closure
three hundred and three 303
a Show and Tell.
Notes 2. Have each student go in front of

the class to share their work with
the other students.
3. Have students take turns and ask

questions to the classmate who is
presenting their work.
4. Create a live museum in your

classroom.
5. Prepare an exhibition of your stu-

dents' work in your classroom.
6. Have other classrooms visit your

classroom to see the creative work
display.
303
Initiation Twinkle, Twinkle

1. Ask students to go to page 304. 1 Sing the song.
2. As you go through exercise 1 you
can play “Twinkle, Twinkle” from
the Music CD.
3. Have students work on exercise 2 Twinkle, twinkle little star,

on page 304. How I wonder what you are.
Up above the sky so high,
by asking:
Like a diamond in the sky.
Twinkle, twinkle little star,
• Can a star look like a firefly?
How I wonder what you are.
• Can a star look like a lightbulb?
• What other things look like a
star to you?
• How many stars can you count
2 Think of other objects that a star might look like. Then, sing the
song again, replacing the word diamond with the other objects.
in the image on page 304?
Development
1. Ask students to work cooperative-

ly to create a new original song or
poem about stars.
2. As students work together, you

may answer questions and give
3 Color the answer.
them positive feedback on their a. Are stars real or imaginary?
work.
real imaginary
© SANTILLANA
3. Hand each group a posterboard
so they can create an illustration 304 three hundred and four
for their song or poem.
Closure
Notes
on page 304.
2. Have students work on a Show

and Tell.
3. Ask students to sit in a circle for a

presentation of the group poems

or songs.
4. Allow each group enough time to

present their work to the rest of
the students.
5. Have students ask their classmates

about their work.
Making Connections Fine Arts
Initiation
Art and Imagination
1. Ask students go to page 305 and
work on the Making Connections
section.
2. Have students share read the in-

formation provided in “Art and
Imagination”.
Art comes in many different forms and styles, but all art is created
from imagination and creativity. Visual arts come in the form of
a painting, a sculpture, a drawing, or a photograph. Artists use Development
different tools to create each type of art.
1 Match the type of art with the tool used to create it. 1 on page 305.

a. painting camera and film tions to the rest of the group.

b. sculpture pencil and paper
cess by asking questions like:
• What materials do we use to
c. drawing paintbrush and paint draw?
• What materials do we use to
d. photograph clay and hands paint?
• What materials are used in
2 Mark the picture of a sculpture. sculpting?
• Which materials are used in
photography?
a. b. c.
Closure
© SANTILLANA

three hundred and five 305
2 on page 305.

Notes tions to the rest of the group.
3. Ask students to mark the picture

that is the correct answer.

page 107.
5. Have students review the concepts

discussedin chapter 12 by working
on this section’s exercises.


cises by asking questions related
to the exercises.
305
Review
Initiation
1 Complete the sentence according to the story.
1. Direct students to work on a jour-
nal entry about what they learned a. The magic scooter…
throughout chapter 12.
was not really magic, it was all Sam’s imagination.
have learned in Chapter 12, took Sam into different worlds.
“Imagination”.
broke because Sam’s grandpa did not build it well.
3. Create a writing prompt that says,
“What I learned…” 2 Write the name of each fairy tale character.
4. Ask students to complete this
prompt by writing a few sentenc-
a. b. c.
es about what they learned.

share their own experience with
the rest of their classmates.

3 Use the letters k, w, x, and z to fill in the blanks below.
questions like:
things?
a. Ma loves his pet oala.
b. Peter ants to travel all over the orld.
© SANTILLANA
c. Would you li e pasta or pi a?
306 three hundred and six
Notes
Development

3. Before they start, you can ask them questions like:
• How was Sam’s imagination like?
• Which fairy tale characters did you see in the story?
4. Have students answer exercise 2 on page 306.


• Which letters did we work on chapter 12?
• Which letter should we use to complete the words in exercise 3?
• Which new words did we make?
Assessment
Closure
4 Complete each sentence with the correct punctuation mark.
Mark the exclamatory sentences. 1. Have go to the Respect for Ani-
mals section on page 307 of the
a. Look at all the delicious food Textbook.
2. Generate a guided discussion by

b. Is that an alien over there having students share read the se-
lection and reflect upon it.
c. This is my dog, Spunky
3. Have students share their ideas
on the topic by asking them why
d. I love my magic scooter shelters a good option for getting
a new pet.
e. Are we in outer space
5 Write an exclamatory sentence. dents name items that animal
shelters might need.
5. Have students work on workbook

page 108 and 109.

When looking for a new pet, animal shelters
Resfoprect are a wonderful option. Animal shelters
need lots of help, and even if you cannot
Animals
cess by asking them questions re-
adopt a pet, you can still volunteer your lated to the exercise.
time or donate pet products.
• Discuss why animal shelters are a good

place to adopt a pet.
• Name items that animal shelters need.

© SANTILLANA
three hundred and seven 307
Notes

a. Ask any student to read the instructions for the rest of the group.

a. Ask students to select the correct punctuation mark for each sen-
tence.
307
Appendix
Reading Standards For Literature Grade 1
Key Ideas and Details Pages
1. With prompting and support, ask and answer questions about key details in 8/10-19/ 32/34-41/ 56/ 80/ 82-89/ 104/
a text. 128/ 130-137/ 152/ 154-163/ 178/ 204/
230/ 232-241/ 254-255/ 256/258-267/282-
283
2. Retell stories, including key details, and demonstrate understanding of their 18-19/42-43/56-65/ 82-89/ 130-137/154-
central message or lesson. 163/206-215/231-241/242-243/254-
255/256/258-267/284-293
3. Describe characters, settings, and major events in a story, using 10-19/42-43/56-65/82-89/130-137/154-

key details. 163/206-215/232-241/242-243/254-
255/258-267/284-293
Craft and Structure Pages

4. Identify words and phrases in stories or poems that suggest feelings or appeal 32-43/82-89/130-137/154-163/206-
to the senses. 215/293
5. Explain major differences between books that tell stories and books that give 10-19/34-41/56-65
information, drawing on a wide reading of a range of
text types.
6. Identify who is telling the story at various points in a text. 82-89/258-267/284-293
Integration of Knowledge and Ideas Pages

7. Use illustrations and details in a story to describe its characters, 8/10-19/34-41/56/58-65/82-
setting, or events. 89/104/128/130-137/152/154-
163/178/204/206-215/232-241/256/258-
267/282-283/284-293
8. (Not applicable to literature)
9. Compare and contrast the adventures and experiences of

characters in stories.
Range of Reading and Level of Text Complexity Pages

10. With prompting and support, read prose and poetry of appropriate 8/10-19/34-41/56/58-65/82-
complexity for grade 1. 89/104/128/130-137/152/154-
163/178/204/206-215/232-241/256/258-
267/284-293
Reading Standards for Informational Text Grade 1
Key Ideas and Details Pages
1. Ask and answer questions about key details in a text. 18-19/42-43/54-55/66-67/90-91/138-
139/164-165/228-229/242-243/254-
255/268-269/284-293/294-295
2. Identify the main topic and retell key details of a text. 19/42-43/54-55/66-67/90-91/138-
139/164-165/228-229/242-243/254-
255/268-269/294-295
3. Describe the connection between two individuals, events, ideas, or pieces of 17/24-25/106-113/164-165/202-203/216-
information in a text. 217/228-229/242-243/254-255/294-295
Craft and Structure Pages

4. Ask and answer questions to help determine or clarify the meaning of words 10-17/41/48-49/54-55/66-67/90-91/106-
and phrases in a text. 113/128/137/163/189/206-215/ 216-
217/228-229/267/293
5. Know and use various text features (e.g., headings, tables of contents, 17/41/65/89/113/137/163/180-
glossaries, electronic menus, icons) to locate key facts or information 189/215/216-217/267/293
in a text.
6. Distinguish between information provided by pictures or other illustrations 8/10-17/34-41/56-65/82-89/104/106-

and information provided by the words in a text. 113/128/130-137/152/154-163/180-
189/206-215/232-241/242/258-267/294-
295
Integration of Knowledge and Ideas Pages

7. Use the illustrations and details in a text to describe its key ideas. 8/10-17/34-41/56-65/82-89/104/106-
113/128/130-137/152/154-163/178/180-
189/206-215/ 232-241/258-267/284-293
8. Identify the reasons an author gives to support points in a text. 42-43/66-67/78-79/90-91/130-132/164-

165/190-191/216-217
9. Identify basic similarities in and differences between two texts on the same
topic (e.g., in illustrations, descriptions, or procedures).
Range of Reading and Level of Text Complexity Pages

10. With prompting and support, read informational texts appropriately complex 10-17/34-41/56-65/82-89/106-113/114-
for grade 1. 115/130-137/154-163/180-189/206-
215/216-217/232-241/258-267/284-293
Reading Standards: Foundational Skills Grade 1
Print Concepts Pages
1. Demonstrate understanding of the organization and basic 10-17/43-41/56-65/82-89/106-113/116-
features of print. 119/130-137/140-143/154-163/180-
189/218-221/228-229/232-241/244-
a. Recognize the distinguishing features of a sentence (e.g., first word, capi-
247/268-269//284-293
talization, ending punctuation).
Phonological Awareness Pages

2. Demonstrate understanding of spoken words, syllables, and 10-17/20-21/22-23/34-41/55/68-
sounds (phonemes). 71/92-95/102-103/106-113/116-
119/129/130-137/140-143/154-163/166-
a. Distinguish long from short vowel sounds in spoken
169/180-189/192-195/202-203/206-
single-syllable words.
215/225/231/232-241/244-247/270-
b. Orally produce single-syllable words by blending sounds (phonemes), 273/294-295/296-299
including consonant blends.
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes)
in spoken single-syllable words.
d. Segment spoken single-syllable words into their complete sequence of
individual sounds (phonemes).
Phonics and Word Recognition Pages

3. Know and apply grade-level phonics and word analysis skills in decoding 10-17/20-21/22-23/34-41/55/68-
words. 71/92-95/102-103/106-113/116-
119/129/130-137/140-143/154-163/166-
a. Know the spelling-sound correspondences for common
169/180-189/192-195/202-203/206-
consonant digraphs.
215/225/231/232-241/244-247/270-
b. Decode regularly spelled one-syllable words. 273/294-295/296-299
c. Know final -e and common vowel team conventions for representing
long vowel sounds.
d. Use knowledge that every syllable must have a vowel sound to determine
the number of syllables in a printed word.
e. Decode two-syllable words following basic patterns by breaking the
words into syllables.
f. Read words with inflectional endings.
g. Recognize and read grade-appropriate irregularly spelled words.
Fluency Pages
4. Read with sufficient accuracy and fluency to support comprehension. 10-17/28/34-41/53/56-65/72-
73/76/77/82-89/106-113/130-132/154-
a. Read grade-level text with purpose and understanding.
163/180-189/206-215/232-241/258-
b. Read grade-level text orally with accuracy, appropriate rate, and expres- 267/284-293
sion on successive readings.
c. Use context to confirm or self-correct word recognition and understand-
ing, rereading as necessary.
Writing Standards Grade 1
Text Types and Purposes Pages
1. Write opinion pieces in which they introduce the topic or name the book
they are writing about, state an opinion, supply a reason for the opinion, and
provide some sense of closure.
2. Write informative/explanatory texts in which they name a topic, supply some 75/175/176-177/191/202-203/277/302-303
facts about the topic, and provide some sense of closure.
3. Write narratives in which they recount two or more appropriately sequenced

events, include some details regarding what happened, use temporal words
to signal event order, and provide some
sense of closure.
Production and Distribution of Writing Pages

4. (Begins in grade 3)
5. With guidance and support from adults, focus on a topic, respond to 75/176-177/191/202-203/277/302-303
questions and suggestions from peers, and add details to strengthen writing
as needed.
6. With guidance and support from adults, use a variety of digital tools to
produce and publish writing, including in collaboration with peers.
Research to Build and Present Knowledge Pages

7. Participate in shared research and writing projects (e.g., explore a number
of “how-to” books on a given topic and use them to write a sequence of
instructions).
8. With guidance and support from adults, recall information from experiences
or gather information from provided sources to
answer a question.
Range of Writing Pages

Speaking and Listening Standards Grade 1
Comprehension and Collaboration Pages
1. Participate in collaborative conversations with diverse partners about grade 1 8/10-7/34-41/56-
topics and texts with peers and adults in small and larger groups. 65/66/76/80/99/100/104/128/152/
178/199/224/256-257/277/278/283/303-
a. Follow agreed-upon rules for discussions (e.g., listening to others with
304
care, speaking one at a time about the topics and texts
under discussion).
b. Build on others’ talk in conversations by responding to the comments of
others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under
discussion.
2. Ask and answer questions about key details in a text read aloud or 8/10-17/32/34-
information presented orally or through other media. 41/51/80/100/128/277/278/283/
303-304
3. Ask and answer questions about what a speaker says in

order to gather additional information or clarify something that
is not understood.
Presentation of Knowledge and Ideas Pages

4. Describe people, places, things, and events with relevant details, expressing 8/10-17/32/34-
ideas and feelings clearly. 41/51/80/99/128/198/226/256-
257/277/278/283/303-304
5. Add drawings or other visual displays to descriptions when appropriate to 99/100/128/198/226/253/256-

clarify ideas, thoughts, and feelings. 257/277/278/283/
303-304
6. Produce complete sentences when appropriate to task and

situation. (See grade 1 Language standards 1 and 3 on page
26 for specific expectations.)
Language Standards Grade 1
Conventions of Standard English Pages
1. Demonstrate command of the conventions of standard English grammar and 26/30/44-47/50/80/97/98/101/102-
usage when writing or speaking. 103/114-115/122/126-
127/129/146/149/150-
a. Print all upper- and lowercase letters.
151/152/172/175/176-177/198/190-
b. Use common, proper, and possessive nouns. 191/202-203/224/231/250-251/252-
c. Use singular and plural nouns with matching verbs in basic sentences 253/254-255/256-257/268-269/276/302-
(e.g., He hops; We hop). 303
d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they,
them, their; anyone, everything).
e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I
walked home; Today I walk home; Tomorrow I
will walk home).
f. Use frequently occurring adjectives.
g. Use frequently occurring conjunctions (e.g., and, but,
or, so, because).
h. Use determiners (e.g., articles, demonstratives).
i. Use frequently occurring prepositions (e.g., during, beyond, toward).
j. Produce and expand complete simple and compound declarative, inter-
rogative, imperative, and exclamatory sentences in response to prompts.
2. Demonstrate command of the conventions of standard English capitalization, 26/97-98/101/102-103/114-115/126-

punctuation, and spelling when writing. 127/149/150-151/153/172/175-176-
177/190-191/198/202-203/224/231/250-
a. Capitalize dates and names of people.
251/252-253/254-255/256-257/268-
b. Use end punctuation for sentences. 269/276/302-303
c. Use commas in dates and to separate single words in a series.
d. Use conventional spelling for words with common spelling patterns and
for frequently occurring irregular words.
e. Spell untaught words phonetically, drawing on phonemic awareness and
spelling conventions.
Knowledge of Language Pages

Language Standards Grade 1
Vocabulary and Acquisition and Use Pages
4. Determine or clarify the meaning of unknown and multiple-meaning words 24-25/26/27/28/29/31/48-49/52/96-
and phrases based on grade 1 reading and content, choosing flexibly from an 97/102-103/120-121/124-125/129/144-
array of strategies. 145/153/170-171/176-177/196-
197/199/200-201/222-223/227/248-
a. Use sentence-level context as a clue to the meaning of a 249/252-253/254-255/274-275
word or phrase.
b. Use frequently occurring affixes as a clue to the meaning of a word.
c. Identify frequently occurring root words (e.g., look) and their inflectional
forms (e.g., looks, looked, looking
5. With guidance and support from adults, demonstrate understanding of word 24-25/26/27/28/29/31/48-49/52/96-
relationships and nuances in word meanings. 97/102-103/120-121/124-125/129/144-
145/153/170-171/176-177/196-
a. Sort words into categories (e.g., colors, clothing) to gain a sense of the
197/199/200-201/222-223/227/248-
concepts the categories represent.
249/252-253/254-255/274-275
b. Define words by category and by one or more key attributes (e.g., a duck
is a bird that swims; a tiger is a large cat with stripes).
c. Identify real-life connections between words and their use (e.g., note
places at home that are cozy).
d. Distinguish shades of meaning among verbs differing in manner (e.g.,
look, peek, glance, stare, glare, scowl) and adjectives differing in intensity
(e.g., large, gigantic) by defining or choosing them or by acting out the
meanings.
6. Use words and phrases acquired through conversations, reading and being
read to, and responding to texts, including using frequently occurring
conjunctions to signal simple relationships (e.g., because).
© SANTILLANA
© SANTILLANA
The graphic design, page layout, and illustrations were created by the following team:
Art Director:
Daniel Pintado Rodríguez
Design and Page Layout:

Elsa L. Santiago Díaz
Oscar Vázquez Martínez
Jamillette E. Blanco Muriente
Cover Art and Design:

Daniel Pintado Rodríguez
Illustrators:
David Martínez Rivera
Joseph Candelaria
Nívea Ortiz
Santillana Archives
www.shutterstock.com
Multimedia Resources:
Eastern Sky Studios
Director of Operations:
Carlos Vázquez López
Documentation:
Ruth H. Rodríguez Díaz
Production:
Luis D. Santos Coss
© 2014 - Ediciones Santillana, Inc.

1506 Roosevelt Ave.
Guaynabo, PR 00968
www.santillanapr.com
PRODUCED IN PUERTO RICO
Printed in: Puerto Rico

Printed by: Santillana
ISBN: 978-1-61875-266-6
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any
means, electronic or mechanical, including photocopying, recording, or by any other information storage
or retrieval system, without written permission from Ediciones Santillana, Inc.
Ediciones Santillana has made every effort to locate the copyright holders of all copyrighted material in this
book and to make full acknowledgment for its use. The publisher apologizes for any errors or omissions and
would be grateful if notified of any corrections that should be incorporated in future reprints or editions of
this book.
Matterial
Material
Ma erial
Suplementtario
Suplementario
Suplemen ario
Growin
Englis
Curricular Scope
Course Description
Growing Up English has been designed to face the changes and new challenges in the teaching of E
language analysis skills, and skills for life), the Common Core State Standards, and the Puerto Rico C
basic criteria: that the English language is for everyone, and the conviction that education has to ste ect approach to the student’s social context.
Objectives
1. To learn to appreciate and respect the English language.

2. To cultivate English Language Arts: listening, speaking, reading, and writing.
3. To teach and help the student to develop the skills necessary to understand and commu
skills, and oral and written communication.
4. To develop a transformative student, ready for challenges and emerging social needs: le
5. To cultivate and encourage ethics and civic values, which are crucial for a citizen’s overall development.
6. To encourage students to become interested in, love, and enjoy reading.
Standards:
Listening/Speaking, Reading, Writing
Skills:
Observing and remembering; comparing and contrasting; grouping and labeling; classifying; inferring
rowing Up
English 1
Scope and Sequence
g of English in Puerto Rico. It takes into consideration the 21st Century Skills (learning skills,
rto Rico Core Standards. Each chapter has been conceived and prepared considering the following
s to stem from a direct approach to the student’s social context.
ommunicate in the English language, such as: reading comprehension, phonetics, graphomotor
eeds: learning skills, language analysis skills, and life skills.

To cultivate and encourage ethics and civic values, which are crucial for a citizen’s overall development.
; inferring; analyzing; reasoning; evaluating; decision-making; problem-solving

2
Chapter Let’s Read! Think About It Letters and Words to Know Grammar
Sounds
Ethics and Civic

Values
1 Reading: Concepts: Concept: Concepts: Concepts:

School Is Ann’s School School, school The alphabet School supplies Basic sentence –
Fun! activities, school structure, subject Ann’s
Concepts: locations, school Objectives: Objectives: nouns
Estimated School, school supplies, school Review, Use vocabulary related –
Time: activities, school workers identify, and to school supplies Objectives:
3 weeks locations, school match letters of Recognize basic
supplies, school Objectives: the alphabet; sentence structur
workers Identify important introduce the Complete senten
details in the story. concept of using subject noun
Objectives: Recall the sequence alphabetical
Learn about of events. order.
school locations, Distinguish between
activities, and real and imaginary.
supplies. Name Identify fact and
the different opinion. Identify the
people that work main idea.
in a school.
Ethics and civic
values: Peace
Education
er Let’s Read! It and w mar Activity Time! Songs and Making Review Supplement
Rhymes Connections ary Material
Concept: Title: Connection Respect for Audio CD:

Ann’s School ence School Supplies My School with: Social Animals: Pet Track 1 –
subject Booklet Studies needs Ann’s
Concept: School
Objectives: School Concept: Track 2 –
s: Create a booklet activities School My School
e basic about school workers
structure. supplies with Workbook
e sentences school supply Objectives: Objectives: Pages: 6-13
ect nouns. vocabulary, Listen and Discuss the
images, and sing, share workers at a Supplement
complete opinions on school and ary
sentences. school how they Materials
activities. make school a CD
better place. - Chapter 1
Test
-Answer
keys
*Textbook
*Workbook
*Tests
3
Chapter 2: Reading: Concepts: Concept: Concept: Parts of the Concepts: Singul
What Can The five senses, Introduction to body and plural nouns; –
My Body You Do? parts of the body. short vowel adjectives.
Is Great! sounds Objectives:
Concepts: Use vocabulary related Objectives: –
Estimated The five senses, Objectives: to parts of the body. Identify adjectives
Time: parts of the Identify important Objectives: Complete senten
3 weeks body. details in the story. Review, using singular and
Recall the sequence identify, and plural nouns.
Objectives: of events. write words
Learn about the Distinguish between with short
five senses and real and imaginary. vowel sounds.
the parts of the Identify fact and
body that is opinion. Identify the
needed for each main idea.
sense.
Ethics and civic

values: Ethics and
Social
Responsibility
er 2: the Singular Concept: Title: Head, Connection Respect for Audio CD:
nouns; Body parts Shoulders, with: Science Animals: Track 3 –
Knees, and Types of pets What Can
Toes Concept: You Do?
s: Objectives: How We Look Track 4 –
jectives. Create a life-sized Concept: Head,
e sentences version of Body, my Objectives: Shoulders,
ular and themselves and body, parts of Relate Knees, and
ouns. label their body the body characteristics Toes
parts. of parents to
Objectives: those of Workbook
Identify parts student. Pages: 14-21
of the body
using song. Supplement
ary
Materials
CD
- Chapter 2
Test
-Answer
keys
*Textbook
*Workbook
*Tests
4
Chapter 3: Reading: Concepts: Food, Concept: Concepts: Concepts: The
I’m Hungry! No More Sweets! groups of food, Introduction to Meals throughout articles a, an, an –
Let’s Eat! health, and healthy long vowel sounds the day. the
eating. –
Estimated Time: Concepts: Food, Objectives: Use Objectives:
3 weeks groups of food, Objectives: vocabulary related Recognize articles
health, and healthy Objectives: Review, identify, to the meals eaten a, an, and the.
eating. Identify important and use words with throughout the day. Complete senten
details in the story. long vowel sounds. with the appropr
Objectives: Learn Recall the sequence article.
about food, groups of events.
of food, health, and Distinguish
healthy eating. between real and
imaginary. Identify
fact and opinion.
Identify the main
idea.
Ethics and civic

values: Health
Education
, : The Concept: Title: Connection with: Audio CD:
I’m Hungry! an, and Snack Recipe This Is the Way Social StudiesRespect for Track 5 –
Let’s Eat! No More Sweets!
Concept: Healthy Concept: Healthy
Animals:
Objectives:
Healthy eating Track 6 –
es: Create and write habits habits
This Is the Way
ize articles down a recipe for a
e. favorite healthy Objectives: Listen Objectives:
sentences snack. and sing about Identify different Workbook
propriate healthy habits. healthy habits in Pages: 22-29
addition to eating
healthy, such as Supplementary
brushing teeth, Materials CD
combing hair, and - Chapter 3 Test
washing. -Answer keys
*Textbook
*Workbook
*Tests
5
Sounds
Ethics and Civic

Values
Chapter 4: Reading: Concepts: Clothes, Concept: The Concepts: My Concepts:

What Do David’s Birthday colors, similarities letters m and p clothes Common and –
I Wear? and differences. proper nouns David’s Bi
Objectives: Use –
Estimated Time: Concepts: Clothes, Objectives: vocabulary related Objectives:
3 weeks colors, similarities Objectives: Review, identify, to clothes. Recognize comm
and differences. Identify important and write with the and proper noun
details in the letters m and p. Use common and
Objectives: Learn story. Recall the proper nouns to
about clothes, sequence of complete sentence
colors, similarities
events.
and differences.
Distinguish
between real and
imaginary.
Identify fact and
opinion. Identify
the main idea.
Ethics and civic

values: Consumer
Education
Let’s Read! t It and now mar Activity Time! Songs and Making Review Supplementary
Rhymes Connections Material
thes, : Concept: Paper Title: Connection with: Respect for Audio CD:
David’s Birthday and dolls Skirts, Dresses, Science Animals: Pet Track 7 –
ns Socks, and Shoes accessories: ID tags David’s Birthday
Objectives: Create Concept: Clothing and collars Track 8 –
es: different articles of Concept: Recite and weather
Skirts, Dresses,
ize common clothing to dress different types of
er nouns. paper dolls. clothing Objectives: Socks, and Shoes
on and Discuss how the
ns to Objectives: weather affects the Workbook
entences. Students will clothes we wear. Pages: 32-39
identify what types
of clothes are worn Supplementary
by boys and girls. Materials CD
- Chapter 4 Test
-Answer keys
*Textbook
*Workbook
*Tests
6
Sounds
Ethics and Civic

Values
Chapter 5: Reading: Concepts: Concept: Concepts: Being Concepts: The

Being Active Go for the Goal Exercise, outdoor The letters l and s active third person –
activities, sports. singular.
Objectives: Objectives: Use –
Estimated Time: Concepts: Review, identify, vocabulary related Objectives:
3 weeks Exercise, outdoor Objectives: and write with the to exercise and Recognize the th
activities, sports. Identify important letters l and s. being active. person singular in
details in the story. complete senten
Objectives: Learn Recall the sequence
about exercise, of events.
outdoor activities, Distinguish
and sports. between real and
imaginary. Identify
fact and opinion.
Identify the main
idea.
Ethics and civic

values: Health
Education
g : The Concept: Title: Connection with: Audio CD:

n Hopscotch The Children in Physical Respect for Track 9 –
the Class Education Go for the Goal
Animals: Pets
and exercise Track 10 –
es: Objectives: Concept: Concept: Sports
The Children in
ize the third Create a hopscotch Stretching and
gular in course and get exercising. Objectives: the Class
sentences. active by playing Identify different
the game. Objectives: Listen sports like tennis, Workbook
to the song, sing, baseball, Pages: 40-47
and act out the swimming, and
exercises in the basketball. Supplementary
song. Materials CD
- Chapter 5 Test
-Answer keys
*Textbook
*Workbook
*Tests
7
Sounds
Ethics and Civic

Values
Chapter 6: Reading: Concepts: Family Concept: Concepts: Rooms Concepts: Subjec

My Family Where Is members, lost and The letters b and v in a home pronouns –
Baby Bear? found, rooms in a
Estimated Time: home. Objectives: Objectives: Use Objectives:
Concepts: Family Review, identify, vocabulary related Recognize subjec
3 weeks –
members, lost and and write with the to rooms in a home. pronouns.
found, rooms in a Objectives: letters b and v. Complete senten
home. Identify important using subject
details in the story. pronouns.
about family of events.
members, lost and Distinguish
found, rooms in a between real and
home. imaginary. Identify
fact and opinion.
Identify the main
idea.
Ethics and civic

values: Ethics and
Social
Responsibility
Let’s Read! out It and now mar Activity Time! Songs and Making Review Supplementary
ily ms : Subject Concept: My home Title: Are You Connection with: Respect for Audio CD:
Sleeping? Social Studies Animals: Pet Track 11 –
behavior at Where Is Baby
es: Objectives: Create Concept: Family, Concept: Family Bear?
ize subject a model of their family activities. traditions home
Track 12 –
home using a milk
lete sentences carton as the shape Objectives: Listen Objectives: Are You
ect of the home. to and sing the song Recognize the Sleeping?
using different concept of family
family members, traditions. Then Workbook
actions, and places identify personal Pages: 48-55
around the house. family traditions
and write about Supplementary
them. Materials CD
- Chapter 6 Test
-Answer keys
*Textbook
*Workbook
*Tests
8
Sounds
Ethics and Civic

Values
Chapter 7: Reading: Concepts: Concept: The Concepts: Concepts: Subjec

My Friends Who Will Play? Friendship, the letters d and t Friendship and object –
importance of pronouns
Estimated Time: friendship, how to Objectives: Use –
3 weeks Concepts: be a good friend. Objectives: vocabulary related Objectives:
Friendship, the Review, identify, to friendship. Recognize subjec
importance of and write with the and object
friendship, how to Objectives: letters d and t pronouns. Use
be a good friend. Identify important subject and objec
details in the pronouns to
Objectives: Learn story. Recall the complete senten
about friendship, sequence of sentences. with a friend’s
the importance of
events.
friendship, and how
to be a good friend. Distinguish
between real and
imaginary.
Identify fact and
opinion. Identify
the main idea.
Ethics and civic

values: Peace
Education
: Subject Concept: Song: Connection with: Respect for Audio CD:

t Friendship bracelets "Friend of Mine" Social Studies Animals: Pets Track 13 –
as companions Who Will Play?
Concept: Concept: Being a Track 14 –
es: Objectives: Create Friendship good citizen and community
Friend of Mine
ize subject friendship bracelets helpers
t out of painted Objectives: Objectives:
Use macaroni and give Listen to and sing Identify how being Workbook
d object it to a friend. the song. Then sing a good citizen, just Pages: 58-65
to the song again like being a good
sentences replacing words friend, will create a Supplementary
. with a friend’s better community. Materials CD
name and a fun - Chapter 7 Test
activity. -Answer keys
*Textbook
*Workbook
*Tests
9
Sounds
Ethics and Civic

Values
Chapter 8: Reading: Concepts: Concept: The Concepts: My Concepts: The I’m a

Around Town The Storm Community, letters r and f Town prepositions in, –
community under, next to, an
Estimated Time: workers, being a Objectives: Use between. –
Concepts: good neighbor. Objectives: vocabulary related
3 weeks I’m a Firefighter
Community, Review, identify, to different Objectives:
community Objectives: and write with the locations within a Recognize
workers, being a Identify important letters r and f. community. prepositions in,
good neighbor. details in the story. under, next to, an
Recall the sequence between and use
Objectives: Learn of events. them to complete
about community, Distinguish sentences.
community between real and
workers, and being imaginary. Identify
a good neighbor. fact and opinion.
Identify the main
idea.
Ethics and civic

values:
Multicultural
Education
: The Concept: Song: I’m a Connection with: Respect for Audio CD:
ns in, on, Community mural Firefighter Social Studies Animals: Pet Track 15 –
t to, and The Storm
Concept: Where
care during
Concept:
vacations Track 16 –
Objectives: Paint a Community people live
I’m a Firefighter
es: community mural workers
ize showing the Objectives:
ns in, on, different locations Objectives: Listen Recognize different Workbook
t to, and within a to the song and sing places where Pages: 66-73
and use community. about firefighters people live, like
mplete and other important neighborhoods, Supplementary
. community cities, and the Materials CD
workers. country. - Chapter 8 Test
-Answer keys
*Textbook
*Workbook
*Tests
10
Sounds
Ethics and Civic

Values
Chapter 9: Reading: Concepts: Concept: The Concept: Zoo Concept: Action

Animals Around Our Trip Animals, the zoo, letters g and j Animals Verbs and the –
the World to the Zoo animal habitats. Simple Past Ten
Objectives: Use
Estimated Time: Concepts: Objectives: vocabulary related Objectives:
–
3 weeks Animals, the zoo, Objectives: Review, identify, to zoo animals. Recognize the
animal habitats. Identify important and write with the simple past tense.
details in the letters g and j. Use the simple p
Objectives: Learn story. Recall the tense to complete
about animals, the sequence of sentences.
zoo, and animal
events.
habitats.
Distinguish
between real and
imaginary.
Identify fact and
opinion. Identify
the main idea.
Ethics and civic

values:
Environmental
Awareness
Action Concept: Song: At the Zoo Connection with: Respect for Audio CD:
the Lion Masks Science Animals: Track 17 –
ast Tense Concept: Zoo Our Trip to the
Objectives: Create Animals Concept: Life
Different or
exotic pets Zoo
es: lion masks out of Cycles
Track 18 –
ize the paper plates, yarn, Objectives: Listen
ast tense. paint, and glue. to the song. Sing Objectives: At the Zoo
mple past about the zoo Identify different
mplete animals and make ways that baby Workbook
. up new verses animals are brought Pages: 74-81
about other zoo into the world, by
animals. being born or Supplementary
hatching. Materials CD
- Chapter 9 Test
-Answer keys
*Textbook
*Workbook
*Tests
11
Sounds
Ethics and Civic

Values
Chapter 10: Reading: Concepts: Plant Concept: The Concepts: Plant Concepts: The
Mother Nature Plants Grow life, environments, letters c and q life demonstrative –
caring for the earth. pronouns: this,
Concepts: Plant Objectives: Use these, that, and –
Estimated Time: life, environments, Objectives: vocabulary related those.
3 weeks caring for the earth. Objectives: Review, identify, to plants and plant
Identify important and write with the life. Objectives:
Objectives: Learn details in the story. letters c and q. Recognize
about plant life, Recall the sequence demonstrative
environments, of events. pronouns: this,
caring for the earth. Distinguish these, that, and
between real and those. Use them
imaginary. Identify complete senten
fact and opinion.
Identify the main
idea.
Ethics and civic

values:
Environmental
Awareness
: t t : The Concept: Plant life Song: Connection with: Respect for Audio CD:
ative The Eentsy Science Animals: Pet Track 19 –
: is, Objectives: Weentsy Spider Plants Grow
, and Conduct an Concept: The
care during a
natural disaster Track 20 –
experiment to find Concept: Rain, Effects of Rain
The Eensty
out what happens sunlight, and how
es: when a plant does they work together. Objectives: Weentsy Spider
ize not get what it Identify the positive
ative needs. Objectives: Listen and negative effects Workbook
: is, to the song, sing the of rain. Pages: 84-91
, and song, and act it out.
Use them to Discuss the effects Supplementary
sentences. of nature in the Materials CD
song. - Chapter 10 Test
-Answer keys
*Textbook
*Workbook
*Tests
12
Chapter 11: Reading: Concepts: Concept: Concepts: Concepts:

The Seasons Pipo Asks About The four seasons, The letters h and n Units of Time Interrogative –
the Seasons the weather around sentences
Estimated Time: the world, the Objectives: Objectives: Use
Concepts: The four weather in Puerto Review, identify, vocabulary related Objectives:
3 weeks –
seasons, the Rico. and write with the to different units of Recognize and
weather around the letters h and n. time. write interrogati
world, the weather Objectives: sentences.
in Puerto Rico. Identify important
details in the story. student’s life.
about the four of events.
seasons, the Distinguish
weather around the between real and
world, the weather imaginary. Identify
in Puerto Rico. fact and opinion.
Identify the main
idea.
Ethics and civic

values: Ethics and
Social
Responsibility
11: : Concept: My Title: Connection with: Respect for Audio CD:
ative Personal Timeline Spring Is Coming Mathematics Animals: How Track 21 –
the weather Pipo Asks About
Concept: Changes Concept: the Seasons
es: Objectives: Create that happen during Time affects pets
Track 22 –
ize and a personal timeline the spring season.
rogative to show different Objectives: Spring Is Coming
. important events Objectives: Listen Identify examples
throughout the to the song. Sing of how to tell time Workbook
student’s life. the song about in everyday Pages: 92-99
spring. Sing the activities.
song again, Supplementary
replacing the Materials CD
season and the - Chapter 11 Test
changes that -Answer keys
happen during that
*Textbook
season.
*Workbook
*Tests
13
Sounds
Ethics and Civic

Values
Chapter 12: Reading: Concepts: Concept: The Concepts: Concepts:

Imagination The Magic Imagination, letters k, w, x, and z Fairy Tales Exclamatory –
Scooter make believe, sentences
fairy tales. Objectives:
Estimated Time: Concepts: Objectives: Use vocabulary Objectives: –
3 weeks Imagination, Review, identify, related to characters Recognize and
make believe, Objectives: and write with the and objects found write exclamat
fairy tales. Identify important letters k, w, x, and z. in fairy tales. sentences.
details in the
Objectives: Learn story. Recall the
about imagination, sequence of
make believe, and events.
fairy tales. Distinguish
between real and
imaginary.
Identify fact and
opinion. Identify
the main idea.
Ethics and civic

values: Gender
Equality
12: s: Concept: Title: Connection Respect for Audio CD:

atory Another world Twinkle, Twinkle with: Fine Arts Animals: Pet Track 23 –
s adoption The Magic
Concept: Concepts: Scooter
ves: Objectives: Imagining a Art and Track 24 –
ze and Create a diorama world outside Imagination Twinkle, Twinkle
clamatory to show a make earth
s. believe world. Objectives: Workbook
Objectives: Identify different Pages: 100-107
Listen to the types of art and
song. Sing the connect art with Supplementary
song. Change the imagination. Materials CD
song with other - Chapter 12 Test
things a star -Answer keys
might look like. *Textbook
*Workbook
*Tests
14
Alignment
PR Common Core S
English: Grow
1
Chapter Topic Let’s Letters and Words to

Read/Think Sounds know
about it Writing and Writing
Reading Language
Schools is 1.R.1 1.L.1 (f) 1.W.2
1 fun
1.R.4 1.W.FS.10 1.W.3
1.R.7 1.W.1
My body is 1.R.3 1.W.1 1.W.2
2 great
1.R.4 1.LA.2 1.W.3
I’m hungry 1.R.2 1.LA.2 (c) 1.W.2
3 lets eat
1.R.3 1.W.3
1.W.FS.9
What do I 1.R.1 1.W.1 1.W.2
4 wear?
1.R.2 1.LA.2 1.W.3
1.R.3 1.W.FS.10
Being Active 1.R.5 1.W.1 1.W.3
5
1.R.6 1.W.FS.10 1.W.4
6 My family 1.R.5 1.LA.4 (c) 1.W.3
1.R.6 1.W.FS.10
Alignment
mmon Core Standards
nglish: Growing Up
1
apter ic Let’s and Words to Grammar Activity Songs and Making

hink ow Language Time Rhymes Connections
ing
is 1.W.2 1.LA.1 (a) 1.W.4 1.R.10 1.LA.4
1.W.3 1.LA.4 (a)
ody is 1.W.2 1.LA.1 (b) 1.S.1 1.R.10 1.L.1 (a)

(d)
1.W.3
I’m hungry (c) 1.W.2 1.LA.2 (c) 1.W.4 1.R.7 1.LA.5 (c)
1.W.3 1.R.10
1.W.FS.9
oI 1.W.2 1.LA.1 (a) 1.S.1 1.R.7 1.LA.3
1.W.3 1.R.10
1.W.FS.10
ctive 1.W.3 1.LA.1 (b) 1.S.3 1.R.7 1.LA.5 (a)
(c)
1.W.4 1.R.10
ily .4 (c) 1.W.3 1.LA.3 (a) 1.S.1 1.R.10 1.W.3
1.S.6 (b)
Alignment
PR Common Core S
English: Grow
1
7 My friends 1.R.4 1.LA.4 (c) 1.W.7
1.R.7 1.W.FS.10 1.W.FS.9
8 Around 1.R.7 1.R.FS.11 (c) 1.W.FS.9

town
1.R.9 1.LA.4 (c)
9 Animals 1.R.7 1.W.FS.10 1.W.7

around the
world 1.R.9 1.LA.3 1.W.FS.9
1.R.FS.11 (c)
10 Mother 1.R.7 1.W.FS.10 1.W.7
Nature
1.R.9 1.R.FS.11 1.W.FS.9
11 The seasons 1.R.7 1.W.FS.10 1.W.7
1.R.9 1.R.FS.11 (c)
1.S.6 (a) 1.LA.6

12 Imagination 1.R.7 1.W.FS.10 1.W.7
1.R.9 1.R.FS.11 (c) 1.W.FS.9
1.S.6 (a) 1.LA.6

Alignment
mmon Core Standards
nglish: Growing Up
1
ds .4 (c) 1.W.7 1.LA.6 1.S.1 1.R.10 1.W.6
1.W.FS.9 1.S.6 (b)
1.L.1 (e)
d 1 (c) 1.W.FS.9 1.LA.5 (b) 1.S.1 1.R.10 1.W.3
1.LA.6 1.S.6 (b) 1.W.4
1.L.1 (e)
.10 1.W.7 1.LA.1 (c) 1.S.1 1.R.10 1.W.3
the
1.W.FS.9 1.LA.5 (b) 1.S.6 (b) 1.W.4
1.L.1 (e)
er .10 1.W.7 1.LA.6 1.S.1 1.R.10 1.W.3
1.W.FS.9 1.L.1 (e) 1.W.4

1.S.6 (b)/
1.S.5
sons .10 1.W.7 1.LA.2 (b) 1.W.6 1.R.10 1.W.4
1.LA.3 1.L.1 (e)
1.S.6 (b)
ation .10 1.W.7 1.LA.2 (b) 1.S.2 (b) (c) 1.R.10 1.W.3
1.W.FS.9 1.LA.6 1.L.1 (e) 1.W.4

1.S.6 (b)/
1.S.5
Alignment
PR Common Core S
English: Grow
1
Comments:
• The “Language” standard is used in more than one section of the book, since this standard includes language skills that
are used in different aspects and it can be applied according to the teachers’ approach.
• The “Speaking” standard is included in the activities where i ’

decision, depending if the activity or exercise will be discussed
• The special sections such as Activity Time and Making Conne

the teacher decides to use the activity to work on different sk
• In some cases, depending on the topic or activity, another stan

* to give another option to the teacher to consider.
Alignment
mmon Core Standards
nglish: Growing Up
1
• The “Language” standard is used in more than one section of the book, since this standard includes language skills that
are used in different aspects and it can be applied according to the teachers’ approach.
• The “Speaking” standard is included in the ac ies where it applies and is left mostly to the teachers’ choice and
ill be discussed orally.
• aking Connections were aligned according to the activity or topic, but if

ifferent skills, they can include that particular standard as well.
• another standard has been included in the alignment with this symbol
.
Chapter 1: School is Fun!
Name: _________________________________ Date: ___________________________________
1 Match the picture with the vocabulary word.
a. school
b. teacher
c. book
d. pencil
2 Match the partner letters. Then, trace the words on the right.
A s sun
P a ant
S p paw
Test Chapter 1
3 Complete the sentences with the words in the box.
eraser scissors paint
a. I cut paper with the .
b. I color my pictures with .
c. I use the to correct my mistakes.
4 Write the letter beside the picture that answers

each question.
a. Where does the story take place?

b. Who is the most important character in the story?
c. What does Ann like to do in school?

Chapter 2: My Body is Great!
Name: _________________________________ Date: ___________________________________
1 Match the body part to its picture. Then, write the name
of the sense that matches each body part.
a. eyes
b. nose
c. ears
d. hands
e. mouth
2 Circle the adjective in the sentence. Then, underline

the plural words.
a. The boy has small hands.

b. The house has nice windows.
c. The park has tall trees.
d. The girl has pretty eyes.

Test Chapter 2
3 Complete the sentences using the plural form of the word.
sock nut lip
a. My mom likes to eat .
b. I put on my before my shoes.
c. I like when my mom kisses me with her red
4 Match the words that rhyme.
a. sit hat
b. red hit © SANTILLANA - Any reproduction is prohibited.
c. pot fed
d. sat hot
Chapter 3: I’m Hungry! Let’s Eat!
Name: _________________________________ Date: ___________________________________
1 Match each keyword to its picture.
a. vegetables
b. rabbit
c. fruits
d. candy
2 Circle the words that have a long vowel sound.
a. nap f. cheese
b. sheep g. meal
c. pot h. cake
d. bag i. chair
e. plate j. lip
Test Chapter 3
3 Complete the sentences with the correct meal of the day.
breakfast lunch dinner
a. I eat eggs or pancakes as .
b. Mom cooks rice and meat for

every evening.
c. At noon, we take a break to eat .
4 Write the correct article (a, an, or the) beside each noun.
a. I like to eat apple as a snack.
b. My brother plays soccer in park.
c. There is hole in my shirt.
d. I want to see elephant in the zoo.

e. phone is ringing.
Chapter 4: What Do I Wear?
Name: _________________________________ Date: ___________________________________
1 Match each keyword to its picture.
a. dress
b. costume
c. hat
d. shirt
The clown fills the balloons.
The children play a game.

David is having a party.
Everybody sings “Happy Birthday!”

Test Chapter 4
3 Fill in the blanks with the word that best completes

the sentence.
David teddy bear costume
a. The clown is wearing a .
b. is having a birthday party.
c. He received a as a present.
4 Circle the words that begin with m. Underline the words

that begin with p.
a. meal f. mouse
b. skirt g. paint
c. play h. map
d. medal i. parrot
e. mail j. tree
Chapter 5: Being Active
Name: _________________________________ Date: ___________________________________
1 Match each action to its picture.
a. run
b. kick
c. hang
d. jump
The team wins the game.
Emily scores a goal.

Emily hugs Isabel.
Emily asks the coach if she can play.

Test Chapter 5
3 Fill in the blanks with the word that best completes the sentence.
soccer Emily dad
a. is telling the story.
b. Emily practices with her .
c. Emily wants to play .
4 Circle the words that begin with L. Underline the words

that begin with S.
a. star f. light
b. skirt g. lion
c. snail h. sail
d. letter i. lizard
e. lemon j. sock
Chapter 6: My Family
Name: _________________________________ Date: ___________________________________
1 Match each room in the house to its picture.
a. bedroom
b. bathroom
c. kitchen
d. dining room
Grandma looks around the kitchen for Baby Bear.
Sally is looking for Baby Bear under the bed.

Mom gives Sally a kiss.
Max found Baby Bear.

Test Chapter 6
baby bear bed kiss
a. Sally looked under the .
b. is missing.
c. There is nothing like a mother’s .
4 Circle the words that begin with b. Underline the words

that begin with v.
a. bread f. very
b. vanilla g. violin
c. vase h. best
d. basket i. banana
e. voice j. bird
Chapter 7: My Friends
Name: _________________________________ Date: ___________________________________
1 Match each vocabulary word to its picture.
a. classmate
b. laugh
c. best friends
d. share
Dog runs with Horse to be his friend.
Horse says that he is prettier than Duck.

Horse feels sad when he sees the animals together.
Horse is playing in the meadow.

Test Chapter 7
meadow Sheep river
a. Duck, Sheep, and Dog were sitting near the .
b. Horse felt the wind as he ran in a .
c. Horse told that he was smarter.
4 Circle the words that begin with t. Underline the words

that begin with d.
a. teacher f. doll
b. dice g. toad
c. door h. day
d. telephone i. dress
e. desk j. table
Chapter 8: Around Town
Name: _________________________________ Date: ___________________________________
a. mayor
b. storm
c. grocer
d. baker
People smile and help one another.

Many people lost their homes in the storm.
People were grumpy; nobody said hello.
Mr. Tate opened a shelter; Ms. Po brought food.

Test Chapter 8
3 Connect the sentences.
a. The story takes the worst storm

place of Addison.
b. Mrs. Po is in a town.
everybody
c. It was
was nice.
d. After the storm , the grocer.
4 Classify the words according to the location of the f sound.
five stuff chef fine fire cliff

Words that begin with f Words that end with f

Chapter 9: Animals Around the World
Name: _________________________________ Date: ___________________________________
1 Match each animal to its picture. Then, fill in the blank if the
animal mostly lives in the water.
a. kangaroo
b. crocodile
c. sea lion
d. ostrich
We had a picnic on the grass
We got on the bus and went back to school.

We saw small and big snakes.
Today our class went to the zoo.
The monkeys were swinging and playing.

Test Chapter 9
3 Use the past tense form of the verb to complete the sentences.
color- finish- work- cook-

colored finished worked cooked
a. My father in an office.
b. I my drawing with crayons.
c. My grandmother rice
and beans yesterday.
d. My mom reading my
favorite book.
4 Classify the words that begin with j or g.
gorilla game jump grass jaguar jacket

Words that begin with j Words that begin with g

Chapter 10: Mother Nature
Name: _________________________________ Date: ___________________________________
a. plant
b. crop
c. flower
d. leaf
2 Put the steps of a plants growing process in order, using

numbers 1 to 4.
Roots grows from the seed.

Plant the seed in the soil.
A little plant comes out of the ground.
The plant has a stem and leaves.

Test Chapter 10
3 Use the words in the box to complete the sentences.
question quiz quiet queen
a. I like to dress like a .
b. The teacher gave us a on Friday.
c. I am in church.
d. I have a about the class.
4 Classify the words below. Classify them according

to their c sound.
center can cinema cute celery candy

C as in cereal C as in cat

Chapter 11: The Seasons
Name: _________________________________ Date: ___________________________________
1 Match each season to its description.
longer nights,
a. summer
weather is cold
the leaves
b. winter
change color
weather is hot,
c. fall
begins in June
flowers and
d. spring
plants grow
The parrots were talking about the seasons.
Pipo said he liked the warm weather best.
Grandma Olisa explained about spring.

Grandma said that fall begins in September.
Pipo does not understand the seasons.

Test Chapter 11
3 Read the following sentences. Then, choose the correct

punctuation mark.
a. What are the seasons ( ! ? . )
b. There is no school in summer ( ! ? . )
c. Summer is awesome ( ! ? . )
d. I have never seen snow ( ! ? . )
e. Is fall cold ( ! ? . )
4 Classify the words below according to their beginning sound.
Night hen hug north new hike

Words with n Words with h

Chapter 12: Imagination
Name: _________________________________ Date: ___________________________________
1 Match the imaginary things with the real things in the story.
a. cat's food orange alien
b. Sam's cat the king
c. shower a sword
d. Sam's dad the waterfall
Sam is in a big castle with a king and a queen.
Sam is swimming with mermaids in a waterfall.
Sam is in a cave with a dragon.

A big alien kisses Sam good night.
Grandpa made the scooter for Sam.

Test Chapter 12
3 Read the following sentences. Then, choose the correct

punctuation mark .
a. Wow, it is a great waterfall ( ! ? . )
b. Do I see two aliens here ( ! ? . )
c. Imagination is awesome ( ! ? . )
d. Help me, I am scared ( ! ? . )
e. The moon is made of chocolate ( ! ? . )
4 Complete the sentences using the words from the box.
dragon sword mermaid castle aliens
a. live in outer space.
b. I saw a in the ocean.
c. Kings and queens live in a .
d. Knights fight with .
e. A breathes fire.
Answers: English 1 Textbook
b. scissors
1 School Is Fun! c. paint
2. pencil
Show What You Know Page 8-9
crayon
1. a. desk
ruler
b. pencil scissors
c. teacher eraser
2. a. Ann Grammar Page 26

Think About It! Page 18-19 1. a. school
1. a. Ann b. dog
b. Mrs. Taylor c. Ann
c. Ann’s Mom 2. a. student
2. a b. Ann
3. c c. Mrs. Taylor
4. a. 2 Songs and Rhymes Page 28-29

b. 3 2. do
c. 1 too
5. Creative Individual work. play

day
Letters and Sounds Page 20-21
3. Answers may vary.
1. Individual work
Making Connections
1. a. teacher
1. a. A - ant
b. principal
b. C - car
c. librarian
c. I - ice
d. food server
d. K - key
2. Teacher
f. P - paw
Review Page 30-31

g. S - sun
1. c
h. U - use
2. Creative Individual work
3. a. pencil
a. Answers may vary.
b. crayon
Words to Know Page 24-25
c. ruler
1. a. eraser
www.santillanapr.com Answers: English 1 Textbook

1
d. scissors b. dot – pot
4. Mrs. Taylor c. nut – hut

3. Individual work
2 My Body Is Great!
4. b. socks

Grammar Page 50-51
4. a. big
1. a. ears
5. eyes
b. eyes
Think About It! Page 42-43
c. hands
1. a. taste
2. a. round
b. sight
b. tiny
c. hearing
c. pointy
d. touch
d. big
e. smell
e. brown
2. c. touch, sight, taste
3. f. short
3. a. 4
Songs and Rhymes Page 52-53
b. 5
1. Individual work
c. 2
2. Individual work
d. 1
3. a. smell
e. 3
b. hearing
Making Connections
1. Individual work
1. Individual work
2. a. big pig
b. black cat
3. a. king – sing Review Page 54-55
b. rat – pat 3. a. mouth – taste
c. fed – bed b. eyes – sight
c. hand – touch
d. ears – hearing
1. Individual work
e. nose – smell
2. a. run – fun
4. a. long – legs

2
b. shiny – cars Letters and Sounds Page 70-71
c. big – hands 1. Individual work
5. a. a 2. a. glue – tune
b. u b. time – mice
c. o c. rose – stove
d. i 3. Individual work
e. e 4. b. soap

3 I’m Hungry! Let’s Eat! 1. Answers may vary. Suggested answers are:
a. lunch
b. dessert
1. candy
c. snack
2. grape
d. dinner
3. a. an
e. breakfast
Think About It! Page 66-67 1. Answers may vary.
1. Andy
Grammar Page 74-75
2. Eat fruit
3. a. 4
2. a. an egg
b. 3
b. correct
c. 2
c. correct
d. 1
d. a tomato
4. b. He felt sick.
5. b. He ate fruits and vegetables.
1. Individual work
Review Page 78-79
2. a. ai
1. a. candy
b. ee
b. vegetables
c. ai
2. a. ice – lime
d. ea
b. plate – grape
e. ee
c. nose – hole
f. ee
d. meat – bean
3. Individual work

3
e. tune – prune e. p
3. a. a f. p
b. an 2. tree / Car
c. the 3. Individual work
d. a Words to Know Page 96-97

1. a. blouse
4 What Do I Wear? b. shoes
c. pants
Show What You Know
2. a. dress
1. red
b. jacket
2. Individual work
c. vest
3. c
d. belt
Grammar Page 98-99
1. b. David
1. a. David
2. c. teddy bear
b. John
3. a. red – John
c. The dog
b. Yellow – David’s dad
2. a. clown –circle
c. blue – Lisa
b. Lisa – underline
4. a. 4
c. party – circle
b. 2
c. 1 d. teddy bear – circle
d. 3 e. David – underline
5. c
f. Puerto Rico – underline
1. Individual work
3. Individual work
2. Individual work
3. Individual work

Making Connections
1. a. p
1. Individual work
b. p
2. a. sunny – summer- circle shorts – underline
c. p
b. cold –circle jacket – underline
d. pp
c. windy – circle hat- underline

4
d. rainy – circle raincoat – underline 3. Words that Begin with an Ll Sound
list
Review Page 102-103
lamp
1. a. David – shirt
leg
b. Lisa – dress Words that End with an Ll Sound
2. a. p – m pail
bowl
b. m –p
doll
c. p –p – m
d. m – p- p- m Letters and Sounds Page 118-119
3. a. blouse 1. Individual work
b. shorts 2. Individual work
c. shirt 3. s-s-s-s-s-s-s-s-s-s-s
5 Being Active
1. a. sleep
b. walk
Show What You Know Page 104-105 c. run
1. Individual work 2. Creative Individual work
2. Emily – Isabel – soccer
Grammar Page 122-123
3. b
3. a. runs
Think About It! Page 114-115 b. eats
1. a. Emily (the ilustration is incorrect) c. practice
b. She practices every day d. celebrate
c. Her dad e. scores
d. Answers may vary. f. gives
2. a. 3
b. 1
1. Individual work
c. 4
2. Individual work
d. 2
Making Connections
1. Individual work
1. Individual work
2. a. Answers may vary.
2. a. 3
b. Answers may vary.
b. 2
c. Answers may vary.

5
c. 1 Letters and Sounds Page 140-141
3. tennis - baseball - basketball 1. Individual work
4. swimming 2. a. barn - circle
Review Page 126-127 b. cube
1. b. Emily will join Isabel’s soccer team. c. blueberries - circle
2. a. l d. crab
b. l e. bay – circle
c. s f. marble
d. s g. banana – circle
3. a. kicks h. lamb
b. play 3. bird - ball
c. talks Letters and Sounds Page 142-143

d. listen 1. Individual work
2. love - van - very - vest
6 My Family 3. a. v
b. v
Show What You Know Page 128-129 4. oven - drive
1. bedroom - living room - kitchen
5. Individual work
3. Individual work
Grammar Page 146
4. a. she
1. a. I
b. you
1. a. 3
c. she
b. 4
d. they
c. 1
Songs and Rhymes Page 148
d. 2
1. Individual work
2. a. 2
2. Individual work
b. 3
c. 1 Making Connections Page 149
3. c. She cannot find her teddy bear. 1. Creative Individual work
4. b. Max finds her teddy bear. 2. Answers may vary.

6
Review Page 150-151 3. dice – sad –day – door – dairy – mad – dark- desk –
drill – dress – mold – old
1. a. we
4. a. d –d
b. he
c. she
1. Individual work
d. they
2. cat – table – telephone – pasta
2. b-v-v-v-v-v-v-v-b-b
3. a. t –t - t
b. t – t – t – t
4. a. tail
7 My Friends
b. time
Show What You Know Page 152-153 c. tire
1. Answers may vary. Words to Know Page 170-171

2. a. he 1. best friends - pal - laughs
b. it 2. Answers may vary.
3. a. butterfly – underline
toad – circle
3. a. she
water- underline
b. he
b. dishes – circle
dinner- circle c. they
donut- circle d. it
Think About It! Page 164-165 e. it
1. a. A meadow Songs and Rhymes Page 174-175

b. Dog 1. Individual work
c. friendship 2. Individual work
2. a. 2 3. Creative Individual work
b. 3
Making Connections
c. 1
4. 1. b
3. b. Horse becomes friends with Dog,
Sheep, and Duck. 5. Take turns Share Individual work
Letters and Sounds Page 166-167 Review Page 176-177
1. Individual work 1. Horse
2. a. d – d 2. a. She
b. d – d b. He

7
c. It Letters and Sounds Page 192-193
3. a. t 1. a. 2
b. d b. 3
c. t c. 1
d. t 2. Words that begin with f
e. d four
fresh
f. d
Words that end with f
4. a. 2
off
b. 3 chef
c. 1 3. F – f – f –F –f –f –f – f- f

8 Around Town 1. Individual work
2. a. rail
b. rocket
1. mayor
c. rays
2. air – underline
fly – circle 3. Individual work
drive – underline Words to Know Page 196-197

fluffy – circle
1. a. supermarket
ride – underline
b. police station
face – circle
c. post office
3. a. in
d. fire station
b. on
2. a. store
b. hospital
1. a. in a town
Grammar Page 198
b. the meanest person in town
1. a. on
c. the grocer
b. in
d. Yes, it made them nicer.
c. between
e. a batch of cookies to share
d. under
2. Individual work
e. next to
3. a. 2
b. 3 Songs and Rhymes Page 200-201
c. 1 1. Individual work

8
2. Individual work 2. a. 4
Making Connections b. 2
1. Answers may vary. c. 1
2. Creative Individual work d. 3
e. 5
Review Page 202-203
3. Can swim
1. Treat others as you wold like to be treated.
penguin
2. a. between hippo
b. in Cannot swim
c. on zebra
lion
d. next to
3. a. f – r - f – r
Fire station Letters and Sounds Page 218-219
b. f – f – r 1. Individual work
Police station
2. a. rug – bug
b. fig – pig
9 Animals Around the World c. dog – frog
3. g-g-g- g-g-g-g
Letters and Sounds Page 220- 221
1. c
1. Individual work
2. a. roared
2. a. J – j
b. cleaned
b. J – j
3. a. j
c. j – j
b. g
d. J – j
c. g
3. a. jail
d. j
b. joy
e. g
c. jet
f. j
d. jeans
1. a. hippo
1. a. kangaroo
b. flamingo
b. bear
c. monkey
2. a – c
d. giraffe
3. b – c
9
1. a. danced 10 Mother Nature
b. painted
c. traveled
1. water
d. napped sunlight
air
soil
1. Individual work
2. a. can – circle
2. Individual work
cut – circle
Making Connections quarter – underline
1. hatch cake – circle
birds 3. b. earthquake – underline

fish quite – underline
born scary – circle
dog 4. a. these
people
b. that
2. Creative individual work
c. that
Review Page 228-229 d. those
1. a. jumped – jump
b. packed – pack
1. b
c. cleaned – clean
2. soil
2. a. g
3. a
b. g
4. birds, bees, butterflies
c. j
5. Individual work
d. g
6. a. 2
e. j
b. 4
f. j
c. 1
3. G
d. 3
gel
frog Letters and Sounds Page 244-245
hog 1. Individual work
J
2. a. 2
jump
b. 3
joy
joke c. 1

10
3. C as in City 3. a. The rain washed her out. The Sun dried up
all the rain.
cinema
center Making Connections
cement
1. Individual work
C as in Can
2. Creative – Individual work
carpet
carnival Review Page 254-255
cute 1. Creative – Individual work
Letters and Sounds Page 246-247 2. a. That is a plant

1. Individual work 3. a. c
2. Individual work b. c
3. a. q - q c. q
b. q d. c – c
4. a. quack e. c
b. quiet f. q
c. question
Words to Know Page 248-249 11 The Seasons

1. leaf
crop
plant 1. d
2. a. flower 2. a. nine
b. root b. heart
c. bud c. hen
d. plant 3. a
Grammar Page 250-251 Think About It! Page 268-269

1. Individual work 1. b
2. a. This 2. b
b. Those 3. Creative individual work
c. These 4. a. spring – March
d. That b. summer – June
c. fall – September
d. winter – December
1. Individual work
5. Individual work
2. Individual work

11
Letters and Sounds Page 270-271 Grammar Page 276-277
1. Individual work 1. a. ?
2. H, H, h, h, h, h, h 2. a
3. a. ten – hen d
b. money – honey 3. I
c. mouse – house Songs and Rhymes Page 278-279
Letters and Sounds Page 272-273 1. Individual work
1. Individual work 2. Individual work
2. a. n Making Connections
b. n 1. Individual work
c. n
Review Page 280-281
d. n
1. a. cool
e. n
b. cold
f. n
c. hot
3. Beginning with n
2. a. hour – clock
note
b. week – calendar
new
Beginning and ending with n c. day – 1 Jan
noon 3. a. n n
napkin b. h
Ending with n
c. n h
run
d. n
hen
4. a
4. a. n – N – n – n
C
1. a. 5:00 – Hour
b. Friday – day
12 Imagination
c. 2013 – year Show What You Know Page 282-283

d. :02 – minute 1. a. z
e. May – month b. x
f. Sunday through Saturday – week c. w
2. year – Day d. k

12
2. a 2. c / d
c 3. Individual work
Think About It! Page 294-295 Songs and Rhymes Page 304-305
1. c 1. Individual work
2. c. cave 2. Individual work
e. castle
3. a. real
f. outer space
3. a. fluffy, orange alien – Spunky the Cat

Making Connections
1. a. painting – painbrush and paint
b. king and queen – Sam’s mom and dad
c. big alien – Sam’s mom b. sculpture – clay and hands
c. drawing – pencil and paper
4. a. 2
d. photograph – camera and film
b. 3
c. 4 2. b
d. 1 Review Page 306-307

5. Individual work 1. a. Was not really magic, it was all
Sam’s imagination.
2. a. alien
1. a. kick
b. mermaid
b. kid
c. dragon
c. kiwi
3. a. x/k
1. W – w-w-w-w-w-w-w
b. w/w
Letters and Sounds Page 298-299 c. k/z/z
1. a. box 4. a. Look at the delicious food.
d. ax d. I love my magic scooter.
1. z-z-z-z-z-z-z 5. Individual work

2. a. throne / castle
b. mermaids
c. dragon / sword
d. aliens

1. a. !

13
14
Answers: English 1 Workbook
Words to Know Page10 - 11
1 School Is Fun! 1. a. eraser
b. pencil
Think About It Page 6-7
c. glue
1. pencil, eraser, ruler, glue stick, book
d. desk
2. Creative/Individual work
e. ruler
3. a. happy
f. book
b. math
c. play
3. a. book bag
b. book
Letters and Sounds Page 8 - 9
c. pencil, eraser
1. a. airplane, ant
b. bat, boy
Grammar Page12
c. xylophone, x-ray
1. Individual work
d. watch, woman
2. a. teacher
e. violin, van
b. house
f. cat, can
c. fish
g. desk, dog
d. students
h. tub, tiger
i. unicorn, umbrella What Did We Learn? Page13

j. sun, star 1. a. school
1. a. elephant, eraser b. cat
b. kangaroo, kite c. soup
c. fox, flower 2. a. school supplies: glue, scissors, book
d. pig, plant b. others: doll, toy car, skates
e. ice cream, igloo
f. octopus, orange 2 My Body Is Great!

g. jar, jaguar
Think About It Page 14 - 15
h. hand, house
1. a. taste
i. quarter, quilt
b. hearing
j. goose, girl
c. smell
www.santillanapr.com Answers: English 1 Workbook

1
d. touch 3. a. hands
e. sight b. eyes
2. a. hearing c. nose
b. sight Grammar Page 20

3. a. taste 1. a. sour
b. touch b. cold
c. hearing c. soft
d. sight d. long
e. smell 2. a. fingers
Letters and Sounds Page 16 - 17 b. cars
1. a. brush - u c. eyes
b. finger - i d. dogs
c. leg - e What Did We Learn? Page 21

d. hand - a 1. Creative individual work
e. body - o 2. bed, bat, on, clip, leg, hand
2. a. cat, ant
b. bed, hen
c. net, pet
3 I’m Hungry! Let’s Eat!
d. pot, rock Think About It Page 22 - 23

3. hat, neck, clock, pen 1. banana, pineapple, carrot, apple
Words to Know Page 18 - 19 2. Creative individual work
1. a. hand 3. Creative individual work
b. ear 4. a, b
c. mouth Letters and Sounds Page 24 - 25

d. nose 1. a. feed, sweet
e. head b. rose, cone, bone
2. a. hearing c. rice, five, wide
b. touch d. cake, rake, skate

c. smell e. uniform, use, tune
d. sight 2. a. cake: plate, make
e. taste b. toe: tone, oboe, home

2
c. beet: sweet, feet, seed 2. a. ruler
d. tune: clue, cute, use b. crayon

e. rice: nice, ice, mice c. glue
Words to Know Page 26 - 27 d. scissors
1. a. apple 3. a. nose
b. grapes b. eye
c. potato c. ear
d. carrot 4. a. short vowel sound: hat, pig, jet
e. banana b. long vowel sound: ear, eye, ice
f. lettuce
2. a. Fruits: apple, grapes 4 What Do I Wear?

b. Vegetables: carrot, onion
1. a. David
Grammar Page 28
b. park
1. a. an
c. hot dogs
b. a
d. Pedro
c. a
e. ate cake
d. an
2. a. a
3. b, c, f
b. a
Letters and Sounds Page 34
c. an
1. a. mad
What Did We Learn? Page 29
b. mat
1. a. third column
c. man
b. first column
d. mop
c. second column
e. mess
2. a. broccoli
f. mug
b. apple
g. meat
c. potato
h. moist
d. kiwi
i. mouse
Review Page 30 - 31 2. c, d, e, f, g
1. Creative/Individual work 3. a. plant

3
b. poster d. mouse
c. pen e. present
d. plane f. paint
e. parrot g. plate
f. pig h. play
4. Individual work i. monster
Words to Know P36-37 j. mother
1. a. skirt k. cap
b. shirt l. woman
c. jacket 2. a. Mary, girl
d. belt b. school, place
e. pants c. teacher
f. shoes d. Spot, puppy
2. a. jacket e. Carlos, friend
b. dress, tie f. pizza, food
c. rain coat
d. shorts, sandals 5 Being Active

f. pajamas
Grammar Page 38
1. a. soccer
1. Pam, Jack, Italy, Mary (circle), dog, white, horse,
house, tree, woman (underline) b. to play on the team
2. a. Mrs. Jones c. gets on the team
b. David d. a house
c. Patch e. her dad
d. Sophie 2. a. F
e. Puerto Rico b. T
f. San Juan c. T
g. Florida d. F
e. T
f. F
1. a. plant
g. T
b. music
h. T
c. party

4
3. Creative/Individual work c. cooks
Letters and Sounds Page 42 - 43 d. draw
1. a. lunch e. sing
b. swing What Did We Learn? Page 47

c. look 1. a. car, hat
d. live b. team, man
2. a. pencil c. boat, nail
b. mess 2. Individual work
c. bell 3. Creative/Individual work
d. school
3. a. The students like to go to school. (s/ls/l) 6 My Family

b. They are curious about the new things they will
learn in class. (s/s/l/s) Think About It Page 48 - 49
c. The children love recess the best. (l/s) 1. a. Sally
d. They laugh and sing. (l/s) b. in a house
e. They love to swing and play on the slide. (s/l) c. bear
Words to Know Page 44 -45 d. cry
1. a. team e. Max
b. coach 2. Creative/Individual work
c. player 3. Creative/Individual work
2. a. kick Letters and Sounds Page 50 -51
b. jump 1. bus, bear, bread, ball
c. throw 2. Individual work
3. Individual work 3. a. van
4. Individual work b. dive
Grammar Page 46 c. live
1. a. plays d. vowel
b. ask e. vest
c. gives f. love
d. helps g. vine
2. a. writes h. volcano
b. reads 4. Individual work

5
Words to Know Page 52 - 53 1. Kingston Elementary, Mrs. Jones, Lisa, Carlos
1. a. bathroom 2. Individual work
b. bedroom 3. a. drink
c. dining room b. plays
d. living room c. reads
e. kitchen d. eat
f. hallway 4. a. Underline: lamp, life, lost, love, long, like, little,

learn, light, loud, ladybug
5. b. Circle: sand, sound, salt, student, shoe, see,
Grammar Page 54 sandwich, soap, spot
1. a. you
b. she 7 My Friends
c. we
d. I
e. they 1. a. Horse
f. he b. wind
2. a. they c. sunny
b. she d. meadow
c. we e. Sheep, Dog, and Duck
d. it 2. Individual work
1. a. dining room Letters and Sounds Page 60 -61
b. bedroom 1. Individual work
2. a. van 2. a. desk
b. love b. dice
c. vest c. drum
d. book 3. Circle: task, tan, truck

Underline: sad, salad
3. Circle: my, she, they, I, we, her, us, she, we, it
4. Individual work
a. she
b. they Words to Know Page 62 - 63

c. us 1. a. support
b. share
Review Page 56 - 57

6
c. laugh b. grocer
d. pal c. baker
e. classmate 3. Creative/Individual work
f. best friend Letters and Sounds Page 68 - 69

Grammar Page 64 2. Individual work
3. a. He 3. Individual work
b. They 4. at the beginning: room, red, rocket, right
c. We at the end: bear, car, stir, ear
d. She Words to Know Page 70 - 71

e. I 1. a. second image
f. you b. fourth image
g. It c. first image
What Did We Learn? Page 65 d. third image
1. loyal, sincere, nice, respectful, helpful, fun 2. Individual work
2. Individual work 3. a. town hall
3. a. he b. library
b. it c. bank
c. it d. fire station
d. she e. police station
e. they 4. Individual work
f. we Grammar Page 72
1. Individual work
8 Around Town What Did We Learn? Page 73

1. Individual work
2. Rita is a friendly girl. Raúl and Fernando are her
1. a. Adison friends. They all share food at the cafeteria. Their
favorite food is rice and beans. One food they don’t

b. storm like is fish. (R/f/R/F/f/r/f)
c. helpful
d. houses
9 Around The World
e. helped
2. a. mayor Think About It Page 74 - 75

7
1. a. zoo b. fourth image (river)
b. picnic c. second image (ocean)
c. snakes d. first image (desert)

d. tusks 2. g sound: leg, go
2. Creative/Individual work j sound: jam, joy
Letters and Sounds Page 76 - 77 Review Page 82 - 83
1. ground, game, gas, twig, wig, pig 1. toy, truck, day, desk, table, test
3. jet, jar, joke, juice, Julie, jewel, jump 3. a. He
4. Individual work b. It
c. She
Words to Know Page 78 - 79
d. They
1. a. lion
4. talked, walked, looked
b. penguins
c. shark
d. turtle 10 Mother Nature

e. monkeys
2. Individual work
1. Individual work, plant
3. octopus
2. a. fourth image
4. monkey
b. third image
5. Individual work
c. first image
Grammar Page 80
d. second image
1. a. napped
3. a. T
b. traveled
b. F
c. danced
c. T
d. roared
d. T
2. a. danced
4. Individual work
b. cleaned
c. moved
1. Individual work
d. practiced
2. quack, quilt, queen, quarters, quail
3. a. quack, second image
1. a. third image (jungle)
b. quilt, third image

8
c. queen, first image 2. a. fall
d. quarters, fourth image b. winter

e. quail, fifth image c. spring
Words to Know Page 88 - 89 d. summer
1. Individual work 3. Creative/Individual work
2. a. seed Letters and Sounds Page 94 - 95

b. soil 4. Individual work
c. sprout 5. Individual work
d. stem 6. men, chin, nap, nice, net, night, run, pen, fan, ant,
giant, land
Grammar Page 90
7. beginning: nap, nice, net, night
1. a. these middle: ant, giant, land
b. this end: men, chin, run, fan, pen
c. that Words to Know Page 96 - 97

d. those 1. a. days
2. a. This b. months
b. That c. minutes
What Did We Learn? Page 91 d. hours
1. Individual work 2. a. hour
2. a. These are puppies. b. month
b. That is a dog. c. day
c. This is a bird. d. week
d. Correct e. minute
f. year
11 The Seasons
3. Individual work
Grammar Page 98
Think About ItPage 92 - 93
1. A sentence that states a fact ends with a period. An
interrogative sentence ends with a question mark.
1. a. parrots
2. Individual work
b. grandma’s
c. beach What Did We Learn? Page 99
d. color 1. In spring, flowers open and plants grow. In summer,

children do not have school. In fall, a new school
e. Olisa year begins. In winter, kids sing holiday songs.
(n/s/n/n/n/n/n/n/n/n/n/n/n/n/n/n)

9
2. a. My birthday is in the summer. e. mermaid
b. What is your favorite season? Mine is spring. f. alien

2. Individual work
12 Imagination
Grammar Page 105

Think About It P100-101
1. Individual work
1. a. F
b. T
1. a. ?
c. F
b. !
d. T
c. !
2. Individual work
d. ?
3. Individual work
2. a. mermaid – Circle this picture.
b. cat
Review P108-109
1. a. we
1. a. That
b. wall
b. Those
c. well
c. This
2. a. cook
d. These
b. works, kitchen
c. makes, cakes, kebabs
3. Individual work
d. Kate, kicking
1. a. ?
3. Alexandra is six years old. She is getting an x-ray at
the doctor’s office because she has a mix of the flu b. !, !
and chickenpox. She hopes the doctor will fix her
and make her feel better. (x/x/x/x/x/x) c. .
4. a. zero d. ?
b. zip
c. zone
Words to Know Page 104 - 105

1. a. dragon
b. sword
c. castle
d. throne

10
Answers: English 1 Tests
1 School Is Fun! 3 I’m Hungry! Let’s Eat!
1. a. (4) 1. a. vegetables (2)
b. (1) b. rabbit (4)
c. (2) c. fruits (3)

d. (3) d. candy (1)
2. ant, paw, sun 2. sheep, plate, cheese, meal, cake, chair
3. a. scissors 3. a. breakfast
b. paint b. dinner
c. eraser c. lunch
4. c, b, a 4. a. an
b. the
2 My Body Is Great!
c. a
d. an
1. a. (4) e. the
b. (3)
c. (1)
4 What Do I Wear?
d. (5)
e. (2) 1. a. 4
2. a. Circle: small b. 3
Underline: hands c. 2
b. Circle: nice d. 1
Underline: windows
2. 2, 3, 1, 4
c. Circle: tall
Underline: trees
3. a. costume
d. Circle: pretty
Underline: eyes b. David
c. teddy bear
3. a. nuts
4. Circle: meal, mail, mouse, map, medal
b. socks Underline: play, paint, parrot

c. lips
4. a. sit, hit 5 Being Active

b. red, fed
1. a. 4
c. pot, hot
b. 3
d. sat, hat
www.santillanapr.com Answers: English 1 Tests
1
c. 1
d. 2 8 Around Town
2. 3, 2, 4, 1
1. a. 3
3. a. Emily
b. 4
b. dad
c. 1
c. soccer
d. 2
4. Circle: letter, lemon, light, lion, lizard
Underline: star, skirt, snail, sail, sock 2. 4, 3, 1, 2
3. a. The story takes place in a town.

b. Mrs. Po is the grocer.
6 My Family
c. It was the worst storm of Addison.
1. a. 4 d. After storm, everybody was nice.
b. 3 4. Words that begin with f: five, fine, fire,
Words that end with f: stuff, chef, cliff
c. 1
d. 2
2. 3, 2, 1, 4 9 Around The World

3. a. bed
1. a. 4
b. Baby Bear
b. 3 – lives mostly in the water
c. kiss
c. 1 – lives mostly in the water
4. Circle: bread, basket, best, banana, bird
Underline: vanilla, vase, voice, very, violin d. 2
2. 3, 5, 4, 1, 2
3. a. worked
7 My Friends
b. colored
1. a. 3 c. cooked
b. 4 d. finished
c. 1 4. Words that begin with j: jump, jaguar, jacket
d. 2 Words that begin with g: gorilla, game, grass
2. 3, 2, 4, 1
3. a. river 10 Mother Nature

b. meadow
1. a. 4
c. Sheep
b. 3
4. Circle: teacher, telephone, toad, table
Underline: dice, door, desk, doll, day, dress c. 1
d. 2
2
2. 2, 1, 3, 4 d. .
3. a. queen e. .
b. quiz 4. a. Aliens
c. quiet b. mermaid
d. question c. castle
4. c as in cereal: center, cinema, celery d. swords

c as in cat: can, cute, candy e. dragon
11 The Seasons
1. a. 3
b. 1
c. 2
d. 4
2. 1, 5, 3, 4, 2
3. a. ?
b. .
c. !
d. .
e. ?
4. Words with n: night, north, new

Words with h: hen, hug, hike
12 Imagination
1. a. sword
b. orange alien
c. the waterfall
d. the king
2. 3, 4, 2, 5, 1
3. a. !
b. ?
c. !
www.santillanapr.com Answers: English 1 Tests

3
4
Teacher’s Guide
and Resources
English 1
Growing Up is available for kindergarten to sixth-grade students in Spanish, English, and Math; and
for first-grade to sixth-grade students, in Social Studies and Science.
The series has been created to accompany our children throughout the different stages of their
development. In addition, Growing Up has been designed to foster respect for animals, which is
the cross-curricular theme of the series. It promotes sensibility towards the well-being of animals and
the importance of protecting and caring for them. Its main purpose is to develop compassion and
empathy, and also foster healthy relationships between humans and animals.
The educational fundamentals are found throughout the Growing Up series in all subjects.
Each one incorporates them differently according to the skills and topics it develops
in its content.
The fundamentals included in Growing Up in English are:

• Content Standards and Grade-Level Expectations - The academic standards that Santillana
establishes as its curricular framework takes into consideration the areas of competence that have
been established in Puerto Rico, as well as the Common Core State Standards that the United
States has been applying.
• Depth of Learning Strategies

• 21 Century Skills
st
• Ethics and Civic Values

• Information and Communication Technologies (ICT)
• Curricular Connections
• Constructivism
• Critical Thinking
Growing Up is available in digital format (both offline and online, kindergarten through sixth-grade),
as well as in printed format (from kindergarten through sixth-grade).
Social Studies Science Math
ISBN 978 1 61875 266 6
9 781618 752666
1506 Roosevelt Ave. , Guaynabo, P. R. 00968 | P.O Box 19 - 5462 San Juan, P.R. 00919 - 5462 | Tel. 787 - 781 - 9800, Fax. 787 - 782 - 6149 | santillanapr.com

1 Teacher_s Guide Growing Up English (1) (1)

Uploaded by

Copyright:

Available Formats

You might also like

1 Teacher_s Guide Growing Up English (1) (1)

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

1 Teacher_s Guide Growing Up English (1) (1)

Uploaded by

Copyright:

Available Formats

MUESTRA PARA

Teacher’s Guide EVALUACIÓN

Common Core Standards Correlations

Access to the d gital format

Standards and Expectations Content Areas for the English Development

Chapter Curricular Profile

Chapter Topic Skills

Chapter School Is Fun!

Concepts school act vit es

school supplies log cal order Identify fact and op nion

the alphabet Review dent fy and match letters of the alphabet

Living Together Respect for Animals

school supplies Use vocabulary related to school suppl es

School Is Fun! a desk b penc l c teacher

2 Allow students to dent fy ele

2 Prepare st ips w th all s x topics to

Initiation wa ds the r ealizat on of the idea

3 Ask students to ead the chapter

sponses w th the cla s

English 1: Common Core Standards

These offer a series of bibliographical resources that will

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

• Common Core Standards Correlations

What Do I The Letters Mm

The Letters Ll and

Where Is Baby The Letters Bb Rooms in a

The Letters Ff and

Animals Our Trip to the The Letters Gg

Mother The Letters Cc

Pipo Asks About The Letters Hh

The Magic The Letters Kk,

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

Common and Skirts, Dresses, Science: Clothing

The Simple Past Science: Life

Demonstrative Science The Eentsy Science: The

Interrogative My Personal Mathematics:

Exclamatory Fine Arts: Art and

Let’s Read! Title: "Ann’s School"

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

Letters and Sounds

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

• school supplies • Use vocabulary related to school supplies.

• basic sentence structure • Recognize basic sentence structure.

Songs and Rhymes Song: "My School"

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

Making Connections Social Studies

Living Together Respect for Animals

1. Gather students in a group. Start

2. Allow students to identify ele-

3. Ask students to read the chapter

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

5. Ask students to take turns and an-

1. Extend the discussion by asking questions like:

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

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

2. Prepare strips with all six topics to

3. Play song “My School” from the

• places at school • basic sentences 4. Organize a play pretend activity:

dents to play pretend together as